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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