Student Name: SSID#: Grade: Record Administrators: f. hang out with friends at dances or social activities b. Classes with other students

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1 Student Name: SSID#: Grade: Record Administrators: Date(s) Administered: STUDENT INTERVIEW 1. What activities do you like to do in school now? a. Lunch f. hang out with friends at dances or social activities b. Classes with other students g. Computers c. Learning in reading, math, science and h. Music and art social studies d. Extra curricular activities i. Sports and/or P.E. e. Community based instruction j. Other specify 2. How involved are you in school clubs/extra curriculum activities? a. Not at all c. Active b. Somewhat active d. Very active 3. What do you do for fun after school? a. Work b. Read c. Watch TV d. Listen to music e. Play sports f. Outdoor activities g. Church or church youth group h. Hobbies i. Hang out with friends at home j. Hang out with friends at the mall k. Clubs (Scouts) l. Go to the movies m. Use computers n. Lessons (music, dance) o. Other specify 4. What do you want to do when you leave school? a. Work full time f. Work in a family business b. Work part time g. Have my own business c. Attend college or vocational school h. Work as an intern, volunteer d. Attend a transition program i. Seasonal employment e. Attend a day habilitation program j. Stay home k. I don t know SECURE TESTING MATERIALS 1 of 11

2 5. What jobs do you think you might like to do when you leave school? a. Agriculture (farming, forestry) h. Food service (cook, waiter, bus, dishwasher) b. Arts & Humanities (photographer, i. Retail (work in a store) artist, musician) c. Communications (radio, TV reporter) j. Self-advocate (educate others about disability) d. Construction (builder, plumber k. Work in an office (telephones, computers, etc.) helper) e. Health (clinic, Dr. s office) l. Distribution/dispatch (courier, mail attendant) f. Work with animals (vet., pet store, m. Other specify humane society) g. Work with children (school aide, nursery school) 6. What would you like to learn more about next year in high school, college, technical college, or in community education? a. Reading g. History b. Math h. Government c. Science i. Computers d. Social Studies j. Accessing community resources e. Work experience k. Nothing f. Art, music l. Other specify 7. What activities would you like to participate in high school or in the community? a. Peer tutor h. Community based instruction b. Job experience i. Hang out with friends, social activities c. Community service projects j. Computers d. Lunch k. Music, art e. Classes with other students l. Sports f. Learning in reading and math m. Other specify g. Extra curricular activities 8. If student was assisted in completing the interview, who provided assistance? a. Teacher d. Parent b. Peer e. No assistance needed c. Guidance counselor f. Other specify 9. I use assistive technology in the following areas: a. Communication/personal needs d. Participation in self-advocacy activities b. Participation in academic activities e. Complete daily living tasks c. Participation in social activities f. I don t use assistive technology 10. I have been taught to use my assistive technology device. Yes No apply SECURE TESTING MATERIALS 2 of 11

3 READING/LANGUAGE ARTS Standard: R. HS.2 Analyze how characters develop over the course of a text, interact with other characters, and advance the plot. 1. The student is able to identify at least one way in which an author develops a character over the course of a text (e.g., dialogue, action, or description). 2. The student is able to identify how a character develops over the course of a text. 3. The student is able to identify how the characters interact with one another in a text. 4. The student is able to explain how the characters develop in order to advance the plot. 5. The student is able to provide examples of how the characters interact with one another in order to advance the plot AAAF ILP AAAF ILP AAAF ILP AAAF ILP AAAF ILP SECURE TESTING MATERIALS 3 of 11

4 Standard: R. HS.3 Determine a theme of a text and analyze its development over the course of the text including how it is refined by details; provide an objective summary. 6. The student is able to identify the theme of a text. 7. The student is able to explain how the theme is developed over the course of a text. 8. The student is able to provide examples of details that help develop the theme over the course of the text. 9. The student is able to explain how the theme of a text is refined by details. 10. The student is able to provide an objective summary of a text AAAF ILP AAAF ILP AAAF ILP AAAF ILP AAAF ILP SECURE TESTING MATERIALS 4 of 11

5 Standard: R. HS.6 Standard: W. HS.11.2 Determine an author s purpose in a text and analyze how an author uses rhetoric to advance the purpose. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 11. The student is able to explain how an author uses rhetoric to advance the purpose of a text. 12. The student is able to organize writing. 13. The student is able to select a writing style that is appropriate to the task. 14. The student is able to develop ideas specific to the purpose. 15. The student is able to produce clear and coherent writing for a specific audience AAAF ILP AAAF ILP AAAF ILP AAAF ILP AAAF ILP SECURE TESTING MATERIALS 5 of 11

6 MATHEMATICS Standard: M.HS.2 Represent data on the real line using histograms and dot plots. 1. The student is able to identify a histogram or dot plot. 2. The student is able to select the graph (histogram or dot plot) to best represent given data for a given purpose. 3. The student is able to create a dot plot from given data. 4. The student is able to create a histogram, including labels, from given data AAAF ILP AAAF ILP AAAF ILP AAAF ILP SECURE TESTING MATERIALS 6 of 11

7 M.HS.3 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) of two or more different data sets. 5. The student is able to explain the difference between median and mean. 6. The student is able to determine the median from a given data set. 7. The student is able to determine the mean from a given data set. 8. The student is able to compare the median and/or mean of two or more data sets AAAF ILP AAAF ILP AAAF ILP AAAF ILP SECURE TESTING MATERIALS 7 of 11

8 M.HS.5 Solve linear equations and inequalities in one variable. 9. The student is able to differentiate between a linear equation and an inequality. 10. The student is able to solve a linear equation in one variable using addition or subtraction. 11. The student is able to solve a linear equation in one variable using multiplication or division. 12. The student is able to solve a linear inequality in one variable AAAF ILP AAAF ILP AAAF ILP AAAF ILP SECURE TESTING MATERIALS 8 of 11

9 SCIENCE Physical Science Construct an explanation for the outcome of a simple chemical reaction (specific to families 1, 2, and 13-18), based on the outermost electron states of atoms and trends in the periodic table. Evaluate the design of a device that minimizes the force on an object during a collision and make suggestions for improvement. 1. The student uses data or observations to determine whether or not a chemical reaction has occurred and explains their determination using the indicators of a chemical reaction (e.g. change in color or temperature, formation of gas or solid, etc.). 2. Student can explain why two elements from families 1, 2, and of the periodic table will or will not react. 3. The student can describe the effects of forces acting on objects (e.g. balanced and unbalanced forces). 4. The student makes suggestions to refine the design of a device to minimize impact (force) on an object during a collision AAAF ILP AAAF ILP AAAF ILP AAAF ILP SECURE TESTING MATERIALS 9 of 11

10 Life Science Evaluate evidence that supports the claim that changes to the environment (e.g., deforestation, fishing, drought and flood) affect the distribution or disappearance of traits in species which may result in: (1) increases in the of individuals of some species, (2) the emergence of new species over time, and (3) extinction of other species. Evaluate evidence that interactions in ecosystems remain relatively consistent over time in stable conditions (in terms of s and types of organisms), but ecosystems can change as a result of disruptions (e.g., farming, hunting, flooding, fire, or volcanic eruption) that are moderate to extreme. 5. The student is able to identify traits of a species that ensure its continued existence in its environment. 6. The student is able to determine the effect on species when the environment is stable, undergoes a moderate change and undergoes a drastic change. 7. The student is able to support a claim with evidence that a change in the environment will affect the distribution of trait(s) in species. 8. The student explains how disruption (moderate/extreme) affects the s and types of organisms and the interactions of organisms (e.g., competitive, predatory, and mutually beneficial) in an ecosystem AAAF ILP AAAF ILP AAAF ILP AAAF ILP SECURE TESTING MATERIALS 10 of 11

11 Earth Science Engineering and Technology Use evidence from an investigation to explain the interaction between the properties of water and their effects on Earth s materials and surface processes. Evaluate a solution to a real-world problem based on criteria and trade-offs that account for a range of constraints including cost, safety, reliability as well as social and environmental impacts. 9. The student identifies the properties of water (expansion when freezes, high specific heat, capacity to absorb or release heat, water as a solvent, ability to transport materials, etc.) that affect Earth s materials and surface processes. 10. The student describes effects that water has on the Earth s materials and surface processes and identifies evidence of change (erosion, runoff, frost wedging, etc.). 11. The student defines criteria for success (what does success look like) to solve a variety of real-world problems. (e.g., If a pencil keeps rolling off the table, student defines success as it stops rolling off the table ). 12. The student defines constraints (cost, safety, reliability, and social and environmental impact) in solving a variety of real-world problems AAAF ILP AAAF ILP AAAF ILP AAAF ILP SECURE TESTING MATERIALS 11 of 11