Performance Level Descriptors for Meeting Adequate Yearly Progress

— Not available or not tested.
NOTE: All web addresses in this table were verified on May 15, 2011.

Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Survey of State Assessment.

Last updated 09 August 2011 (AA)

Performance Level Descriptors for Meeting Adequate Yearly Progress
State	Reading Grade 4	Reading Grade 8	Mathematics Grade 4	Mathematics Grade 8
Alabama	Fourth-grade students performing at Level III demonstrate a fundamental understanding of what they read by applying various strategies when reading textual/informational, functional, and literary/recreational materials. To some degree these students use various skills and strategies, including demonstrating a knowledge of sentence structure, making inferences, and distinguishing fiction from non-fiction. They recognize some literary elements and devices including characters, similes, and important details as they read literary/recreational text. As a part of understanding informational/textual and functional materials, Level III readers are beginning to locate information, identify important details, use sentence structure, and distinguish fact from fiction. Their vocabulary knowledge includes recognition of some antonyms, synonyms, and some use of structural analysis skills. Performance level descriptors are available online at https://docs.alsde.edu/documents/91/ARMT%20Reading%20Performance%20Descriptors%20for%20Grades%204%206%20and%208.pdf	Eighth-grade students performing at Level III utilize strategies to make inferences to determine bias or theme and use specific context clues to determine some word meanings. They can distinguish among characteristics of some types of poetry such as ballads, epics, haiku, limericks, and lyric. They often identify literary elements and can describe their impact on setting, mood, characterization, or theme. These students also are able to identify the elements of plot. Performance level descriptors are available online at https://docs.alsde.edu/documents/91/ARMT%20Reading%20Performance%20Descriptors%20for%20Grades%204%206%20and%208.pdf	Fourth-grade students performing at Level III demonstrate a fundamental knowledge of number sense by comparing and ordering decimals and writing money amounts in words and dollar-and-cent notation. These students often rename improper fractions and mixed numbers, add and subtract fractions with common denominators, round whole numbers and decimals, and recognize equivalent forms of common fractions and decimals. These students frequently solve word problems that involve addition, subtraction, multiplication, and division of whole numbers. Students performing at Level III write number sentences for word problems and complete addition and subtraction number sentences with a missing addend or subtrahend. These students identify geometric shapes based on their characteristics and find locations on a map or grid using ordered pairs. They usually calculate elapsed time and measure length, width, weight, and capacity using both metric and customary units as well as temperature in degrees Fahrenheit and Celsius. Fourth-grade students at Level III represent categorical data using tables and graphs; determine if outcomes of simple events are likely, unlikely, certain, equally likely, or impossible; and represent numerical data using tables and graphs. Performance level descriptors are available online at https://docs.alsde.edu/documents/91/ARMT%20Mathematics%20Performance%20Descriptors%20for%20Grades%204%206%20and%208.pdf	Eighth-grade students performing at Level III demonstrate a fundamental ability to apply various strategies and operations to solve problems with real numbers, simplify expressions containing natural number exponents, and use order of operations to evaluate and simplify algebraic expressions. These students are able to graph linear relations by plotting points; solve problems involving linear functions, and solve multi-step linear equations. They solve problems using the Pythagorean Theorem and can compare some quadrilaterals, triangles, and solids using their properties and characteristics. Students at Level III determine the measures of special angle pairs; find the perimeter and area of regular and irregular plan figures; calculate the surface area and volume of rectangular prisms, cylinders, and pyramids; and determine the lengths of missing sides and measures of angles in similar figures. Students performing at Level III interpret data from populations and determine the theoretical probability of an event. Performance level descriptors are available online at https://docs.alsde.edu/documents/91/ARMT%20Mathematics%20Performance%20Descriptors%20for%20Grades%204%206%20and%208.pdf
Alaska	The student uses context clues and structural elements to determine meaning of unfamiliar phrases; identifies statements in text to support a conclusion; identifies accurate restatements and summarized information from text; states main idea of narrative and informational text; identifies the details involved in the steps in a list of directions and their sequence; identifies literary elements and devices (i.e., dialogue, rhyme, alliteration, or simile); describes all story elements in a variety of stories; distinguishes between fact and opinion in text; identifies author’s message or theme; and makes relevant connections to other texts. Performance level descriptors are available online at http://www.eed.state.ak.us/tls/assessment/SBA_prof_level_dscrpt.html	The student uses context to determine meaning of content-specific vocabulary, and words with multiple meanings; makes inferences and draws conclusions across increasingly complex texts; compares and contrasts main ideas or concepts between texts; interprets complex directions to understand and solve problems; identifies the characteristics and the effect on the reader of fiction and nonfiction; analyzes, evaluates and makes predictions about the importance of plot, setting, character, point of view and theme to the text; compares and contrasts literary elements and devices using complex text; identifies author’s purpose; makes connections to author’s message or theme. Performance level descriptors are available online at http://www.eed.state.ak.us/tls/assessment/SBA_prof_level_dscrpt.html	The student demonstrates conceptual understanding of numbers, mathematical operations, and number theory involving whole numbers and fractions; measurable attributes and measurement techniques involving equivalent measures, appropriate units, telling time, money, and measuring with a ruler; extending patterns; estimation strategies and computation involving addition, subtraction, and multiplication; equation solving; perimeter and area; geometric relationships of plane and solid figures; congruence, symmetry, and transformations; classification, organization, and analysis of data; and simple problems involving probability and possible combinations. Performance level descriptors are available online at http://www.eed.state.ak.us/tls/assessment/SBA_prof_level_dscrpt.html	The student demonstrates conceptual understanding of real numbers, mathematical operations, and number theory; equivalent measures within systems; measurement techniques involving scale drawings; describing, extending, and generalizing patterns and functions; computation involving the four basic operations, conversion, ratio, and proportion; modeling and solving equations; using mathematical symbols to represent a written phrase; volume and surface area; circumference and area of a circle; geometric relationships of plane and solid figures; graphing on a coordinate plane; classifying, organizing, and analyzing data; and probability including problems involving sample spaces. Performance level descriptors are available online at http://www.eed.state.ak.us/tls/assessment/SBA_prof_level_dscrpt.html
Arizona	Meets the Standard – Students who score in this level demonstrate a solid academic performance on subject matter as reflected by the Reading standard. Students who perform at this level are able to identify character traits, setting, and the sequence of events. They will be able to determine various elements of literary selections, including genre, identification of the speaker, and lessons to be learned. Performance level descriptors are available online at: http://www.ade.az.gov/standards/aims/PerformanceStandards/4thGradeReadingPLD.pdf	Meets the Standard – Students who score in this level demonstrate a solid academic performance on subject matter as reflected by the Reading standard. Students who perform at this level are able to comprehend and respond to text both literally and inferentially. They will be able to analyze author's word choice to describe characters, differentiate fact from opinion, and draw logical conclusions and inferences. Performance level descriptors are available online at: http://www.ade.az.gov/standards/aims/PerformanceStandards/8thGradeReadingPLD.pdf	Meets the Standard – Students who score in this level demonstrate a solid academic performance on subject matter as reflected by the Mathematics standard. Students who perform at this level are able to subtract whole numbers, solve addition or subtraction equations with a variable, and determine the equivalency among fractions, decimals, and percents. They can find the perimeter of polygons, evaluate expressions with one algebraic variable, and utilize rules for creating patterns and functions. Performance level descriptors are available online at: http://www.ade.az.gov/standards/aims/PerformanceStandards/4thMathPLD.pdf	Meets the Standard – Students who score in this level demonstrate a solid academic performance on subject matter as reflected by the Mathematics standard. Students who perform at this level are able to represent rational numbers on a number line, solve problems involving rate, and identify and classify angles created by transversals intersecting parallel lines. They can identify graphical representations of tables of values, apply properties of triangles, and use a variety of strategies to solve logic problems. Performance level descriptors are available online at: http://www.ade.az.gov/standards/aims/PerformanceStandards/8thMathPLD.pdf
Arkansas	In the area of Reading, fourth-grade students performing at the proficient level demonstrate an overall understanding of the text, providing inferential, as well as literal, information. When reading text appropriate to fourth grade, they are able to extend ideas in the text by making inferences, drawing conclusions, and making connections to their own experience. The connections between the text and what the students infer are clear. Specifically, when reading literary text, proficient-level fourth-graders (a) summarize the story; (b) draw conclusions about the characters or plot; and (c) recognize relationships such as cause and effect. When reading informational text, proficient-level students (a) summarize the information and identify the author’s intent or purpose; (b) draw reasonable conclusions from the text, recognize relationships such as cause and effect or similarities and differences; and (c) identify the meaning of the selection’s key concepts. In the area of writing, fourth-grade students performing at the proficient level demonstrate reasonable control over the features in the five writing domains. In the area of writing, fourth-grade students at this level (a) create an effective response to the task in form, content, and language; (b) demonstrate an awareness of the intended audience; (c) use effective organization appropriate to the task; (d) use sufficient elaboration to clarify and enhance the central idea; (e) use language appropriate to the task and intended audience; and (f) have few errors in spelling, grammar, punctuation, and capitalization that interfere with communication. Performance level descriptors are available online at http://arkedu.state.ar.us/commemos/static/fy0506/2750.html	Grade 8: Eighth-grade students performing at the proficient level show an overall understanding of the text, including inferential, as well as literal, information. When reading text appropriate to eighth grade, they extend the ideas in the text by making clear inferences from it, by drawing conclusions, and by making connections to their own experiences, including other reading experiences. Proficient eighth graders identify some of the devices authors use in composing text. In the area of reading, eighth-grade students performing at the proficient level (a) show an overall understanding of the text, including inferential, as well as literal, information; (b) extend the ideas in the text by making clear inferences, by drawing conclusions, and by making connections to their own experiences, including other reading experiences; (c) analyze some of the devices authors use in composing text; and (d) select and analyze a variety of information from various sources. In the area of writing, eighth-grade students performing at the proficient level demonstrate reasonable control over the features in the five writing domains. In the area of writing, eighth-grade students at this level (a) create an effective response to the task in form, content, and language consistent with audience and purpose; (b) express analytical, critical, and/or creative thinking; (c) have logical and observable organization appropriate to the task; (d) show effective use of transitional elements; (e) use sufficient elaboration to clarify and enhance the central idea; (f) use language (e.g., variety of word choice and sentence structure) appropriate to the task; (g) demonstrate sufficient command of spelling, grammar, punctuation, and capitalization to communicate with the reader; and (h) use some strategies such as analogies, illustrations, examples, anecdotes, and figurative language. Performance level descriptors are available online at http://arkedu.state.ar.us/commemos/static/fy0506/2750.html	Fourth-grade students performing at the proficient level consistently apply integrated procedural knowledge and conceptual understanding to problem-solving in the five mathematics content strands. Fourth-grade students performing at this level (a) use whole numbers to estimate, compute, and determine whether results are reasonable; (b) have a conceptual understanding of fractions, decimals, and percents and their relationships; (c) are able to solve real-world problems in all the mathematics content strands; (d) when directed to do so, accurately use four-function calculators, rulers, geometric shapes, and other technologies; (e) employ problem-solving strategies, such as identifying and using appropriate information; and (f) organize and present written solutions with both supporting information and explanations of how they were achieved. Performance level descriptors are available online at http://arkedu.state.ar.us/commemos/static/fy0506/2750.html	Eighth-grade students performing at the proficient level apply mathematical concepts and procedures consistently to complex problems in the five mathematics content strands. Eighth-grade students performing at this level (a) can conjecture and defend their ideas and give supporting examples; (b) understand the connections between fractions, percents, decimals, and other mathematical topics, such as algebra and functions; (c) have a thorough understanding of basic-level arithmetic operations—an understanding sufficient for problem solving in practical situations; (d) are familiar with quantity and spatial relationships in problem solving and reasoning; (e) convey underlying reasoning skills beyond the level of arithmetic; (f) compare and contrast mathematical ideas and generate their own examples; (g) make inferences from data and graphs; (h) apply properties of informal geometry; (i) accurately use the tools of technology; and (j) understand the process of gathering and organizing data and are able to calculate, evaluate, and communicate results within the domain of statistics and probability. Performance level descriptors are available online at http://arkedu.state.ar.us/commemos/static/fy0506/2750.html
California	Proficient. This category represents a solid performance. Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment, at this grade, in this content area. Performance level descriptors are available online at http://www.cde.ca.gov/be/ag/ag/yr06/documents/blue-nov06item10.doc	Proficient. This category represents a solid performance. Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment, at this grade, in this content area. Performance level descriptors are available online at http://www.cde.ca.gov/be/ag/ag/yr06/documents/blue-nov06item10.doc	Proficient. This category represents a solid performance. Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment, at this grade, in this content area. Performance level descriptors are available online at http://www.cde.ca.gov/be/ag/ag/yr06/documents/blue-nov06item10.doc	Proficient. This category represents a solid performance. Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment, at this grade, in this content area. Performance level descriptors are available online at http://www.cde.ca.gov/be/ag/ag/yr06/documents/blue-nov06item10.doc
Colorado	Students identify main ideas at a basic level; identify limited details from a simple text; draw conclusions; identify or infer one or two characters' feelings or motives; make limited interpretations of inferred details; give limited explanations as response; make personal connections with text; interpret visual data from graph or chart; match a picture to written text; identify some word meanings; identify an author's purpose in a simple text; interpret the structure and organization of texts; paraphrase information from two simple texts; and compare and contrast in various genres in a limited manner. Performance level descriptors are available online at http://www.cde.state.co.us/cdeassess/documents/csap/PLD/G4R_perf_level_descriptions.pdf	Students use context clues to make inferences; define vocabulary; recall details from passages; demonstrate literal comprehension; identify main ideas; sequence stated events; identify literal or figurative language; locate details in a narrative text; determine cause and effect. Performance level descriptors are available online at http://www.cde.state.co.us/cdeassess/documents/csap/PLD/G8R_perf_level_descriptions.pdf	Students order two-digit numbers from least to greatest; identify missing elements in number patterns; predict outcomes as most, least, and equally likely; read bar graphs, thermometers; subtract three-digit decimals without regrouping; add two- and three-digit numbers; apply multiplication to solve problems; identify operations to solve problems. Performance level descriptors are available online at http://www.cde.state.co.us/cdeassess/documents/csap/PLD/G4M_perf_level_descriptions.pdf	Students divide figures into equal parts; apply problem-solving skills, strategies, find one measure of central tendency; determine probability of simple events; interpret double-bar graph; extend lines to intersection. Performance level descriptors are available online at http://www.cde.state.co.us/cdeassess/documents/csap/PLD/G8M_perf_level_descriptions.pdf
Connecticut	Fourth-grade students who perform at this level are likely to demonstrate an adequate ability to read and respond to grade-appropriate literary and informational texts with some assistance. Students at this level effectively use some strategies before, during, and after reading to understand and interpret grade-appropriate text. Students at this level demonstrate an adequate ability to analyze words in context to construct meaning from grade-appropriate text. Performance level descriptors are available online at http://www.csde.state.ct.us/public/cedar/assessment/cmt/resources/misc_cmt/performance_level_descriptors_grade4_10-11-06.pdf	Eighth-grade students who perform at this level are likely to demonstrate an adequate ability to read and respond to grade-appropriate literary, informational and reading-to-perform-a-task texts with some assistance. Students at this level effectively use some strategies before, during, and after reading to understand and interpret grade-appropriate text. Students at this level demonstrate an adequate ability to analyze words in context to construct meaning from grade-appropriate text. Performance level descriptors are available online at http://www.csde.state.ct.us/public/cedar/assessment/cmt/resources/misc_cmt/performance_level_descriptors_grade8_10-11-06.pdf	Generally, fourth-grade students who perform at this level demonstrate adequate knowledge of grade-level content. These students demonstrate adequate conceptual understanding, computational skills and problem-solving skills, as well as an ability to solve complex and abstract mathematical problems. Typically, the solutions these students provide to math problems are adequate and include sufficient explanations. Performance level descriptors are available online at http://www.csde.state.ct.us/public/cedar/assessment/cmt/resources/misc_cmt/performance_level_descriptors_grade4_10-11-06.pdf	Generally, eighth-grade students who perform at this level demonstrate adequate knowledge of grade-level content. These students demonstrate adequate conceptual understanding, computational skills and problem-solving skills, as well as an ability to solve complex and abstract mathematical problems. Typically, the solutions these students provide to math problems are adequate and include sufficient explanations. Performance level descriptors are available online at http://www.csde.state.ct.us/public/cedar/assessment/cmt/resources/misc_cmt/performance_level_descriptors_grade8_10-11-06.pdf
Delaware	Performance Level Descriptors for Grade 4 Reading Level 3: Meets the Standard A. When using grade appropriate text, a student who performs at this level: [o]Uses words, phrases, sentences, and paragraphs to determine the meaning of many unfamiliar words. [o]Adequately locates information in text to retell, restate, and support ideas and concepts. [o]Adequately demonstrates an understanding and appreciation of social, cultural, and historical information from texts. [o]Adequately compares and synthesizes ideas within and among texts to formulate and express opinions. [o]Adequately connects information with prior knowledge to draw conclusions about content, ideas, and author’s choices and to make predictions about text. [o]Adequately uses summaries, graphic organizers, and outlines to organize text. [o]Adequately interprets and explains the effect of figurative language and adequately differentiates between literal and non-literal meanings. [o]Adequately recognizes the effect of point of view and the impact of author’s decisions. [o]Adequately identifies the most likely reason an author wrote a text. B. When using grade appropriate literary text, a student who performs at this level: [o]Adequately identifies story elements, genres, story features, and story structures. [o]Adequately makes inferences about characters and their motivations with some relevant support from the story. [o]Adequately relates to the emotional appeal of stories and poems, and to the feelings of characters of varying genders, races, and disabilities. C. When using grade appropriate informative and technical text, a student who performs at this level: [o]Adequately identifies and describes author’s use of textual features and text structures. [o]Adequately makes inferences about content with some relevant support from the text. [o]Adequately identifies and explains the purpose and effect of media messages. [o]Adequately evaluates texts for bias, misinformation, and validity and adequately discriminates between fact and opinion. Performance level descriptors are available online at http://www.doe.k12.de.us/aab/DSTP_gen_info/performancelevel.shtml	Performance Level Descriptors for Grade 8 Reading Level 3: Meets the Standard A. When using grade appropriate text, a student who performs at this level: [o]Uses words, phrases, sentences, and paragraphs to determine the meaning of many unfamiliar words. [o]Adequately locates information in text to retell, restate, and support ideas and concepts. [o]Adequately demonstrates an understanding and appreciation of social, cultural, and historical information from texts. [o]Adequately compares and synthesizes ideas within and among texts to formulate and express opinions. [o]Adequately connects information with prior knowledge to draw conclusions about content, ideas, and author’s choices and to make predictions about text. [o]Adequately uses summaries, graphic organizers, and outlines to organize text. [o]Adequately interprets and explains the effect of figurative language and adequately differentiates between literal and non-literal meanings. [o]Adequately recognizes the effect of point of view and the impact of author’s decisions. [o]Adequately identifies the most likely reason an author wrote a text. B. When using grade appropriate literary text, a student who performs at this level: [o]Adequately identifies story elements, genres, story features, and story structures. [o]Adequately makes inferences about characters and their motivations with some relevant support from the story. [o]Adequately relates to the emotional appeal of stories and poems, and to the feelings of characters of varying genders, races, and disabilities. C. When using grade appropriate informative and technical text, a student who performs at this level: [o]Adequately identifies and describes author’s use of textual features and text structures. [o]Adequately makes inferences about content with some relevant support from the text. [o]Adequately identifies and explains persuasive techniques and the purpose and effect of media messages. [o]Adequately evaluates texts for bias, misinformation, validity, completeness, accuracy, and clarity and adequately discriminates between fact and opinion. Performance level descriptors are available online at http://www.doe.k12.de.us/aab/DSTP_gen_info/performancelevel.shtml	Students at this level demonstrate knowledge of grade-level content. Students can apply familiar math knowledge to solve problems that may require more than one step. They use effective, sometimes informal strategies and reasoning to solve problems. They develop adequate explanations that show results, indicate understanding, and communicate strategies. Performance level descriptors are available online at http://www.doe.k12.de.us/aab/DSTP_gen_info/performancelevel.shtml	Students at this level demonstrate knowledge of grade-level content. Students can apply familiar math knowledge to solve problems that may require more than one step. They use effective, often informal strategies and reasoning to solve problems. They develop adequate explanations that show results, indicate understanding, and communicate strategies. Performance level descriptors are available online at http://www.doe.k12.de.us/aab/DSTP_gen_info/performancelevel.shtml
District of Columbia	Proficient students are able to use vocabulary skills, such as using word roots, affixes, and etymology to determine meanings of words. Students are able to read fourth grade informational and literary texts and can paraphrase information, use prior knowledge to aid interpretation, connect information to real life situations, make and support comparisons of ideas, explain how characters influence events, explain the effect of a poem’s structure, interpret authors’ statements, determine theme and compare moral lessons, make distinctions among genre types, and make inferences about authors’ lives and purposes based on text, characters, and events. Advanced students are able to use vocabulary skills, such as using affixes to alter meanings of words, using context to determine meanings of root words, interpreting figurative language, and determining synonyms of multiple meaning words. Students are able to read fourth grade informational and literary texts and can draw conclusions about implied similarities, explain implied causes and their effects, explain narrative text elements, interpret morals and relate them to real life situations, interpret figurative language, interpret poetic lines, apply understanding of genre types to make distinctions among them, explain effects of sensory details, and recognize the similarities of sounds in words and rhythmic patterns in poems. Performance level descriptors are available online at http://osse.dc.gov/seo/cwp/view,A,1274,Q,561249,seoNav,%7C31193%7C.asp	Proficient students are able to use vocabulary skills, such as using words, sentences, and paragraph context clues, as well as affixes, to determine meanings of words. Students are able to read eighth grade, complex informational and literary texts and can describe and elaborate on facts and evidence of an argument, evaluate information in a document, locate and determine purposes for inclusion of details, explain differences between two texts on the same topic, connect literature to art and history of its historical setting, analyze a character and how words create tone and mood, make predictions about characters, interpret descriptive phrases, and draw and support conclusions about characters. Advanced students are able to use vocabulary skills, such as determining meaning of words by using affixes, root words, context clues, a variety of synonyms and antonyms, etymology clues; and recognizing idioms. Students are able to read eighth grade, complex informational and literary texts and can support an argument with facts and evidence, evaluate the adequacy of details to achieve a purpose, make inferences, use text features (e.g., footnotes and sidebars) to support understanding of text, compare literary works to art and history of their settings as well as to other literary works, interpret character traits and motivations, and draw conclusions about style, mood, tone, and meaning based on figurative language and author’s word choice. Performance level descriptors are available online at http://osse.dc.gov/seo/cwp/view,A,1274,Q,561249,seoNav,%7C31193%7C.asp	Proficient Students perform computations with whole numbers and fractions, and decimals (involving money), perform operations on numbers in correct sequence, and create and use simple expressions to solve real world problems; identify and extend patterns, and solve simple one-step equations; use properties of lines, triangles, and rectangles to identify and determine angles in figures not drawn to scale; and use scale drawings and histograms to represent data and solve simple measurement problems. Advanced students perform computations with whole numbers, fractions, and decimals (involving money), and perform operations on numbers and parenthetical expressions in correct sequence, and create and use simple expressions to model real world problems; identify and extend patterns, and solve one-step equations; use ordered pairs of numbers to graph, locate and identify points and describe a location on a grid; compute elapsed time; carry out simple conversions within a system of measurement; compare and analyze features of two- and three-dimensional shapes; and list and count the number of possible combinations of objects from a given set. Performance level descriptors are available online at http://osse.dc.gov/seo/cwp/view,A,1274,Q,561249,seoNav,%7C31193%7C.asp	Proficient Students perform computations with decimals and rationals, perform operations on numbers in correct sequence, create and use simple expressions to solve real world problems; identify and extend patterns, and solve simple one-step equations; use properties of lines, triangles, and rectangles to identify and determine angles in figures not drawn to scale; and use scale drawings and histograms to represent data and solve simple measurement problems. Advanced students perform computations with decimals and rationals, perform operations on numbers and parenthetical expressions in correct sequence, create and use simple expressions to model real world problems; identify and extend patterns, and solve one-step equations; use properties of lines, triangles, rectangles, and other polygons to identify and determine angles in figures not drawn to scale; and use scale drawings and histograms to represent data and solve measurement problems. Performance level descriptors are available online at http://osse.dc.gov/seo/cwp/view,A,1274,Q,561249,seoNav,%7C31193%7C.asp
Florida	Level 3 – This student has partial success with the challenging content of the Sunshine State Standards, but performance is inconsistent. A student scoring in Level 3 answers many of the test questions correctly but is generally less successful with questions that are the most challenging. (Proficient performance on the FCAT is described for students attaining achievement Levels 3-5 on the FCAT, with Level 1 being the lowest and Level 5 being the highest.) Performance level descriptors are available online at http://fcat.fldoe.org/pdf/fcAchievementLevels.pdf	Level 3 – This student has partial success with the challenging content of the Sunshine State Standards, but performance is inconsistent. A student scoring in Level 3 answers many of the test questions correctly but is generally less successful with questions that are the most challenging. (Proficient performance on the FCAT is described for students attaining achievement Levels 3-5 on the FCAT, with Level 1 being the lowest and Level 5 being the highest.) Performance level descriptors are available online at http://fcat.fldoe.org/pdf/fcAchievementLevels.pdf	Level 3 – This student has partial success with the challenging content of the Sunshine State Standards, but performance is inconsistent. A student scoring in Level 3 answers many of the test questions correctly but is generally less successful with questions that are the most challenging. (Proficient performance on the FCAT is described for students attaining achievement Levels 3-5 on the FCAT, with Level 1 being the lowest and Level 5 being the highest.) Performance level descriptors are available online at http://fcat.fldoe.org/pdf/fcAchievementLevels.pdf	Level 3 – This student has partial success with the challenging content of the Sunshine State Standards, but performance is inconsistent. A student scoring in Level 3 answers many of the test questions correctly but is generally less successful with questions that are the most challenging. (Proficient performance on the FCAT is described for students attaining achievement Levels 3-5 on the FCAT, with Level 1 being the lowest and Level 5 being the highest.) Performance level descriptors are available online at http://fcat.fldoe.org/pdf/fcAchievementLevels.pdf
Georgia	The student’s overall performance in reading a variety of fourth-grade materials meets the standard set for students in the fourth grade. Students performing at this level demonstrate adequate comprehension and show evidence of a warranted and responsible explanation of literary, informational, and functional texts. They understand how to determine both explicit and inferred literary elements and techniques. They use organizational structures, text features, and common graphics to make simple connections and understand informational and functional texts. Students performing at this level should be able to distinguish fact from opinion. They typically determine the meaning of new vocabulary through the use of context, structure, and dictionary skills. They demonstrate an awareness of the role of media as a source of entertainment as well as information. Performance level descriptors are available online at http://gadoe.org/DMGetDocument.aspx/2010%20CRCT%20Score%20Interpretation%20Guide.pdf?p=6CC6799F8C1371F662EF7F296F10E9E7D973A1E6CF6CE5D7D6E55E97B2914660&Type=D	The student’s overall performance in reading a variety of eighth-grade materials meets the standard set for students in the eighth grade. Students performing at this level demonstrate adequate comprehension and show evidence of a warranted and responsible explanation of literary, informational, and functional texts. Students are able to determine the characteristics of various genres and to analyze elements and techniques of literary texts. They can analyze the use of organizational features and structures to enhance their understanding of informational texts. Students performing at this level are able to recognize an author’s argument, point of view, and perspective when stated in the text. They typically use context, structure, and syntax to acquire and understand new vocabulary, and they use these new words correctly when reading. They make connections using information from various consumer, workplace, and public documents. They typically select and analyze messages as they respond to various texts and media across subject areas. Performance level descriptors are available online at http://gadoe.org/DMGetDocument.aspx/2010%20CRCT%20Score%20Interpretation%20Guide.pdf?p=6CC6799F8C1371F662EF7F296F10E9E7D973A1E6CF6CE5D7D6E55E97B2914660&Type=D	The student’s overall performance in Mathematics meets the standard set for fourth grade students. Students performing at this level demonstrate adequate evidence of conceptual knowledge of the five content domains. They are able to recognize, compare, order, and identify different names for whole numbers through 99,999. They can use multiple representations of numbers, including money up to $20.00, with visuals. They have an understanding of addition, subtraction, multiplication, and division and can add and subtract fractions and mixed numbers with common denominators. They are able to describe situations in which the four operations may be used, and they compute using order of operations, including parentheses. They can solve problems involving division by a two-digit number (with or without a remainder). They can model multiplication and division of decimals by whole numbers. They can solve problems that involve addition, subtraction, multiplication, and division, including fractions. They can use patterns and rules to describe relationships and solve problems, including problems that use symbols to represent missing values. Students can select, measure, estimate, and use standard and metric units to measure the weight of objects, and they can compare one unit to another within a single system of measurement. They can use tools to measure angles, and they understand the meaning and measure of a half rotation and a full rotation. They can determine the sum of the three angles of a triangle. Students are able to identify and compare plane figures, and they can construct, describe, compare, and contrast solid geometric figures. They are able to locate, graph, and name points on a coordinate plane. They can investigate features and tendencies of graphs, finding the range, mode, and median of various sets of data. They organize, interpret, and compare different graphical representations of a given set of data, and they identify missing information and duplications in data. Students make few computational errors. They understand and apply mathematical process skills to problem-solving situations. They demonstrate an adequate understanding of mathematical language and translate mathematical representations to solve problems. Performance level descriptors are available online at http://gadoe.org/DMGetDocument.aspx/2010%20CRCT%20Score%20Interpretation%20Guide.pdf?p=6CC6799F8C1371F662EF7F296F10E9E7D973A1E6CF6CE5D7D6E55E97B2914660&Type=D	The student’s overall performance in Mathematics meets the standard set for eighth grade students. Students performing at this level demonstrate adequate evidence of conceptual knowledge of the four content domains. They have an understanding of exponents, square roots, and scientific notation, and make few mathematical errors during computation. They can identify properties of perpendicular and parallel lines and show an ability to use those properties to determine congruency and similarity relationships. Students can simplify and evaluate algebraic expressions, relationships, and functions. They can write and solve multi-step equations and inequalities with positive numbers. They show minimal understanding of systems of linear equations and inequalities. They can represent, describe, and analyze sets and set notation. Students can use addition and multiplication counting principles to determine combinations and outcomes of events, as well as simple and compound probability. They are able to recognize data that can appropriately be modeled with a linear function. They understand and apply mathematical process skills to problem-solving situations. They demonstrate an adequate understanding of mathematical language and can translate mathematical representations to solve problems. Performance level descriptors are available online at http://gadoe.org/DMGetDocument.aspx/2010%20CRCT%20Score%20Interpretation%20Guide.pdf?p=6CC6799F8C1371F662EF7F296F10E9E7D973A1E6CF6CE5D7D6E55E97B2914660&Type=D
Hawaii	Meets Proficiency: Identifies the meaning of new grade-appropriate vocabulary words by using knowledge of homophones, homographs, and word study skills (e.g., root words, prefixes, suffixes); identifies the correct print or online resources and text or graphic structures (e.g., indexes, bibliographies, glossaries) to find specific information and describes the purpose these resources; determines the location of specific information in the text on the basis of the organizational patterns (e.g., sequential, cause and effect) of texts; classifies statements as fact or opinion and cause or effect and uses these to identify important information in the text; explains the main conflict/resolution and theme of a story and why the author uses specific language; describes the comparisons made by similes and metaphors; compares the actions, motives, and appearance of characters with self and with others. Performance level descriptors are available online at http://www.alohahsa.org/resources/HSA%20Reading%20PLD.pdf	Meets Proficiency: Analyzes the meaning of new grade-appropriate vocabulary words by using word study skills, context clues, synonyms, and antonyms; locates relevant information using online and print resources to answer questions about a theme or to test a hypothesis; organizes the information in a text by applying knowledge of organizational patterns; determines main ideas, important details, and logical inferences by using annotation methods; draws logical conclusions about the reliability of information in a text on the basis of the author’s credentials; compares and contrasts themes and styles between authors; draws inferences about history, culture, or gender from the information in the text; describes literary devices/stylistic elements (e.g., satire, allusion, irony) in fictional texts and explains the author’s ideas or message; explains how personal experiences can influence the reading of or opinion about a text.Performance level descriptors are available online at http://www.alohahsa.org/resources/HSA%20Reading%20PLD.pdf	Meets Proficiency: Represents place value; lists factors, multiples, prime numbers, and composite numbers; identifies equivalent forms of fractions and decimals; describes situations involving addition and subtraction of fractions and decimals; uses associative, commutative, and distributive properties; applies the properties of zero and 1 when solving problems; recalls multiplication facts and corresponding division facts up to 12 × 12; uses appropriate strategies and/or tools for computing whole numbers; uses strategies to add and subtract fractions and decimals; determines the reasonableness of numerical solutions; uses standard units for measuring; determines and uses the appropriate customary and metric units and tools to measure length, perimeter, and area; estimates and measures surface area and volume; employs known measurements to calculate desired measurements of squares and rectangles; classifies angles, triangles, quadrilaterals, points, lines, line segments, and rays; predicts and confirms the results of shapes that are put together to form two- and three-dimensional shapes; performs transformations of figures to determine the congruency of two figures; locates the plane of symmetry in three-dimensional objects; predicts the three-dimensional object formed by a two-dimensional net; uses ordered pairs to plot points on a coordinate grid; creates and extends growing numeric and geometric patterns; represents the relationship between quantities in a variety of forms; uses symbols to represent unknown quantities; represents the commutative, associative, and distributive properties symbolically; describes the rate of change based on data from tables or graphs; poses questions; collects and organizes data using observations and experiments; labels parts of a graph; describes features in the shape of the graph or data set; proposes conclusions and predictions based on data; predicts the probability of outcomes. Performance level descriptors are available online at http://www.alohahsa.org/resources/HSA%20Math%20PLD.pdf	Meets Proficiency: Identifies situations represented by square roots or cube roots; compares and orders rational numbers and square roots; uses ratios and proportions to represent the relationship between two quantities; applies the order of operations when calculating with rational numbers; represents the inverse relationship between square numbers and square roots and between cubes and cube roots; adds, subtracts, multiplies, and divides numbers with whole number exponents; estimates a reasonable range for the solution to a problem; selects and uses the appropriate units to measure the surface area and volume of solids; represents rates of change as a ratio of two different measures; uses ratios and proportions to solve measurement problems; applies formulas to determine surface area and volume of prisms, cylinders, and pyramids; applies the Pythagorean theorem to solve problems involving right triangles; performs transformations of figures when given necessary parameters; describes the size, position, and orientation of shapes under transformations; uses coordinate geometry to represent transformations in the coordinate plane; uses two-dimensional representations of pyramids, prisms, and cylinders to solve problems involving these figures; represents patterns in tables, graphs, words, and symbolic rules; uses linear relationships with two variables to solve problems; identifies functions as linear or nonlinear; solves linear equations and inequalities with two variables; uses tables and graphs to represent linear relationships; recognizes the slope of a line as describing constant rate of change; collects data and selects the appropriate representation to compare more than one data set; judges the validity of data on the basis of the data collection method; recognizes situations appropriate for scatter plots; describes how different representations of the same data can be used to skew a person’s interpretation of the data; recognizes possible relationships between two characteristics of a sample based on interpretations of scatter plots; judges the validity of conjectures that are based on experiments or simulations. Performance level descriptors are available online at http://www.alohahsa.org/resources/HSA%20Math%20PLD.pdf
Idaho	Fourth-grade students typically performing at the Proficient level demonstrate a satisfactory understanding of reading skills expected of all students in the areas of reading process and comprehension and interpretation at this grade level. Students routinely utilize a variety of reading strategies to interpret and understand grade-level text, including, but not limited to, identifying common root words, prefixes and suffixes, distinguishing between fact and opinion, and identifying characteristics of literary genres. Performance level descriptors are available online at http://www.sde.idaho.gov/site/assessment/ISAT/docs/achievement/reading/PLDs_ReadGr4.pdf	Eighth-grade students typically performing at the Proficient level demonstrate a satisfactory understanding of reading skills expected of all students in the areas of reading process and comprehension and interpretation at this grade level. Students routinely utilize a variety of reading strategies to interpret and understand grade-level text, including, but not limited to, using structural analysis to decode complex words, determining the relationships used in paired texts to support a central purpose, and interpreting influences on a character's development. Performance level descriptors are available online at http://www.sde.idaho.gov/site/assessment/ISAT/docs/achievement/reading/PLDs_ReadGr8.pdf	Fourth-grade students typically performing at the Proficient level demonstrate a general understanding of grade-level mathematics. They use the numeration system and money, measurement concepts and estimation, measurement equivalencies, number sentences and expressions, and probability in order to solve real-world problems. Students model real-world situations using patterns, geometric concepts, and data displays. Students show the ability to adequately perform calculations, convert units of measurement, locate first quadrant points on a coordinate grid, solve equations, and determine mode as a way to demonstrate their understanding of the relationships between mathematics and the world around them. Performance level descriptors are available online at http://www.sde.idaho.gov/site/assessment/ISAT/docs/achievement/math/PLDs_MathGr4.pdf	Eighth-grade students typically performing at the Proficient level demonstrate a general understanding of grade-level mathematics. They use the numeration system and estimation, measurement concepts related to two- and three-dimensional figures, rates, proportions, ratios, and map scales, numeric and algebraic expressions, and theoretical and experimental probability in order to solve real-world problems. Students model real-world situations using patterns, geometric concepts, and data displays. Students show the ability to adequately perform calculations, convert units of measurement, work with dimensional analysis, plot points on a coordinate grid, solve equations and inequalities, and determine statistical measures as a way to demonstrate their understanding of the relationships between mathematics and the world around them. Performance level descriptors are available online at http://www.sde.idaho.gov/site/assessment/ISAT/docs/achievement/math/PLDs_MathGr8.pdf
Illinois	Students who meet standards demonstrate a comprehension of grade-level text. They use context clues within sentences to determine the meaning of unfamiliar vocabulary. They recognize words used as synonyms, antonyms, and homonyms and can determine the word that best fits in a given context. Students at this level identify main ideas and important details and can identify problems and solutions in literary text. They can draw inferences and conclusions using textual support and prior knowledge. They can place important plot events in proper sequence. Students make simple predictions about outcomes based on information in a passage and can distinguish fact from opinion and understand cause and effect. They can infer an author's unstated meaning based on information directly stated in the text. They use clues to determine characters’ motivations and to reach conclusions about an author's message and about themes. They can distinguish points of view. They can interpret some poetic devices and distinguish among expository, narrative, and persuasive writing. They can interpret some figurative language. They use clues in instructional materials and can interpret charts, graphs, and diagrams. They can follow a set of simple instructions and understand how illustrators express ideas. Students who exceed standards demonstrate a strong comprehension of text beyond their grade level. They use structural and context clues from across a passage to determine the meaning of unfamiliar vocabulary. They apply their knowledge of synonyms, antonyms, and homonyms to make meaning and can determine the word that best fits a given context. Students demonstrate an understanding of text by identifying explicit and implicit main ideas and key details and consistently make connections between information found in several points in a passage. They draw inferences and conclusions using textual support and prior knowledge. They recognize important plot details and can place these events in proper sequence even when they are not given in chronological order. Students make predictions about outcomes based on information in a passage and understand when an author uses opinion. They can identify cause and effect relationships and can draw conclusions about characters' motivations and about an author's intended purpose or theme. They can distinguish points of view. They can interpret poetic devices and distinguish among expository, narrative, and persuasive writing. They can interpret figurative language. Students can use information found in multiple locations to interpret illustrations, charts, and graphs and effectively use structural features of informational text to support their comprehension and can follow multi-step directions, as well as determine how illustrators express ideas. Performance level descriptors are available online at http://www.isbe.net/assessment/htmls/reading_isat_perfdef_g4.htm	Students who meet standards demonstrate an overall comprehension of grade-level text. They use contextual and structural clues to determine meaning of vocabulary. They can interpret idioms, analogies, figurative expressions, and etymologies. They use a variety of strategies to verify word meanings. Students determine main ideas and supporting details. They use prior knowledge and textual support to draw inference and conclusions. They can identify the correct sequence of events and can recall supporting details. They identify actions and motives of characters that affect plot and/or theme and use evidence to determine themes. They examine content to determine author’s purpose, and they can identify the evidence used to support assertions. Students make predictions about outcomes. They can contrast common themes. They examine content to identify the author’s use of literary elements and devices, including point of view and dialogue, and their impact on a passage’s effectiveness and tone or mood. They can identify dramatic irony. Students synthesize information found in different formats to reach conclusions. They are proficient at following multi-step instructions. Students who exceed standards demonstrate a strong comprehension of text beyond their grade level. They use contextual and structural clues to determine vocabulary meaning, analyzing idioms, analogies, figurative expressions, and etymologies. They verify word meanings using a variety of strategies. Students accurately identify explicit and implicit main ideas and key, specific details. They use evidence implicit in the passage and prior knowledge to draw inferences and conclusions and to extract concepts. They can identify and explain the correct sequence of events in a story’s plot and recall important supporting details. They analyze evidence of the author’s beliefs about a subject and draw conclusions about character motivations and their impact on plot and/or theme. They reach insightful conclusions about the development of subtle or complex themes. They are able to determine author’s purpose as represented by choice of genre. Students make and verify predictions based on prior knowledge and understanding of genres. They evaluate evidence used for support. They compare and contrast organizational patterns and examine the content and structure of text to analyze the effect of literary elements and devices, including point of view, setting, mood and tone, and the use of dialogue. They can explain dramatic irony. They synthesize information found in a variety of formats to reach conclusions, including making connections between text and corresponding graphics. Performance level descriptors are available online at http://www.isbe.net/assessment/htmls/reading_isat_perfdef_g8.htm	Fourth-grade students whose measured performance meets standards are able to identify, read, write, represent, and model whole numbers and their place values up to 1,000,000. They can order and compare whole numbers up to 100,000 and decimals through hundredths. They can order, compare, and model addition and subtraction of fractions having like denominators. They may use the same one or two strategies and all four operations to represent and solve multi-step problems. They usually can select the relevant information needed to set up and solve application problems, choosing the correct operation(s) and an appropriate strategy. They generally check the accuracy of their solution by solving it in at least one other way. They can use fractions to describe pictures or data. Fourth-grade students whose measured performance meets standards are able to use a ruler and other measuring tools accurately. They can read a thermometer using the Fahrenheit or Celsius scale. They understand time and can generally compute elapsed time that occurs either in the a.m. or p.m. They can determine the perimeter and area of geometric figures by using methods beyond counting. They can estimate the area of irregularly shaped objects drawn on square grids. In using money, they can solve problems involving different denominations of bills and coins that have a total value of $100.00 or less, including making change. Given a number sentence, they can write a number story. They can solve simple, one-operation number and word sentences that include multiple or missing variables. They can locate, plot, identify, use ordered pairs, and connect points in Quadrant 1 on a Cartesian Coordinate Graph. Fourth-grade students whose measured performance meets standards can distinguish between rays, lines, line segments and angles and can identify rectangular, triangular, hexagonal and octagonal prisms and their properties. Given a two-dimensional drawing, they can visualize and identify the three-dimensional shape that would result from folding along lines of the given two-dimensional shape. They can determine all the lines of symmetry of a given shape. They understand and can consistently sketch parallel and perpendicular lines and right angles correctly. The fourth grader who is meeting standards can identify images resulting from flips, slides, or turns, but may not always refer to them as reflections, translations, or rotations. They know the difference between polygons and non-polygons. They can identify and describe two- and three- dimensional shapes according to the number vertices, angles, edges, faces, and length of sides. They can usually sketch the two-dimensional shapes. Fourth-grade students whose measured performance meets standards can analyze and interpret data and make simple inferences and predictions based on the data. Sometimes they can list all of the possible outcomes of a simple two-stage event. They can write the probability of an event using “3” out of “4” language or 3/4. Given a circle, bar or pictograph, students can create a different kind of graph using the same data. A fourth grader who meets standards can read, interpret, and create simple graphs with a given set of data. They can consistently determine mode and range given a set of data or graph with whole numbers. Fourth-grade students whose measured performance exceeds standards are able to identify, read, write, represent, and model whole numbers beyond 1,000,000. They can order and compare whole numbers beyond 100,000. They can order and compare decimals beyond hundredths. They use a variety of strategies and all four operations to represent and solve multi-step problems. They select the relevant information needed to set up and solve application problems, choosing the correct operation(s) and an appropriate strategy. They check the accuracy of their solution by solving it in other ways. They can consistently use fractions to describe pictures or data and can accurately divide sets or regions to represent a fraction. Fourth-grade students whose measured performance exceeds standards are able to accurately use a ruler (beyond 1/2 inch or 1/2 cm) and other measuring tools. They can read a thermometer using the Fahrenheit and Celsius scales. They can compare, estimate, and determine area, perimeter, length, volume (including cubic units), and weight/mass of a variety of geometric figures by frequently using methods beyond counting. In using money, they are able to compare units and make change for amounts up to and often beyond $100.00. Given a number sentence, they can easily write a number story and solve a number sentence that includes multiple variables. On a Cartesian Coordinate Graph, they understand how to plot, locate, identify and connect points, as well as describe paths using ordered pairs. Fourth-grade students whose measured performance exceeds standards demonstrate a knowledge and sense of numbers that allows them to order and compare whole numbers, fractions and decimals and to recognize the relative magnitude of these numbers without models. They can add and subtract decimals and simple fractions and can translate and solve word problems that involve these concepts and skills. These learners are beginning to have a conceptual understanding of ratios, proportions and percents. They can round whole numbers and decimals to a specified place and can use rounding and estimation skills to predict solutions to problems and also check the reasonableness of their answers with confidence. They are also able to estimate a given measure and/or a conversion between measures within the customary and metric systems. They understand time and can interpret both analog and digital time displays. They can compute elapsed time with little difficulty. Algebraically, fourth-grade students at the exceeds standards level can identify and extend geometric and numeric patterns and can write and solve one-step equations that involve the four fundamental operations and whole numbers. These students can recognize and use variables to represent unknown quantities, and they demonstrate an understanding of number properties including commutative, associative, zero, equality and order of operations. Geometrically, fourth-grade students at the exceeds standards level can compare and contrast the attributes of two- and three-dimensional shapes. These learners can identify geometric properties, including parallel, perpendicular, similar, congruent, and line symmetry. They recognize and can demonstrate understanding of angle properties including right, acute, and obtuse angles, and they are able to determine the measures of angles and sides in simple figures. Fourth-grade students at the exceeds standards level are able to collect, organize, interpret, analyze and display data. They understand and know how to calculate mode and range when given a set of data and are starting to become familiar with mean and median. These students have the ability to predict outcomes from experiments involving chance, and they can accurately calculate the probability of an event. Overall, fourth graders at the exceeds standards level have a solid grasp of the mathematics curriculum. They exhibit a range of problem-solving abilities, reasoning skills and communication abilities. They are Grade 4 ISAT Mathematics Performance Definitions able to use calculators and other forms of technology productively to carry out computation and to test or extend familiar patterns. They are on a solid path of progress in the mathematics curriculum. Performance level descriptors are available online at http://www.isbe.net/assessment/pdfs/Gr4_Math_Perf_Def.pdf	Eighth-grade students whose measured performance meets standards level are able to demonstrate knowledge of numbers to solve practical problems that involve integers, decimals, fractions, percents and proportions with or without a calculator. They can conceptualize interrelationships among fractions, decimals and percents and their connections with proportions. They also understand variables and solve equations using one variable. These students are able to use their knowledge of primes, factors, divisors, multiples, common factors and common multiples in solving problems. These students can establish ratios and relate them to proportions in common problem settings with which they are familiar. Their grasp of percentages allows them to handle simple situations that involve each type of percent usage such as determining interest, sales tax or commissions. They function competently in routine settings and those that require minimal extensions from their previous experiences. Eighth-grade students at the Meets level can apply their geometric knowledge by making conversions between units of mass and capacity within a measurement system and calculate the surface area and volume of standard rectangular solids. Students can use proportions and interpret a simple scale drawing. Algebraically, eighth-grade students at the Meets level can solve simple equations of one- or two-step equations that have integral or simple rational solutions. They can also evaluate algebraic expressions using order of operations and implied multiplication procedures. Students can evaluate formulas and expressions that involve natural number exponents. They can graph a given line with integral coefficients on a coordinate plane. These students predict solutions to equations and numerical problems using estimation, rounding or mental mathematics to determine their response. Geometrically, eighth-grade students at the Meets level can apply relationships that involve lines, angles and two-dimensional shapes in a variety of settings. They can classify triangles by angles and sides and draw conclusions from the relationships of parallel and perpendicular lines within common figures. Students can apply the Pythagorean Theorem in common settings most of the time. Eighth-grade students at the Meets level can generalize from data tables, lists and graphs to predict future values and estimate values between given values. They can calculate mean, median, mode and range and make simple decisions about the effect of a change in data on those measures. They exhibit a basic understanding of relative frequency probability involving common objects or games. They can determine the probability of a simple event and apply simple counting theory to a situation. Performance level descriptors are available online at http://www.isbe.net/assessment/pdfs/Gr8_Math_Perf_Def.pdf
Indiana	Pass students demonstrate sufficient understanding when reading, recognizing, and responding to grade-level-appropriate text, including genres from previous grade levels and technical texts. They demonstrate satisfactory writing skills when producing different writing forms, including writing forms introduced in previous grade levels and informal and formal letters, using appropriate standard English conventions. Performance level descriptors are available online at http://www.doe.in.gov/istep/docs/PLDs_Portrait.pdf	Pass students demonstrate sufficient understanding when reading, analyzing, synthesizing, drawing conclusions, and responding to grade-level-appropriate text, including genres from previous grade levels. They demonstrate satisfactory writing skills when producing different writing forms, including writing forms introduced in previous grade levels and technical documents, using appropriate standard English conventions. Writing also includes mostly appropriate word choice, tone, and style. Performance level descriptors are available online at http://www.doe.in.gov/istep/docs/PLDs_Portrait.pdf	Pass: Students demonstrate proficient problem solving skills involving whole numbers and simple fractions in situations that require students to add and subtract; write simple equations; extend patterns; identify 2 and 3 dimensional shapes and some of their properties; and use different units of measure. Performance level descriptors are available online at http://www.doe.in.gov/istep/docs/PLDs_Portrait.pdf	Pass: Students demonstrate proficient problem solving skills involving rational numbers in situations that require students to add, subtract, multiply and divide; write and solve equations and graph lines; understand spatial relationships and irregular shapes; use multiple representations of data; understand the laws of probability; and interpret the measures of central tendency. Performance level descriptors are available online at http://www.doe.in.gov/istep/docs/PLDs_Portrait.pdf
Iowa	Intermediate Performance Level: Usually understands factual information and new words in context. Usually is able to make inferences and interpret either non-literal language or information in new contexts. Often can determine a selection’s main ideas and analyze its style and structure. Performance level descriptors are available online at http://www.iowa.gov/educate/index.php?option=com_content&task=view&id=1350&Itemid=2287	Intermediate Performance Level: When using grade-appropriate texts, a student who performs at this level usually understands factual information and new words in context. Often is able to make inferences and interpret information in new contexts. The student can sometimes determine a selection’s main ideas, identify its author’s purpose or viewpoint, and analyze its style and structure. Performance level descriptors are available online at http://www.iowa.gov/educate/index.php?option=com_content&task=view&id=1350&Itemid=2287	Intermediate Performance Level: Usually can understand math concepts and solve word problems. Sometimes is able to use estimation methods and usually can interpret data from graphs and tables. Performance level descriptors are available online at http://www.iowa.gov/educate/index.php?option=com_content&task=view&id=1350&Itemid=2287	Intermediate Performance Level: A student who performs at this level usually can understand math concepts and sometimes is able to solve word problems. The student sometimes is able to use estimation methods and usually is able to interpret data from graphs and tables. Performance level descriptors are available online at http://www.iowa.gov/educate/index.php?option=com_content&task=view&id=1350&Itemid=2287
Kansas	When independently reading grade-appropriate narrative, expository, and technical text, a proficient student has satisfactory comprehension. This student constructs literal meaning that generally matches the author’s intent. This student is likely to recognize the topic, main idea, and supporting details; vocabulary in context; correct retelling; the author’s purpose; and text features. This student makes obvious connections and perceives some relationships to construct inferential meaning. This student is likely to draw accurate conclusions; compare and contrast; and determine cause and effect. This student recognizes simple techniques authors use to communicate their ideas with words. This student is likely to have awareness of text structures; the difference between fact and opinion; and literary elements of fiction (setting, character, plot). Performance level descriptors are available online at http://www.ksde.org/Default.aspx?tabid=2377	When independently reading grade-appropriate narrative, expository, technical and persuasive text, a proficient student has satisfactory comprehension. This student constructs literal meaning that generally matches the author’s intent. This student is likely to identify the topic, main idea supporting details, and theme; vocabulary in context; correct paraphrasing and summarizing; the author’s purpose; and text features. This student makes obvious connections and perceives some relationships to construct inferential meaning. This student is likely to draw conclusions; compare and contrast; recognize cause and effect relationships; and identify implied main ideas. This student recognizes simple techniques authors use to communicate their ideas with words. This student is likely to have awareness of the relationship between text structure and comprehension; the difference between fact and opinion; propaganda and persuasive techniques; connections between setting, character, plot; figurative language; and author’s style. Performance level descriptors are available online at http://www.ksde.org/Default.aspx?tabid=2377	A student scoring at the Meets Standard level usually performs consistently and accurately when working on most grade level mathematical tasks. The student demonstrates sufficient content knowledge and application skills. The student usually understands and uses place value concepts and notations; concepts of whole number properties; and measurement tools. The student is usually accurate when solving one variable, one-step whole number equations with basic facts, money, and time; using one operation function tables; performing single transformation of two-dimensional figures; and reading and plotting points in the first quadrant of a coordinate grid. The student uses some problem-solving techniques to accurately solve one- and two-step real-world problems with addition, subtraction, and multiplication; and real-world applications of the statistical measures (minimum and maximum value, range, mode, median, and mean). The student uses representations and usually explains the reasoning process used to represent relationships between mathematical operations; describe mathematical relationships with various models; identify plane figures within a composite figure; make reasonable estimations of measurements and calculations; and graph data presented in a variety of formats including bar graph, pictograph, circle graph, Venn diagram, and line plot. Performance level descriptors are available online at http://www.ksde.org/Default.aspx?tabid=2377	A student scoring at the Meets Standard level usually performs consistently and accurately when working on most grade-level mathematical tasks. The student demonstrates sufficient content knowledge and application skills. The student usually understands and uses subsets of real numbers; the Pythagorean Theorem; corresponding parts of congruent and similar figures; measures of central tendency with rational numbers; and ordered pairs, slope, and vertical/horizontal distance. The student is usually accurate when computing with integers and order of operations with rational numbers; applying real number properties; solving one- and two-step linear equations; multiplying and dividing numbers between 0 and 1, numbers larger than one, and multiplying by zero; and finding the probability of compound and independent events. The student uses some problem-solving techniques to accurately solve real-world problems with rational numbers, pi, and percents. The student uses representations and usually explains the reasoning process used to represent real-world problems; translate between numerical, graphical, tabular, and symbolic representations of linear relationships; model situations graphically, algebraically and geometrically; and predict simple events. Performance level descriptors are available online at http://www.ksde.org/Default.aspx?tabid=2377
Kentucky	Proficient students will apply word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations or meanings of words in passages. Students will apply knowledge of synonyms, antonyms or compound words for comprehension. Students will know that some words have multiple meanings and identify the correct meaning as the word is used. Students will apply the meanings of common prefixes or suffixes to comprehend unfamiliar words. Students will identify the purpose of capitalization, punctuation, boldface type, italics or indentations to make meaning of the text. Students will formulate questions to guide reading. Students will scan to find key information. Students will skim to get the general meaning of a passage. Performance level descriptors are available online at http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+ Resources/Student+Performance+Standards/	Proficient students will apply knowledge of synonyms or antonyms to comprehend a passage. Students will select, based on context, the appropriate meaning for a word that has multiple meanings. Students will apply the meanings of word parts (prefixes, suffixes, roots) to comprehend unfamiliar words in a passage. Students will formulate questions to guide reading. Students will scan to find key information. Students will skim to get the general meaning of a passage. Students will interpret literal and non-literal meanings of words or phrases, based on context. Students will interpret the meaning of jargon, dialect or specialized vocabulary used in a passage. Performance level descriptors are available online at http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Student+Performance+Standards/	Proficient students will apply multiple representations (e.g., drawings, manipulatives, base-10 blocks, number lines, expanded form, symbols) to represent whole numbers (0 to 99,999); apply multiple representations (e.g., drawings, manipulatives, base-10 blocks, number lines, symbols) to describe commonly used fractions through tenths and decimals through hundredths; apply these numbers to represent real-world problems and explain how the base 10 number system relates to place value. Students will read, write and rename whole numbers, fractions and decimals, and apply to real-world and mathematical problems. Students will compare (<, >, =) and order whole numbers, commonly used fractions and decimals, and explain the relationships (equivalence, order) between and among them. Estimation Students will apply and describe appropriate strategies for estimating quantities of objects and computational results. Number Operations Students will analyze real-world problems to identify appropriate representations using mathematical operations, and will apply operations to solve real-world problems with the following constraints: add and subtract whole numbers with four digits or less; multiply whole numbers with two digits or less; divide whole numbers with three digits or less by single-digit divisors (with or without remainders); add and subtract fractions with like denominators less than or equal to 10, and add and subtract decimals through hundredths. Performance level descriptors are available online at http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Student+Performance+Standards/	Proficient students will provide examples of and identify rational numbers and irrational numbers (square roots and π only). Students will describe and provide examples of representations of numbers (rational, square roots, and π) and operations in a variety of equivalent forms using models, diagrams and symbols (e.g., number lines, 10 by 10 grids, rectangular arrays, number sentences) based on real-world and mathematical problems. Students will convert, compare and order multiple numerical representations (e.g., fractions, decimals, percentages) of rational numbers and irrational numbers (square roots and πonly). Students will estimate to solve real-world and mathematical problems with rational numbers, checking for reasonable and appropriate computational results. Number Operations: Students will add, subtract, multiply and divide rational numbers to solve real-world problems and apply order of operations (including positive whole number exponents) to simplify numerical expressions. Students will explain how operations (additions and subtraction; multiplication and division; squaring and taking the square root of a number) are inversely related. Ratios and Proportional Reasoning: Students will apply ratios and proportional reasoning to solve real-world problems (e.g., percents, constant rate of change, unit pricing, percent of increase or decrease). Students will identify the use of properties (commutative properties of addition and multiplication, the associative properties of addition and multiplication, the identity properties for addition and multiplication, inverse properties and the distributive property of multiplication over addition and subtraction) to justify a given step in solving problems. Students will measure lengths (to the nearest sixteenth of an inch or the nearest millimeter) and will determine and use in real-world or mathematical problems: area and perimeter of triangles and quadrilaterals; area and circumference of circles; area and perimeter of compound figures composed of triangles, quadrilaterals and circles; area from circumference or perimeter and circumference or perimeter from area. Students will estimate measurements in standard units in real-world and mathematical problems. Students will evaluate the measures of angles by estimation, measurement with a protractor or angle ruler and determine angle measures in mathematical and/or real-world situations (e.g., supplementary, external, vertical). Middle grade students expand analysis of two-dimensional shapes and three-dimensional shapes. They translate shapes in a coordinate plane. They extend work with congruent and similar figures, including proportionality. They use the Pythagorean Theorem. Performance level descriptors are available online at http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Student+Performance+Standards/
Louisiana	Basic – In the areas of reading and use of resources, students demonstrate some understanding of what they read; make obvious connections between information and their personal experiences; extend ideas in the text by making simple inferences; and research topics by locating information in a variety of sources. Performance level descriptors are available online at http://www.louisianaschools.net/lde/uploads/9756.pdf	Basic – In the areas of reading and use of resources, students demonstrate a literal understanding of what they read, including specific aspects that reflect overall meaning; identify an author's purpose for composing a text; extend the ideas in texts by making simple inferences; recognize and relate connections among ideas in texts by drawing conclusions; and research topics by selecting and using information from various sources. Performance level descriptors are available online at http://www.louisianaschools.net/lde/uploads/9761.pdf	Students at the Basic level generally exhibit the ability to estimate and use basic facts to perform simple computations with whole numbers; show some understanding of fractions, decimals, and percents and their relationships; solve some simple real-world problems in all Louisiana Mathematics content strands; use—with some degree of accuracy—four-function calculators, rulers, and geometric shapes; and provide written responses that are often presented without supporting information. Performance level descriptors are available online at http://www.louisianaschools.net/lde/uploads/9757.pdf	Students at the Basic level generally exhibit the ability to complete problems correctly with the help of prompts such as diagrams, charts, and graphs; solve routine real-world problems through the appropriate selection and use of strategies and technological tools-including calculators and geometric shapes; use fundamental algebraic and informal geometric concepts in problem solving; determine which available data are necessary and sufficient for correct solutions and use them in problem solving; and show limited skill in communicating mathematically. Performance level descriptors are available online at http://www.louisianaschools.net/lde/uploads/9762.pdf
Maine	Meets the Standards – The student’s work demonstrates the ability to read and interpret literary and informational texts appropriate for the grade level by drawing inferences, summarizing main ideas and provide supporting details, connecting ideas within and across texts, and using his/her knowledge of text features and literary devices to increase comprehension. Performance level descriptors are available online at http://maine.gov/education/mea/elaald3-8.pdf	Meets the Standards - The student’s work demonstrates the ability to read and interpret literary and informational texts appropriate for the grade level by drawing inferences, summarizing main ideas and provide supporting details, connecting ideas within and across texts, and using his/her knowledge of text features and literary devices to increase comprehension. Performance level descriptors are available online at http://maine.gov/education/mea/elaald3-8.pdf	Meets the Standards – The student’s work demonstrates a general understanding of essential concepts in mathematics, including the ability to make connections among central ideas. The student’s responses demonstrate the ability to analyze and solve problems including developing and implementing strategies, perform procedures, and record and explain solutions and concepts. The student’s work may contain minor errors. Performance level descriptors are available online at http://maine.gov/education/mea/mathald3-8.pdf	Meets the Standards –The student’s work demonstrates a general understanding of essential concepts in mathematics, including the ability to make connections among central ideas. The student’s responses demonstrate the ability to analyze and solve problems including developing and implementing strategies, to perform procedures, and to record and explain solutions and concepts. The student’s work may contain minor errors. Performance level descriptors are available online at http://maine.gov/education/mea/mathald3-8.pdf
Maryland	What Proficient students likely can do that Basic students likely cannot do: use context clues to determine appropriate meanings of words; recognize the relationship between text features and ideas or information in a text; support a literal reading of a text with text-relevant information; support simple inferences or general ideas about a text with appropriate textual evidence; apply knowledge of literary elements (e.g., character, main conflict) when making meaning from a text. What Proficient students likely cannot do: explain complexities of a text; clarify and extend ideas in a text with specific, effective text-relevant information; consistently make connections among ideas in a text; exhibit a reading of a text beyond the literal. Performance level descriptors are available online at http://www.mdreportcard.org/supporting/definitions.aspx?WDATA=def&inc=PS_Reading_Grade_4	What Proficient students likely can do that Basic students likely cannot do: draw conclusions about characters from their words and actions; identify a main idea; support ideas about text with appropriate textual evidence; demonstrate a general understanding of a literary or informational text (e.g., make inferences, draw conclusions). What Proficient students likely cannot do: use textual information effectively to clarify ideas in and about a text; analyze the implications of literary elements; analyze an author's use of language; demonstrate an understanding of the text beyond literal reading. Performance level descriptors are available online at http://www.mdreportcard.org/supporting/definitions.aspx?WDATA=def&inc=PS_Reading_Grade_8	What Proficient students likely can do that Basic students likely cannot do: generalize a non-numeric pattern rule; write simple expressions using whole numbers; describe probability as a fraction; divide whole numbers; subtract decimals; estimate to find the sum; communicate a partially developed understanding of problem solving using a strategy with little or no support. What Proficient students likely cannot do: represent simple fractions on a number line; measure to the nearest quarter inch; convert inches to feet or yards; make a line plot; analyze data to find range and median; communicate a comprehensive understanding of problem solving using a strategy with supporting connections. Performance level descriptors are available online at http://www.mdreportcard.org/supporting/definitions.aspx?WDATA=def&inc=PS_Mathematics_Grade_4	What Proficient students likely can do that Basic students likely cannot do: identify linear functions given a graph; write and simplify expressions, write and solve equations, and solve inequalities; identify properties of parallel lines cut by a transversal; apply the Pythagorean Theorem; determine square roots of whole numbers; apply a variety of percents in context; communicate a partially developed understanding of problem solving using a strategy with little or no support. What Proficient students likely cannot do: determine the n-th term in recursive geometric sequences; determine circumference of a circle; organize and display data in a variety of data displays; analyze results of simulations; represent rational numbers in scientific notation; use proportional reasoning to solve problems; communicate a comprehensive understanding of problem solving using a strategy with supporting connections. Performance level descriptors are available online at http://www.mdreportcard.org/supporting/definitions.aspx?WDATA=def&inc=PS_Mathematics_Grade_8
Massachusetts	On MCAS, a student at the Proficient level demonstrates a solid reading vocabulary and general understanding of word parts and word relationships (e.g., prefixes, roots, suffixes, synonyms, antonyms); demonstrates an understanding of many concrete ideas, and most abstract or implied ideas, in grade-appropriate texts; connects ideas within texts and provides supporting evidence; shows clear understanding of structure and elements of genre and how they support the author’s purpose or theme; identifies more subtle examples of techniques authors use in a variety of grade-appropriate texts (e.g., repetition, exaggeration, and figurative language); writes well-organized compositions with logically developed ideas, adequate detail, and clear focus; engages reader’s interest through use of a variety of language choices and sentence structures; writes compositions with solid control of the standard English conventions of grammar, spelling, punctuation, and usage. Performance level descriptors are available online at http://www.doe.mass.edu/mcas/tdd/pld/	On MCAS, a student at the Proficient level demonstrates a solid reading vocabulary and general understanding of word parts and word relationships (e.g., prefixes, roots, suffixes, synonyms, antonyms); demonstrates an understanding of many concrete ideas, and most abstract or implied ideas, in grade-appropriate texts; connects ideas within texts and provides supporting evidence; shows clear understanding of structure and elements of genre and how they support the author’s purpose or theme; identifies more subtle examples of techniques authors use in a variety of grade-appropriate texts (e.g., repetition, exaggeration, and figurative language); writes well-organized compositions with logically developed ideas, adequate detail, and clear focus; engages reader’s interest through use of a variety of language choices and sentence structures; writes compositions with solid control of the standard English conventions of grammar, spelling, punctuation, and usage. Performance level descriptors are available online at http://www.doe.mass.edu/mcas/tdd/pld/	On MCAS, a student at the Proficient level demonstrates solid understanding of the numeration system; performs most calculations and estimations; defines concepts and generates examples and counterexamples of concepts; represents data and mathematical relationships in multiple forms (e.g., equations, graphs); applies learned procedures and mathematical concepts to solve a variety of problems, including multi-step problems; uses a variety of reasoning methods to solve problems; explains steps and procedures; uses various forms of representation (e.g., text, graphs, symbols) to illustrate steps to a solution. Performance level descriptors are available online at http://www.doe.mass.edu/mcas/tdd/pld/	On MCAS, a student at the Proficient level demonstrates solid understanding of the numeration system; performs most calculations and estimations; defines concepts and generates examples and counterexamples of concepts; represents data and mathematical relationships in multiple forms (e.g., equations, graphs); applies learned procedures and mathematical concepts to solve a variety of problems, including multi-step problems; uses a variety of reasoning methods to solve problems; explains steps and procedures; uses various forms of representation (e.g., text, graphs, symbols) to illustrate steps to a solution. Performance level descriptors are available online at http://www.doe.mass.edu/mcas/tdd/pld/
Michigan	The student’s performance indicates understanding and application of key grade-level expectations defined for Michigan students. The student needs continued support to maintain and increase proficiency. Performance level descriptors are available online at http://www.michigan.gov/mde/0,1607,7-140-22709_31168_31773---,00.html	The student’s performance indicates understanding and application of key grade-level expectations defined for Michigan students. The student needs continued support to maintain and increase proficiency. Performance level descriptors are available online at http://www.michigan.gov/mde/0,1607,7-140-22709_31168_31773---,00.html	The student’s performance indicates understanding and application of key grade-level expectations defined for Michigan students. The student needs continued support to maintain and increase proficiency. Performance level descriptors are available online at http://www.michigan.gov/mde/0,1607,7-140-22709_31168_31773---,00.html	The student’s performance indicates understanding and application of key grade-level expectations defined for Michigan students. The student needs continued support to maintain and increase proficiency. Performance level descriptors are available online at http://www.michigan.gov/mde/0,1607,7-140-22709_31168_31773---,00.html
Minnesota	Students at this level meet the reading skills of the Minnesota Academic Standards. Some of the skills these students can demonstrate consistently include the following: Vocabulary expansion skills such as using a variety of context clues and word structure to determine meanings of words and comprehension of text; Comprehension skills such as summarizing and paraphrasing in fiction and nonfiction text, including main ideas and supporting details; generating and answering literal, inferential, interpretive, and evaluative questions to demonstrate understanding; determining cause and effect; drawing conclusions; distinguishing facts from opinions in complex text; providing evidence to support conclusions; comparing and contrasting information; demonstrating sequential order of events; Literature skills such as identifying and responding to literary elements, like rhyme, characterization, plot, and setting; identifying and determining the meanings of similes and metaphors; responding to literature using ideas and details from the text to support reactions and make literary connections; distinguishing between first-person and third-person point of view in text; identifying author’s point of view and purpose. Performance level descriptors are available online at http://education.state.mn.us/MDE/Accountability_Programs/Assessment_and_Testing/Assessments/MCA/Reports/index.html	Students at this level meet the reading skills of the Minnesota Academic Standards. Some of the skills these students can demonstrate consistently include the following: Vocabulary expansion skills such as deriving the meaning of words using context clues from text; recognizing and interpreting multiple-meaning words; Comprehension skills such as summarizing and paraphrasing an implied main idea; inferring author’s purpose or audience; identifying and evaluating main idea and relevant details from complex text; making inferences and drawing conclusions based on explicit or implied information; distinguishing fact from opinion; recognizing text that compares and contrasts; Literature skills such as analyzing character development, motivation, or emotion in text; analyzing figurative language, literary devices, the effects of sound and form, analogies, similes, and metaphors; making relevant literary connections. Performance level descriptors are available online at http://education.state.mn.us/MDE/Accountability_Programs/Assessment_and_Testing/Assessments/MCA/Reports/index.html	Meets the Standards – Students at this level of mathematics meet the mathematics skills of the Minnesota Academic Standards. Some of the skills these students can demonstrate consistently include the following: [o]Mathematical reasoning skills such as solving multi-step mathematical problems by breaking them into simple parts; supporting mathematical results using pictures, numbers, and words [o]Number sense and computation skills such as ordering numbers; solving multi-step problems involving whole numbers; identifying fractions as part of a whole; estimating to solve problems [o]Pattern and algebraic thinking skills such as identifying the rule for simple patterns; extending complex patterns; identifying the missing number or operation in number sentences; representing verbal situations using simple number sentences [o]Data and probability skills such as representing data in graphs; representing combinations and/or arrangements of objects to model outcomes; determining simple probability [o]Spatial, geometry, and measurement skills such as identifying right angles; recognizing two-dimensional shapes; determining the area of rectangles using grids; demonstrating the concept of perimeter; making changes in a variety of ways. Performance level descriptors are available online at http://education.state.mn.us/MDE/Accountability_Programs/Assessment_and_Testing/Assessments/MCA/Reports/index.html	Meets the Standards – Students at this level of mathematics meet the mathematics skills of the Minnesota Academic Standards. Some of the skills these students can demonstrate consistently include the following: [o]Mathematical reasoning skills such as organizing and recording mathematical processes used in solving problems logically; communicating why solution steps are valid to determine logical solutions [o]Number sense and computation skills such as calculating roots and powers of whole numbers; using scientific notation; solving problems including percent [o]Pattern and algebraic skills such as solving problems involving formulas; graphing data from a table [o]Data and probability skills such as computing quartiles of a data set; calculating probability; solving problems involving reading a graph [o]Spatial, geometry, and measurement skills such as determining areas of complex shapes; solving measurement problems involving mixed units; solving problems involving proportions; calculating the volume of cylinders; showing the result of single transformations on coordinate planes. Performance level descriptors are available online at http://education.state.mn.us/MDE/Accountability_Programs/Assessment_and_Testing/Assessments/MCA/Reports/index.html
Mississippi	Students at the Proficient level demonstrate solid academic performance and mastery of the knowledge and skills required for success in the grade or course in the content area. These students are able to perform at the level of difficulty, complexity, or fluency specified by the grade-level content standards. Performance level descriptors are available online at http://www.mde.k12.ms.us/ACAD/osa/pld/Performance_Level_Descriptors.pdf	Students at the Proficient level demonstrate solid academic performance and mastery of the knowledge and skills required for success in the grade or course in the content area. These students are able to perform at the level of difficulty, complexity, or fluency specified by the grade-level content standards. Performance level descriptors are available online at http://www.mde.k12.ms.us/ACAD/osa/pld/Performance_Level_Descriptors.pdf	Students at the Proficient level demonstrate solid academic performance and mastery of the knowledge and skills required for success in the grade or course in the content area. These students are able to perform at the level of difficulty, complexity, or fluency specified by the grade-level content standards. Performance level descriptors are available online at http://www.mde.k12.ms.us/ACAD/osa/pld/Performance_Level_Descriptors.pdf	Students at the Proficient level demonstrate solid academic performance and mastery of the knowledge and skills required for success in the grade or course in the content area. These students are able to perform at the level of difficulty, complexity, or fluency specified by the grade-level content standards. Performance level descriptors are available online at http://www.mde.k12.ms.us/ACAD/osa/pld/Performance_Level_Descriptors.pdf
Missouri	Proficient – In fiction and non-fiction, students make simple inferences; recall relevant details; identify problem and/or solution; draw conclusions; explain figurative language; define figurative language using context clues; use context clues to select vocabulary; use relevant information; identify character traits; identify/explain main idea; distinguish between fact and opinion; identify simple cause and effect. Students write an organized letter for an intended audience and purpose; consistently use rules of standard English; use a writing process to revise, edit, and proofread. Performance level descriptors are available online at http://dese.mo.gov/divimprove/assess/grade_level_resources.html	Proficient – In fiction and non-fiction, students make inferences; identify relevant details; summarize; infer vocabulary meaning; interpret figurative language; analyze text features; follow multi-step directions; identify author’s technique; infer cause and effect; draw conclusions based on complex information; explain problem and/or solution; analyze text for author’s purpose; analyze text for point of view; interpret the actions; make predictions; evaluate evidence; explain problem-solving processes; make complex comparisons; determine reliability of resources; use context clues to choose vocabulary; identify intended audience. Students edit for relevant details; write a paragraph for a specific audience and purpose; consistently use rules and conventions of standard English; use a writing process to organize and edit a text. Performance level descriptors are available online at http://dese.mo.gov/divimprove/assess/grade_level_resources.html	Students will read and compare data on a bar graph; write and compare decimals to the hundredths place; describe the results of combining shapes; estimate linear measurements; complete tables; create tables or graphs to represent categorical and numerical data; identify fraction as a part of a whole; identify parallel lines; transfer numerical data to a graph; analyze patterns using words, tables, and graphs; identify two- and three-dimensional shapes; tell time to the nearest minute; identify the two-dimensional faces of a three-dimensional shape; given a set of data, propose and justify conclusions that are based on the data; identify the next value in a number pattern; analyze a pattern and draw the next shape in the pattern; identify the results of transformations; extend a pattern to find a specific term; identify clocks with a specific time to the nearest minute; use multiplication to solve problems; use benchmarks to estimate linear measurements; predict the results of transformations; compute a two-digit by two-digit product; identify the missing value in a number sentence; propose and justify conclusions based on data; compare parts of a whole as a fraction and justify the answer; identify place value (up to 6 digit whole numbers); read and interpret data on a line plot; add/subtract money values up to $10.00; describe movement on a grid, using common language–north, south, east, west, right, left, up, down; recognize equivalent representations for the same number by decomposing and composing whole numbers, using multiple operations; identify the correct number sentence for a mathematical situation; analyze, interpret and explain data in a multi-step problem; find the value of combinations of quarters, nickels, dimes, and pennies; identify lines of symmetry; subtract money involving dollars and cents; describe the results of transforming shapes; write a number sentence to represent a mathematical situation; identify a three-dimensional shape given its attributes; describe and analyze data in a multi-step problem; measure and compare, using standard and metric units; determine the area of a figure on a rectangular grid, using standard units; represent multiplication using sets and arrays; identify repeated addition as a way to express multiplication; identify the missing operation in a number sentence; demonstrate fluency with basic operations; apply estimation in multiplication of numbers; analyze, interpret, and explain data; write a number sentence to represent a mathematical situation; use and apply estimation to add and subtract money; divide three-digit by one-digit numbers; describe and evaluate attributes of two- and three-dimensional shapes. Performance level descriptors are available online at http://dese.mo.gov/divimprove/assess/grade_level_resources.html	Students read and interpret information displayed in a bar graph; order rational numbers on a number line; generalize patterns represented numerically; generalize relationships between the attributes of two-dimensional shapes; describe how to solve problems involving area; find the mean value of a data set; use information to select an appropriate graphical representation of data; represent information on a bar graph; identify the results of subdividing three-dimensional shapes; interpret data presented in words, charts, tables, or graphs; use a scale to estimate distance; identify a three-dimensional figure using a two-dimensional net of the figure; make conjectures based on theoretical probability about the results of experiments; solve a one-step linear equation; identify relationships in three-dimensional objects using their properties; extend geometric patterns; make conjectures based upon the results of an experiment; calculate the theoretical probability of an event; apply operations on rational numbers; generalize patterns to find a term; interpret a scatter plot to determine the relationship between two variables; solve and interpret linear equations; solve multi-step equations; identify formal transformations; solve problems involving area; calculate measures of center for a given data set; given a diagram, identify and classify angles; identify appropriate units of measure; interpret graphic organizers; identify equivalent representations of a number; convert equivalent units of measure within the same system of measurement; generalize a symbolic pattern; apply all operations on rational numbers; identify two-dimensional objects by analyzing their properties; use area and perimeter to solve problems; use symbolic algebra to represent and solve problems that involve linear relationships, including recursive notation; create similar polygons by applying the relationships of corresponding sides and angles; identify the probability of an event; identify problems that can be solved using similar mental strategies; estimate and justify the results of all operations on rational numbers; convert standard units within a system of measurement; analyze the relationship of two variables in a table; use coordinate geometry to determine the area of quadrilaterals; identify a repositioned object after formal transformations; analyze the probability for a specific outcome of an event; identify the appropriate multi-step linear equation to represent a given situation; identify missing terms of a pattern; use and interpret measures of central tendency for a given data set. Performance level descriptors are available online at http://dese.mo.gov/divimprove/assess/grade_level_resources.html
Montana	Students at the Proficient level demonstrate a solid understanding of challenging subject matter and solve a wide variety of problems. Using grade-level text, the student is able to use appropriate reading vocabulary; understand personification, figurative language, and literary devices; distinguish fact from opinion; make inferences; identify author’s purpose; analyze and organize information; interpret and respond to text; compare and contrast; reread to find information; understand main idea and support with details; use prior knowledge to make meaning of text; read a variety of materials; read maps and diagrams; use resource materials; justify predictions, and describe reading successes and set reading goals. Performance level descriptors are available online at http://www.opi.mt.gov/curriculum/MontCAS/#p7GPc1_8	Students at the Proficient level demonstrate a solid understanding of challenging subject matter and solve a wide variety of problems. Using grade-level text, the student is able to use emerging content vocabulary; apply complex thinking skills – connect ideas, make predictions, explain causal relationships, use metaphorical thinking and emerging inference skills to show emerging understanding of literary elements and emerging/basic figurative comprehension; use word structures to enhance meaning; recognize different genres; show basic recognition of figurative language; set, monitor progress toward, and meet reading goals. Performance level descriptors are available online at http://www.opi.mt.gov/curriculum/MontCAS/#p7GPc1_8	Students at this level demonstrate a solid understanding of challenging subject matter. Students can: • select and use problem-solving strategies to solve multi-step problems involving the four operations, and clearly communicate strategies; • read, identify, and interpret place value of numbers to 1 million; • solve addition and subtraction problems involving whole numbers and decimals with multiple regroupings; • solve multiplication problems with multi-digit numbers with multiple regrouping; • divide by one-digit divisor and interpret remainder; • add and subtract simple fractions with common denominators; • use and apply strategies and procedures to solve multi-step algebraic problems involving equations, number patterns, geometric patterns, and change and clearly describe the relationship; • use properties and vocabulary to describe and identify two- and three-dimensional figures and the relationships among them; • solve geometric problems involving points on coordinate grids, symmetry, transformations, visual and spatial reasoning, and clearly communicate strategies; • apply tools, procedures, and formulas of measurement to solve problems; • collect, organize, display, read, and interpret data and use data in problem-solving situations and judge the probability of a simple event as impossible, unlikely, likely, or certain and determine which outcomes are most or least likely. Performance level descriptors are available online at http://www.opi.mt.gov/curriculum/MontCAS/#p7GPc1_8	Students at this level demonstrate a solid understanding of challenging subject matter. Students can: • calculate and compare unit costs; • use proportions and percents to solve a problem; • write an equation with two variables to describe a real-world situation; • apply properties of the real numbers to manipulate formulas and simplify expressions; • identify the equation of a nonlinear function from a table; • identify the graph of a function that best represents a described real-world situation; • solve a two-step linear equation; • identify the coordinates of the image of a vertex of a polygon after a translation or reflection; • determine whether points on a coordinate plane can be vertices of a parallelogram; • identify the net of a cube; • estimate equal units in different systems of measure; • identify a scatterplot given a description of the variables being compared; • use data in a table or scatter plot to make a prediction; • interpret a line graph. Performance level descriptors are available online at http://www.opi.mt.gov/curriculum/MontCAS/#p7GPc1_8
Nebraska	Each district develops performance level descriptors to be used for AYP as part of the local assessment process. Performance level descriptors are kept at the local level and are unique to each district.	Each district develops performance level descriptors to be used for AYP as part of the local assessment process. Performance level descriptors are kept at the local level and are unique to each district.	Each district develops performance level descriptors to be used for AYP as part of the local assessment process. Performance level descriptors are kept at the local level and are unique to each district.	Each district develops performance level descriptors to be used for AYP as part of the local assessment process. Performance level descriptors are kept at the local level and are unique to each district.
Nevada	Students at or above Meets Standards demonstrate an understanding of word analysis and strategies to comprehend new words encountered in text. They use the reading process skills and strategies to gain comprehension. These students read to comprehend, interpret, and evaluate a variety of grade appropriate literary and expository texts from various authors, cultures, and times. They write a variety of texts that inform, persuade, describe, evaluate, and/or tell a story appropriate to audience and purpose. Meets Standards or above students use the writing process to create text. They organize their writing so that it includes a clear focus and is developed logically. Students revise and edit for grade-appropriate capitalization, spelling, punctuation, usage, grammar, organization, ideas, style, tone, word choice, and sentence fluency. Students listen to and evaluate oral communications for content and purpose. Students speak using appropriate speaking techniques that include style, tone, and, when appropriate, media aids. They participate in discussions to offer information, clarify ideas, and support a position. These students formulate grade-appropriate research questions, use a variety of sources to obtain information, draw valid conclusions, and present findings.	Students at or above Meets Standards demonstrate an understanding of word analysis and strategies to comprehend new words encountered in text. They use the reading process skills and strategies to gain comprehension. These students read to comprehend, interpret, and evaluate a variety of grade appropriate literary and expository texts from various authors, cultures, and times. Meets Standards or above students write a variety of texts that inform, persuade, describe, evaluate, and/or tell a story appropriate to audience and purpose. These students use the writing process to create text. They organize their writing so that it includes a clear focus and is developed logically. Students at this level also revise and edit for grade-appropriate capitalization, spelling, punctuation, usage, grammar, organization, ideas, style, tone, word choice, and sentence fluency. They listen to and evaluate oral communications for content, style, and purpose. Students speak using appropriate speaking techniques that include style, tone, appropriateness to audience, and when appropriate media aids. They participate in discussions to offer information, clarify ideas, and support a position. Meets Standards or above students formulate grade-appropriate research questions, use a variety of sources to obtain information, weigh the evidence, draw valid conclusions, and present findings.	Students at or above Meets Standards read, write, compare, and order whole numbers and fractions, identify and use place value, and recall and use facts. Students use estimation as they generate and solve problems. Patterns and relationships are identified, described, and represented numerically and algebraically. Algebraic concepts are expanded to include modeling, explaining, and solving open-number sentences. Measurement concepts include area and perimeter, money notation, and elapsed time to the nearest quarter hour. Geometric concepts are expanded to include symmetry, congruence, and coordinate geometry. Models are used to identify, describe, and classify figures by relevant properties. Data analysis includes collecting and representing information through frequency tables and line plots. Students model measures of central tendency for mode and median. Probability experiments are conducted using concrete materials and the results are represented using fractions to make predictions.	Students at or above Meets Standards become proficient in working with various representations of and calculating with real numbers including scientific notation. Algebra skills extend in identifying missing terms in a sequence or representation. Students solve linear equations and graphically represent the solution. Measurement skills expand to include how changes in dimensions affect the perimeter, area, and volume. Students apply properties of equality and proportionality to similar and congruent shapes. Geometric concepts are extended to include the calculation of the measure of the interior angles of polygons. Students refine their understanding of data analysis as they include box-and-whisker plots to graphically represent a data set and then describe this data through the use of measures of central tendency. Students begin to evaluate statistical arguments based on accuracy and validity. Students synthesize, generalize, and apply knowledge and strategies to new situations.
New Hampshire	Student's performance demonstrates an ability to read and comprehend grade-appropriate text. Student is able to analyze and interpret literary and informational text. Student makes and supports relevant assertions by referencing text. Student uses vocabulary strategies and breadth of vocabulary knowledge to read and comprehend text.	Student's performance demonstrates an ability to read and comprehend grade-appropriate text. Student is able to analyze and interpret literary and informational text. Student makes and supports relevant assertions by referencing text. Student uses vocabulary strategies and breadth of vocabulary knowledge to read and comprehend text.	Student's problem solving demonstrates logical reasoning with appropriate explanations that include both words and proper mathematical notation. Student uses a variety of strategies that are often systematic. Computational errors do not interfere with communicating understanding. Student demonstrates conceptual understanding of most aspects of the grade level expectations.	Student's problem solving demonstrates logical reasoning with appropriate explanations that include both words and proper mathematical notation. Student uses a variety of strategies that are often systematic. Computational errors do not interfere with communicating understanding. Student demonstrates conceptual understanding of most aspects of the grade level expectations.
New Jersey	A student performing at the Proficient level constructs meaning by employing a variety of strategies to synthesize, analyze, and critique text. As a proficient reader, the student recognizes the central idea, supporting details, purpose, and organization of the text. The proficient reader demonstrates the ability to comprehend a variety of texts literally and inferentially, make connections to the text, and understand the function of some literary devices. The student is able to use relevant details to support opinions and conclusions and to use these to analyze ideas and extend the meaning of the text in written responses. Performance level descriptors are available online at http://www.nj.gov/education/assessment/descriptors/	Eighth grade students performing at the Proficient level show an overall understanding of a variety of texts at literal and inferential levels. They make connections while interpreting and analyzing text. Proficient students recognize the author’s purpose and respond critically to central themes, supporting details, and organizational structures of text. They interpret, extrapolate and synthesize information. Students support opinions and conclusions with evidence from the text. Performance level descriptors are available online at http://www.nj.gov/education/assessment/descriptors/	Students performing at the Proficient level demonstrate recall, recognition and application of mathematical concepts, skills, and vocabulary to solve problems involving real world situations. Proficient students understand and perform numerical operations of whole numbers and can use a specified procedure with accuracy. These students demonstrate number sense by using place value concepts, fractions, and decimals. Proficient students can compute sums and differences of fractions and decimals. These students determine the appropriate operation for a given situation and can use estimation appropriately. Proficient students understand and apply concepts of geometry and measurement. These students demonstrate a working knowledge of spatial sense, geometric properties and geometric relationships. Proficient students can use appropriate measurement tools accurately to solve problems involving perimeter, area and volume. These students understand and apply concepts of coordinate geometry as well as identify lines of symmetry. Proficient students demonstrate an understanding of how quantities are related to one another and how to represent and analyze those relationships using algebraic concepts. These students can recognize, describe, extend, and create patterns as well as solve functions for a given variable, including inverse relationships. Proficient students can understand, name, and apply properties of operations and numbers. Proficient students have an understanding of how to apply the concepts and techniques of data analysis, probability, and discrete mathematics. These students can read, interpret and construct graphs, tables and/or charts as well as predict or make an informed decision based on information retrieved from a variety of sources. Proficient students demonstrate skills using tools and strategies for representing, organizing, and interpreting data as well as solve problems involving mean, median, and mode. Proficient students use various forms of representation to illustrate steps to a solution and effectively communicate a variety of reasoning methods to solve multi-step problems. These students can explain steps and procedures for finding solutions as well as check the reasonableness of their results. Performance level descriptors are available online at http://www.nj.gov/education/assessment/descriptors/	Eighth grade students performing at the Proficient level demonstrate evidence of conceptual and analytical understanding of mathematical knowledge, procedures, skills and processes across and within the four content standards. Proficient students identify, recognize and compare different representations of numbers and demonstrate an understanding of the meanings and uses of numerical operations and number systems. Proficient students apply geometrical concepts; identify, describe, and classify two- and three-dimensional shapes; and solve problems involving geometry, spatial sense and measurement. Proficient students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. Students will model situations algebraically, symbolically and graphically. Proficient students analyze, interpret, and make predictions based on appropriate representations for sets of data. They apply and interpret the concepts of probability and discrete mathematics to solve problems. Proficient students are mathematically literate in their ability to comprehend vocabulary, understand appropriate context and communicate their reasoning within and among the mathematical content areas. Performance level descriptors are available online at http://www.nj.gov/education/assessment/descriptors/
New Mexico	Students apply reading strategies; use key words; use varied strategies to sequence; evaluate fiction/nonfiction; draw logical conclusions; understand word choice/perspective/basic plots/genres; interpret character's motives/actions; justify answers.	Students identify major literary genres; explain literary devices/language in texts/poetry; evaluate information/views in various texts to select appropriate support for persuasive writing or research.	Students multiply/divide by one digit numbers; model common decimals/fractions; describe patterns, properties of two dimensional shapes, parallel/perpendicular lines, ordered pairs (first quadrant), outcomes combinations; use variables; find area/perimeter (rectangles); solve length/time/ temperature; organize data.	Students understand operations; interpret results; perimeter/circumference/area/volume/surface area; theoretical/experimental, list outcomes; apply transformations/symmetry; multi-step changes/rate.
New York	To achieve Level 3 students demonstrate an understanding of written and oral text with some attention to meaning beyond the literal level. In addition to the skills and concepts mastered in Levels 1 and 2, students in this category can use text details and implied information to analyze and interpret characters, themes, and other story elements. They can interpret figurative language, draw conclusions, make predictions and compare information across texts. Students can apply information in order to follow a procedure and to solve a problem. They can identify cause-and-effect relationships, evaluate an author's purpose, and make connections beyond the text. They can use context clues to determine the meaning of vocabulary. Students demonstrate partial to full control of grade-level writing conventions.	To achieve Level 3, students demonstrate an understanding of written and oral text with some attention to meaning beyond the literal level. In addition to the skills and concepts mastered in Levels 1 and 2, students in this category can use text details and implied information to identify theme and point of view, analyze and interpret an author's technique and use of language, analyze characters and their motivations, and determine a purpose for reading. Students can categorize details, compare and contrast information, draw conclusions, use context clues to determine the meaning of vocabulary, and evaluate evidence in text to identify how real-life situations influence text and to synthesize relevant information from two texts. Students demonstrate full control of grade-level writing conventions.	To achieve Level 3, students demonstrate proficiency in most mathematical processes, exhibit mathematical problem-solving strategies, and display and communicate reasoning through written explanations, numerical work, and pictorial representations. In addition to the skills and concepts mastered in Levels 1 and 2, students in this category can round numbers to the nearest ten and hundred; multiply two-digit by one-digit numbers; select and identify the appropriate operation for solving problems; select, set up, and solve a subtraction or addition word problem; find remainders; apply the associative property of multiplication; extend and/or explain a number pattern; identify and apply a pattern displayed in a table; calculate perimeter; identify and name regular polygons; identify the appropriate unit of metric measure for mass; use a ruler to measure to the nearest quarter inch; calculate the value of a symbol in a pictograph; and interpret, analyze, and predict data in a bar graph.	To achieve Level 3, students demonstrate proficiency in most mathematical processes, exhibit mathematical problem-solving strategies, and display and communicate reasoning through written explanations, numerical work, and pictorial representations. In addition to the skills and concepts mastered in Levels 1 and 2, students in this category can estimate a percent of a number; solve an equation with variables on both sides of the equation; identify a function rule for a given table; extend and describe a pattern; translate verbal sentences into algebraic inequalities; translate verbal expressions into algebraic expressions; add polynomials; solve multi-step algebraic equations with integral coefficients; multiply a monomial by a binomial; combine like terms; evaluate a formula involving fractions; find the greatest common factor of two monomials; draw a reflection of a figure in more than one quadrant; identify properties of and apply the Pythagorean theorem; identify pairs of vertical angles; find missing angle measurements when two parallel lines are cut by a transversal; name a given transformation; draw a translation in a coordinate plane, name a coordinate, and label the vertices; identify complementary angles; calculate the missing angle measurement in a supplementary pair; convert between equivalent customary units of capacity; and calculate and compare unit price.
North Carolina	Students performing at this level consistently demonstrate mastery of grade level subject matter and skills and are well prepared for the next grade level. Students performing at Level III can apply a combination of enabling strategies and skills to read and comprehend a variety of texts, including fiction, nonfiction, poetry, and drama, as required in the North Carolina Standard Course of Study at grade four. This includes making generalizations, connections, inferences and relevant predictions; analyzing characters; identifying problems and solutions, main idea, and supporting details; drawing conclusions; summarizing; comparing and contrasting; and determining the meaning of unfamiliar words and author’s purpose. Students are able to use information from multiple sources such as charts, graphs, and maps and can interpret information that is not explicitly stated in the text to determine theme, mood, main idea, and word choice. Performance level descriptors are available online at http://sbepolicy.dpi.state.nc.us/policies/GCS-C-018.asp?pri=01&cat=C&pol=018&acr=GCS	Students performing at this level consistently demonstrate mastery of grade level subject matter and skills and are well prepared for the next grade level. Students performing at Level III demonstrate mastery of reading comprehension outlined in the North Carolina Standard Course of Study at grade eight. Students make inferences and predictions, summarize information, generate questions and ideas, cite sources used, evaluate problems and solutions, and determine importance and accuracy of information. These students evaluate the effect of bias and emotional factors and identify effectiveness of tone, style, and use of language. They accurately evaluate print and nonprint materials. Students interpret literary elements, genres, figurative language, dialogue, flashback, allusion, irony, and symbolism. They use context clues to identify and define unknown words and compare and contrast related concepts. Performance level descriptors are available online at http://sbepolicy.dpi.state.nc.us/policies/GCS-C-018.asp?pri=01&cat=C&pol=018&acr=GCS	Students performing at this level consistently demonstrate mastery of grade level subject matter and skills and are well prepared for the next grade level. Students performing at Level III generally show understanding and computational accuracy. The students consistently respond with appropriate answers or procedures. They use a variety of problem-solving strategies. Level III students frequently show number sense by comparing, ordering, estimating, and representing numbers from 0.01 to 99,999. They are usually consistent when multiplying and dividing multi-digit numbers; they use strategies including estimation of products and quotients in appropriate situations. They also add and subtract numbers with like denominators. Students solve problems involving perimeter of plane figures and area of rectangles. Students use coordinate planes to describe the location and relative position of points. They describe lines correctly as parallel or perpendicular. Students collect, organize, analyze, and display data using a variety of graphs. They use range, median, and mode to describe a set of data. Students design and use simple experiments to investigate and describe the probability of events. Students generally can use the order of operations or the identity, commutative, associative, and distributive properties. Performance level descriptors are available online at http://sbepolicy.dpi.state.nc.us/policies/GCS-C-018.asp?pri=01&cat=C&pol=018&acr=GCS	Students performing at this level consistently demonstrate mastery of grade level subject matter and skills and are well prepared for the next grade level. Students performing at Level III generally show understanding, compute accurately, and respond with appropriate answers or procedures. They use a variety of problem-solving strategies. Level III students consistently show a proficient level of understanding of real numbers including irrational numbers. They generally are correct in use of indirect measurements. Students are usually successful at using the Pythagorean Theorem to solve problems. Level III students are often successful at organizing and interpreting data, using scatterplots and approximating a line of best fit. Students at Level III demonstrate an understanding of functions and can usually convert functions between forms and interpret slope and intercepts. They are generally successful at using linear equations and inequalities to solve problems, translating between words, tables, and graphs. Performance level descriptors are available online at http://sbepolicy.dpi.state.nc.us/policies/GCS-C-018.asp?pri=01&cat=C&pol=018&acr=GCS
North Dakota	Students compare and contrast; identify and summarize the main idea; use synonyms; draw conclusions based on real-life experiences; recall facts to infer; apply vocabulary rules; synthesize information; use process of elimination; use abstract thinking; interpret expressions; use sequencing; predict outcomes; use prior knowledge; and identify cause and effect. Performance level descriptors are available online at http://www.dpi.state.nd.us/standard/perform/index.shtm	Students draw conclusions based on evidence and supporting details; use vocabulary building skills for synonyms; use root origins for word meaning; read for details; determine main idea; draw conclusions based on character's thoughts and actions and by making comparisons; identify sequence of events; interpret figurative language; identify and analyze supporting detail; interpret cultural significance in historical context; determine order of importance of detail; infer meaning based on cause and effect; identify types of conflict; evaluate research information; and determine author's purpose. Performance level descriptors are available online at http://www.dpi.state.nd.us/standard/perform/index.shtm	Students solve subtraction and division problems; order numbers to thousands; represent multiplication as repeated addition; demonstrate inverse relationship between multiplication and division; add to sums>100; use symbols to write equations; apply input/output function rules; identify missing information; extend patterns with two variables; make predictions based on probability; display data in different ways; estimate cost; estimate length; determine elapsed time; count units on coordinate grid; and identify appropriate measurement tools. Performance level descriptors are available online at http://www.dpi.state.nd.us/standard/perform/index.shtm	Students convert standard numerals to expanded notation; multiply fractions and mixed numbers; apply order of operations with exponents; apply spatial reasoning and calculations to visualize three-dimensional figures and identify results of transformations; use correct terminology to identify parts of geometric figures including lines and angles; use multistep computational skills to group data; compare rates of change in line graphs; interpret statistical data including mean, median, mode, and range; identify appropriate units of measurement; and analyze and extend patterns. Performance level descriptors are available online at http://www.dpi.state.nd.us/standard/perform/index.shtm
Ohio	Fourth grade students performing at the proficient level use their fundamental understanding of word structure, context clues and text structures to determine the meaning of unknown words or phrases. They typically use reading strategies (e.g., prediction, compare and contrast, drawing conclusions, etc.) to show an overall understanding of informational and literary text material. Performance level descriptors are available online at http://education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?Page=3&TopicRelationID=1513&Content=71743	Eighth grade students performing at the proficient level use their fundamental understanding of word structure, context clues and text structures to determine the meaning of complex words. They typically show an overall understanding of literary elements and informational features and structures. Performance level descriptors are available online at http://education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?Page=3&TopicRelationID=1513&Content=71743	Students performing at the proficient level show adequate progress by using grade 4 concepts and skills to solve familiar problems. They apply mathematical concepts, terms and properties to problem situations. Most of the time, students can solve routine problems involving whole numbers, decimals and simple fractions; describe perimeter and area; compare geometric figures; write an equation to describe a situation; and describe data. They usually can use informal reasoning and make appropriate decisions about what procedure to use to solve routine problems. Students typically can interpret or provide a visual or symbolic representation to match a problem situation and purpose. Students communicate mathematical thinking and solutions using a combination of informal and mathematical language. Performance level descriptors are available online at http://education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?Page=3&TopicRelationID=1513&Content=71743	Students performing at the proficient level show adequate progress by using grade 8 concepts and skills to solve familiar problems. They apply mathematical concepts, terms and properties to problem situations. Most times, students can solve problems involving rational numbers, proportions and percents; similar figures; algebraic representations; and interpreting probability and data. They usually can use informal reasoning and make appropriate decisions about what procedure to use to solve routine problems. Students typically can interpret or provide a visual or symbolic representation to match a problem situation and purpose. Students communicate mathematical thinking and solutions using a combination of informal and mathematical language. Performance level descriptors are available online at http://education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?Page=3&TopicRelationID=1513&Content=71743
Oklahoma	Students demonstrate mastery over appropriate grade-level subject matter, and students are ready for the next grade level. Students scoring at the proficient level typically read and comprehend grade-level reading material using the following skills: utilize structural analysis in combination with context clues and other word-meaning resources to determine the meaning of new words and interpret the meaning of multiple-meaning words; apply knowledge of synonyms, antonyms, homonyms/homophones, and idioms; make grade-level inferences, draw conclusions, and make generalizations; compare and contrast information from texts on similar topics; distinguish between fact, opinion, and supported inferences in a variety of texts. Interpret and analyze relationships in narrative and expository text to include cause and effect, sequence, and compare/contrast. Identify and analyze the characteristics of a variety of genres; describe the major elements of story structure such as plot, setting, and characters, and apply understanding of them to make logical predictions; determine the central purpose, theme or main idea, and important details; determine the author’s purpose and the point of view presented; interpret figurative language in poetry and descriptive passages; interpret poetry and recognize poetic styles; use functional print information resources such as dictionaries, charts, diagrams, etc. Performance level descriptors are available online at http://www.sde.state.ok.us/AcctAssess/core.html	Students demonstrate mastery over appropriate grade-level subject matter, and students are ready for the next grade level. Students scoring at the proficient level typically read and comprehend grade-level reading material using the following skills: utilize a variety of strategies to determine literal and non-literal word meanings; analyze idioms and comparisons to infer literal and figurative meanings; determine the purpose for reading a passage; determine author’s purpose and distinguish between various points of view, accuracy of text, and fact/opinion; connect, compare, and contrast ideas, themes, and issues across texts. Infer, predict, and generalize ideas; determine main idea and themes (stated or implied) and recognize relevance of details; analyze character traits, conflicts, and points of view; analyze structural elements of plot, subplot, and climax; analyze characteristics of genres and subgenres. Interpret figurative language and elements of poetry. Interpret literary devices; use appropriate strategies to organize and summarize information; identify instances of persuasion, propaganda, and faulty reasoning in text. Performance level descriptors are available online at http://www.sde.state.ok.us/AcctAssess/core.html	Students demonstrate mastery over appropriate grade-level subject matter, and students are ready for the next grade level. Students scoring at the proficient level typically will: be able to recognize, describe, and extend patterns; be able to solve open sentences; understand place value to six digits and decimals to hundredths; be able to use addition and subtraction of whole numbers to estimate and to solve problems; compare fractions and decimals (including the use of benchmarks); multiply and divide two- and three-digit numbers; apply geometric (spatial reasoning) and measurement concepts using customary and metric units of measure (including estimation); analyze and interpret data in graphs; and apply mental math techniques. Performance level descriptors are available online at http://www.sde.state.ok.us/AcctAssess/core.html	Students demonstrate mastery over appropriate grade-level subject matter, and students are ready for the next grade level. Students scoring at the proficient level typically will: compare, order, and use different forms of positive and negative rational numbers to solve problems; solve single- and multi-step algebraic equations and inequalities; develop, select, and apply appropriate formulas for given situations; classify solid figures and apply the concepts of surface area and volume to real world settings; use ratio and proportion to solve problems involving similar geometric figures; determine probabilities of uncertain events happening; and analyze samples and select and apply appropriate charts and graphs to represent collected data. Performance level descriptors are available online at http://www.sde.state.ok.us/AcctAssess/core.html
Oregon	Student scores at the Meets level indicate a solid academic performance based on the grade-level knowledge and skills outlined in the state content standards for Reading/Literature. These students have an accurate comprehension of grade-level text and use context to make meaning of unfamiliar vocabulary. They interpret text to determine themes and messages, analyze characters, and make accurate predictions based on textual evidence. They can identify the author’s purpose and the presence of persuasion in informational text. Students who Meet the grade 4 Reading standard demonstrate comprehension of grade-level text. They use context clues within sentences to determine the meanings of unfamiliar vocabulary, and to distinguish the usage of words having multiple meanings. Students recognize words used as synonyms and antonyms for grade level or slightly higher vocabulary and can use context to determine the meaning of common idioms or expressions. Students can use format clues in practical text and instructional materials to read to perform a task, and can interpret diagrams, charts, and graphs to gain information and reach logical conclusions. Students demonstrate general understanding of grade-level text by recognizing topic sentences explicitly stated in informational text, and can recall important details. They identify problems and how they are resolved in literary text. They can identify the correct sequence of events in a story’s plot. Students develop an interpretation by making predictions about forthcoming information or events based on clues in the selection. These students can infer the author’s unstated meaning based on information explicitly stated in the text, including an article’s main idea. They often use clues to determine characters motivations and to reach conclusions about the most prominent themes or messages in literary text. These students examine the content and structure of informational text to identify the author’s purpose, to recognize cause and effect relationships, and to distinguish between facts and opinions. They can determine when text is informative and when there are attempts at persuasion. Performance level descriptors are available online at http://www.ode.state.or.us/teachlearn/standards/contentperformance/achleveldesc_03152007.pdf	Student scores at the Meets level indicate a solid academic performance based on the grade-level knowledge and skills outlined in the state content standards for Reading/Literature. Students have an accurate comprehension of grade-level text, including unfamiliar vocabulary, and can synthesize information to form conclusions. They interpret text to determine themes and messages, make accurate predictions, and can identify an author’s reasons for structural decisions and the use of common literary elements and devices. Students who Meet the grade 8 Reading standard demonstrate comprehension of grade-level text. They use contextual and structural clues to determine the meaning of unfamiliar vocabulary, and can accurately interpret the intended meaning of idioms, comparisons and figurative language. They use a variety of strategies to verify word meanings. Students synthesize information found in a variety of formats to reach conclusions supported by textual evidence as they read to perform a task. Students demonstrate general understanding of grade-level text by determining main ideas explicitly stated in informational text and the details supporting that statement. They identify the correct sequence of events in a story’s plot and can recall important supporting details in literary selections. Students develop an interpretation by making predictions about future outcomes or events based on clues in the selection. They can determine the main idea and the author’s explicit and implicit assumptions/beliefs about a subject. They identify actions and motives of characters that affect the plot and/or theme in literary works and use evidence in text to determine themes. Students examine the content and structure of informational text to identify the author’s purpose. They can identify the evidence used to support arguments/assertions. They can contrast two pieces of text with a common subject. They examine the content and structure of literary text to recognize the author’s use of literary elements and devices, including point of view and dialogue, and analyze their impact on a selection’s effectiveness and tone or mood. Performance level descriptors are available online at http://www.ode.state.or.us/teachlearn/standards/contentperformance/achleveldesc_03152007.pdf	Student scores at the Meets level indicate a solid academic performance based on the grade-level knowledge and skills outlined in the state content standards for Mathematics. Students consistently solve routine problems involving whole numbers, decimals and simple fractions; describe perimeter and area; compare geometric figures; translate a situation using numbers and symbols; and describe data. Generally, these students can interpret or provide a visual or symbolic representation to match a problem situation and purpose. Students who meet the grade 4 standard use number sense to add and subtract commonly used fractions with like denominators (halves, thirds, fourths, eights, tenths) and decimals to hundredths. They consistently apply the commutative, associative, and identity properties of addition and multiplication, and the distributive property to simplify calculations. They select the most appropriate tool and unit to measure length, perimeter, weight, and volume. They represent and interpret the data from experiments and simulations using tallies, charts, pictograms, and bar graphs. They translate between different representations (words, numeric, and pictorial) of a simple quantitative relationship. Students who meet the standard locate coordinates of points on graph paper, maps, globes, and other charts. They use properties to compare and classify geometric shapes (quadrilaterals) by their sides and angles. Performance level descriptors are available online at http://www.ode.state.or.us/teachlearn/standards/contentperformance/achleveldesc_03152007.pdf	Student scores at the Meets level indicate a solid academic performance based on the grade-level knowledge and skills outlined in the state content standards for Mathematics. Students at this level consistently apply mathematical concepts, terms and properties to problem situations. Students readily solve problems involving rational numbers, proportions and percents, similar figures, algebraic representations, and interpreting probability and data. In general, these students can interpret or provide a visual or symbolic representation to match a problem situation and purpose. Students who meet the grade 8 standard calculate with rational numbers and use proportions to solve problems. They calculate and analyze changes in area and volume in relation to changes in linear measures of figures. They determine appropriate scale and find distances involving scale factors. They apply theoretical probability to determine if an event or game is fair or unfair and pose and evaluate modifications to change the fairness. These students use charts and tables to determine the graphical representation of data to make predictions that best show key characteristics (e.g., including line of best fit). They consistently translate between, interpret, and model algebraic relationships represented by words, symbols, tables, and graphs making predictions, inferences, and solving problems. Students who meet the geometry standard use similar figures and Pythagorean Theorem to measure distances indirectly in a variety of applications (e.g., flagpole and shadow, two points on the coordinate graph). Students consistently recognize transformations of figures. Performance level descriptors are available online at http://www.ode.state.or.us/teachlearn/standards/contentperformance/achleveldesc_03152007.pdf
Pennsylvania	A student scoring at the proficient level routinely utilizes a variety of reading strategies to comprehend and interpret grade-level appropriate fiction and nonfiction: identifies word meanings, including synonyms and antonyms, using context clues and word parts; makes inferences and draws conclusions, using textual support; identifies stated and implied main ideas and relevant details; summarizes text; makes within and among text-to-text connections; identifies purpose of text (narrative, informational, poetic); identifies literary elements (character, setting, plot); identifies figurative language (personification, simile, alliteration); identifies fact and opinion and the use of exaggeration (bias) in nonfiction; identifies organizational patterns of text (e.g., sequencing, comparison/contrast) and the proper sequence of steps in a list of directions; interprets graphics, charts, and headings. Performance level descriptors are available online at http://www.portal.state.pa.us/portal/server.pt?open=18&objID=354681&mode=2	A student scoring at the proficient level routinely utilizes a variety of reading strategies to comprehend and interpret grade-level appropriate fiction and nonfiction: applies a variety of strategies to determine meanings of words, including synonyms and antonyms, using context clues and word parts; makes inferences, draws conclusions, and generalizes, using textual support; identifies or explains stated and implied main ideas; summarizes text; makes within and among text-to-text connections; interprets and analyzes: purpose of text (e.g., narrative, informational); organizational patterns (e.g., sequencing, comparison/contrast); and relationships among literary elements (character, setting, plot, theme); identifies and explains the effect of figurative language (e.g., simile, metaphor) and point of view; interprets and analyzes the use of facts and opinions in nonfiction; identifies and analyzes bias and propaganda in nonfiction; describes and analyzes the sequence of steps in a list of directions; interprets and analyzes graphics and charts. Performance level descriptors are available online at http://www.portal.state.pa.us/portal/server.pt?open=18&objID=354685&mode=2	A student performing at the proficient level locates fractions and decimals on a number line; solves problems involving whole numbers, fractions and decimals; adds/subtracts fractions with like denominators; uses estimation and rounding in problems; uses elapsed time to determine beginning or ending time; estimates measurements of familiar objects; uses mathematical names to classify basic one-, two- and three-dimensional geometric figures; describes the symmetry in figures; plots ordered pairs on a simple grid; identifies rule for numeric or geometric patterns; applies function rules to complete tables or lists; uses informal methods to solve number sentences; matches story situations to expressions or number sentences; describes data shown in displays; translates information from one type of display to another; makes predictions, including chance, based on data. Performance level descriptors are available online at http://www.portal.state.pa.us/portal/server.pt/community/cut_scores/7441/performance_level_descriptors/507629	A student performing at the proficient level calculates with complex rational numbers; solves rate and percent problems; uses rounding and estimation in problem settings, including problems involving percent; solves rate problems; uses formulas to determine number of sides and angle measures of polygons; converts basic measurements of objects and time to two units above or below; calculates surface areas and volumes of rectangular prisms; matches cones and pyramids with nets; uses properties of angles formed by parallel lines cut by a transversal; uses the Pythagorean Theorem to solve practical problems; plots points on a coordinate plane; matches or determines the rule (linear function) to describe values in a table; evaluates or simplifies expressions; solves equations or inequalities; matches an algebraic expression to a problem setting; draws conclusions from graphical representations of data; determines the permutations and combinations of data sets; makes predictions based on statistical and data displays. Performance level descriptors are available online at http://www.portal.state.pa.us/portal/server.pt/community/cut_scores/7441/performance_level_descriptors/507629
Rhode Island	Student's performance demonstrates an ability to read and comprehend grade-appropriate text. Student is able to analyze and interpret literary and informational text. Student makes and supports relevant assertions by referencing text. Student uses vocabulary strategies and breadth of vocabulary knowledge to read and comprehend text. Performance level descriptors are available online at www.ride.ri.gov/Instruction/curriculum/rhodeisland/assessment/standards.aspx	Student's performance demonstrates an ability to read and comprehend grade-appropriate text. Student is able to analyze and interpret literary and informational text. Student makes and supports relevant assertions by referencing text. Student uses vocabulary strategies and breadth of vocabulary knowledge to read and comprehend text. Performance level descriptors are available online at www.ride.ri.gov/Instruction/curriculum/rhodeisland/assessment/standards.aspx	Student's problem solving demonstrates logical reasoning with appropriate explanations that include both words and proper mathematical notation. Student uses a variety of strategies that are often systematic. Computational errors do not interfere with communicating understanding. Student demonstrates conceptual understanding of most aspects of the grade level expectations. Performance level descriptors are available online at www.ride.ri.gov/Instruction/curriculum/rhodeisland/assessment/standards.aspx	Student's problem solving demonstrates logical reasoning with appropriate explanations that include both words and proper mathematical notation. Student uses a variety of strategies that are often systematic. Computational errors do not interfere with communicating understanding. Student demonstrates conceptual understanding of most aspects of the grade level expectations. Performance level descriptors are available online at www.ride.ri.gov/Instruction/curriculum/rhodeisland/assessment/standards.aspx