Performance Level Descriptors of Alternate Assessment for Meeting Adequate Yearly Progress

—Not available or not tested.

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 of Alternate Assessment for Meeting Adequate Yearly Progress
State	Reading Grade 4	Reading Grade 8	Mathematics Grade 4	Mathematics Grade 8
Alabama	A fourth-grade student performing at a Level III on the Alabama Extended Standards in Reading demonstrates fundamental knowledge that meets the extended standards in multiple phoneme words, reading simple sentences, synonyms, literary elements (main characters and details), and letter blends. This knowledge might be demonstrated at different complexity levels and with varying degrees of assistance. Performance level descriptors are available online at https://docs.alsde.edu/documents/91/Alabama%20Alternate%20Assessment%20Performance%20Level%20Descriptors.pdf	An eighth grade student performing at a Level III on the Alabama Extended Standards in Reading demonstrates fundamental knowledge that meets the extended standards in predictions, story mood, and context clues. This knowledge might be demonstrated at different complexity levels and with varying degrees of assistance. Performance level descriptors are available online at https://docs.alsde.edu/documents/91/Alabama%20Alternate%20Assessment%20Performance%20Level%20Descriptors.pdf	A fourth-grade student performing at a Level III on the Alabama Extended Standards in mathematics demonstrates fundamental knowledge that meets the extended standards in counting by tens, coin identification, place value, and time. This knowledge might be demonstrated at different complexity levels and with varying degrees of assistance. Performance level descriptors are available online at https://docs.alsde.edu/documents/91/Alabama%20Alternate%20Assessment%20Performance%20Level%20Descriptors.pdf	An eighth grade student performing at a Level III on the Alabama Extended Standards in mathematics demonstrates fundamental knowledge that meets the extended standards in subtraction with regrouping, numerical expressions, length and data interpretation. This knowledge might be demonstrated at different complexity levels and with varying degrees of assistance. Performance level descriptors are available online at https://docs.alsde.edu/documents/91/Alabama%20Alternate%20Assessment%20Performance%20Level%20Descriptors.pdf
Alaska	The student identifies signs and symbols; identifies letter sound relationships; blends sounds to make words; identifies a detail using pictures, symbols, or words from a story read aloud; identifies own name in print; and displays an understanding of print directionality.	The student reads a simple sentence of 4-5 or more words; identifies beginning, middle, and end of the sequence of events in the text; obtains information using text features including pictures (illustrations for text), visual cues (e.g., chapter headings, bolded or italicized text); identifies or reads words of increasing complexity (e.g., 5 or more letters, or 2 or more syllables); identifies answers to who, what, where questions about a reading passage; and follows 2-step written directions.	The student rote counts single-digit numbers to five; copies numbers; identifies first and last; identifies the basic geometric shapes of triangle, circle, and square; and matches items with the same attributes (e.g., matches blue triangles).	The student counts to 20 or above and skip counts by fives and tens; reads and writes/reproduces two-digit numbers; reads and writes two-digit numbers; identifies place value of ones and tens; creates simple tables, charts, or graphs; identifies which category of a table has the most or least; performs double-digit addition and subtraction without regrouping; identifies symbols +, -, and =; identifies units of measurement (e.g., time, money, linear, or distance); identifies value of a combination of coins; identifies paper currency (1, 5, 10, and 20); labels empty set as none or zero; identifies where an object is located relative to another object (e.g., in and out, over and under, in front of, and beside); and identifies whole and one-half.
Arizona	Meets the Standard – Students with significant cognitive disabilities who score in this level can typically function with moderate support through the use of visual representations, manipulatives, and objects to demonstrate a solid understanding of subject matter as reflected by the alternate reading standard.	Meets the Standard – Students with significant cognitive disabilities who score in this level can typically function with moderate support through the use of visual representations, manipulatives, and objects to demonstrate a solid understanding of subject matter as reflected by the alternate reading standard.	Meets the Standard – Students with significant cognitive disabilities who score in this level can typically function with moderate support through the use of visual representations, manipulatives, and calculators to demonstrate a solid understanding of subject matter as reflected by the alternate mathematics standard.	Meets the Standard – Students with significant cognitive disabilities who score in this level can typically function with moderate support through the use of visual representations, manipulatives, and calculators to demonstrate a solid understanding of subject matter as reflected by the alternate mathematics standard.
Arkansas	Performance level descriptors are available online at http://arkedu.state.ar.us/commemos/static/fy0506/attachments/Alternate_Assessments_Cut_Scores_and_PLDs.doc	Performance level descriptors are available online at http://arkedu.state.ar.us/commemos/static/fy0506/attachments/Alternate_Assessments_Cut_Scores_and_PLDs.doc	Performance level descriptors are available online at http://arkedu.state.ar.us/commemos/static/fy0506/attachments/Alternate_Assessments_Cut_Scores_and_PLDs.doc	Performance level descriptors are available online at http://arkedu.state.ar.us/commemos/static/fy0506/attachments/Alternate_Assessments_Cut_Scores_and_PLDs.doc
California	Performance Level Descriptors for California Alternate Performance Assessment (CAPA) as defined in a State Board of Education Agenda for approval (March 2009 Item 14) at http://www.cde.ca.gov/be/ag/ag/yr09/documents/mar09item14a1.doc	Performance Level Descriptors for California Alternate Performance Assessment (CAPA) as defined in a State Board of Education Agenda for approval (March 2009 Item 14) at http://www.cde.ca.gov/be/ag/ag/yr09/documents/mar09item14a1.doc	Performance Level Descriptors for California Alternate Performance Assessment (CAPA) as defined in a State Board of Education Agenda for approval (March 2009 Item 14): http://www.cde.ca.gov/be/ag/ag/yr09/documents/mar09item14a1.doc	Performance Level Descriptors for California Alternate Performance Assessment (CAPA) as defined in a State Board of Education Agenda for approval (March 2009 Item 14): http://www.cde.ca.gov/be/ag/ag/yr09/documents/mar09item14a1.doc
Colorado	The Emerging reader communicates meaning by using pictures/symbols/objects. The student matches pictures to sight words and identifies letter sounds at the beginning and end of words. The Emerging reader reads a sentence and identifies information from the sentence in a picture. The student sorts information and draws conclusions using pictures to show understanding of specific topic or details in a story. The Emerging reader is beginning to understand main ideas in stories. Performance level descriptors are available online at http://www.cde.state.co.us/cdeassess/documents/csapa/2009/2009_CSAPA_PLD_Reading.pdf	The Emerging reader communicates meaning by using pictures/symbols/objects. The student identifies multiple sounds within a word and recognizes high frequency words. The Emerging reader relates details and main ideas of stories by using simple vocabulary, pictures/symbols/objects. The student determines the meaning of unknown words by using pictures, context clues and other strategies. The Emerging reader is beginning to make predictions and draw conclusions while reading. The student is beginning to identify/use basic resources (computer, book, dictionary, etc.) to gain meaning of new words/pictures/symbols/objects. Performance level descriptors are available online at http://www.cde.state.co.us/cdeassess/documents/csapa/2009/2009_CSAPA_PLD_Reading.pdf	The Emerging mathematician is beginning to demonstrate number sense and understands numerals represent a quantity to nine. The student estimates using more or less, and matches a repeating pattern. The student identifies simple geometric shapes, forms sets, and can label and sort shapes. The student understands the concept of “none.” The Emerging mathematician recognizes basic key math vocabulary. Performance level descriptors are available online at http://www.cde.state.co.us/cdesped/download/pdf/Performance_Level_Descriptors_Math.pdf	The Emerging mathematician demonstrates a simple understanding of algebraic expressions by sorting shapes, extending repeating patterns with up to two different elements, recognizing a growing pattern, and by creating patterns. The student counts forward, understands a whole, 1/2 and 1/4 of a unit, and solves simple addition problems. The Emerging mathematician estimates and measures length using a ruler, uses information from a table and is beginning to interpret data from a graph. Performance level descriptors are available online at http://www.cde.state.co.us/cdesped/download/pdf/Performance_Level_Descriptors_Math.pdf
Connecticut	Fourth grade students who perform at this level complete academic tasks and activities derived from grade four content inconsistently and/or only with prompt support (e.g., a cue, a model, physical guidance, etc.). Students at this level demonstrate a partial ability to: 1. Address essential content that has been derived from the Fourth grade Language Arts Curriculum Framework in the area of reading 2. Address essential content that has been derived from the Fourth grade Language Arts Curriculum Framework 3. Use reading, listening or viewing skills with grade level text to indicate what is known (including identifying the topic or main idea) and understood about the text (including what is liked about the text), ask and answer questions. 4. Summarize, support and respect others conclusions and judgments about the text 5. Make connections to the text (including personal and author experiences) 6. Develop new vocabulary 7. Explore classical and contemporary texts (including multi-cultural texts) 8. Experience texts from many time periods and cultures 9. Identify fiction and nonfiction 10. Use instructional level material to read and understand words (including sight words).	Eighth grade students who perform at this level complete academic tasks and activities derived from grade eight content inconsistently and/or only with prompt support (e.g., a cue, a model, physical guidance, etc.) Students at this level demonstrate a partial ability to: 1. Address essential content that has been derived from the eighth grade Language Arts Curriculum Framework 2. Use, listening, speaking and/or viewing skills with grade level text to indicate what is known (including identifying and discussing the topic or main idea) 3. Determine reasons for reading the text and make adjustments 4. Ask and answer questions 5. Discuss how the author’s craft engages the reader 6. Fully summarize, support and respond appropriately to conclusions and judgments about the text 7. Make connections to the text (including personal and author experiences) 8. Explain how characters deal with conflict 9. Develop vocabulary 10. Compare and contrast classical and contemporary text (including multi-cultural texts) 11. Identify fiction and nonfiction 12. Evaluate how effectively the author presents a message 13. Use instructional level material to read and understand words (including sight words).	Fourth grade students who perform at this level complete academic tasks and activities derived from grade four content inconsistently and/or only with prompt support (e.g., a cue, a model, physical guidance, etc.). Students at this level demonstrate a partial ability to: 1. Address essential content that has been derived from the fourth grade Mathematics Curriculum Framework 2. Use mathematical relationships to understand patterns in given data 3. Use number sentences and symbols to model and solve solutions to simple addition and subtraction story problems (including multi-step problems) 4. Use prediction, estimation and measurement skills to solve practical problems 5. Use attributes to describe polygons 6. Use models to identify multiplication and division fact families 7. Solve problems using elapsed time 8. Label and add fractional parts using a model 9. Sort information using a model 10. Order numbers 11. Read maps 12. Construct a bar graph 13. Identify and predict possible outcomes.	Eighth grade students who perform at this level complete academic tasks and activities derived from grade eight content inconsistently and/or only with prompt support (e.g., a cue, a model, physical guidance, etc.). Students at this level demonstrate a partial ability to: 1. Use and represent mathematical relationships in different formats (tables, graphs and equations) 2. Determine perimeter or area of polygons and whether they are congruent 3. Investigate relationships between volumes of solids 4. Determine if a measurement is reasonable 5. Locate, order and label decimals 6. Demonstrate equivalence of fractions, decimals, and percents using models 7. Estimate and calculate very large numbers (minimum of 100) 8. Interpret summary statistics 9. Analyze and make predictions about a large data set (minimum of 25) 10. Determine the reasonableness of a conclusion about a set of data 11. Solve problems where one variable is the product of another.
Delaware	—	—	—	—
District of Columbia	Proficient: Provided supports such as assistive technology, adaptations, and/or modifications, and a skill that may be reduced in complexity (cognitive demand) and/or difficulty (breadth of knowledge), the student demonstrates an observable understanding of English Language Arts content in the following: Language Development • Use affixes to change the meaning of a root word. • Use context cues to complete a closed sentence. Informational Text • Identify purpose or main points. • Distinguish between fact and opinion. • Identify stated cause and effect relationships. • Answer questions about graphic representations. • Locate specific information from text (e.g., letters, memos, directories, menus, schedules, pamphlets, search engines, signs, manuals, instructions, recipes, labels, forms). Literary Text • Identify similarities between the author’s life and the text. • Identify theme and plot of a story Identify character’s traits, relationships and feelings. • Identify morals of fables. • Identify patterns of sounds or rhythm patterns in poetry.	Proficient: Provided supports such as assistive technology, adaptations, and/or modifications, and a skill that may be reduced in complexity (cognitive demand) and/or difficulty (breadth of knowledge), the student demonstrates an observable understanding of English Language Arts content in the following: Language Development • Define unknown words. • Identify shades of meaning. Informational Text • Identify central ideas, problems, or situations from readings. • Identify author’s purpose. • Identify theme in literary text and author’s purpose in expository text. Literary Text • Identify different genres and purposes. • Identify character’s traits, emotions or motivations. • Identify setting, problem and resolution. • Demonstrate understanding of sound, figurative language and graphics (capital letters, line, length, word position). • Identify style, mood, tone, and meaning.	Proficient: Provided supports such as assistive technology, adaptations, and/or modifications, and a skill that may be reduced in complexity (cognitive demand) and/or difficulty (breadth of knowledge), the student demonstrates an observable understanding of mathematics content in the following: Number Sense and Operations • Demonstrate understanding of place value. • Identify numbers to 10,000. • Estimate addition and subtraction with decimals. • Estimate quantities, measures and amounts of money. • Solve addition and subtraction problems. • Solve multiplication problems. • Use conventional procedures to solve division problems. • Apply operations to solve problems. • Identify and compare fractions as parts of a whole collection. • Demonstrate understanding of equivalent forms of decimals and fractions. Patterns, Relations and Algebra • Create geometric and numeric patterns. • Use letters and other symbols as variables. • Demonstrate mathematical relationships illustrated through various methods to include graphing. • Identify problems involving proportional relationships. • Interpret and analyze graphs. Measurement • Identify appropriate units and tools to solve problems involving: length, volume, weight, and angle size. • Convert within system of measurement. • Tell time with hours and days. • Compute area and perimeter.	Proficicient: Provided supports such as assistive technology, adaptations, and/or modifications, and a skill that may be reduced in complexity (cognitive demand) and/or difficulty (breadth of knowledge), the student demonstrates an observable understanding of mathematics content in the following: Number Sense and Operations • Determine estimates to a certain stated accuracy. • Identify ratios within a problem. • Demonstrate an understanding of the arithmetic operations on rational numbers. • Select a formula to solve a problem that involves the properties of arithmetic operations on rational numbers. Patterns, Relations and Algebra • Set up and/or solve linear equations. • Use equations with variables to demonstrate proportional relationships (e.g., 2x=y means that for every y there are 2 xs). • Use a functional relationship to solve problems expressed in pictures, graphs, charts and/or equations. Data Analysis, Statistics, and Probability • Create and interpret tabular or graphical representations of given sets of data. • Recognize practices of collecting or displaying data that may bias the analysis.
Florida	This student has demonstrated some or all of the following grade level access points skills: • identify topic, characters, settings, actions and events in fictional stories; • read one syllable high frequency sight words; • create picture story from dictated sentences that identify characters, events, and/or setting; • identify main idea and supporting details in stories and informational text; • obtain information from illustrations and identify actions that lead to predictable effects; • categorize pictures; • relate new vocabulary to familiar words 8. identify common antonyms using pictures.	This student has demonstrated some or all of the following grade level access points skills: This student has demonstrated some or all of the following grade level access points skills: • identify characters, settings, actions, events, and/or main topic and solution in fiction and non-fiction stories; • use information from nonfiction text to identify main idea and supporting details; • organize information to demonstrate understanding 4; • read text with high frequency sight words; • use graphic organizer to identify similarities and differences and sequence of events in stories and informational text; • identify topic, relevant details and facts to determine main idea; • use content clues and graphics to determine meaning of unknown words 8. recognize new vocabulary that is introduced and taught directly.	This student has demonstrated some or all of the following grade level access points skills: 1. identify the meaning of mathematics symbols (+, -, and =) 2. solve addition and subtraction facts using numbers paired with pictures and mathematics symbols for sums up to 12 3. recognize halves as part of a whole 4. apply concept of grouping to create sets of tens and ones up to 18 5. identify months using a calendar 6. identify a clock as a tool to tell time 7. measure length of an object to whole inches 8. count, compare, and order numbers from 0 to 18 using sets of objects and/or pictures paired with numbers 9. use ordinal numbering 10. determine if the number of objects in two sets are the same or different (equal or unequal) 11. locate angles in a triangle	This student has demonstrated some or all of the following grade level access points skills: 1. solve addition and subtraction number sentences involving one and two digit numbers using physical models, diagrams, tables, and pictographs 2. translate real-world situations into number sentences involving addition and subtraction using information from physical and visual models, tables, and pictographs 3. use counting and grouping to multiply and divide quantities to 50 using sets of the same number of objects 4. describe relationship between two sets of related numbers 5. express, represent, and use fractions including halves, fourths, and thirds, using whole objects or sets, pictures, number names, and numerals 6. use counting, grouping, and place value to identify values of whole numbers to 100 7. locate right angle of a triangle 8. use physical models to match triangles that are similar 9. measure the sides of a triangle 10. identify standard units of measurement for length, weight, and capacity 11. use a clock to identify time to the minute 12. identify mode in a set of data up to 5 numbers 13. organize data in pictographs and match labels for categories.
Georgia	Extending Progress (Advanced/Exceeds): Based on evidence in the portfolio, the student demonstrates an increased understanding of fundamental skills and knowledge aligned to grade-appropriate ELA, mathematics, science, or social studies standards. He/she is working on academic content at an entry level or a level that approaches basic grade-level expectations. The student’s progress extends toward the achievement of grade-level standards. The student performs meaningful tasks using grade-appropriate materials. Generalization across settings and interactions is evidenced in the portfolio. Established Progress (Proficient/Meets): Based on evidence in the portfolio, the student demonstrates an understanding of fundamental skills and knowledge aligned to grade-appropriate ELA, mathematics, science, or social studies standards. He/she is working on and showing progress in academic content at an access/entry level. The student performs meaningful tasks using grade-appropriate materials. Generalization across settings and/or interactions is evidenced in the portfolio.	Extending Progress (Advanced/Exceeds): Based on evidence in the portfolio, the student demonstrates an increased understanding of fundamental skills and knowledge aligned to grade-appropriate ELA, mathematics, science, or social studies standards. He/she is working on academic content at an entry level or a level that approaches basic grade-level expectations. The student’s progress extends toward the achievement of grade-level standards. The student performs meaningful tasks using grade-appropriate materials. Generalization across settings and interactions is evidenced in the portfolio. Established Progress (Proficient/Meets): Based on evidence in the portfolio, the student demonstrates an understanding of fundamental skills and knowledge aligned to grade-appropriate ELA, mathematics, science, or social studies standards. He/she is working on and showing progress in academic content at an access/entry level. The student performs meaningful tasks using grade-appropriate materials. Generalization across settings and/or interactions is evidenced in the portfolio.	Established Progress (Proficient/Meets) Based on evidence in the portfolio, the student demonstrates an understanding of fundamental skills and knowledge aligned to grade-appropriate ELA, Mathematics, Science, or Social Studies standards. He/she is working on and showing progress in academic content at an access/entry level. The student performs meaningful tasks using grade-appropriate materials. Generalization across settings and/or interactions is evidenced in the portfolio. Extending Progress (Advanced/Exceeds) Based on evidence in the portfolio, the student demonstrates an increased understanding of fundamental skills and knowledge aligned to grade-appropriate ELA, Mathematics, Science, or Social Studies standards. He/she is working on academic content at an entry level or a level that approaches basic grade-level expectations. The student’s progress extends toward the achievement of grade-level standards. The student performs meaningful tasks using grade-appropriate materials. Generalization across settings and interactions is evidenced in the portfolio.	Established Progress (Proficient/Meets) Based on evidence in the portfolio, the student demonstrates an understanding of fundamental skills and knowledge aligned to grade-appropriate ELA, Mathematics, Science, or Social Studies standards. He/she is working on and showing progress in academic content at an access/entry level. The student performs meaningful tasks using grade-appropriate materials. Generalization across settings and/or interactions is evidenced in the portfolio. Extending Progress (Advanced/Exceeds) Based on evidence in the portfolio, the student demonstrates an increased understanding of fundamental skills and knowledge aligned to grade-appropriate ELA, Mathematics, Science, or Social Studies standards. He/she is working on academic content at an entry level or a level that approaches basic grade-level expectations. The student’s progress extends toward the achievement of grade-level standards. The student performs meaningful tasks using grade-appropriate materials. Generalization across settings and interactions is evidenced in the portfolio.
Hawaii	—	—	—	—
Idaho	—	—	—	—
Illinois	Satisfactory students demonstrate basic reading knowledge and skills found in the IAA Frameworks which are aligned to the Illinois Learning Standards. Students at the Satisfactory level typically exhibit the ability to associate their knowledge and skills to reading concepts: such as, determining the meaning of unknown words using word, sentence, and cross-sentence clues; identifying words that best fit a given context; activating prior knowledge to establish the purpose for reading a passage; identifying probable outcomes or actions; demonstrating understanding by using simple graphic organizers; determining the answer to a literal or simple inference question; identifying or summarizing the order of events in a passage; determining if a set of complex instructions is complete; differentiating among literary elements (i.e., plot, setting, character, and theme); comparing passages to personal experience, prior knowledge, and other passages; and identifying forms of writing and genres (i.e., myth, legend, short story, folk tale, nonfiction, and poem). Mastery students demonstrate reading knowledge and skills found in the IAA Frameworks which are aligned to the Illinois Learning Standards. Students at the mastery level typically exhibit the ability to apply their knowledge and skills to reading concepts: such as, determining the meaning of unknown words using word, sentence, and cross-sentence clues; identifying words that best fit a given context; activating prior knowledge to establish the purpose for reading a passage; identifying probable outcomes or actions; demonstrating understanding by using simple graphic organizers; determining the answer to a literal or simple inference question; identifying or summarizing the order of events in a passage; determining if a set of complex instructions is complete; differentiating among literary elements (i.e., plot, setting, character, and theme); comparing passages to personal experience, prior knowledge, and other passages; and, identifying forms of writing and genres (i.e., myth, legend, short story, folk tale, nonfiction, and poem).	Satisfactory students demonstrate basic reading knowledge and skills found in the IAA Frameworks which are aligned to the Illinois Learning Standards. Students at the Satisfactory level typically exhibit the ability to associate their knowledge and skills to reading concepts: such as, determining the meaning of unknown words using word, sentence, and cross-sentence clues; using information from headings, graphs, maps, tables, and charts to help understand a passage; identifying compare and contrast organizational patterns in fiction and nonfiction; relating information in the passage to other text; determining the answer to a literal or simple inference question; summarizing a passage, or identifying the best summary; identifying causes of events in a passage; determining if a set of technical, multiple-step instructions is complete and clear; identifying elements of fiction (i.e., plot, setting, character, theme, and character foils); determining what characters are like by what they do or say, as well as how other characters react to them; comparing passages to personal experience, prior knowledge, and other text; and, identifying various subcategories of genres (i.e., poetry, drama (comedy and tragedy), science fiction, historical fiction, myth or legend, drama, biography/autobiography, story, poem, fairy tale, folktale, fable, nonfiction, and essay). Mastery students demonstrate reading knowledge and skills found in the IAA Frameworks which are aligned to the Illinois Learning Standards. Students at the mastery level typically exhibit the ability to apply their knowledge and skills to reading concepts: such as, determining the meaning of unknown words using word, sentence, and cross-sentence clues; using information from headings, graphs, maps, tables, and charts to help understand a passage; identifying compare and contrast organizational patterns in fiction and nonfiction; relating information in the passage to other text; determining the answer to a literal or simple inference question; summarizing a passage, or identifying the best summary; identifying causes of events in a passage; determining if a set of technical, multiple-step instructions is complete and clear; identifying elements of fiction (i.e., plot, setting, character, theme, and character foils); determining what characters are like by what they do or say, as well as how other characters react to them; comparing passages to personal experience, prior knowledge, and other text; and identifying various subcategories of genres (i.e., poetry, drama (comedy and tragedy), science fiction, historical fiction, myth or legend, drama, biography/autobiography, story, poem, fairy tale, folktale, fable, nonfiction, and essay).	Satisfactory students demonstrate basic mathematical knowledge and skills found in the IAA Frameworks, which are aligned to the Illinois Learning Standards. Students at the satisfactory level typically exhibit the ability to associate their knowledge and skills to mathematical concepts: such as, reading, writing, recognizing and modeling whole numbers; ordering and comparing whole numbers; identifying and locating whole numbers, halves, and fourths on a number line; solving problems and number sentences involving multiplication, addition and subtraction with regrouping; solving problems involving values of money; selecting and using the correct measuring tool for length, time and temperature; estimating and comparing length, area, and mass/weight by referring to an object with known measurement; understanding basic patterns; solving one-step equations with one operation and a missing part; understanding characteristics of two-dimensional shapes; identifying congruent and similar figures; and, reading and interpreting various graphs. Mastery-Students demonstrate mathematical knowledge and skills found in the IAA Frameworks, which are aligned to the Illinois Learning Standards. Students at the mastery level typically exhibit the ability to apply their knowledge and skills to mathematical concepts: such as, reading, writing, recognizing and modeling whole numbers; ordering and comparing whole numbers; identifying and locating whole numbers, halves, and fourths on a number line; solving problems and number sentences involving multiplication, addition and subtraction with regrouping; solving problems involving values of money; selecting and using the correct measuring tool for length, time and temperature; estimating and comparing length, area, and mass/weight by referring to an object with known measurement; understanding basic patterns; solving one-step equations with one operation and a missing part; understanding characteristics of two-dimensional shapes; identifying congruent and similar figures; and reading and interpreting various graphs.	Satisfactory students demonstrate basic mathematical knowledge and skills found in the IAA Frameworks, which are aligned to the Illinois Learning Standards. Students at the satisfactory level typically exhibit the ability to associate their knowledge and skills to mathematical concepts: such as, reading and writing numbers that are decimals, fractions, mixed numbers, improper fractions, percents and square roots; solving problems using addition, subtraction, multiplication, and division using rational numbers, exponents, and square roots; reading, writing, recognizing, and modeling percents; choosing and using the correct measuring tool to measure length, weight, capacity, and angles; estimating length, area, volume, weight, and angles by referring to an object with a known measurement; analyzing a sequence to explain how each term was found; comparing linear expressions and an input/output table to see if they match; solving word problems using unknown quantities; plotting points and/or identifying coordinates on a Cartesian plane; identifying front, side, and top views of a three-dimensional solid built with cubes; reading, interpreting, (including possible misleading characteristics) and making predictions from data on a variety of diagrams and graphs; creating a bar graph, chart/table, line graph, or circle graph, and solving problems using this data; and, representing all possible outcomes for simple or compound events. Mastery-Students demonstrate mathematical knowledge and skills found in the IAA Frameworks, which are aligned to the Illinois Learning Standards. Students at the mastery level typically exhibit the ability to apply their knowledge and skills to mathematical concepts: such as, reading and writing numbers that are decimals, fractions, mixed numbers, improper fractions, percents and square roots; solving problems using addition, subtraction, multiplication, and division using rational numbers, exponents, and square roots; reading, writing, recognizing, and modeling percents; choosing and using the correct measuring tool to measure length, weight, capacity, and angles; estimating length, area, volume, weight, and angles by referring to an object with a known measurement; analyzing a sequence to explain how each term was found; comparing linear expressions and an input/output table to see if they match; solving word problems using unknown quantities; plotting points and/or identifying coordinates on a Cartesian plane; identifying front, side, and top views of a three-dimensional solid built with cubes; reading, interpreting, (including possible misleading characteristics) and making predictions from data on a variety of diagrams and graphs; creating a bar graph, chart/table, line graph, or circle graph, and solving problems using this data; and, representing all possible outcomes for simple or compound events.
Indiana	Pass: Documented strengths include, but are not limited to: produce recognizable words, decode words using phonemic awareness, read common site words, identify letters of the alphabet, write with the intention of communicating, write from left to right, follow verbal directions, use student’s preferred mode to communicate in two word phrases, interact with books, respond to WH questions. Performance level descriptors are available online at http://www.doe.in.gov/exceptional/speced/docs/istar_ELA%20_performance_level_descriptors.pdf	Pass: Using student’s mode of communication and physical and environmental accommodations, student will work towards standards to include, but not limited to: read single words, use books to find basic information, identify and respond to basic story elements, produce recognizable communications that convey meaning, follow unfamiliar or multistep directions. Performance level descriptors are available online at http://www.doe.in.gov/exceptional/speced/docs/istar_ELA%20_performance_level_descriptors.pdf	Pass: Demonstrates the ability to compare and order whole numbers up to 10; create collections that are equal to, one more, or less than a given set; demonstrate addition and subtraction situations for numbers up to 10; use a clock to measure time, measure time to nearest 1/2 hour; independently order 3 events and complete them; act out the use of common measuring tools; recognize opposite measurements such as big/little, hot/cold, shorter/longer; identify, copy and predict patterns; identify and sort objects by 1 attribute; and demonstrate use of location words. Performance level descriptors are available online at http://www.doe.in.gov/exceptional/speced/docs/istar_math_performance_level_descriptors.pdf	Pass: Demonstrates the ability to use numbers to compare, name and order quantities; describe relationships of numbers and quantities up to 100; model and demonstrate fluency of addition and subtraction facts up to 20; relate events in time using vocabulary related to time; tell time to the nearest hour; recognize measurement attributes; use appropriate measurement tool to make direct measurement comparisons; match opposites; identify and sort patterns by 1 attribute; and follow and communicate locations using descriptive prepositions. Performance level descriptors are available online at http://www.doe.in.gov/exceptional/speced/docs/istar_math_performance_level_descriptors.pdf
Iowa	Demonstrates a satisfactory understanding of or ability to: identify characters, setting and sequence of events (plot); use context clues to understand some words; draw conclusions using predicting skills; identify text features; and infer character feelings.	Demonstrates a satisfactory understanding of or ability to: understand stated information; interpret information in new contexts; draw conclusions, use inferences and/or deduce meaning; recognize style and structure; identify main idea; interpret nonliteral language in text; and identify author’s point of view and/or purpose.	Perform two of the four operations with whole numbers; given an appropriate procedure to use, solve a story problem Identify and extend numerical and geometric patterns (a, b, a, b); interpret information from graphs and tables (e.g., Which is more? Less?)	Indicate probability in numeric form (e.g., 1 out of 6 chance); demonstrate balanced equations using the commutative property; determine two of the four: mean, mode, median or range; complete equations and inequalities using the symbols <, >, or =.
Kansas	A student scoring at the Meets Standard level preforms with high levels of adult support. The 4th grade student will use reading and receptive communication skills in the school and home domains. To understand text, the 4th grade student will most likely use the following appropriate cognitive skills (not a definitive list): imitation, listening, responding, choice, recognize, follows direction, follows schedule and follows calendar. Across five selected assessable indicators chosen as appropriate for the individual student, a student performing at the Meets Standard level will most likely demonstrate an overall understanding of appropriate information presented to them, and will communicate in a variety of contexts. Based on the Extended Reading Standards, the student will communicate receptively including reading and understanding text and respond to a variety of text, materials, and/or modalities Performance level descriptors are available online at http://www.ksde.org/Default.aspx?tabid=2377	A student scoring at the Meets Standard level performs with moderate levels of adult support. The 8th grade student will use reading and receptive communication skills in the school, community, recreation/leisure, vocational, and home domains. To understand text, the 8th grade student will most likely use the following appropriate cognitive skills: solve, use, demonstrate, apply, generalize and extends. Across five selected assessable indicators chosen as appropriate for the individual student, a student performing a the meets standard level will most likely demonstrate an overall understanding of appropriate information presented to them, and will communicate in a variety of contexts. Based on the Extended Reading Standards, the student will communicate receptively including reading and understanding text and respond to a variety of text, materials, and/or modalities. Performance level descriptors are available online at http://www.ksde.org/Default.aspx?tabid=2377	With high levels of adult support, the 4th grade student will use numbers and computation, algebra, geometry, and data skills in the school and home domains. To understand and apply appropriate mathematical concepts, the 4th grade student will most likely use the following appropriate cognitive skills (not a definitive list): imitation, listening, responding, choice, recognize, follows (calendar, schedule, directions, etc.). Across five selected assessable indicators chosen as appropriate for the individual student, a student performing at the Meets Standard level will most likely demonstrate an overall understanding of mathematical information in a variety of contexts. Based on the Extended Mathematics Standards, the student will use numerical and computational concepts and procedures; use algebraic concepts and procedures, including patterns and equalities; know and use geometric concepts and procedures; and know and use concepts and procedures of data analysis. Performance level descriptors are available online at http://www.ksde.org/Default.aspx?tabid=2377	With moderate levels of adult support, a the 8th grade student scoring at the Meets Standard level will use numbers and computation, algebra, geometry, and data skills in the school, community, recreation/leisure, vocational and home domains. To understand and apply appropriate mathematical concepts, the 8th grade student will most likely use the following appropriate cognitive skills: solve, use, demonstrate, apply, generalize and extend. Across five selected assessable indicators chosen as appropriate for the individual student, a student performing at the Meets Standard level will most likely demonstrate an overall understanding of mathematical information in a variety of contexts. Based on the Extended Mathematics Standards, the student will use numerical and computational concepts and procedures; use algebraic concepts and procedures, including patterns and equalities; know and use geometric concepts and procedures; and know and use concepts and procedures of data analysis. Performance level descriptors are available online at http://www.ksde.org/Default.aspx?tabid=2377
Kentucky	—	—	—	—
Louisiana	Grade Span 3-4: Students scoring at the Meet the Standard level generally exhibit the ability to identify two words that use the same prefix or suffix; identify two characters in a story; identify two ideas in texts; identify the beginning of a sequence of events in a text; locate specific information in texts when given five choices; construct a simple sentence or phrase with a central idea; identify an item in a list; identify a step in a set of familiar one-step directions; respond to a question with a one-word answer other than yes or no; and locate “Which comes next?” on a daily schedule. Performance level descriptors are available online at http://www.louisianaschools.net/lde/uploads/13772.pdf	Grade Span 7-8: Students scoring at the Meet the Standard level generally exhibit the ability to identify the change in meaning of nouns or verbs when a prefix or suffix is added; identify one setting in a story; identify the main idea of a text; identify a cause-and-effect relationship in a text; identify the main idea and some details in written phrases or sentences; determine placement of parts of a friendly letter; identify one step of an unfamiliar simple procedure or task; and identify changes in a daily schedule. Performance level descriptors are available online at http://www.louisianaschools.net/lde/uploads/13772.pdf	Grade Span 3-4: Students scoring at the Meet the Standard level generally exhibit the ability to identify numbers to a specific place value; show that equal means the same as; identify a set of objects with “more”; identify simple addition and subtraction concepts in daily living; sort and/or identify coins and dollars; identify a picture sequence that completes a routine task; identify the difference between long and short; use measurement tools for a specific activity; associate activities with various times of day; follow simple spatial directions; sort two-dimensional shapes and/or objects by common and/or different attributes; identify the next event in a routine; and identify a simple pattern. Performance level descriptors are available online at http://www.louisianaschools.net/lde/uploads/13771.pdf	Grade Span 7-8: Students scoring at the Meet the Standard level generally exhibit the ability to identify a number as a whole number, fraction, or decimal; identify a set of objects with “more”; count the number of groups; solve real-world problems using addition or subtraction; match visual representations or objects to a given situation; sort items according to one of the following: more or less, long or short, heavy or light, early or late, day or night, hot or cold; sort items according to weight, capacity, length, temperature, and/or time; recognize positional concepts; select a route from one specific point to another; compare data in tables, charts, and/or graphs; and find the missing element in a pattern. Performance level descriptors are available online at http://www.louisianaschools.net/lde/uploads/13771.pdf
Maine	Proficient – The student’s performance demonstrates the ability to identify and decode unfamiliar vocabulary and/or demonstrate understanding of word meaning. The work also generally demonstrates the ability to read, comprehend, and interpret literary or informational texts appropriate to the student’s instructional level. Performance level descriptors are available online at http://www.maine.gov/education/lsalt/paap/resources/documents/MicrosoftWord-FinalReading_ALD_Gr4.pdf	Grade 7: Proficient – The student’s performance demonstrates the ability to identify and decode unfamiliar vocabulary and/or demonstrate understanding of word meaning. The work also generally demonstrates the ability to read, comprehend, and interpret literary or informational texts appropriate to the student’s instructional level. Performance level descriptors are available online at http://www.maine.gov/education/lsalt/paap/resources/documents/MicrosoftWord-FinalReading_ALD_Gr7.pdf	Proficient – The student's performance demonstrates an understanding of basic concepts in mathematics and connections among central ideas. The student's responses demonstrate basic ability to solve problems, including performing procedures and providing solutions. The student's work may contain minor errors. Performance level descriptors are available online at http://www.maine.gov/education/lsalt/paap/resources/documents/MicrosoftWord-FinalMath_ALD_Gr4.pdf	Grade 7 Proficient – The student’s performance demonstrates an understanding of basic concepts in mathematics and connections among central ideas. The student’s responses demonstrate basic ability to solve problems, including performing procedures and providing solutions. The student’s work may contain minor errors. Performance level descriptors are available online at http://www.maine.gov/education/lsalt/paap/resources/documents/MicrosoftWord-FinalMath_ALD_Gr7.pdf
Maryland	Proficient students demonstrate at least 60% but less than 90% attainment of their identified Mastery Objectives in Reading and Mathematics (attainment of 6 to 8 of the student's Mastery Objectives in a given content area). The goal for all students is to reach the Proficient or Advanced level. Performance level descriptors are available online at http://www.mdreportcard.org/supporting/definitions.aspx?WDATA=def&inc=standards_altmsa	Proficient students demonstrate at least 60% but less than 90% attainment of their identified Mastery Objectives in Reading and Mathematics (attainment of 6 to 8 of the student's Mastery Objectives in a given content area). The goal for all students is to reach the Proficient or Advanced level. Performance level descriptors are available online at http://www.mdreportcard.org/supporting/definitions.aspx?WDATA=def&inc=standards_altmsa	Proficient students demonstrate at least 60% but less than 90% attainment of their identified Mastery Objectives in Reading and Mathematics (attainment of 6 to 8 of the student's Mastery Objectives in a given content area). The goal for all students is to reach the Proficient or Advanced level. Performance level descriptors are available online at http://www.mdreportcard.org/supporting/definitions.aspx?WDATA=def&inc=standards_altmsa	Proficient students demonstrate at least 60% but less than 90% attainment of their identified Mastery Objectives in Reading and Mathematics (attainment of 6 to 8 of the student's Mastery Objectives in a given content area). The goal for all students is to reach the Proficient or Advanced level. Performance level descriptors are available online at http://www.mdreportcard.org/supporting/definitions.aspx?WDATA=def&inc=standards_altmsa
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.	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).	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.	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.
Michigan	The MI-Access assessments are available for three student populations defined by the level of their cognitive impairment: mild, moderate, or severe. Performance level descriptors are available online at http://www.michigan.gov/mde/0,1607,7-140-22709_28463-136385--,00.html	The MI-Access assessments are available for three student populations defined by the level of their cognitive impairment: mild, moderate, or severe. Performance level descriptors are available online at http://www.michigan.gov/mde/0,1607,7-140-22709_28463-136385--,00.html	The MI-Access assessments are available for three student populations defined by the level of their cognitive impairment: mild, moderate, or severe. Performance level descriptors are available online at http://www.michigan.gov/mde/0,1607,7-140-22709_28463-136385--,00.html	The MI-Access assessments are available for three student populations defined by the level of their cognitive impairment: mild, moderate, or severe. Performance level descriptors are available online at http://www.michigan.gov/mde/0,1607,7-140-22709_28463-136385--,00.html
Minnesota	Meets the Alternate Achievement Standards – Students at this level succeed at some of the skills represented by the alternate achievement standards set for the Minnesota Academic Standards in reading. Some of the skills these students demonstrate consistently include the following: Vocabulary expansion skills such as defining unknown words by using direct and/or inferential context clues; Comprehension skills such as answering literal and inferential questions based on a fictional text; retelling significant events from a text, such as including two out of three parts (i.e., beginning, middle, end); identifying the main idea and two supporting details from a nonfictional text; Literature skills such as identifying character, setting, and plot; responding to literature based on text.	Meets the Alternate Achievement Standards – Students at this level succeed at some of the skills represented by the alternate achievement standards set for the Minnesota Academic Standards in reading. Some of the skills these students demonstrate consistently include the following: Vocabulary expansion skills such as determining the meanings of specified vocabulary from context clues; Comprehension skills such as identifying the main idea and supporting details in fictional and nonfictional texts; making inferences and drawing conclusions based on explicit information in a text; Literature skills such as describing character, setting, and plot; identifying one or more ways character, setting, and plot affect each other; identifying the author’s purpose using some textual support.	Meets the Alternate Achievement Standards – Students at this level succeed at some of the skills represented by the alternate achievement standards set for the Minnesota Academic Standards in mathematics. Some of the skills these students demonstrate consistently include the following: [o]Mathematical reasoning skills such as representing situations mathematically; sequencing information by identifying what comes next; evaluating the reasonableness of solutions; supporting mathematical results using pictures and words [o]Number sense and computation skills such as identifying and ordering one- and two-digit numbers; identifying a 1-1 correspondence to 10; adding and subtracting one-digit numbers without regrouping [o]Pattern and algebraic thinking skills such as identifying patterns on graphs [o]Data and probability skills such as making comparisons on bar graphs [o]Spatial, geometry, and measurement skills such as naming two- or three-dimensional shapes.	Meets the Alternate Achievement Standards – Students at this level succeed at some of the skills represented by the alternate achievement standards set for the Minnesota Academic Standards in mathematics. Some of the skills these students demonstrate consistently include the following: [o]Mathematical reasoning skills such as using graphical information to find solutions; supporting mathematical results with explanations; using words such as “and” and “or” appropriately [o]Number sense and computation skills such as ordering some rational numbers on a number line; adding and/or subtracting rational numbers with like denominators; multiplying and dividing one- and some two-digit numbers with no remainders; identifying the correct order of operations when given three different operations [o]Pattern and algebraic thinking skills such as identifying the next 2–3 items or numbers in a pattern; identifying a point on a given line and finding its coordinates; identifying equivalent relationships between fractions, decimals, and percents [o]Data and probability skills such as identifying greatest and least quantities on graphs; identifying a range on a graph; answering questions about several different types of graphs [o]Spatial, geometry, and measurement skills such as identifying the measurement of a missing part within a pair of similar shapes.
Mississippi	A student performing at the Proficient level demonstrates an independent and accurate understanding and application of specified fourth-grade English Language Arts concepts and skills with occasional inaccuracies.	A student performing at the Proficient level demonstrates an independent and accurate understanding and application of specified eighth-grade English Language Arts concepts and skills with occasional inaccuracies.	A student performing at the Proficient level demonstrates an independent and accurate understanding and application of specified fourth-grade mathematics concepts and skills with occasional inaccuracies.	A student performing at the Proficient level demonstrates an independent and accurate understanding and application of specified eighth-grade mathematics concepts and skills with occasional inaccuracies.
Missouri	Student has some understanding of the concepts contained in the grade-appropriate Alternate Performance Indicators (API) within the standards of Reading Development and Processes and Standard English Conventions. Student work may be connected to the standards and demonstrate application. Student likely requires some verbal, visual and/or physical task-specific assistance in order to demonstrate knowledge of these concepts. The MAP-A assesses student performance on two APIs in each of two content-area strands in Communication Crts and two content-area strands in Mathematics. Teachers observe and assess a student’s performance and collect evidence in each strand during two distinct collection periods. The assessment effectively links standards, curriculum, instruction, and assessment and is scored using three criteria: 1) level of accuracy, 2) level of independence, and 3) connection to the standards. The collected evidence provides documentation of a connection between the Show-Me Standards and instruction.	Student has some understanding of the concepts contained in the grade-appropriate Alternate Performance Indicators within the standards of Reading and Writing Development and Processes. Student work may be connected to the standards and demonstrate application. Student likely requires some verbal, visual and/or physical task-specific assistance in order to demonstrate knowledge of these concepts. The MAP-A assesses student performance on two APIs in each of two content-area strands in Communication Arts and two content-area strands in Mathematics. Teachers observe and assess a student’s performance and collect evidence in each strand during two distinct collection periods. The assessment effectively links standards, curriculum, instruction, and assessment and is scored using three criteria: 1) level of accuracy, 2) level of independence, and 3) connection to the standards. The collected evidence provides documentation of a connection between the Show-Me Standards and instruction.	Student has a sound understanding of the concepts contained in the grade-appropriate Alternate Performance Indicators (API) within the strands of Numbers and Operations and Algebraic Relationships and/or Geometric and Spatial Relationships. Student work may be connected to the strands and demonstrate application. Student likely requires some verbal, visual and/or physical task-specific assistance in order to demonstrate knowledge of these concepts. The MAP-A assesses student performance on two APIs in each of two content-area strands in Communication Arts and two content-area strands in Mathematics. Teachers observe and assess a student’s performance and collect evidence in each strand during two distinct collection periods. The assessment effectively links standards, curriculum, instruction, and assessment and is scored using three criteria: 1) level of accuracy, 2) level of independence, and 3) connection to the standards. The collected evidence provides documentation of a connection between the Show-Me Standards and instruction.	Grade 8: Student has a sound understanding of the concepts contained in the grade-appropriate Alternate Performance Indicators (API) within the strands of Numbers and Operations and Data and Probability. Student work may be connected to the strands and demonstrate application. Student likely requires some verbal, visual and/or physical task-specific assistance in order to demonstrate knowledge of these concepts. The MAP-A assesses student performance on two Alternate Performance Indicators (APIs) in each of two content-area strands in Communication Arts and two content-area strands in Mathematics. Teachers observe and assess a student’s performance and collect evidence in each strand during two distinct collection periods. The assessment effectively links standards, curriculum, instruction, and assessment and is scored using three criteria: 1) level of accuracy, 2) level of independence, and 3) connection to the standards. The collected evidence provides documentation of a connection between the Show-Me Standards and instruction.
Montana	Attends to another person demonstrating a procedure; anticipates the beginning of a literacy activity; responds to own name presented via any communicative modality; attends to literacy materials; follows directions that contain verbs (point to/look at/pick up); responds to yes/no questions about information in print and nonprint materials; previews/explores resource materials; identifies appropriate resource to gain specific information; selects literacy materials/books by character; displays knowledge of front/back, right side up, page turning, and scanning when exploring literacy material; attends to pictures/symbols/objects when presented; uses auditory, visual, or tactile scanning to maintain place and follow along; rereads (requests or goes back a page, hit switch to rewind, etc.) to gain understanding; requests assistance in understanding unfamiliar words/pictures/symbols/objects; identifies a word/picture/symbol/object that is new and unfamiliar; attends to literacy materials from beginning to end; answers “who" questions about a character in the story (using spoken words, pictures/symbols/objects or communication devices); answers "what" questions about an event or object in story; answers "where" questions about the place in story; identifies supporting details from an expository reading/literary selection; uses unfamiliar words/pictures/symbols/objects to communicate an unfamiliar message; uses various print and nonprint sources to produce graphic representation or complete a task; communicates to others the main idea of literacy materials. Performance level descriptors are available online at http://www.opi.mt.gov/curriculum/MontCAS/#gpm1_9	Anticipates the beginning of a literacy activity; responds to own name presented via any communicative modality; anticipates routines or patterns connected to literacy activity; identifies a word/picture/symbol/object used to name a familiar place; locates the library; identifies a word/picture/symbol/object used to name familiar people; attends to literacy materials; indicates preference when offered a choice of books/materials; indicates adaptations needed to understand text; explores a variety of literacy materials; identifies resource materials to gain information about words; identifies a variety of resources; selects literacy materials/ books by character or topic; identifies words/pictures/symbols/objects to name familiar people; identifies a word/picture/symbol/object used for content communication; identifies the appropriate resource to gain specific information; uses text features to move through text in the appropriate sequence; recognizes beginning consonant letter-sound association; recognizes vowel letter-sound association; indicates that a sentence is made up of words; uses auditory or visual scanning to maintain place; displays a knowledge of front/back, right side up, page turning, and scanning when exploring literacy materials; rereads (goes back a page, hits switch to rewind tape, etc.) to gain understanding; recalls name of common object/symbol when given the function of the object; identifies the main idea of an expository reading selection. Performance level descriptors are available online at http://www.opi.mt.gov/curriculum/MontCAS/#gpm1_9	Attends to another person demonstrating a procedure; anticipates the beginning of a math activity; attends to materials being displayed; demonstrates the concept of one; applies a number/word to a quantity of objects in a collection (few/many; one/many); determines which number is closer to the quantity in a given set; counts using a sequential order of numbers; demonstrates one-to-one correspondence among up to 12 objects and counting numbers (rational counting); uses final number as quantity of a set; sorts objects into categories; attends to another person collecting and recording data; represents data; sets up graph (i.e., labels axes); makes a bar graph; finds the category with the most/least; answers questions about a graph; compares categories; describes characteristics of categories; communicates relationships between categories; computes addition; computes subtraction; predicts outcome of a chance event; explains reasoning about probability problems; extends an alternating problem; creates a repeating problem; extends a growing pattern; creates a growing pattern. Performance level descriptors are available online at http://www.opi.mt.gov/curriculum/MontCAS/#gpm1_9	Attends to another person demonstrating a procedure; anticipates the beginning of a math activity; attends to materials being displayed; attends to another person showing relationships between two variables, objects, picture, symbols, or numbers; demonstrates the concept of "one"; determines questions for obtaining data; describes features of the data; counts with another person; creates a frequency table; sets up a graph; labels axes; creates a simple graph/frequency plot using real objects and/or symbols; displays two or more categories on a bar graph; explains how to use a bar graph; determines which category has the most/least votes; uses tables or graphs to make decisions; shows a quantity; demonstrates understanding of some/more/less; computes an addition problem; shows a relationship between two variables; given a numerical relationship between two variables and the value of one variable, finds the other; uses a table to make decisions; attends to another person measuring length; measures with a ruler; uses an appropriate unit of measure; demonstrates reasoning to solve a measurement problem; measures with a ruler; uses a calculator for computation; chooses a correct procedure to solve a problem; uses strategy to compute an addition problem; subdivides a geometric shape; produces fractional parts of a whole. Performance level descriptors are available online at http://www.opi.mt.gov/curriculum/MontCAS/#gpm1_9
Nebraska	Performance level descriptors are kept at the local level and are unique to each district.	Performance level descriptors are kept at the local level and are unique to each district.	Performance level descriptors are kept at the local level and are unique to each district.	Performance level descriptors are kept at the local level and are unique to each district.
Nevada	—	—	—	—
New Hampshire	—	—	—	—
New Jersey	Students performing at the Proficient level may require prompting to demonstrate basic knowledge and skills of vocabulary and concept development; comprehension skills; response to text; writing as a product; and mechanics with a moderate level of performance using modified and supported materials. Proficient students typically: • Identify the meaning of words given choices. • Identify contextual clues for word meaning. • Locate words in a dictionary. • Answer questions about text, such as drawing conclusions or identifying evidence to support given conclusions. • Sequence multi-step directions. • Match traits to types of literature. • Generate details about a topic. • Write a topic sentence. • Edit and revise sentences to include one or more of the following: dialogue, details, order of ideas, opening and closing statements, ending punctuation, commas, quotation marks, and capitalization.	Students performing at the Proficient level may require prompting to demonstrate basic knowledge and skills in vocabulary and concept development; comprehension skills and response to text; writing as a product; and mechanics with a moderate level of performance using modified and supported materials. Proficient students typically: • Choose dictionary definitions that best define new words in text, given choices. • Make connections between new words and known vocabulary based on context clues. • Identify connotative and denotative meanings of words. • Identify propaganda in advertisements and its type or purpose. • Identify and analyze the use of fiction elements such as characters, character traits, plot sequence and mood in text. • Write prose with appropriate textual elements, such as: setting, plot and characters for fiction; biographical details in chronological order for a biography or autobiography, or essays with a clear purpose and supporting details. • Write using some mechanics appropriately such as paragraphs, grammar, transitional words, punctuation, and capitalization.	Students performing at the Proficient level may require prompting to demonstrate a basic knowledge of number sense, coordinate geometry, properties of operations and use of symbols, and systematic listing and counting at a moderate level of performance. In general, proficient students order and compare fractions and decimals; apply numbers to real world situations; model fraction/decimal/whole number equivalents; use coordinates to locate and label points in the first quadrant; identify the commutative, associative, identity and zero properties; use symbols (<, >, =) to compare numbers; organize objects in a Venn diagram according to attributes; and list all possibilities for a counting situation.	Grade 8: Students performing at the Proficient level may require prompting to demonstrate a basic knowledge of number sense, measuring geometric objects, number patterns, and vertex edge graphs at a moderate level of performance. In general, proficient students convert numbers to scientific notation; order rational numbers (fraction, decimals, integers); find the area and perimeter of combined shapes; find the surface area of various prisms and pyramids; match surface area and volume to the appropriate model; describe and extend a number pattern; and identify a vertex edge graph and its parts.
New Mexico	A student scoring at the Proficient level should be able to: read and comprehend relevant academic vocabulary; follow simple directions in familiar contexts; identify and classify a variety of media formats (e.g., books, newspapers, videos); identify the main character in a text; demonstrate an understanding that graphic information (pictures, print, tactile symbols) has meaning; sequence events in a story.	At student scoring at the Proficient level should be able to: read many high-frequency words and simple sentences; follow simple directions in familiar, new, and different contexts; distinguish fact from opinion; sequence the events in text including the next logical outcome; identify appropriate sources and technology to access information; correctly sequence the events in a story; discuss elements of a complex story or narrative (e.g., plot, main idea, conflict and resolution, setting); respond to historically or culturally significant works of literature.	A student scoring at the Proficient level should be able to: recognize money in different forms; count numbers from 1 - 20 in order, recognize numerals from 0 to 10; identify first and last in a series; use number lines to add numbers from 1 to 10; add one more to a set of objects up to 10; recognize and label two-dimensional shapes and structures; recognize that tables and graphs can be used to store information.	A student scoring at the Proficient level should be able to: order and compare numerals to 20; identify and continue simple patterns; perform basic calculations (addition and subtraction); identify geometric shapes and their properties; compare objects by size, weight, or capacity; answer questions about collected data; describe the results of a probability experiment.
New York	—	—	—	—
North Carolina	NCEXTEND1: 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 Achievement Level III consistently demonstrate reading skills required in the North Carolina Standard Course of Study Extended Content Standards at Grade 4. Students identify sight vocabulary, use word identification strategies, make connections with text to world and text to text, comprehend text, and respond to text. They examine and use visual representations to increase understanding of various types of texts. NCEXTEND2: Students performing at this level consistently demonstrate mastery of grade level subject matter and skills and are well prepared for the next grade level. With appropriate modifications, such as fewer questions, only two items presented per page, simplified language in items (grade-level content vocabulary is not simplified), fewer answer choices, and reduction in cognitive complexity, students are able to demonstrate content mastery required to be proficient. Students performing at this level demonstrate basic grade level knowledge and skills. Students performing at Achievement Level III demonstrate grade level reading comprehension skills as required in the North Carolina Standard Course of Study at grade 4. Students can comprehend a variety of fourth grade level texts, such as fiction, literary and informational nonfiction, poetry, and drama. Students may examine author’s word choice and identify author’s purpose. They utilize basic skills and strategies such as making straightforward inferences, drawing simple conclusions, comparing and contrasting, and determining main idea. They also use basic text features and text structures to comprehend. Students examine reasons for characters’ actions, and can determine meaning of some unfamiliar vocabulary in context.	NCEXTEND1: 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 Achievement Level III consistently demonstrate reading skills required in the North Carolina Standard Course of Study Extended Content Standards at Grade 8, such as expressive, informational, and argumentative. Students apply strategies such as identifying sight words, making connections, and responding to text. They examine relationships of characters, ideas, concepts, and/or experiences while using visual representations to increase the understanding of texts. NCEXTEND2: Students performing at this level consistently demonstrate mastery of grade level subject matter and skills and are well prepared for the next grade level. With appropriate modifications, such as fewer questions, only two items presented per page, simplified language in items (grade-level content vocabulary is not simplified), fewer answer choices, and reduction in cognitive complexity, students are able to demonstrate content mastery required to be proficient. Students performing at this level consistently demonstrate basic knowledge of grade level subject matter and skills and are prepared for the next grade level. Students performing at Achievement Level III demonstrate grade level reading comprehension skills as required in the North Carolina Standard Course of Study at grade 8. Students show evidence of literal comprehension of a variety of eighth grade level texts, such as fiction, literary and informational nonfiction, poetry, and drama. Students compare and contrast elements within text to make meaning based on evidence. Students may infer, draw conclusions, and determine author’s purpose. They may recognize literary elements and different points of view.	NCEXTEND1: 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 this level demonstrate number sense for rational numbers and for part-whole relationships. They can represent rational numbers and compare part-whole relationships in multiple forms. They consistently solve problems using addition or subtraction correctly with or without manipulatives. They can consistently find area and perimeter with or without manipulatives. They consistently place objects on a specific location on a grid. They position lines in parallel and perpendicular placements. They can demonstrate model translations and reflections of figures in a plane. They successfully collect, organize, and display data. They consistently extend patterns. They model simple number sentences. NCEXTEND2: Students performing at this level consistently demonstrate mastery of the grade level subject matter and skills and are well prepared for the next grade level. With appropriate modifications, such as fewer questions, only two items presented per page, simplified language in items (grade-level content vocabulary is not simplified), fewer answer choices, and reduction in cognitive complexity, students are able to demonstrate content mastery required to be proficient. Students performing at this level consistently demonstrate basic knowledge and skills in this subject area. Students performing at Achievement Level III generally show conceptual understanding, compute accurately, and respond with appropriate answers or procedures. They use basic problem-solving strategies. In grade four, students are given the opportunity to develop the following skills. Expectations include number sense for rational numbers 0.01 through 99,999 and fluency with multiplication and division using multi-digit numbers. They add and subtract rational numbers (halves, fourths, eighths, thirds, sixths, twelfths, fifths, tenths, hundredths, and mixed numbers) with like denominators. Students solve problems involving the perimeter of plane figures and the area of rectangles. In fourth grade, students identify, predict, and describe the results of transformations of plane figures. They collect, organize, analyze, and display data using a variety of graphs. Students use range, median, and mode to describe a set of data. Fourth-graders design and use simple experiments to investigate, discuss, and describe the probability of an event. Students use symbols to represent simple proportional relationships and solve problems. They use the order of operations to verify and translate mathematical relationships with symbols, words, numbers, and pictures. Fourth-graders apply these concepts as well as those developed in previous years.	NCEXTEND1: 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 this level demonstrate flexibility in solving mathematical problems by selecting strategies and using appropriate technology. They consistently identify and predict dilations (stretching and shrinking). They can collect and display data using scatter plots and other graphs. They consistently demonstrate patterns (emphasizing relation [set of ordered pairs] and function). They consistently solve one-step equations. They can recognize and describe constant and varying rates of change. NCEXTEND2: Students performing at this level consistently demonstrate mastery of the grade level subject matter and skills and are well prepared for the next grade level. With appropriate modifications, such as fewer questions, only two items presented per page, simplified language in items (grade-level content vocabulary is not simplified), fewer answer choices, and reduction in cognitive complexity, students are able to demonstrate content mastery required to be proficient. Students performing at this level consistently demonstrate basic knowledge of grade level subject matter and skills and are minimally prepared for the next grade level. Students performing at Achievement Level III generally show conceptual understanding, compute accurately, and respond with appropriate answers or procedures. They use a variety of basic problem-solving strategies. In grade eight, students are exposed to and show basic proficiency in the following concepts: develop the concept of and make estimates with irrational numbers. Students use the Pythagorean Theorem and apply concepts of indirect measurement to solve problems. Eighth-graders represent data on graphs and approximate lines of best fit for scatter plots. Students develop an understanding of functions and write equations for linear relationships. They use linear equations and inequalities to solve problems and justify solutions. They apply grade eight concepts as well as those developed in previous years to solve relevant and authentic problems.
North Dakota	NDAA2 - Student identifies specific fact and opinion within text; applies strategies to improve comprehension in various genres. NDAA1 - Student recognizes fact/opinion within text; recognizes strategies to improve comprehension; recognizes main ideas, details, and summaries. Student selects, plans, and evaluates performance in multiple settings. Performance level descriptors are available online at http://www.dpi.state.nd.us/testing/assess/index.shtm	NDAA2 - Student applies various resources to access information; uses graphic organizers to improve reading comprehension; summarizes and paraphases text; applies vocabulary building strategies; uses context clues to understand meaning and increase comprehension. NDAA1 - Student applies organizational strategies to increase comprehension; makes use of context clues to improve understanding. Student selects, plans, and evaluates performance in multiple settings. Performance level descriptors are available online at http://www.dpi.state.nd.us/testing/assess/index.shtm	NDAA2 - Student identifies odd/even numbers; identifies place value from tenths to 10.00; uses mathematical vocabulary; models division; multiplies three-digit numbers; divides two-digit numbers and estimates answers; adds and subtracts numbers to 10,000; understands properties of addition and subtraction; recalls multiplication and division facts to 10; identifies right angles and congruent shapes; identifies ordered pairs on a grid; determines probability to outcomes; tells times to the nearest minute; converts measurement within the same system. NDAA1 - Student pairs numbers to items; identifies shapes; identifies calendar sequences; pairs measurement tools to tasks; identifies first and last in patterns. Student selects, plans, and evaluates performance in multiple settings. Performance level descriptors are available online at http://www.dpi.state.nd.us/testing/assess/index.shtm	NDAA2 - Student compiles and draws conclusions from data; identifies components of the coordinate plane; identifies similar and congruent figures; evaluates algebraic expressions; performs accurate measurement with appropriate tools; performs operations with fractions, decimals, percents, and integers. NDAA1 - Student responds to requests of "more" or "less"; identifies shapes; draws conclusions when comparing data; identifies measurement tools; groups requested quantities. Student selects, plans, and evaluates performance in multiple settings. Performance level descriptors are available online at http://www.dpi.state.nd.us/testing/assess/index.shtm
Ohio	—	—	—	—
Oklahoma	Students performing at the satisfactory level on the Oklahoma Modified Alternate Assessment demonstrate a general understanding of the reading knowledge and skills expected of students at this grade. Students scoring at the satisfactory level typically read and comprehend grade-level-modified reading material and will: identify new words using structural analysis in combination with context clues; identify synonyms, antonyms, and homonyms; identify the major elements of story structure, such as plot, setting, and characters, and be able to make logical predictions based on text information; identify character traits; recognize and interpret cause and effect, sequence, and compare/contrast; recognize the main ideas, key concepts, and key actions in text; make inferences, draw conclusions, and make generalizations but not in a complex way; recognize simple figurative language in poetry and descriptive passages; distinguish among facts, opinions, and supported inferences in a variety of texts; determine the purposes of different types of texts; identify similarities and differences in text and summarize events; use functional print information resources such as dictionaries, charts, and diagrams; answer literal questions about the reading selection; identify characteristics of a variety of genres.	Students performing at the satisfactory level on the Oklahoma Modified Alternate Assessment demonstrate a general understanding of the reading knowledge and skills expected of students at this grade. Students scoring at the satisfactory level typically read and comprehend grade-level-modified reading material and will: determine literal and nonliteral word meanings using a variety of strategies; recognize the characteristics of both literary and informational texts; identify main idea and recognize the relevance of details; identify and explain figurative language and elements of poetry; make inferences and predictions, draw conclusions, and paraphrase ideas in a variety of texts; identify point of view; determine author’s purpose; distinguish stated fact and opinion; use appropriate strategies to organize and summarize information	Students performing at the satisfactory level on the Oklahoma Modified Alternate Assessment demonstrate a general understanding of the mathematics knowledge, skills, and processes expected of students at this grade. Students scoring at the satisfactory level typically will: be able to recognize, describe, and extend patterns; be able to solve open sentences involving addition and subtraction with whole numbers; understand place value of whole numbers to four digits and decimals to the hundredths; compare and order whole numbers; be able to use addition and subtraction of whole numbers (to four digits) to estimate and to solve problems; compare fractions (including the use of benchmarks); estimate and find the product of up to two two-digit numbers to solve problems; find the quotient of a one-digit divisor and a two-digit dividend to solve problems; identify and compare angles and lines; apply geometric (spatial reasoning) and measurement concepts using customary and metric units of measure (including estimation); analyze and interpret data in graphs.	Students performing at the satisfactory level on the Oklahoma Modified Alternate Assessment demonstrate a general understanding of the mathematics knowledge, skills, and processes expected of students at this grade. Students scoring at the satisfactory level on the Oklahoma Modified Alternate Assessment typically will: solve one-step and two-step algebraic equations and one-step inequalities; compare and order positive and negative rational integers and decimals; use the rules of exponents, including integer exponents (excluding raising a power to a power), to solve problems; classify solid figures and estimate surface area and volume of rectangular solids in real-world settings; use ratio and proportion to solve problems involving similar geometric figures; apply appropriate formulas for given situations; analyze samples and select and apply appropriate charts and graphs to represent collected data; find the measures of central tendency (mean, median, and mode) of a set of data.
Oregon	Student scores at the Meets level indicate an understanding of the academic concepts linked to the state’s grade level content standards for Reading. Students demonstrate a relatively consistent comprehension of reduced complexity text, an understanding that meaning can be extracted from text, and are frequently able to extract meaning from text. Students demonstrate an understanding of the interaction between a reader and text.	Student scores at the Meets level indicate an identifiable understanding of the academic concepts linked to the state’s eighth grade level content standards for Reading. Students demonstrate a relatively consistent comprehension of reduced complexity text, an understanding that meaning can be extracted from text, and are frequently able to extract meaning from text. Students who meet the standard demonstrate an understanding of the interaction between a reader and text by completing tasks on demand.	Student scores at the Meets level indicate an understanding of the academic concepts linked to the state’s grade-level content standards for Mathematics. Students demonstrate a consistent comprehension of reduced complexity numeric concepts (i.e. numeric concepts that have been simplified, with reduced text and language where appropriate), an understanding that numbers represent quantitative values and are frequently able to demonstrate a consistent method of manipulating quantities to obtain a desired outcome. Students who meet the fourth-grade mathematics standard demonstrate an understanding of the relationship between number and value.	Student scores at the Meets level indicate an ability to understand and apply academic concepts linked to the state’s grade-level content standards for mathematics. Students demonstrate (1) an understanding that numbers represent quantitative values, (2) knowledge that mathematics can be used to answer questions beyond basic calculation, and (3) a reliable use of mathematical operations to manipulate quantities. Students who meet the eighth-grade mathematics standard demonstrate an understanding of the relationship between number and value.
Pennsylvania	Students are assigned to one of three levels varying in complexity: Level A contains the least complex skills; Level B, intermediate skills; and Level C, the most complex skills. A student in grade 3 or 4 performing at the Proficient level on the Level A PASA independently orients to the task objects or pictures. The student may receive some support such as verbal prompting that does not reduce the cognitive complexity of the skill. The student demonstrates understanding of the vocabulary necessary to complete the task. A student in grade 3 or 4 performing at the Proficient level on the Level B PASA may need minimal support to discriminate when distracters are compelling. The student may receive some support such as verbal prompting and redirection that does not reduce the cognitive complexity of the skills. The student demonstrates an understanding of the vocabulary, including word endings, necessary to complete the task. A student in grade 3 or 4 performing at the Proficient level on the Level C PASA may request clarification of the question. The student completes multi-step tasks and use strategies such as: self-correction, referring back to text, and mentally eliminating distracters. The student answers questions quickly and accurately, often using complete sentences. The student reads and recalls proper names and non-phonetic words. The student demonstrates understanding of the vocabulary necessary to complete the task. Performance level descriptors are available online at: http://www.pasaassessment.org/AboutTeachingStandard.jsp	Students are assigned to one of three levels varying in complexity: Level A contains the least complex skills; Level B, intermediate skills; and Level C, the most complex skills. A student in grade 7 or 8 performing at the Proficient level on the Level A PASA independently orients to the task objects or pictures. The student may receive some support such as verbal prompting that does not reduce the cognitive complexity of the skill. The student demonstrates understanding of the vocabulary necessary to complete the task. A student in grade 7 or 8 performing at the Proficient level on the Level B PASA may receive some support such as verbal prompting and redirection that does not reduce the cognitive complexity of the skills. The student may self correct. The student demonstrates an understanding of the vocabulary, including word endings, necessary to complete the task. A student in grade 7 or 8 performing at the Proficient level on the Level C PASA may request clarification of the question. The student completes multi-step tasks and use strategies such as: self-correction, referring back to text, and mentally eliminating distracters and requesting clarification. Students are able to answer questions quickly and accurately, often using complete sentences. Students are able to read and recall proper names and non- phonetic words. The student demonstrates understanding of the vocabulary necessary to complete the task. Performance level descriptors are available online at: http://www.pasaassessment.org/AboutTeachingStandard.jsp	Students are assigned to one of three levels varying in complexity: Level A contains the least complex skills; Level B, intermediate skills; and Level C, the most complex skills. A student in grade 3 or 4 performing at the Proficient level on the Level A PASA actively performs the tasks, is completely engaged, and requires some support such as verbal prompting for clarification of the question or repetition of the prompt. The support provided does not reduce the cognitive complexity of the skills assessed. The student may self correct without additional information from the administrator. The student demonstrates understanding of the math vocabulary necessary to complete the targeted skills (such as: size, capacity and volume). A student in grade 3 or 4 performing at the Proficient level on the Level B PASA actively performs the tasks, is completely engaged, and requires minimal support such as verbal prompting for clarification of the question or repetition of the prompt. The support provided does not reduce the cognitive complexity of the skills assessed. The student may self correct. The student demonstrates understanding of the math vocabulary necessary to complete the targeted skills. A student in grade 3 or 4 performing at the Proficient level on the Level C PASA is actively engaged and performs the majority of the targeted skills independently. The student requires minimal support such as verbal prompting. The support provided does not reduce the cognitive complexity of the skills assessed. The student may self correct. The student demonstrates an understanding of numbers. The student demonstrates understanding of the math vocabulary necessary to complete the targeted skills. Performance level descriptors are available online at: http://www.pasaassessment.org/AboutTeachingStandard.jsp	Grade 8: Students are assigned to one of three levels varying in complexity: Level A contains the least complex skills; Level B, intermediate skills; and Level C, the most complex skills. A student in grade 7 or 8 performing at the Proficient level on the Level A PASA actively performs the tasks, is completely engaged, and requires some support such as verbal prompting for clarification of the question or repetition of the prompt. The support provided does not reduce the cognitive complexity of the skills assessed. The student may self correct without additional information from the administrator. The student demonstrates understanding of the math vocabulary to complete the task. A student in grade 7 or 8 performing at the Proficient level on the Level B PASA actively performs the tasks, is completely engaged, and requires some support such as verbal prompting that does not reduce the cognitive complexity of the skill. The support provided does not reduce the cognitive complexity of the skills assessed. The student may self correct. The student demonstrates understanding of the vocabulary and number sense to complete the targeted skills. A student in grade 7 or 8 performing at the Proficient level on the Level C PASA is actively engaged and performs the majority of targeted skills independently. The student requires minimal support such as verbal prompting. The support provided does not reduce the cognitive complexity of the skills assessed. The student may self correct. The student selects the proper operation given the context of the problem and completes basic math computations. The student uses math tools (i.e., calculator, ruler, measuring items) and determines the appropriate operation during calculations. The student demonstrates understanding of the math vocabulary and number sense necessary to complete the targeted skills. Performance level descriptors are available online at: http://www.pasaassessment.org/AboutTeachingStandard.jsp
Rhode Island	Students performing at this level submitted datafolios that demonstrate: • an adequate level of accuracy on instructional activities aligned with Word Identification and Vocabulary and Initial Understanding, Analysis and Interpretation of Literacy or Informational Text Alternate Assessment Grade Span Expectations (AAGSEs); • an adequate level of independence on instructional activities aligned with AAGSEs; • consistent progress in applying knowledge and skills of AAGSEs during the year; • an ability to apply knowledge and skills of AAGSEs across multiple instructional activities. Performance level descriptors are available online at http://www.ride.ri.gov/assessment/DOCS/Alternate/2009_State%C2%AD_Summary_FINAL.pdf	Students performing at this level submitted datafolios that demonstrate: • an adequate level of accuracy on instructional activities aligned with Word Identification and Vocabulary and Initial Understanding, Analysis and Interpretation of Literacy or Informational Text Alternate Assessment Grade Span Expectations (AAGSEs); • an adequate level of independence on instructional activities aligned with AAGSEs; • consistent progress in applying knowledge and skills of AAGSEs during the year; • an adequate ability to apply knowledge and skills of AAGSEs across multiple instructional activities. Performance level descriptors are available online at http://www.ride.ri.gov/assessment/DOCS/Alternate/2009_State%C2%AD_Summary_FINAL.pdf	Students performing at this level submitted datafolios that demonstrate: - an adequate level of accuracy on instructional activities aligned with the grade span Numbers and Operations and Geometry and Measurement Alternate Assessment Grade Span Expectations (AAGSEs). - consistent progress in applying knowledge and skills of the grade span AAGSEs during the year. - an adequate ability to apply knowledge and skills of the grade span AAGSEs across multiple instructional activities. Performance level descriptors are available online at http://www.ride.ri.gov/assessment/DOCS/Alternate/2009_State%C2%AD_Summary_FINAL.pdf	Students performing at this level submitted datafolios that demonstrate: - an adequate level of accuracy on instructional activities aligned with Numbers and Operations and Data, Statistics and Probability Alternate Assessment Grade Span Expectations (AAGSEs) - an adequate level of independence on instructional activities aligned with AAGSEs - consistent progress in applying knowledge and skills of AAGSEs during the year - an adequate ability to apply knowledge and skills of AAGSEs across multiple instructional activities. Performance level descriptors are available online at http://www.ride.ri.gov/assessment/DOCS/Alternate/2009_State%C2%AD_Summary_FINAL.pdf