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It explains the FAA—Datafolio overview, grade levels and content areas assessed, responsible personnel, assessment design, and Levels of Assistance (LOAs), including allowable adjustments, supports, and criteria for use. The guide then details the teacher administration process and the Response Entry Interface (REI), covering activation of TIDE access, evidence collection, LOA goal setting, electronic file creation, system navigation, and learner characteristics inventory 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is the purpose of the FAA—Datafolio for 2025–26?","Question",{"text":112,"@type":113},"The guide outlines the Florida Alternate Assessment (FAA) Datafolio’s purpose and how it relates to course instruction and participation in statewide, standardized assessment.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are Levels of Assistance (LOAs) and where are they used?",{"text":117,"@type":113},"The guide explains LOAs and how allowable adjustments, supports, and accommodations are selected and applied, including criteria for specific student groups.",{"name":119,"@type":110,"acceptedAnswer":120},"What steps do teachers follow in the REI to enter assessment information?",{"text":121,"@type":113},"Teachers are instructed to activate or reset TIDE access, select activity choices, create an instructional and data collection plan, collect evidence, set LOA goals, create electronic files, navigate and use the REI, and complete the Learner Characteristics Inventory (LCI).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},328485,1791564991,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},34359740700684,"https://ap-avatar.wpscdn.com/avatar/1f400023980c374ae676?_k=1777273430885731487","Teacher Resource Guide  \n2025–26  \nThis publication is produced through the Bureau of K–12 Student Assessment, Division of Accountability, Research, and Measurement, Florida Department of Education, and is available online on the FAA Portal.  \nBureau website: [http://www.fldoe.org/accountability/assessments/k-12-student-assessment](http://www.fldoe.org/accountability/assessments/k-12-student-assessment)  \n[Telephone: 850-245-0513](Telephone: 850-245-0513)  \nTable of Contents  \n[Important Dates ............................................................. vi](Important Dates ............................................................. vi)  \nPart 1: An Overview of the FAA—Datafolio ......................................... 1  \nIntroduction to the Datafolio .................................................... 2  \nPurpose of the Florida Alternate Assessment—Datafolio (FAA—Datafolio) .......... 2  \nCourse Instruction and Participation in Statewide, Standardized Assessment . 3  \nAssessment Overview ........................................................ 6  \nGrade Levels, Content Areas, and Courses Assessed .......................... 6  \nResponsible Personnel for Administration .................................... 7  \nAssessment Design ..................................................... 8  \nLevels of Assistance (LOAs) .............................................. 9  \nAllowable Adjustments and Supports....................................... 10  \nAllowable Adjustments: Assistive Technology Devices ................... 10  \nAllowable Adjustments for Students with Visual Impairments ............. 10  \nAllowable Adjustments for Students Who Are Deaf/Hard-of-Hearing ......... 11  \nAccommodations and Criteria for Use ....................................... 11  \nStudents with Visual Impairments.................................... 11  \nStudents Who Are Deaf/Hard-of-Hearing .............................. 11  \nEnglish Language Learner (ELL) Students ........................... 12  \nFAA—Datafolio Progress Score........................................... 12  \n2025–26 FAA—Datafolio Progress Rubric .................................. 13  \nPart 2: The FAA—Datafolio Administration Process and Response Entry Interface (REI) for Teachers ................................................................15  \nSteps to Success .......................................................... 16  \nStep 1: Activate Your TIDE User Account or Reset Your Password ..................... 17  \nUser Accounts and Passwords ..................................... 17  \nStep 2: Identify the Activity Choices for Assessment ................................ 18  \nReview the FAA—Datafolio Blueprint & Activity Choices ....................... 18  \nIdentify Activity Choices .......................................... 18  \nExample: FAA—Datafolio Grade 3 ELA Blueprint ...................... 18  \nTarget the Specific Learning Goals ............................................. 19  \nStep 3: Develop an Instructional Plan to Assess the Student ......................... 19  \nIdentify the Outcome of Instruction and Potential Instructional Activities............ 19  \nDevelop a Data Collection Plan for Instruction and Assessment ........... 19  \nCollection Period (CP) \\#1 Data Collection ............................ 20  \nDetermining Baseline LOA ................................... 20  \nLate Enrollment ........................................... 20  \nStep 4: Gather Collection Period \\#1 Evidence ..................................... 21  \nFAA—Datafolio Evidence................................................ 21  \nEvidence Collection Form ......................................... 21  \nObservation Evidence............................................ 22  \nDigital Recordings............................................... 22  \nDigital Recording: Evidence Content ........................... 22  \n2025–26 FAA—Datafolio Teacher Resource Guide  \niii  \nBest Practices for Digital Recording ....................","cbCaiuV05yhSZzWB","https://ap.wps.com/l/cbCaiuV05yhSZzWB","pdf",6346248,188,"English","# Part 1: An Overview of the FAA—Datafolio\n## Introduction to the Datafolio\n## Purpose of the Florida Alternate Assessment—Datafolio (FAA—Datafolio)\n## Course Instruction and Participation in Statewide, Standardized Assessment\n## Assessment Overview\n## Grade Levels, Content Areas, and Courses Assessed\n## Responsible Personnel for Administration\n## Assessment Design\n## Levels of Assistance (LOAs)\n## Allowable Adjustments and Supports\n## Accommodations and Criteria for Use\n## Students with Visual Impairments\n## Students Who Are Deaf/Hard-of-Hearing\n## English Language Learner (ELL) Students\n## FAA—Datafolio Progress Score\n## 2025–26 FAA—Datafolio Progress Rubric\n# Part 2: The FAA—Datafolio Administration Process and Response Entry Interface (REI) for Teachers\n## Steps to Success\n## Step 1: Activate Your TIDE User Account or Reset Your Password\n## User Accounts and Passwords\n## Step 2: Identify the Activity Choices for Assessment\n## Review the FAA—Datafolio Blueprint & Activity Choices\n## Identify Activity Choices\n## Example: FAA—Datafolio Grade 3 ELA Blueprint\n## Target the Specific Learning Goals\n## Step 3: Develop an Instructional Plan to Assess the Student\n## Identify the Outcome of Instruction and Potential Instructional Activities\n## Develop a Data Collection Plan for Instruction and Assessment\n## Collection Period (CP) #1 Data Collection\n## Determining Baseline LOA\n## Late Enrollment\n## Step 4: Gather Collection Period #1 Evidence\n## FAA—Datafolio Evidence\n## Evidence Collection Form\n## Observation Evidence\n## Digital Recordings\n## Best Practices for Digital Recording\n## Digital Recording Length\n## Required Form for Digital Recording\n## Work Product Evidence\n## Evidence Documentation\n## A Special Note Regarding English Language Arts (ELA) Evidence\n## Step 5: Establish Level of Assistance (LOA) Goals\n## Step 6: Create Electronic Files\n## Supported File Sizes and Types\n## Naming Evidence Files (File Naming Convention)\n## Step 7: Access and Navigate the REI\n## System Requirements\n## Recommended Monitor Resolution Settings\n## Logging In and Entering Student Information\n## Correcting Student Information\n## Transfer Students\n## Selecting a Test\n## Instructions and Help\n## Test Tools in the REI\n## Page Navigation\n## Pausing the FAA—Datafolio\n## Test Timeout (Due to Inactivity)\n## Step 8: Complete the Learner Characteristics Inventory (LCI)\n## Navigating to Items\n## Pausing the LCI\n## Test Timeout (Due to Inactivity)","[{\"question\":\"What is the purpose of the FAA—Datafolio for 2025–26?\",\"answer\":\"The guide outlines the Florida Alternate Assessment (FAA) Datafolio’s purpose and how it relates to course instruction and participation in statewide, standardized assessment.\"},{\"question\":\"What are Levels of Assistance (LOAs) and where are they used?\",\"answer\":\"The guide explains LOAs and how allowable adjustments, supports, and accommodations are selected and applied, including criteria for specific student groups.\"},{\"question\":\"What steps do teachers follow in the REI to enter assessment information?\",\"answer\":\"Teachers are instructed to activate or reset TIDE access, select activity choices, create an instructional and data collection plan, collect evidence, set LOA goals, create electronic files, navigate and use the REI, and complete the Learner Characteristics Inventory (LCI).\"}]","Teacher Resource Guide - 2025–26 | PDF",1789979968,474]