English Language Arts - Participation



ELEMENTARY MATHEMATICS – Participation

|Grade Span |Emerging |Attained |Surpassed |

|Elementary |Based on the Participation EGLCEs,[1] a student who is |Based on the Participation EGLCEs,1 a student who has |Based on the Participation EGLCEs,1 a student who has |

| |emerging toward the performance standard should typically,|attained the performance standard should typically, with |surpassed the performance standard should typically, with |

|General Statement |with considerable to moderate assistance, be able to… |considerable to moderate assistance, be able to… |moderate to limited assistance, be able to… |

|Elementary |Numbers and Operations |Numbers and Operations |Numbers and Operations |

| |demonstrate a limited understanding of quantity (e.g., |demonstrate a basic understanding of quantity (e.g., which|demonstrate a consistent understanding of quantity (e.g., |

|Performance |which one has more, whole vs. part) and a limited ability |one has more, whole vs. part) and a basic ability to solve|which one has more, whole vs. part) and a consistent |

|Level Descriptor |to solve simple problems following a sequential order. |simple problems following a sequential order. |ability to solve simple problems following a sequential |

| | | |order. |

| |Data and Probability |Data and Probability |Data and Probability |

| |given data, demonstrate a limited ability to interpret it |given data, demonstrate a basic ability to interpret it |given data, demonstrate a consistent ability to interpret |

| |meaningfully (e.g., select which one of two objects is |meaningfully (e.g., select which one of two objects is |it meaningfully (e.g., select which one of two objects is |

| |necessary to complete a task). |necessary to complete a task). |necessary to complete a task). |

| |Measurement |Measurement |Measurement |

| |demonstrate a limited ability to understand basic units of|demonstrate a basic ability to understand basic units of |demonstrate a consistent ability to understand basic units|

| |measure (e.g., time of day, hot vs. cold, money). |measure (e.g., time of day, hot vs. cold, money). |of measure (e.g., time of day, hot vs. cold, money). |

| |Geometry |Geometry |Geometry |

| |demonstrate a limited ability to identify simple geometric|demonstrate a basic ability to identify simple geometric |demonstrate a consistent ability to identify simple |

| |shapes and follow simple patterns. |shapes and follow simple patterns. |geometric shapes and follow simple patterns. |

MIDDLE SCHOOL MATHEMATICS – Participation

|Grade Span |Emerging |Attained |Surpassed |

|Middle School |Based on the Participation EGLCEs,1 a student who is |Based on the Participation EGLCEs,1 a student who attained|Based on the Participation EGLCEs,1 a student who |

| |emerging toward the performance standard should |the performance standard should typically, with moderate |surpassed the performance standard should typically, |

|General Statement |typically, with considerable to moderate assistance, be|to minimal assistance, be able to… |with minimal to no assistance, be able to… |

| |able to… | | |

|Middle School |Numbers and Operations |Numbers and Operations |Numbers and Operations |

| |demonstrate a limited ability to identify appropriate |demonstrate a basic ability to identify appropriate |demonstrate a consistent ability to identify |

|Performance |quantities (e.g., more/less, whole/part), |quantities (e.g., more/less, whole/part), |appropriate quantities (e.g., more/less, whole/part), |

|Level Descriptor |and identify and/or extend simple patterns. |and identify and/or extend simple patterns. |and identify and/or extend simple patterns. |

| |Measurement |Measurement |Measurement |

| |demonstrate a limited ability to apply measurement |demonstrate a basic ability to apply measurement concepts |demonstrate a consistent ability to apply measurement |

| |concepts (e.g., time, temp., size, money etc.). |(e.g., time, temp., size, money etc.). |concepts (e.g., time, temp., size, money etc.). |

| |Geometry |Geometry |Geometry |

| |demonstrate a limited ability to differentiate common |demonstrate a basic ability to differentiate common |demonstrate a consistent ability to differentiate |

| |shapes, locate objects/places, and apply |shapes, locate objects/places, and apply |common shapes, locate objects/places, and apply |

| |directional/positional terms. |directional/positional terms. |directional/positional terms. |

| |Data and Probability |Data and Probability |Data and Probability |

| |given data, demonstrate a limited ability to interpret |given data, demonstrate a basic ability to interpret it |given data, demonstrate a consistent ability to |

| |it meaningfully (e.g., select which one of two objects |meaningfully (e.g., select which one of two objects is |interpret it meaningfully (e.g., select which one of |

| |is necessary to complete a task). |necessary to complete a task). |two objects is necessary to complete a task). |

HIGH SCHOOL MATHEMATICS – Participation

|Grade Span |Emerging |Attained |Surpassed |

|High School |Based on the Participation EBs,1 a student who is |Based on the Participation EBs,1 a student who attained |Based on the Participation EBs,1 a student who |

| |emerging toward the performance standard should |the performance standard should typically, with moderate |surpassed the performance standard should typically, |

|General Statement |typically, with considerable to moderate assistance, be|to minimal assistance, be able to… |with minimal to no assistance, be able to… |

| |able to… | | |

|High School |Number and Operations |Number and Operations |Number and Operations |

| |demonstrate limited application of numeration skills, |demonstrate basic application of numeration skills, |demonstrate consistent application of numeration |

|Performance |including comparing, ordering, and whole versus part. |including comparing, ordering, and whole versus part. |skills, including comparing, ordering, and whole versus|

|Level Descriptor | | |part. |

| |Measurement |Measurement |Measurement |

| |demonstrate limited understanding and/or application of|demonstrate basic understanding and/or application of |demonstrate consistent understanding and/or application|

| |measurement systems, including, size, time, |measurement systems, including, size, time, temperature, |of measurement systems, including, size, time, |

| |temperature, and money. |and money. |temperature, and money. |

| |Geometry |Geometry |Geometry |

| |identify, to a limited degree, geometric shapes, the |identify, to a basic degree, geometric shapes, the |consistently identify geometric shapes, the relative |

| |relative position of objects and their location, and |relative position of objects and their location, and |position of objects and their location, and follow |

| |follow routine patterns. |follow routine patterns. |routine patterns. |

| |Data Analysis |Data Analysis |Data Analysis |

| |given data, demonstrate a limited ability to interpret |given data, demonstrate a basic ability to interpret it |given data, demonstrate a consistent ability to |

| |it meaningfully (e.g., select which one of two objects |meaningfully (e.g., select which one of two objects is |interpret it meaningfully (e.g., select which one of |

| |is necessary to complete a task). |necessary to complete a task). |two objects is necessary to complete a task). |

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