2016–2017
P ERFORMANCE T ASKS
H IGH S CHOOL
WA-Access to Instruction & Measurement - High School
ENGLISH LANGUAGE ARTS
Grade HS
Strand: Reading: Literature
Substrand: Key Ideas and Details
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will explain how
main events of the plot help
to develop a theme or
central idea of a text.
Student will recount the
main events of a text.
Student will identify an
event that relates to the
theme or central idea of a
text.
WA-Access to Instruction & Measurement - High School
Reading Literature: Key Ideas and Details
Grade HS
ACCESS POINT (more complex): HS.RL.M. Students will explain how main events of the plot help to
develop a theme or central idea of a text.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items may relate to five different texts or to one text.
 Source text should be a literary text that has a clear theme.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Note to Teacher: The essential learning of this task is for student to explain/describe how events develop the
theme/central idea. In the example below the student first identifies events then describes their use in them/idea
development. For this task, it would also be appropriate for the teacher to identify the events and each item has the
student explain/describe how these develop theme/central idea.
Example:
Example 1 (two items): Teacher direction: Follow along as I read a story to you. The theme of the story is
“What is truly most valuable is often overlooked.” As I read, think about the main events that develop the theme.
[Read the story to the student.]
The Antelope and the Mountain Lion
An antelope stopped by a pond to sip the fresh water. Upon looking down, he saw his reflection mirrored in the
dark pool. “Ah,” he thought, “what beautiful antlers I have! Every one of my brothers must be envious. But my
feet,” he thought, “They are an embarrassment. They are tiny.”
All of a sudden the roar of a mountain lion broke the stillness of the afternoon. The lion had sneaked up on the
antelope as the antelope admired his antlers.
The antelope leaped from the pool and took off. His tiny hoofs carried him swiftly across the open field,
quickly widening the distance between the two animals. The antelope broke through the edge of the forest and found
his antlers tangled in thick, thorny bushes. He was trapped and the mountain lion was near. “Oh, how I failed to
appreciate what could have saved me,” sobbed the antelope.
Teacher direction: Highlight the two main events of the story that develop the theme “What is truly most valuable is
often overlooked.”
Teacher direction: Describe how the two events you highlighted help to develop the theme “What is truly most
valuable is often overlooked.”
Adaptations:
 Additional items can be created by using a different literary text.
WA-Access to Instruction & Measurement - High School
Reading Literature: Key Ideas and Details
Grade HS
ACCESS POINT (intermediate): HS.RL.I. Student will recount the main events of a text.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items must relate to five different texts.
 Source text should be a literary text and have at least three main events.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Note to Teacher: Each item requires a different text and the student recounting multiple events.
Example:
Example 1 (one item): Teacher direction: Follow along as I read the story to you. As I read, think about the main events
in the story. [Read the story, with accompanying visuals as necessary, to the student.]
The New Room
Andrin was very excited. He was getting his own room at last. First Andrin and his dad painted the room Andrin’s
favorite color—green. The pale yellow window curtains looked great with the green walls. Then Dad and Andrin moved
Andrin’s furniture into the room. The room was just the right size. Andrin put all his clothes away. The room was neat.
Finally, Andrin moved all his games and books. They fit in his bookcase perfectly. Andrin was happy to have his own
room.
Teacher direction: Now I would like you to circle the main events of the story. [Hand the student a pencil, pen, or
other writing instrument.]
Adaptations:
 Additional items can be created by using a different literary text.
WA-Access to Instruction & Measurement - High School
Reading Literature: Key Ideas and Details
Grade HS
ACCESS POINT (less complex): HS.RL.L. Student will identify an event that relates to the theme or central
idea of a text.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items must relate to five different texts.
 Source text should have a unique and clear theme.
 Source material must be a literary text.
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Note to Teacher: For each item/text it is appropriate for the teacher to state the theme or central idea for the student.
Example:
Example 1 (one item): Teacher direction: Follow along as I read the story to you. As I read, think about which
event relates to the theme “Hard work pays off.” [Read the story, with accompanying visuals, to the student.]
Hard Work Pays Off
Chan wanted to do well on her science test. At first, she thought she knew all of the answers. Then she noticed her
friends were studying. Chan studied hard and asked the teacher questions. Her hard work paid off. Chan got an A on
her science test!
Teacher direction: The theme of the story is “Hard work pays off.” Which event from this story relates to this
theme? [Read the answer choices to the student.]
A. Chan thought she knew all the answers.
B. Chan got an A on her test.
Adaptations:
 Additional items can be created by using a different literary text and theme.
WA-Access to Instruction & Measurement - High School
ENGLISH LANGUAGE ARTS
Grade HS
Strand: Reading: Informational Text
Substrand: Key Ideas and Details
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will explain how
elements in a text change
over the course of the text.
Student will identify
changes among individuals,
ideas, or events in a text.
Student will identify an idea,
individual, or event that
changes in a text.
WA-Access to Instruction & Measurement - High School
Reading Informational Text: Key Ideas and Details
Grade HS
ACCESS POINT (more complex): HS.RI.M. Student will explain how elements in a text change over the
course of the text.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items can relate to one topic or multiple topics.
 Source material must be an informational text.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Note to Teacher: Elements can be individuals, ideas, or events. The More complex task requires explanation beyond
simple identification of a change.
Examples:
Example 1 (two items): Teacher direction: Here is an article about two famous men and their inventions. Follow
along as I read and think about what changes occur in the article. [Read the article to the student.]
The Wright Brothers
Wilbur and Orville Wright were brothers who lived long ago. They first worked as printers of newspapers and
other written materials. Later, they opened a shop where they made and repaired bikes. Then they began
inventing things.
The Wright brothers wanted to make a flying machine. The Wright brothers did many experiments. They tested their
ideas near a small village called Kitty Hawk. First, they tested gliders. Many of the gliders did not work well. They
kept trying. Finally, one of their gliders worked. Then the Wright brothers added an engine and propeller. Many of
these electric gliders did not work, but the Wright brothers did not give up. Eventually, they successfully invented the
first airplane!
Many people did not believe that anyone could make a flying machine. After the Wright brothers made a working
airplane, they told everyone. There were stories about airplanes and flying in newspapers. People were very excited
about this new invention. 4
Teacher direction: Explain two changes described in the article. Here are some questions you might think about for
your answer.
•
What is one way the Wright brothers changed?
•
How did the Wright brothers’ experiments change?
•
What is one way the experiments at Kitty Hawk changed?
•
How did people’s thoughts about flight change?
Adaptations:
 Additional items can be created by using a different informational text.
4
http://airandspace.si.edu/exhibitions/wright-brothers/online/
http://wright.nasa.gov/overview.htm 4/24/14
WA-Access to Instruction & Measurement - High School
Reading Informational Text: Key Ideas and Details
Grade HS
ACCESS POINT (intermediate): HS.RI.I. Student will identify changes among individuals, ideas, or events
in a text.
a text.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 Task must include five items that require the student to:
o identify changes among individuals
o identify changes among ideas
o identify changes among events
o or a combination of the three
 The five items can relate to one topic or multiple topics.
 Source material must be an informational text.
 Multiple changes to individuals, ideas, or events, or a combination of these changes, must occur within the text.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: Follow along as I read the article to you. As I read, think about the
changes described in the article. [Read the passage to the student.]
The Louisiana Purchase
Thomas Jefferson became the third president of the United States in 1801. When he took office, the territory of the
United States ended at the Mississippi River. One of the most important events during his first term as president was
the Louisiana Purchase. The United States paid France $15 million for about 827, 000 square miles in 1803. Jefferson
later hired Lewis and Clark to explore it. The purchase of the land doubled the size of the United States. It stretched
the United States all the way to the Pacific Ocean. 2
Teacher direction: How did the area of the United States change after the Louisiana Purchase? [Read the answer
choices to the student.]
A. After the Louisiana Purchase, Thomas Jefferson became president.
B. After the Louisiana Purchase, the price of land doubled in the Northwest.
C. After the Louisiana Purchase, the United States reached from ocean to ocean.
Example 2 (one item): Teacher direction: Follow along as I read the article to you. As I read, think about the
changes described in the article. [Read the passage to the student and point to the pictures.]
The Wild West
Even before Jefferson became president, he dreamed of exploring the West, beyond the Mississippi River. He hoped
to develop trade with the Native Americans and to find a water route to the Pacific. Once president, he requested
money from Congress to explore the West. This money was used for the famous Lewis and Clark Expedition. 3
Teacher direction: How did Jefferson make his dream of exploring beyond the Mississippi River come true? [Read
answer choices to the student.]
A. Congress gave Jefferson money to explore the West.
B. Lewis and Clark sent reports to Jefferson.
C. Jefferson established trade with the Native Americans.
WA-Access to Instruction & Measurement - High School
Adaptations:
 Additional items can be created by using a different informational text.
2
http://www.monticello.org/site/jefferson/louisiana-purchase 5 5 14
http://www.monticello.org/site/jefferson/lewis-and-clark-expedition 5
5 14
3
http://www.monticello.org/site/jefferson/origins-expedition
WA-Access to Instruction & Measurement - High School
Reading Informational Text: Key Ideas and Details
Grade HS
ACCESS POINT (less complex): HS.RI.L. Student will identify an idea, individual, or event that changes in a
text.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 Task must include five items that require the student to:
o identify an idea that changes
o identify an individual that changes
o to identify an event that changes
o or a combination of the three
 The five items must relate to five different texts.
 Source material must be an informational text.
 The text must include a change in an idea, individual, or event.
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Example:
Example 1 (one item): Teacher direction: Follow along as I read the article to you. As I read, think about what
changes in the article. [Read the passage, with accompanying visuals, to the student and point to the pictures.]
Traffic Signals
The first traffic signal for walkers was used in London in 1868. The signal consisted of a pole that a policeman
raised and lowered to allow walkers onto the street. Today we have crosswalks and electronic crosswalk signals
with symbols that tell walkers when it is safe to cross a busy road. 1
Teacher direction: What changes in the article? [Show the student the picture cards: one with walkers crossing a
street with a policeman; one with a crosswalk signal light, and read the answer choices to the student.]
A. how to become a police officer
B. how walkers know it is safe to cross the street
Adaptations:
 Additional items can be created by using a different informational text.
1
Modified from http://en.wikipedia.org/wiki/Pedestrian_crossing
WA-Access to Instruction & Measurement - High School
ENGLISH LANGUAGE ARTS
Grade HS
Strand: Writing
Substrand: Text Types and Purposes
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will write an
argument that supports a
specific claim using evidence
gathered from multiple
resources.
Student will write an
Student will identify a claim
argument to support a given and/or evidence for a claim
claim that results from
in a text.
studying a topic or reading a
text.
WA-Access to Instruction & Measurement - High School
Writing: Text Types and Purposes
Grade HS
ACCESS POINT (more complex): HS.W.M. Student will write an argument that supports a specific claim
using evidence gathered from multiple resources.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items must relate to five different topics.
 Resources may include reliable sources on the Internet, experts on the topic, books, and other media.
 Each argument should have a minimum of two different pieces of evidence.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Note to Teacher: This is a writing task but does not require the student physically hold a writing implement or type.
Each item must have a different topical argument with at least two pieces of supporting evidence from multiple
sources. If the items are presented in a selected response format then the student should first choose their argument.
Then select evidence words/phrases/statement/sentences from multiple sources to allow student choice.
Example:
Example 1 (one item): Teacher direction: You are going to write to support one of these claims: “Coffee Is Good for
You” or “Coffee Is Bad for You.” You need to research whichever claim you choose by using at least 2 different
sources. One can be from the Internet; this would include sources that are only available on the Internet. You may also
talk with teachers or other experts, use magazines (that are in print and on the Internet), or use books in the library.
Here are some places to start your research:
http://www.popsci.com/science/article/2013-02/why-coffee-good-you-here-are-7reasons http://www.hsph.harvard.edu/nutritionsource/coffee/
http://www.today.com/health/your-coffee-habit-killing-you-or-saving-your-life-2D11603303
http://www.mayoclinic.org/healthy-living/nutrition-and-healthy-eating/expert-answers/coffee-and-health/faq20058339
Adaptations:
 Additional items can be created by using different informational texts, sources and subjects.
WA-Access to Instruction & Measurement - High School
Writing: Text Types and Purposes
Grade HS
ACCESS POINT (intermediate): HS.W.I. Student will write an argument to support a given claim that
results from studying a topic or reading a text.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items can relate to one topic or multiple topics.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Note to Teacher: This is a writing task but does not require the student physically hold a writing implement or type.
This task is different from the More complex in that the student is given the claim. All five items are allowed to be on
one topic. In the example below the student is given the claim, “There is a volunteer job for everyone with the
American Red Cross.” Evidence statements have been underlined from the source. The student organizes or
summarizes these statements into a new final product.
Examples:
Example 1 (four items) Teacher direction: I am going to read an article that tells about volunteering for the
American Red Cross. The article lists some things that volunteers do and explains why volunteers are necessary.
Follow along as I read the article. As you listen, think about the support presented in the article for this claim:
“There is a volunteer job for everyone, and volunteers are always needed.” [Read the article to the student.]
Volunteering
The purpose of the American Red Cross is to help others when emergencies occur. About 95% of the people
who work at the American Red Cross are volunteers. They do not get paid for helping others. American Red Cross
volunteers help people during about 70,000 emergencies each year!
The volunteers at the American Red Cross do many things. Volunteers collect food, blankets, and clothes.
These items go to people in need. Volunteers from the American Red Cross teach classes that tell people how to be
prepared in an emergency. Volunteers may support special programs that involve writing letters to people in our
armed services. There are many people who need help. There is a volunteer job for everyone, and volunteers are
always needed. 6
Teacher direction: You are going to write an argument to convince people to volunteer with the American Red
Cross. Use the underlined information in the article to support the claim that there is a volunteer job for everyone
with the American Red Cross.
Adaptations:
 Additional items can be created by using different informational texts that include sufficient information for the
task.
6
http://www.redcross.org/support/volunteer/opportunities#step1 04/21/14
WA-Access to Instruction & Measurement - High School
Writing: Text Types and Purposes
Grade HS
ACCESS POINT (less complex): HS.W.L. Student will identify a claim and/or evidence for a claim in a text.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 Item may relate to one topic or multiple topics.
 Task must include five items that require the student to:
o identify a claim
o identify evidence for a claim
o or a combination of both
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: Follow along as I read two sentences to you. As I read, think about
which sentence makes a claim. [Read the sentences, with accompanying visuals, to the student.]
Central Park needs more trees. What is your favorite tree?
Teacher direction: Which sentence makes a claim? [Read the answer choices to the student.]
A. Central Park needs more trees.
B. What is your favorite tree?
Example 2 (two items): Teacher direction: As I read the passage to you, follow along and think about the
evidence that supports the claim that watching some television can be good for teens. [Read the passage, with
accompanying visuals, to the student.]
Watching some television can be good for teens. Some programs present stories
and lessons related to healthy eating. Others present lessons about the importance
of active play, keeping clean, and getting enough sleep.5
Teacher direction: Identify supporting evidence for the claim.
Adaptations:
 Additional items can be created by using a different informational texts that express claims and provide supporting
evidence for the claims.
5
http://kidstvmovies.about.com/od/childrenstvnewsinfo/a/tvhealth.htm 5 6 14
WA-Access to Instruction & Measurement - High School
ENGLISH LANGUAGE ARTS
Grade HS
Strand: Writing
Substrand: Research to Build and Present Knowledge
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will conduct
research on a self-selected
topic and develop a report
that answers multiple
questions and uses multiple
sources.
Student will identify two
resources from a variety of
materials to use to answer
relevant research questions
on a given topic.
Student will identify
relevant research questions
for a familiar topic.
WA-Access to Instruction & Measurement - High School
Writing: Research to Build and Present Knowledge
Grade HS
ACCESS POINT (more complex): HS.W.M. Student will conduct research on a self-selected topic and
develop a report that answers multiple questions and uses multiple sources.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items may relate to one topic.
 Students must conduct research projects directed by their own questions or those of others.
Restrictions: None
Note to Teacher: The essence of this task is for the student to produce writing from research. In the example below,
one item is selecting a topic. The other four items should be a combination of answering questions through research
using multiple sources.
Example:
Example 1 (inclusive of five items): Teacher direction: You chose to research video games. Use this KWL
template to do your research. Write your topic in the topic space.
Topic:
What you Know
1. –
2. –
3. –
4. –
5. –
What you Want to know
1. –
2. –
3. –
4. –
5. –
What you have Learned
1. –
2. –
3. –
4. –
5. –
Teacher direction: Write about “What you know” about video games. Next, write a list in the “What you want to
know” space. Then, through your research, answer the questions you have written and write the answers in the
“What you have learned” space.
Last, you will write a draft of the report that includes information about your topic and answers the questions you
asked.
Adaptations:
 Additional items can be created by using different sources and answering different questions.
WA-Access to Instruction & Measurement - High School
Writing: Research to Build and Present Knowledge
Grade HS
ACCESS POINT (intermediate): HS.W.I. Student will identify two resources from a variety of materials to
use to answer relevant research questions on a given topic.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items must relate to five different topics.
 After reviewing a variety of provided research materials, students will identify two specific resources that they
expect will provide answers to specific questions on a given topic.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Note to Teacher: Each item requires the student to select two sources. Each item is required to be on a different topic.
Example:
Example 1 (one item): Teacher direction: You are doing a research report on Thomas Edison, the famous inventor.
The report will focus on Edison’s inventions and his laboratory in Menlo Park. Look at these materials. [Show the
research materials to the student. Assorted research materials, include a dictionary, a biography of Thomas Edison,
and a book about famous inventions and a web address that has the words “Edison” and “Menlo Park.”] Which two
resources would you use to learn most about Thomas Edison’s inventions and laboratory in Menlo Park? [Present
the answer choices to the student.]
A. [a dictionary]
B. [a biography of Thomas Edison]
C. [a book of famous inventions]
D. [http://www.menloparkmuseum.org/thomas-edison-and-menlo-park]
Adaptations:
 Additional items can be created by using a different subject, resource options and research questions.
WA-Access to Instruction & Measurement - High School
Writing: Research to Build and Present Knowledge
Grade HS
ACCESS POINT (less complex): HS.W.L. Student will identify relevant research questions for a familiar
topic.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items must relate to five different topics.
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Example:
Example 1 (one item): Teacher direction: You are doing a report about the first American flag. Before you begin
your report, you must think of some questions to help guide your research. Which question would help you most to
learn about the first American flag? [Read answer choices to the student.]
A. Who made the first American flag?
B. Which state has the most American flags?
C. How many American flags are made each year?
Adaptations:
 Additional items can be created by using a different subject and research questions.
WA-Access to Instruction & Measurement - High School
ENGLISH LANGUAGE ARTS
Grade HS
Strand: Speaking and Listening
Substrand: Presentation of Knowledge and Ideas
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will present an
argument on a topic and
acknowledge a counterclaim
using an organization
appropriate to the purpose,
audience, and task.
Student will present an
argument on a topic using
an organization
appropriate to the
purpose, audience, and
task.
Student will identify the best
order to present
ideas/information to develop
a claim.
WA-Access to Instruction & Measurement - High School
Speaking and Listening: Presentation of Knowledge and Ideas
Grade HS
ACCESS POINT (more complex): HS.SL.M. Student will present an argument on a topic and acknowledge a
counterclaim using an organization appropriate to the purpose, audience, and task.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items must present arguments on one topic.
 Presentation must acknowledge a counterclaim
 Source material must be a persuasive, informational text.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Note to Teacher: The set of five items for this task should include argument for a claim, a counterclaim,
appropriate organization and the student delivering the presentation. The More task is distinguished from the
Intermediate task in the addition of having a counterclaim. The teacher should define the audience of the
presentation. The presentation can take any form including, but not limited to, oral, poster, Powerpoint, but should
include the student and an audience.
Example:
Example 1 (inclusive of five items): Teacher direction: Your school district is thinking about making the school
day longer for high school students. You have been selected to speak to the school board to make an argument
against longer school days. Think about what you would say. What would you say to explain that high school
students do not need more time in school? [Give the student time to consider the argument.]
Create a rubric to record whether the student:
1.
2.
3.
4.
5.
Develops an argument on a topic
Acknowledges a counterclaim
Uses an organization appropriate to the purpose and audience
Uses facts that are credible and current
Delivers presentation
Adaptations:
 Additional items can be created by using a different subject, purpose, and audience.
Restrictions: None
WA-Access to Instruction & Measurement - High School
Speaking and Listening: Presentation of Knowledge and Ideas
Grade HS
ACCESS POINT (intermediate): HS.SL.I. Student will present an argument on a topic using an organization
appropriate to the purpose, audience, and task.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 Source material must be a persuasive, informational text.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Note to Teacher: The teacher should define the audience for the student. The presentation can take any form
including, but not limited to, oral, poster, PowerPoint, but should include the student and an audience.
Example:
Example 1 (inclusive of five items): Teacher direction: The principal of your school is thinking about removing
the snack vending machine. You do not want the principal to do this. You plan to present your argument at a future
student council meeting that the principal will attend. What will you say to convince the principal to keep the snack
vending machine? Which four of the following points would be valid to build a successful argument to present to
the principal? [Read the choices to the student.]
A.
B.
C.
D.
E.
F.
G.
H.
Many students become hungry when the cafeteria is not open.
Cafeteria food is expensive. Students who cannot afford the cafeteria could get food here.
Snacks in the machine could be limited to healthy snacks.
Students would only use the machine when the cafeteria is not open.
You could eat junk food anytime you wanted to during the school day.
Children of parents who forget to give them enough money for lunch could use the machine.
Since you can leave the school to buy snacks anytime you want, you probably wouldn’t need to use the machine.
Candy and cookies could be allowed after the school day.
Teacher Direction: Have student present their argument to the appropriate audience.
Adaptations:
 Additional items can be created by using a different subject, purpose, and audience.
WA-Access to Instruction & Measurement - High School
Speaking and Listening: Presentation of Knowledge and Ideas
Grade HS
ACCESS POINT (less complex): HS.SL.L. Student will identify the best order to present ideas/information
to develop a claim.
develop a claim.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items must relate to five different claims.
 Source material must be a persuasive, informational text.
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Note to Teacher: Teacher should provide the student with a claim and the ideas/information out of logical
sequence.
Examples:
Example 1 (one item): Teacher direction: Follow along as I read two sentence strips that present reasons for
banning homework. As I read the sentences, think about the best way to organize them to develop the claim
“Teachers should not assign homework.” [Read the sentences to the student.] Put the sentence strips in the best order
to develop a claim about stopping homework.
A. First, students deserve to do what they want after school.
B. Besides, parents want to spend evenings having fun with their children.
Example 2 (one item): Teacher direction: Follow along as I read three sentence strips about winter weather to you.
As I read the sentences, think about the best way to organize them to develop the claim “People must have
information to make good decisions during winter weather.” [Read the sentences to the student.] Put the sentence
strips in the best order to develop a claim about making good decisions during winter weather.
A. It is dangerous to be outside without a coat.
B. People need to know what to wear when it is very cold and snowy.
C. This danger can be especially bad if the wind is blowing too.7
Adaptations:
 Additional items can be created by using a different subject.
7
Modified from http://www.weather.com/encyclopedia/winter/blizzard.html 4 23 14
WA-Access to Instruction & Measurement - High School
MATHEMATICS
Grade HS
Domain: Algebra—Creating Equations
Cluster: Create equations that describe numbers or relationships
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will write and solve
a one-step algebraic
equation representing a
real-world situation.
Student will solve a one-step
algebraic equation involving
addition and subtraction
representing a real-world
situation.
Student will identify an
algebraic equation involving
addition and subtraction (up
to 20) that represents a
modeled real-world
situation.
WA-Access to Instruction & Measurement - High School
Algebra—Creating Equations: Create equations that describe numbers or relationships
Grade HS
ACCESS POINT (more complex): HS.A-CED.M. Student will write and solve a one-step algebraic equation
representing a real-world situation.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 Each item must include both writing an equation and solving the equation.
Restrictions: Multiple-choice items are not allowed.
Note to Teacher: Each item requires the student to generate the appropriate equation then use that equation to solve.
Examples:
Example 1 (one item): Teacher direction: Jason had five pennies. Then Jason found some more pennies. Now he has
twelve pennies. Write an equation that can be used to find the number of pennies, p, Jason found.
Teacher direction: Use your equation to find how many pennies, p, Jason found.
Example 2 (one item): Teacher direction: Adam has eight boxes of pencils. He has a total of eighty pencils. Each box
has the same number of pencils. Here are some numbers and symbols. [Place cards labeled 8, 80, p, + , − , × , ÷ , and =
on the work surface in front of the student.] Use the numbers and some of the symbols to write an equation that can be
used to find the number of pencils, p, which are in each box.
8
80
p
+
-
x
÷
=
Teacher direction: Use your equation to find how many pencils, p, are in each box.
Adaptations:
 Numbers and letters can be replaced with magnetic numbers/letters, can be created by using cutouts from sturdy
paper such as card stock/foam board or made by using a sewing tracing wheel to create raised lines.
 Additional items can be created by changing the question.
WA-Access to Instruction & Measurement - High School
Algebra—Creating Equations: Create equations that describe numbers or relationships
Grade HS
ACCESS POINT (intermediate): HS.A-CED.I. Student will solve a one-step algebraic equation involving
addition and subtraction representing a real-world situation.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 The set of five items must include at least:
o one addition equation item
o one subtraction equation item
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: Jason had five pennies. Then Jason found some more pennies. Now he has
twelve pennies. This equation can be used to find the number of pennies Jason found. In the equation, p means pennies.
[Point to and read the equation to the student.]
5 + p = 12
Teacher direction: How many pennies, p, did Jason find? [Read the answer choices to the student.]
A. 7
B. 12
C. 17
Example 2 (one item): Teacher direction: Shelby had nine flowers in the garden. Shelby took some flowers out of
the garden. Now there are four flowers left in the garden. This equation can be used to find the number of flowers
that Shelby took out of the garden. In the equation, f means flowers. [Point to and read the equation to the student.]
9–f=4
Teacher direction: How many flowers, f, did Shelby take out of the garden?
Adaptations:
 Pictures may be replaced with manipulatives, created by using cutouts from sturdy paper such as card
stock/foam board or made by using a sewing tracing wheel to create raised lines.
 Additional items can be created by changing the question.
WA-Access to Instruction & Measurement - High School
Algebra—Creating Equations: Create equations that describe numbers or relationships
Grade HS
ACCESS POINT (less complex): HS.A-CED.L. Student will identify an algebraic equation involving
addition and subtraction (up to 20) that represents a modeled real-world situation.
and subtraction (up to 20) that represents PERFORMANCE
a modeled real-worldTASK
situation.
Requirements:
 Every performance task must have at least five unique items.
 The set of five items must include at least:
o one addition equation item
o one subtraction equation item
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: Jason had five pennies. [Point to the pennies.]
Teacher direction: Then Jason found some more pennies. Now he has twelve pennies. [Point to the pennies.]
Teacher direction: Which equation can be used to find the number of pennies Jason found? [Point to and read the
answer choices to the student.]
A. 5 + 12 =
B. 5 +
= 12
Example 2 (one item): Teacher direction: Shelby had nine flowers in the garden. [Point to the flowers.]
Teacher direction: Shelby took some flowers out of the garden. Now there are four flowers left in the garden. [Point to
the flowers.]
WA-Access to Instruction & Measurement - High School
Teacher direction: Which equation can be used to find the number of flowers that Shelby took out of
the garden? In the equations, f means flowers. [Point to and read the answer choices to the student.]
A. 9 + 4 = f
B. 9 – f = 4
Adaptations:
 Pictures may be replaced with manipulatives, created by using cutouts from sturdy paper such
as card stock/foam board or made by using a sewing tracing wheel to create raised lines.
 Additional items can be created by changing the question.
WA-Access to Instruction & Measurement - High School
MATHEMATICS
Grade HS
Domain: Algebra—Reasoning with Equations and Inequalities
Cluster: Represent and solve equations and inequalities graphically
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will interpret the
meaning of a point on a line
graphed in the first
quadrant.
Student will identify the
ordered pair of a point
plotted in the first quadrant
using whole numbers (up to
10).
Student will identify the
horizontal quantity and the
vertical quantity represented
in a graph.
WA-Access to Instruction & Measurement - High School
Algebra—Reasoning with Equations and Inequalities: Represent and solve equations and
Grade HS
inequalities graphically
ACCESS POINT (more complex): HS.A-REI.M. Student will interpret the meaning of a point on a line
graphed in the first quadrant.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 At most two items may be written to the same line graph.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Note to Teacher: A minimum of three different line graphs must be used to meet the requirements of this task since
only two items can be written to the same line graph.
Example:
Example 1 (two items): Teacher direction: This graph shows the amount of money Carol earned babysitting.
[Point to and read the graph to the student.]
Carol's Babysitting
y
$35
Money Earned
$30
$25
$20
$15
$10
$5
x
$0
0
1
2
3
4
5
6
7
Hours
Teacher direction: How much money did Carol earn babysitting for two hours?
Teacher direction: What does the point (2, 10) represent? [Point to and read the answer choices to the student.]
A. the amount of money Carol earns in 2 hours
B. the amount of money Carol earns in 5 hours
C. the amount of money Carol earns in 10 hours
Adaptations:


Graphs can be made tactile by using cutouts from sturdy paper such as card stock/foam board or made by using a
sewing tracing wheel to create raised lines.
Additional items can be created by changing the graph or the question.
WA-Access to Instruction & Measurement - High School
Algebra—Reasoning with Equations and Inequalities: Represent and solve equations and
Grade HS
inequalities graphically
ACCESS POINT (intermediate): HS.A-REI.I. Student will identify the ordered pair of a point plotted in the
first quadrant using whole numbers (up to 10).
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 At most one item may have the x value equal to the y value.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Note to Teacher: The same coordinate grid can be used for all five items as long as five different points are plotted.
Examples:
Example 1 (one item): Teacher direction: Point A is shown on the coordinate grid. [Point to point A on the coordinate
grid.]
A
Teacher direction: What is the ordered pair of point A? [Point to and read the answer choices to the student.]
A. (2, 4)
B. (4, 2)
C. (2, 6)
Example 2 (one item): Teacher direction: Point B is shown on the coordinate grid. [Point to point B on the coordinate
grid.]
B
WA-Access to Instruction & Measurement - High School
Teacher direction: What is the ordered pair of point B?
Adaptations:
 Graphs can be made tactile by using cutouts from sturdy paper such as card stock/foam board or made by
using a sewing tracing wheel to create raised lines.
 Additional items can be created by changing the question.
WA-Access to Instruction & Measurement - High School
Algebra—Reasoning with Equations and Inequalities: Represent and solve equations and
Grade HS
inequalities graphically
ACCESS POINT (less complex): HS.A-REI.L. Student will identify the horizontal quantity and the vertical
quantity represented in a graph.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The set of five items must include at least:
o one item identifying the horizontal quantity
o one item identifying the vertical quantity
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Example:
Example 1 (one item): Teacher direction: This graph shows the cost of baseballs. [Point to and read the graph to the
student.]
Baseball Cost
$18
Cost $
$15
$12
$9
$6
$3
$0
0
2
4
6
Number of
Baseballs
Teacher direction: Which quantity is shown on the graph? [Point to and read the answer choices to the student.]
A. baseball
B. socks
Adaptations:
 Graphs can be made tactile by using cutouts from sturdy paper such as card stock/foam board or made by
using a sewing tracing wheel to create raised lines.
 Additional items can be created by changing the graph, the question, or the answer options.
WA-Access to Instruction & Measurement - High School
MATHEMATICS
Grade HS
Domain: Geometry—Congruence
Cluster: Understand congruence in terms of rigid motions
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will identify
corresponding congruent
angles in two similar
triangles.
Student will identify
corresponding sides in
similar rectangles.
Student will identify regular
figures that are similar.
WA-Access to Instruction & Measurement - High School
Geometry—Congruence: Understand congruence in terms of rigid motions
Grade HS
ACCESS POINT (more complex): HS.G.M. Student will identify corresponding congruent angles in two
similar triangles.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions:
 Items may not include equilateral triangles
Examples:
Example 1 (one item): Teacher direction: Triangle ABC is similar to triangle JKL. [Point to each triangle.]
A
C
J
B
L
K
Teacher direction: Which angle of triangle JKL is congruent to angle A? [Read the answer choices to the student.]
A. angle J
B. angle K
C. angle L
Example 2 (one item): Teacher direction: Triangle ABC is similar to triangle JKL. [Point to each triangle.]
A
C
J
B
L
K
Teacher direction: Point to the angle of triangle JKL that is congruent to angle C.
Adaptations:
 Triangles may be created by using cutouts from sturdy paper such as card stock/foam board or made by using a
sewing tracing wheel to create raised lines.
 Additional items can be created by changing the question or the answer options.
WA-Access to Instruction & Measurement - High School
Geometry—Congruence: Understand congruence in terms of rigid motions
Grade HS
ACCESS POINT (intermediate): HS.G.I. Student will identify corresponding sides in similar rectangles.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: Items must not include squares.
Example:
Example 1 (one item): Teacher direction: Rectangle ABCD is similar to rectangle JKLM. [Point to each rectangle.]
A
B
D
C
J
K
M
L
Teacher direction: Which side of rectangle JKLM corresponds to side AB? [Point to and read the answer choices to the
student.]
A. side JK
B. side JL
C. side JM
Adaptations:
 Rectangles may be created by using cutouts from sturdy paper such as card stock/foam board or made by using
a sewing tracing wheel to create raised lines.
 Additional items can be created by changing the question or the answer options.
WA-Access to Instruction & Measurement - High School
Geometry—Congruence: Understand congruence in terms of rigid motions
Grade HS
ACCESS POINT (less complex): HS.G.L. Student will identify regular figures that are similar.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 Figures in answer choices must have the same number of sides as the given figure.
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: This picture shows a hexagon. [Point to the hexagon.]
Teacher direction: Which shape is similar to this hexagon? [Point to stimulus hexagon and then the answer choices.]
A.
B.
Example 2 (two items): Teacher direction: This picture shows a square. [Point to the square.]
Teacher direction: Circle all the shapes that are similar to this square. [Point to the stimulus square and then the answer
choices.]
Example 3 (two items): Teacher direction: Circle the two shapes that are similar to each other.
WA-Access to Instruction & Measurement - High School
Adaptations:
 Shapes may be replaced with manipulatives (such as pattern blocks), created by using cutouts from sturdy paper
such as card stock/foam board or made by using a sewing tracing wheel to create raised lines.
 Additional items can be created by changing the question.
WA-Access to Instruction & Measurement - High School
MATHEMATICS
Grade HS
Domain: Number and Quantity—Real Number System
Cluster: Extend the properties of exponents to rational exponents
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will determine the
value of a quantity that is
squared (with a base >5) or
cubed (with a base ≤3).
Student will determine the
value of a quantity that is
squared (with a base ≤5)
using a model.
Student will identify the
model with the greater or
lesser value when given two
models of squared numbers.
WA-Access to Instruction & Measurement - High School
Number and Quantity—Real Number System: Extend the properties of exponents to
Grade HS
rational exponents
ACCESS POINT (more complex): HS.N-RN.M. Student will determine the value of a quantity that is
squared (with a base > 5) or cubed (with a base ≤ 3).
(with a base > 5) or cubed (with a base ≤ 3).
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 Task must include five items involving:
o squares
o cubes
o or a combination of both
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Note to Teacher: The more task is distinguished from the intermediate in two ways 1) The use of squared bases
greater than 5, and 2) the student not being given a model. At this complexity student are expected to understand
square/cube notation and have a process for solving for the value. A student may create a model for use in solving but
the teacher cannot be provider of the model.
Examples:
Example 1 (one item): Teacher direction: What is the value of 23? [Read the answer choices to the student.]
A. 6
B. 8
C. 12
Example 2 (one item): Teacher direction: What is the value of 62?
Adaptations:
 Numbers can be replaced with magnetic numbers or can be created by using cutouts from sturdy paper such as
card stock/foam board or made by using a sewing tracing wheel to create raised lines.
 Additional items can be created by changing the question.
WA-Access to Instruction & Measurement - High School
Number and Quantity—Real Number System: Extend the properties of exponents to
Grade HS
rational exponents
ACCESS POINT (intermediate): HS.N-RN.I. Student will determine the value of a quantity that is squared
(with a base ≤ 5) using a model.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items must each have a different base.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: This model shows 32. [Point to the model.]
32
Teacher direction: What is the value of 32? [Read the answer choices to the student.]
A. 6
B. 9
C. 12
Example 2 (one item): Teacher direction: This model shows 22. [Point to and read the model to the student.]
22= 2 × 2
Teacher direction: What is the value of 22?
Adaptations:
 Pictures may be created by using cutouts from sturdy paper such as card stock/foam board or made by using a
sewing tracing wheel to create raised lines.
 Additional items can be created by changing the question or the answer options.
WA-Access to Instruction & Measurement - High School
Number and Quantity—Real Number System: Extend the properties of exponents to
Grade HS
rational exponents
ACCESS POINT (less complex): HS.N-RN.L. Student will identify the model with the greater or lesser value
when given two models of squared numbers.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 Task must include five items identifying:
o models with the greater value
o models with the lesser value
o or a combination of both
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: This model shows 22. [Point to the model.]
22
Teacher direction: This model shows 32. [Point to the model.]
32
Teacher direction: Which is greater? [Point to each model.]
Example 2 (one item): Teacher direction: This model shows 22. [Point to and read the model to the student.]
22= 2 × 2
Teacher direction: This model shows 32. [Point to and read the model to the student.]
32= 3 × 3
Teacher direction: Which is less? [Point to and read the answer choices to the student.]
A. 22
B. 32
Adaptations:
 Pictures may be created by using cutouts from sturdy paper such as card stock/foam board or made by using a
sewing tracing wheel to create raised lines.
 Additional items can be created by changing the question or the answer options.
WA-Access to Instruction & Measurement - High School
MATHEMATICS
Grade HS
Domain: Statistics and Probability—Interpreting Categorical and Quantitative Data
Cluster: Summarize, represent, and interpret data on a single count or measurement
variable
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will determine the
median or the mean from
data shown in a frequency
table or line plot.
Student will identify the size
of a population from data
shown in a bar graph, line
plot, or picture graph.
Student will determine the
mode from data shown in a
bar graph, line plot, or
picture graph.
WA-Access to Instruction & Measurement - High School
Statistics and Probability—Interpreting Categorical and Quantitative Data: Summarize,
Grade HS
represent, and interpret data on a single count or measurement variable
ACCESS POINT (more complex): HS.SP.M. Student will determine the median or the mean from data
shown in a frequency table or line plot.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The set of five items must include:
o identifying median
o identifying mean
o or a combination of both
USING FIVE DIFFERENT:
o frequency tables
o line plots
o or a combination of both
 A minimum of three categories is required for each graph.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Note to Teacher: Each item must use a different graph.
Examples:
Example 1 (one item): Teacher direction: This frequency table shows the number of free throws made by 15 basketball
players.
Basketball Free Throws
Number of Free
Number of
Throws Made
Players
II
III
IIIII
3
4
5
What is the mean number of free throws made? [Read the answer choices to the student.]
A. 3
B. 4
C. 5
Example 2 (one item): Teacher direction: This line plot shows the ages of children who visited the library. [Point to and read
the line plot to the student.]
Children Library Visitors
X
X
X
X
X
X
X
X
X
X
X
0
1
2
3
4
5
6
7
Age
What is the median age of the children who visited the library?
8
9
10
WA-Access to Instruction & Measurement - High School
Adaptations:
 Graphs can be made tactile by using cutouts from sturdy paper such as card stock/foam board or made by using a
sewing tracing wheel to create raised lines.
 Additional items can be created by changing the graph or the question.
WA-Access to Instruction & Measurement - High School
Statistics and Probability—Interpreting Categorical and Quantitative Data: Summarize, represent, Grade HS
and interpret data on a single count or measurement variable
ACCESS POINT (intermediate): HS.SP.I. Student will identify the size of a population from data shown in a
bar graph, line plot, or picture graph.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 Task must include five:
o bar graphs
o line plots
o picture graphs
o or a combination of all three graph types
 A minimum of three categories is required for each graph.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Note to Teacher: Each item must use a different graph.
Examples:
Example 1 (one item): Teacher direction: Angelo surveyed students about the number of books they each read over
the summer. This line plot shows the results. [Point to and read the line plot to the student.]
Summer Books Read
X
X
X
0
X
X
X
X
X
X
1
2
3
Number of Books
X
4
5
Teacher direction: How many total students did Angelo survey? [Read the answer choices to the student.]
A. 5 students
B. 10 students
C. 15 students
Example 2 (one item): Teacher direction: Brian surveyed students about their favorite class. The results are shown in this
picture graph. [Point to and read the picture graph to the student.]
Favorite Class
Class
Number of Students
English X
Math
XXX
Science X X
Key: X = 2 students
Teacher direction: How many total students did Brian survey?
WA-Access to Instruction & Measurement - High School
Adaptations:
 Graphs can be made tactile by using cutouts from sturdy paper such as card stock/foam board or made by using a
sewing tracing wheel to create raised lines.
 Additional items can be created by changing the graph.
WA-Access to Instruction & Measurement - High School
Statistics and Probability—Interpreting Categorical and Quantitative Data: Summarize,
Grade HS
represent, and interpret data on a single count or measurement variable
ACCESS POINT (less complex): HS.SP.L. Student will determine the mode from data shown in a bar graph,
line plot, or picture graph.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 Task must include data shown in five:
o bar graphs
o line plots
o graphs
o or a combination of all three
 A minimum of three categories is required for each graph.
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: Brian surveyed students about their favorite class. The results are shown in
this picture graph. [Point to and read the picture graph to the student.]
Favorite Class
Class
Number of Students
English X
Math
XXX
Science X X
Key: X = 1 student
Teacher direction: In a set of data, the mode is the value that appears the most often. Which class is the mode of the
survey? [Read the answer choices to the student.]
A. Math
B. English
Example 2 (one item): Teacher direction: Angelo surveyed students about the number of books they each read over
the summer. This line plot shows the results. [Point to and read the line plot to the student.]
Summer Books Read
X
X
X
0
X
X
X
X
X
X
1
2
3
Number of Books
X
4
5
Teacher direction: In a set of data, the mode is the value that appears the most often. What is the mode of the number of
books read?
WA-Access to Instruction & Measurement - High School
Adaptations:
 Graphs can be made tactile by using cutouts from sturdy paper such as card stock/foam board or made by using a
sewing tracing wheel to create raised lines.
 Additional items can be created by changing the graph.
WA-Access to Instruction & Measurement - High School
SCIENCE
Grade HS
Essential Academic Learning Requirement: Systems
Big Idea: Predictability and Feedback
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Given three levels of a
complex system, student will
identify the relationship
between the levels.
Given a system, a subsystem and parts of that
subsystem, student will
identify how they fit
together.
Given a system, a subsystem and parts of that
sub-system, student will
identify each.
WA-Access to Instruction & Measurement - High School
Systems: Predictability and Feedback
Grade HS
ACCESS POINT (more complex): HS.SYSB.M. Given three levels of a complex system, student will
identify the relationship between the levels.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 Use typical systems that have at minimum three levels.
 Objects that are very complex (human body) should have easily identifiable sub-systems.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Note to Teacher: Each item must be a different system. At this level the student should be focused on the relationship
of the parts of a system.
Examples:
Example 1 (one item) Teacher direction: Here is a system. [Present a diagram of a house that shows 3 sub-systems (the
structure, electrical, water, heat, lighting, weathering, etc.) Point to the house.] Which of the following explains how
the subsystems work together for the functioning of the house? [Read the answer choices to the student.]
A. The plumbing system provides water for a sink and a faucet controls the water flow.
B. The plumbing system provides electricity for the lights.
C. The plumbing system provides heat for the furnace.
Example 2 (one item): Teacher direction: Here is a system. [Prepare a diagram of a house that shows three
sub-systems such as plumbing, electrical, and structural. Point to the diagram.]
How do the three sub-systems work together?
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools to assess this access point, as applicable.
 When possible, use real objects with identifiable parts to replace pictures.
 Additional items can be created by changing the system or sub-system.
WA-Access to Instruction & Measurement - High School
Systems: Predictability and Feedback
Grade HS
ACCESS POINT (intermediate): HS.SYSB.I. Given a system, a sub-system and parts of that subsystem,
student will identify how they fit together.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 Use typical systems that have at minimum three parts.
 Objects that are very complex (human body) should have easily identifiable sub-systems.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions:
 Incorrect combination of parts and system should not mimic real devices or be plausible (including the human
body).
Examples:
Example 1 (one item): Teacher direction: Here is a picture of a wagon (system). [Present the picture to the
student.] Place the following parts of the wagon (parts of system) together to show how the system functions. [Point
to the pictures; wheel, handle, bucket, axles.]
Example 2 (one item): Teacher direction: Here are parts of a system. [Present visuals of three representations of a
bike.] Which of the following correctly puts the parts together? [Present the pictures to the student.]
A. bike with pedals where the handle bars are
B. bike with pedals, wheels, and handle bars in the correct places
C. bike with wheels as the pedals and the pedals are on the rear
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools to assess this access point, as applicable.
 When possible, use real objects with identifiable parts to replace pictures.
 Additional items can be created by changing the system or sub-system.
WA-Access to Instruction & Measurement - High School
Systems: Predictability and Feedback
Grade HS
ACCESS POINT (less complex): HS.SYSB.L. Given a system, a sub-system and parts of that sub-system,
student will identify each.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The set of five items must include at least:
o one item that identifies a system
o one item that identifies a sub-system
o one item that identifies parts of a sub-system
 Use typical systems that have at minimum three parts.
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: Which of the following is a sub-system? [Present the pictures and
read the answer choices to the student.]
A. a motor in a car
B. a fork
Example 2 (one item): Teacher direction: Which of the following is a system? [Present the pictures and read the answer
choices to the student.]
A. car
B. rock
Example 3 (one item): Teacher direction: Which of the following is part of a sub-system? [Present the pictures and read
the answer choices to the student.]
A. wheel
B. ball
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools to assess this access point, as applicable.
 When possible, use real objects with identifiable parts to replace pictures.
 Additional items can be created by changing the system or sub-system.
WA-Access to Instruction & Measurement - High School
SCIENCE
Grade HS
Essential Academic Learning Requirement: Inquiry
Big Idea: Conducting Analysis and Thinking Logically
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will identify and
use an appropriate tool for
measuring data based on a
given question in an
investigation.
Student will identify the
appropriate tool for
measuring data based on a
given question in an
investigation.
Student will identify a
question that could be
answered through an
investigation.
WA-Access to Instruction & Measurement - High School
Inquiry: Conducting Analysis and Thinking Logically
Grade HS
ACCESS POINT (more complex): HS.INQB.M. Student will identify and use an appropriate tool for measuring
data based on a given question in an investigation.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 Student must identify the tool and use the tool in the investigation.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Note to Teacher: Use does not require the student to physically measure. Student can direct/indicate for the teacher
to complete the actions. In a multiple-choice format this could include the student choosing the correct set-up for
measuring as well as choosing the correct measurement from options. The question to an investigation does not need to
be generated by the student.
Examples:
Example 1 (one item): Teacher direction: Here is a research question to a scientific investigation: Do a plants
grow taller in sun or shade? [Prepare a picture of a setup for measuring the height of plants in sun or shade, a ruler,
soil, plant seeds.] Which of the following would help answer this research question? [Present the pictures and read
the answer choices to the student.]
A. a ruler, soil, a pot, seeds
B. a car with the hood open
C. a triple beam balance with a bowl of soil next to it
Teacher direction: [After the student responds to the item, have the student engage in performing the scientific
investigation using the correct setup.
Steps to Perform
• Fill two pots with soil
• Place seed in soil
• Water seeds
• Place one pot in the shade and other in sunlight
• Observe for growth and measure their height every day for growth]
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools to assess this access point, as applicable.
 When possible, use real objects (measuring cups, rulers, etc.) that have a familiar context.
 Additional items can be created by changing the question or investigation.
WA-Access to Instruction & Measurement - High School
Inquiry: Conducting Analysis and Thinking Logically
Grade HS
ACCESS POINT (intermediate): HS.INQB.I. Student will identify the appropriate tool for measuring data
based on a given question in an investigation.
PERFORMANCE TASK
Requirements:


Every performance task must have at least five unique items.
In a multiple-choice item, a minimum of three answer choices must be provided.
o At least one distractor must be reasonable.
Restrictions: None
Note to Teacher: The intent of this task is for the student to choose the most appropriate tool. The answer options
should include at least one other tool which may have been used in the investigation but is not the most appropriate
tool for use in answering the question of the investigation. In the example below, a measuring cup may have been
used to ensure the seeds were planted in the same amount of soil, but this tool would not help measure the height of
the plants.
Example:
Example 1 (one item): Teacher direction: Here is a question for a scientific investigation: Does a plant grow taller in
the sun or shade? [Present a picture of a setup for the investigation: soil, plant seeds, sun and shade location.] Which
tool would be most appropriate to measure the height of the plants? [Present the pictures and read the answer choices to
the student.]
A. a ruler
B. a thermometer
C. a measuring cup
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools to assess this access point, as applicable.
 When possible, use real objects (measuring cups, rulers, etc.) that have a familiar context.
 Additional items can be created by changing the investigation.
WA-Access to Instruction & Measurement - High School
Inquiry: Conducting Analysis and Thinking Logically
Grade HS
ACCESS POINT (less complex): HS.INQB.L. Student will identify a question that could be answered
through an investigation.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: Which of the following is a question in a scientific investigation?
[Read the answer choices to the student.]
A. How can I be nice to my friend?
B. Do plants grow taller in sunlight or shade?
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools to assess this access point, as applicable.
 When possible, use real objects (measuring cups, rulers, etc.) that have a scientific context.
 Additional items can be created by changing the investigation.
WA-Access to Instruction & Measurement - High School
SCIENCE
Grade HS
Essential Academic Learning Requirement: Life Science
Big Idea: Processes Within Cells
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will identify
benefits humans get from
photosynthesis.
Student will identify which
organisms benefit from
photosynthesis.
Student will identify
organisms that use sunlight
to make food.
WA-Access to Instruction & Measurement - High School
Life Science: Processes Within Cells
Grade HS
ACCESS POINT (more complex): HS.LS1A.M. Student will identify benefits humans get from
photosynthesis.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions:
 Avoid things that indirectly benefit from photosynthesis, such as using coal and oil.
Note to Teacher: Each unique benefit identified = 1 item
Examples:
Example 1 (one item): Teacher direction: Which of the following is a benefit for humans from photosynthesis?
[Read the answer choices to the student.]
A. finding water
B. making food
C. counting rocks
Example 2 (one item): Teacher direction: Which of the following is a benefit for humans from photosynthesis?
[Read the answer choices to the student.]
A. finding soil
B. making oxygen
C. going to school
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools to assess this access point, as applicable.
 When possible, use real plants or animal representations.
 Additional items can be created by changing the answer choices.
WA-Access to Instruction & Measurement - High School
Life Science: Processes Within Cells
Grade HS
ACCESS POINT (intermediate): HS.LS1A.I. Student will identify which organisms benefit from
photosynthesis.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 Students must identify organisms based on how they benefit from plants with a connection to photosynthesis.
 In a multiple-choice item, a minimum of three answer choices must be provided
Restrictions:
 Avoid things that indirectly benefit from photosynthesis, such as using coal and oil.
Note to Teacher: This task builds off the Less complex task. In the Less complex task, students identify “organisms
that use sunlight to make food” which will mainly be plants. The Intermediate task connects an animal as an indirect
beneficiary of photosynthesis.
Examples:
Example 1 (one item): Teacher direction: Which of the following benefit from photosynthesis? [Present the
pictures and read the answer choices to the student.]
A. animals
B. cars
C. books
Example 2 (multiple items): Teacher direction: Here are pictures of objects. [Present the student with a variety of
pictures of familiar objects including animals.] Select pictures of all the objects that benefit from photosynthesis.
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools to assess this access point, as applicable.
 When possible, use real plants or animal representations.
 Additional items can be created by changing the answer choices.
WA-Access to Instruction & Measurement - High School
Life Science: Processes Within Cells
High School
ACCESS POINT (less complex): HS.LS1A.L. Student will identify organisms that use sunlight to make
food.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: Avoid identifying plants by their color.
Examples:
Example 1 (one item): Teacher direction: Which of the following use sunlight to make food? [Present the
pictures and read the answer choices to the student.]
A. trees
B. rocks
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools to assess this access point, as applicable.
 When possible, use real plants or animal representations.
 Additional items can be created by changing the answer choices.
WA-Access to Instruction & Measurement - High School
SCIENCE
Grade HS
Essential Academic Learning Requirement: Life Science
Big Idea: Maintenance and Stability of Populations
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will identify the
ecosystem with the greatest
biodiversity.
Student will identify the
ecosystem of plants or
animals.
Student will identify plants
or animals in an ecosystem.
WA-Access to Instruction & Measurement - High School
Life Science: Maintenance and Stability of Populations
Grade HS
ACCESS POINT (more complex): HS.LS2E.M. Student will identify the ecosystem with the greatest
biodiversity.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions:
 Avoid non-typical ecosystems and showing organisms that are typically found in many different ecosystems
Note to Teacher: An ecosystem is comprised of all the non-living elements and living species in a specific local
environment. Components of most ecosystems include water, air, sunlight, soil, plants, microorganisms, insects and
animals. Biodiversity= the variety of life. Typical ecosystems include, but are not limited to: tundra, forest, grassland,
rainforest, desert, pond, lake, stream, and ocean.
Examples:
Example 1 (one item): Teacher direction: Which ecosystem has the most types of organisms? [Present and read the
picture answer choices to the student.]
A. a desert
B. a field
C. a rain forest
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools to assess this access point, as applicable.
 When possible, use real plants or animal representations.
 Additional items can be created by changing the ecosystem or answer choices.
.
WA-Access to Instruction & Measurement - High School
Life Science: Maintenance and Stability of Populations
High School
ACCESS POINT (intermediate): HS.LS2E.I. Student will identify the ecosystem of plants or animals.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The set of five items must include at least:
o one item that identifies a plant
o one item that identifies an animal
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions:
 Avoid non-typical ecosystems and showing organisms that are typically found in many different ecosystems.
Examples:
Example 1 (one item): Teacher direction: Here is an ecosystem. [Present a picture of an ecosystem of a forest.]
Which animal would live best in this ecosystem? [Present the pictures and read the answer choices to the student.]
A.
bear
B.
puppy
C.
shark
Example 2 (one item): Teacher direction: Here is an ecosystem. [Present a model of an ecosystem of a forest.]
Which plant would live best in this ecosystem? [Present the pictures and read the answer choices to the student.]
A.
tree
B.
grass
C.
cactus
Example 3 (one item): Teacher direction: Here is a picture of a whale. [Show picture of a whale.] Which ecosystem
would a whale live best in?
A. forest
B. desert
C. ocean
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools to assess this access point, as applicable.
 When possible, use real plants or animal representations.
 Additional items can be created by changing the question and answer choices.
WA-Access to Instruction & Measurement - High School
Life Science: Maintenance and Stability of Populations
Grade HS
ACCESS POINT (less complex): HS.LS2E.L. Student will identify plants or animals in a given ecosystem.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 Tasks can include five items that:
o identify plants in an ecosystem
o identify an animal in an ecosystem
o or a combination of both
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions:
 Avoid non-typical ecosystems and showing organisms that are typically found in many different
ecosystems.
Examples:
Example 1 (multiple items): Teacher direction: Here is an ecosystem. [Present a model of an ecosystem with
several examples of plants, animals, rocks, water, etc.] Point to a plant.
Example 2 (multiple items): Teacher direction: Here is an ecosystem. [Present a picture of an ecosystem with
several examples of plants, animals, rocks, water, etc.] Put an X on a picture of an animal.
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools to assess this access point, as applicable.
 When possible, use real plants or animal representations.
 Additional items can be created by changing the question and answer choices.
WA-Access to Instruction & Measurement - High School
SCIENCE
Grade HS
Essential Academic Learning Requirement: Life Science
Big Idea: Mechanisms of Evolution
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Given a set of organisms,
student will identify which
organisms are related based
on given criteria.
Given a group of organisms,
student will identify which
organisms are most similar
(closely related) within the
group.
Student will group plants or
animals based on given
criteria.
WA-Access to Instruction & Measurement - High School
Life Science: Mechanisms of Evolution
Grade HS
ACCESS POINT (more complex): HS.LS3E.M. Given a set of organisms, student will identify which
organisms are related based on given criteria.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 Criteria must be more than one feature and/or require greater content knowledge than simple observation of a
picture.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: Avoid exceptions to the typical grouping of organisms (e.g., platypus lays eggs).
Note to Teacher: The More complex is more differentiated from the Less level in that the criteria must be beyond
is easily observed physical structures (number of legs, color, etc.).
Examples:
Example 1 (one item): Teacher direction: Which two animals both lay eggs? [Present and read the picture answer
choices to the student.]
A. a cow and a deer
B. a cat and a fish
C. a lizard and a bird
Example 2 (one item): Teacher direction: Which two animals are most closely related based on their habitat?
[Present and read the picture answer choices to the student.]
A. deer and fox
B. zebra and penguin
C. whale and horse
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools to assess this access point, as applicable.
 When possible, use real plants or animal representations.
 Additional items can be created by changing the question and answer choices.
WA-Access to Instruction & Measurement - High School
Life Science: Mechanisms of Evolution
Grade HS
ACCESS POINT (intermediate): HS.LS3E.I. Given a group of organisms, student will identify which
organisms are most similar (closely related) within the group.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 Criteria must be easily observed physical structures.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Note to Teacher: This task requires the student identify similar (closely related) but does not require the student to
state the criteria, nor should the teacher give the criteria for similar (closely related.)
Examples:
Example 1 (one item): Teacher direction: Which two animals are most closely related? [Present and read the answer
choices to the student.]
A. a cat and a tiger
B. a mouse and a flea
C. a fish and a dog
Example 2 (multiple items): Teacher direction: Here are six plants. Sort the plants into groups that are most
closely related (leaf shape, number of veins, color of leaf, etc.). [Present six plant cutouts.]
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools to assess this access point, as applicable.
 When possible, use real plants or animal representations.
 Additional items can be created by changing the answer choices.
WA-Access to Instruction & Measurement - High School
Life Science: Mechanisms of Evolution
Grade HS
ACCESS POINT (less complex): HS.LS3E.L. Student will group plants or animals based on given criteria.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 Tasks can include five items that:
o group plants
o group animals
o or a combination of both
 Criteria must be easily observed physical structures.
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Note to Teacher: Criteria should be given by the teacher. Each unique criteria=1 unique item.
Examples:
Example 1 (one item): Teacher direction: Which of the following organisms are grouped by similar number
of legs? [Present and read the picture answer choices to the student.]
A. a dog and a cat
B. a fish and a mouse
Example 2 (two item): Teacher direction: Here are four animals. [Present four animal cutouts, two animals
with fur, two animals without.] Sort the animals into two groups based on whether they have fur or not.
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools to assess this access point, as applicable.
 When possible, use real plants or animal representations.
 Additional items can be created by changing the question and answer choices.
WA-Access to Instruction & Measurement - High School
Glossary of Terms
Composite figure: A figure created using two or more figures.
Congruent figures: Figures with the same size and shape.
Connotative meaning: A meaning that is implied by a word apart from the thing which it describes explicitly.
Example: The man in front of me at the coffee store was very pushy. (Pushy refers to someone loud-mouthed and
irritating.)
Distractor: An incorrect answer in a multiple-choice question.
Figure of Speech: A form of expression (as a simile or metaphor) used to convey meaning or heighten effect often by
comparing or identifying one thing with another that has a meaning or connotation familiar to the reader or listener.
Informational Text: Informational text is non-fiction and is organized by topic with supporting details and is often
further organized with headings, graphics and captions.
Examples: exposition, argument and functional text in the form of personal essays, speeches, opinion pieces, essays
about art or literature, biographies, memoirs, journalism, and historical, scientific, technical or economic accounts
(including digital sources)
Literary Text: Literary Text includes stories, dramas and poetry.
Examples: adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories,
parodies, satire, graphic novels, one-act and multi-act plays, narrative poems, lyrical poems, free verse poems,
sonnets, odes, ballads and epics.
Mean: A measure of center in a set of numerical data, computed by adding the values in a list and then dividing by
the number of values in the list.
Median: A measure of center in a set of numerical data. The median in list of values is the value appearing at the
center of a sorted version of the list-or the mean of the two central values if the list contains an even number of
values.
Mode: In a set of data, the value or object that appears the most often.
Population: The entire group of objects or individuals considered for a survey.
Similar figures: Figures that have the same shape, equal angles, and proportionate corresponding sides.
Theme: A broad idea, message, or moral of a literary text.
WA-Access to Instruction & Measurement - High School