The CRCT Reading, English/Language Arts, and Mathematics ...



2006 CRCT

Score Interpretative Guide

This score interpretative guide is intended to assist teachers and administrators in understanding each of the score reports and their specific uses. This guide has four sections. First, the guide presents an overview of several key terms and test-related concepts. The second section includes general guidelines for interpreting various scores are discussed. The third section provides a snapshot and overview of each report. Finally, the fourth section contains the Performance Level Descriptors for each grade and content area.

Overview of Key Terms and Related Concepts

General Terms and Concepts

• Mean: the arithmetic average of a set of scores. It is found by adding all the scores in the distribution and dividing by the total number of scores.

• Median: The middle score in a distribution or set of ranked scores; the point (score) that divides a group into two equal parts; the 50th percentile. Half of the scores are below the median, and half are above it.

• Performance Level Descriptor: A short verbal statement describing each performance level in terms of what the student has learned and can do.

• Performance Level: A range of scores that define a specific level of performance as articulated in the Performance Level Descriptors. The CRCT has three performance levels: Exceeds the Standard, Meets the Standard, and Does Not Meet the Standard.

• Scale Score: A mathematical transformation of a raw score. Scale scores provide a uniform metric for interpreting and comparing scores.

• Standard Deviation: A measure of the variability, or dispersion, of a distribution of scores that represents the average difference between individual scores and the mean. The more the scores cluster around the mean, the smaller the standard deviation.

• Standard Error of Measurement (SEM): The amount of variation in the test scores related to the reliability of the test. The SEM provides a method for describing the expected variation of each examinee’s observed score about the examinee’s true score.

• Percent Correct. The number of correct responses divided by the number of items in a domain. This is used as an indicator of a student’s relative strength and weakness of the content domains within a subject area.

• Lexile Score. A standard score that matches a student’s reading ability with difficulty of text material. Lexiles can range between approximately 200 and 1700. The Lexile score is a tool to use in matching reader with text.

Test-Related Concepts for Score Report Interpretation

Scale Score and Performance Levels

Scores on all reports are expressed as scale scores. With the phased-in implementation of the Georgia Performance Standards (GPS), the CRCT now has two systems of scale scores – one for those grades and content areas still based on Georgia’s Quality Core Curriculum (QCC) and the other for those grades and content areas that have transitioned to GPS. A scale score is reported for each content area. The process converts the number correct on the test (raw score) to the CRCT scale. Since the scale scores are equivalent across test forms within the same content area and grade, students obtaining the same score have demonstrated the same performance with respect to the Georgia QCC or GPS.

The chart below shows which grades/subjects are QCC or GPS and which system of scale scores is applicable.

| |QCC-Based CRCT |GPS-Based CRCT |

|Subjects/Grades |Mathematics, grades 1-5, 7-8 |Reading, grade 1-8 |

| |Science, grades 1-5, 8 |English/language arts, grades 1-8 |

| |Social Studies, grades 1-8 |Mathematics, grade 6 |

| | |Science, grades 6-7 |

|Scale Score Range |150 to 450 |650 to 950 |

|Performance Levels: | | |

|Does Not Meet the Standard |Below 300 |Below 800 |

|Meets the Standard |300 to 349 |800 to 849 |

|Exceeds the Standard |At or above 350 |At or above 850 |

Scores that are at or above 350 on QCC-based CRCT or 850 on GPS-based CRCT indicate a level of performance that Exceeds the Standard set for the test. Scores from 300 to 349 for QCC-based CRCT or 800-849 for GPS-based CRCT indicate a level of performance that Meets the Standard set for the test. Scores below 300 on QCC-based CRCT or 800 on GPS-based CRCT indicate a level of performance that Does Not Meet the Standard set for the test, i.e. the state’s minimum level of proficiency, based on this test administration, and may indicate a need for some type of additional instructional support.

While the CRCT assessments are structured to range from 150 to 450 or from 650 to 950, variations in test characteristics and student performance from one administration to the next may result in the absolute lower or upper ranges not being obtained. However, generally scores above 400 or 900 can be seen as exceptional performance.

Scale Scores at the Test Level

The QCC and GPS scale score systems were constructed independently for each content area and each grade level. Thus, the scale score values of 300 and 350 (or 800 and 850 for GPS-based tests) are the same for all content areas. However, the means, standard deviations, and standard errors of measurement are unique to each content area and grade, since the scale scores of each are based on the standards set for that content area. Standards can vary in difficulty across grades and content areas.

Number Correct and Percent Correct at the Domain Level

For each content domain, the number of correct answers is reported, and the percent correct is calculated by dividing the number answered correctly by the total number of items in that domain.

Standard Error of Measurement and Error Bands

Since no test measures performance with perfect consistency (reliability), it is important to take into account the standard error of measurement when interpreting the test scores. For the CRCT, the SEM is computed for each scale score and an error band (plus/minus one SEM unit) is constructed for each scale score. It is important to note that the SEM is a function of the number of items on which a particular score is based. The SEM is noted on the student score reports as a bar that extends to either side of the student’s score. The larger the bar, the greater the error associated with the reported score.

General Guidelines for Score Report Interpretation

This section provides guidance on how to interpret scores. Schools are advised to help parents understand their individual student’s reports. Teachers should help parents understand their student’s individual strengths and weaknesses as related to the curriculum. School systems and schools should use the school, system, and state summary reports to understand the strengths and weaknesses of the system’s or school’s curriculum and instruction. In general, the CRCT is a test of the state’s mandated curriculum, and all interpretation should be geared towards how well students acquire the skills and knowledge described in the Georgia Performance Standards (GPS) and the Quality Core Curriculum (QCC).

Key Abbreviations and Terms Used on Reports

Each report has notes and key abbreviations that educators should familiarize themselves with prior to assisting others in interpreting individual student reports or school, system, or state summary reports.

• It should be noted that the sum of the percents of students falling in each performance level may not total exactly 100 percent due to rounding.

• A designation of DNA indicates that a student Did Not Attempt a test according to the guidelines established for the CRCT program.

• A designation of PTNA indicates Present Test Not Attempted. A PTNA designation occurs if a student did not attempt enough items (10 or more) or if the PTNA bubble is marked.

• A designation of IV indicates that there was an Irregularity associated with a student’s test administration and the student’s score was invalidated. Scores associated with an irregular administration are not included when computing statistics for the summary reports.

• Summary reports do not report on groups with fewer than 10 students.

Interpreting Scale Scores – Total Test

The scale scores at the test level are comparable across forms and administrations for the same content/grade. A scale score of 320 from one administration, for example, indicates the same examinee ability as a score of 320 from any other administration. Bear in mind, that for those grades and subjects areas that have transitioned to GPS, 2006 scale scores are not comparable to those from previous years since the content and test standards have changed.

The content and the associated performance standards differ for each grade and content area assessment. Therefore, scale scores are not comparable across content areas or grade levels.

Interpreting Number and Percent Correct – Domain

Reporting at the domain level is by number of items and/or percent of items correct. The purpose of this information is to provide some indicator of relative strengths and weaknesses.

Caution should be taken in comparing student performance across domains because domains may vary in number of items and difficulty.

Interpreting Performance Data

The cutscores, or points on the scale score system distinguishing different performance levels, are the same across forms and administrations. On the QCC-based CRCT, a scale score of 300 is the cutscore for Meets the Standard and a score of 350 is the cutscore for Exceeds the Standard. For the GPS-based CRCT, a scale of 800 is the cutscore for the Meets the Standard and a score of 850 is the cutscore for Exceeds the Standard.

Interpreting Group Data

When interpreting group level statistics such as percentages, means, and medians, it is important to take into account the group size. The smaller the group size, the larger the measurement error associated with the calculated statistic.

Interpreting Lexile Scores

A Lexile is a standard score that matches a student’s reading ability with difficulty of text material. Lexiles can range between approximately 200 and 1700. A Lexile can be interpreted as the level of book that a student can read with 75% comprehension. Experts have identified 75% comprehension level as offering the reader a certain amount of comfort and yet still offering a challenge. The CRCT has been linked to the Lexile framework in an effort to provide teachers with an additional indicator of a student’s reading ability.

In advising parents, educators should report the Lexile as it appears on the Student Score Report and then calculate the student’s Lexile range. To find a student’s range, add 50 to the student’s reported Lexile measure and subtract 100; in other words, locate 50L above and 100L below their reported Lexile measure. This range represents the boundaries between the easiest kind of reading material for the student and the hardest level at which he/she can read successfully. A student’s Lexile range can be used in selecting reading material for the classroom and at home. Many textbooks, novels, magazines, newspapers, and other reading materials have been placed on the Lexile framework. The Lexile score is a tool to use in matching reader with text.

To find out more about how to use Lexiles in the classroom or home, visit the Georgia Department of Education’s Lexile Framework page at

Score Reports

A brief description is provided for each of the CRCT reports. The descriptions are intended to familiarize you with the general layouts of the reports, their intended purposes, and specific information contained in the reports.

Student Score Report

This report is designed for parents. It is intended to give a general, easy to understand interpretation of the student’s performance in each content area. Parents are encouraged to contact the school for more detailed information. The report shows the scale score and the level of performance on a bar graph. Bars denote where on the scale a student is performing. It identifies the student’s level of performance for each content area and whether the student Does Not Meet the Standard, Meets the Standard, or Exceeds the Standard set for the CRCT. The content areas and associated domains are listed on the left side of the report. For each domain, the number of items answered correctly is reported. The narrative to the right is a brief performance-level description, written in a style that is easy to understand. (See pages 8-50 of this document for a more detailed explanation of each performance level.)

Individual Student Report

This report is for the classroom teacher to use with the parent. It is intended to provide more detailed information about an individual student’s performance on each of the tests and may be useful as a follow-up report during a parent-teacher conference. For each content area, the performance level and the scale score are reported. To the right is a graph depicting the scale score and associated error band. As part of domain reporting, this report shows the number of items in each domain and the number of items that the student answered correctly.

Performance Level 1 Roster Reports

This report lists only those students who Did Not Meet Expectations for Reading in grades three, five, and eight and for Mathematics in grades five and eight. Students who did not attempt the test are also noted. It is important to note, however, that if no answer document was submitted for a student, he or she would not be listed on this report. If a student Did Not Meet Expectations in one content area but did in another, a ‘+’ appears on the report, corresponding to the content area in which the student achieved a score of 300 or higher for QCC-based subject tests (or 800 or higher for GPS-based subject tests).

Class Roster

This report is produced for the classroom teacher. It lists all students alphabetically within a class. Following the student name is the total content scale score and the number of items answered correctly for each domain within that content area. Student scores that are at or above 300 for QCC-based tests (or 800 for GPS-based tests) are shaded. This is done to show graphically those students who have met or exceeded the standards. Those scores not shaded indicate that a student has not met the standard for that content area. For example, see the fifth student did not meet in English/Language Arts.

Class Roster Summary

At the end of this report are summary data for the class. It includes the percent of students within the class at each performance level for each of the content areas. It is followed by the percent of students at or above 300 for QCC-based tests (or 800 for GPS-based tests) for each of the domains. The class mean and standard deviation for each content area’s scale score is also reported. At the domain level, the mean and standard deviation of number of items correct is reported. The number of students tested and the number that were PTNA within the class completes the report.

Performance Summary

This summary report is produced for each class, school, and system. This report presents a group’s performance in graphical format. It focuses on students meeting or exceeding the standard. For each content area the following information is reported: the mean, standard deviation, number tested, and the number and percent of students at each performance level. The percent for each performance level is then shown on a bar graph. For each domain, the mean number of items and the percent of items answered correctly are reported and then shown on a bar graph.

Summary Report of All Student Populations

This report is produced at the school, system, and state level. It is intended to provide disaggregated performance information for students. The left column shows the student group for which performance information is presented. For each group the following information is provided: total number of students tested, number of non-standard administrations, number of standard administrations, the mean score, and the percent of students at each performance level. An asterisk is printed if the number of students in a particular group is less than ten (10).

In 2006, the definition for “All Others” has changed. “All Others” are those students who are regular program and not included in Section 504, English Language Learners, English Language Learners – Monitored, or Migrant Certified.

CRCT Performance Level Descriptors

|Grade 1 Reading – GPS |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in reading a variety of first-grade materials does not meet the standard set for|

| |students in the first grade. |

| | |

| |The student’s overall performance in reading a variety of materials does not meet the standard set for students in|

| |the first grade. Students performing at this level may have difficulty gaining meaning from grade-level texts. |

| |They may be able to identify grade-level words but have difficulty determining the meaning of those words in |

| |context. They may not be able to isolate root words from affixes to determine meaning. At this performance level, |

| |students are typically able to determine only the most explicit details in grade-level text. They may be able to |

| |make obvious connections between the text and their own experiences but are often unable to make connections |

| |beyond their experience. They may have difficulty inferring meaning from grade-level literary and informational |

| |texts. Their interpretation of graphics is minimal. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve his/her reading|

| |skills. |

|Meets |The student’s overall performance in reading a variety of first-grade materials meets the standard set for |

| |students in the first grade. |

| | |

| |The student’s overall performance in reading a variety of materials meets the standard set for students in the |

| |first grade. Students performing at this level demonstrate an adequate understanding of grade-level texts. They |

| |understand grade-level words with multiple meanings, antonyms and synonyms, and grade-appropriate affixes and |

| |their meanings. They gain meaning using the elements of a text and can recognize details and main ideas in |

| |grade-level text. Students at this level can provide a basic retelling of grade-appropriate texts. They use simple|

| |graphics to enhance their understanding. They make simple connections between the text and their own experience. |

| |They should be able to discriminate between reality and fantasy and to distinguish between grade-level appropriate|

| |fact and fiction. |

|Exceeds |The student’s overall performance in reading a variety of first-grade materials exceeds the standard set for |

| |students in the first grade. |

| | |

| |The student’s overall performance in reading a variety of materials exceeds the standard set for students in the |

| |first grade. Students performing at this level demonstrate thorough comprehension of grade-level texts. They |

| |understand the meaning of words and can determine how affixes change the meaning of grade-level words. They |

| |understand the meaning of both grade-level literary and informational text, and they exhibit literal and some |

| |inferential understanding. Through their reading, they gain knowledge by making detailed connections between text |

| |and self. Students at this performance level can summarize both literary and informational texts. They demonstrate|

| |a thorough understanding of grade-level appropriate reading concepts and skills. |

|Grade 1 English/Language Arts – GPS |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in language arts does not meet the standard set for first-grade students. |

| | |

| |The student’s overall performance in language arts does not meet the standard set for students in first grade. |

| |Students performing at this level demonstrate minimal understanding of phonics and phonological awareness. They |

| |have difficulty applying common rules of spelling and understanding the relationship between letter/letter |

| |combinations and sounds of spoken words. They are able to identify only some sounds in single-syllable words. |

| |Students performing at this level demonstrate a limited understanding of the foundations of written English. |

| |They typically are able to recognize only some simple sentences. They have minimal understanding of compound |

| |sentences and have difficulty with correct subject/verb agreement and sentences that differ in purpose. |

| |Identifying and using the basic parts of speech, such as nouns, verbs, and pronouns, and recognizing appropriate|

| |end punctuation and capitalization are skills that are still developing. They show a minimal understanding of |

| |basic resources, such as dictionaries, books, and the Internet, to gather information. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve his/her |

| |language skills. |

|Meets |The student’s overall performance in language arts meets the standard set for first-grade students. |

| | |

| |The student’s overall performance in language arts meets the standard set for students in first grade. Students |

| |performing at this level demonstrate adequate knowledge about phonics and phonological awareness. They begin to |

| |use common rules of spelling. They understand the relationship between letter/letter combinations and sounds of |

| |spoken words. They can determine the sounds in single-syllable words. Students performing at this level |

| |demonstrate an adequate understanding of the foundations of written English. They are beginning to recognize |

| |complete, simple, and compound sentences with correct subject/verb agreement and sentences that differ in |

| |purpose. They can identify and use the basic parts of speech, such as nouns and verbs, and are beginning to use |

| |pronouns in place of nouns. They recognize appropriate end punctuation and capitalization. Their understanding |

| |of basic resources, such as dictionaries, books, and the Internet, to gather information is becoming evident |

|Exceeds |The student’s overall performance in language arts exceeds the standard set for first-grade students. |

| | |

| |The student’s overall performance in language arts exceeds the standard set for students in first grade. |

| |Students performing at this level demonstrate an exceptional knowledge about phonics and phonological awareness.|

| |They clearly apply the common rules of spelling and understand the relationship between letter/letter |

| |combinations and sounds of spoken words. They can consistently isolate the sounds in single-syllable words. |

| |Students performing at this level demonstrate an understanding of the foundations of written English. They |

| |recognize how to write and correctly utilize complete, simple, and compound sentences with correct subject/verb |

| |agreement and are able to recognize sentences that differ in purpose. They consistently determine the basic |

| |parts of speech and can easily recognize both singular and plural forms of nouns. Recognizing appropriate and |

| |inappropriate end punctuation and capitalization are skills that are fully developed. The correct use of commas |

| |in a series of items is consistent. They demonstrate a clear understanding of basic resources, such as |

| |dictionaries, books, and the Internet, to gather information. |

|Grade 1 Mathematics – QCC |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in mathematics does not meet the standard set for first-grade students. |

| | |

| |Students performing at this level usually can count to 100. They can recall addition and subtraction facts |

| |to 10 but have difficulty with the larger facts to 18. They can identify basic 2-dimensional shapes (circles,|

| |squares, and rectangles), but have difficulty distinguishing 3-dimensional shapes. Students can solve some |

| |simple types of 1-step addition and subtraction word problems. Students at this level need additional |

| |assistance and practice in mathematics. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve his/her |

| |math skills. |

|Meets |The student’s overall performance in mathematics meets the standard set for first-grade students. |

| | |

| |Students performing at this level can count to 100 by 1s, 5s, and 10s. They can recall addition and |

| |subtraction facts to 18. They can continue repeating patterns involving three objects. They can identify |

| |basic 3-dimensional shapes (spheres, cones, and cubes). Students can solve 1-step addition and subtraction |

| |word problems using facts to 12. |

|Exceeds |The student’s overall performance in mathematics exceeds the standard set for first-grade students. |

| | |

| |Students performing at this level consistently count accurately to 100 by 1s, 2s, 5s, and 10s. They can add |

| |and subtract 2-digit numbers without regrouping (carrying and borrowing). They can determine values of sets |

| |of coins worth 50¢ or less. Students can solve 1-step addition and subtraction problems using number facts |

| |to 18. |

|Grade 2 Reading – GPS |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in reading a variety of second-grade materials does not meet the |

| |standard set for students in the second grade. |

| | |

| |The student’s overall performance in reading a variety of materials does not meet the standard set for |

| |students in the second grade. Students performing at this level may have difficulty gaining meaning from |

| |grade-level texts. They typically have the skills to recognize grade-level words but have limited |

| |understanding of their meanings. They may have difficulty isolating root words and determining the |

| |meaning of grade-level affixes. At this performance level, students are typically able to determine |

| |explicitly stated details in grade-level text, but are often unable to make connections beyond their own |

| |experience. They have difficulty inferring or deriving deeper meaning from literary and informational |

| |texts. Their interpretation of simple graphics is limited. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her reading skills. |

|Meets |The student’s overall performance in reading a variety of second-grade materials meets the standard set |

| |for students in the second grade. |

| | |

| |The student’s overall performance in reading a variety of materials meets the standard set for students |

| |in the second grade. Students performing at this level demonstrate an adequate understanding of |

| |grade-level texts. They are able to acquire new vocabulary and determine the appropriate meaning of words|

| |with multiple meanings, to recognize antonyms and synonyms, and to demonstrate understanding of |

| |grade-appropriate affixes and their meanings. They gain meaning using the elements of a text and can |

| |recognize main ideas and supporting details in a grade-level text. Students at this level can provide a |

| |basic retelling of grade-appropriate texts. They use simple graphics to enhance their understanding. They|

| |make connections between the text and their own experiences, often using prediction and cause-and-effect |

| |relationships to make those connections. Typically, they are able to distinguish different forms of |

| |grade-level text. |

|Exceeds |The student’s overall performance in reading a variety of second-grade materials exceeds the standard set|

| |for students in the second grade. |

| | |

| |The student’s overall performance in reading a variety of materials exceeds the standard set for students|

| |in the second grade. Students performing at this level demonstrate complete understanding of grade-level |

| |text. They can determine the meaning of words and use various strategies to determine how affixes change |

| |the meaning of words. At this performance level, students make detailed inferences, draw meaningful |

| |conclusions, and make judgments about grade-level literary and informational texts. They make important |

| |connections among ideas and develop new understanding. Students at this performance level are able to |

| |summarize both literary and informational text and demonstrate a thorough understanding of grade-level |

| |appropriate reading concepts and skills. |

|Grade 2 English/Language Arts – GPS |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in language arts does not meet the standard set for second-grade |

| |students. |

| | |

| |The student’s overall performance in language arts does not meet the standard set for students in second |

| |grade. Students performing at this level demonstrate limited competency in written English. The skill of |

| |understanding and using transition words and phrases is still developing. They are able to recognize only|

| |basic sentences with correct subject/verb agreement. They typically show difficulty understanding and |

| |using complex sentence structures. Students performing at this level demonstrate a minimal understanding |

| |of some basic parts of speech, such as nouns, verbs, and pronouns. They are able to recognize the basic |

| |rules of capitalization and punctuation but may experience difficulty with commas and quotation marks. |

| |They often do not apply the common rules of spelling. Their understanding of basic resources, such as |

| |dictionaries, books, and the Internet, to share information on a topic is not fully developed. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her language skills. |

|Meets |The student’s overall performance in language arts meets the standard set for second-grade students. |

| | |

| |The student’s overall performance in language arts meets the standard set for students in second grade. |

| |Students performing at this level demonstrate adequate competency in written English. They understand and|

| |use transition words and phrases. They can recognize complete sentences and correctly utilize |

| |subject/verb agreement. They show little difficulty understanding and using complex sentence structures. |

| |Students performing at this level can identify and use the basic parts of speech, such as nouns, verbs, |

| |and pronouns. They are able to recognize appropriate capitalization and punctuation, such as quotation |

| |marks and end marks. They begin to demonstrate knowledge of more complex uses of commas and |

| |grade-appropriate abbreviations. They apply the common rules of spelling. Their understanding of basic |

| |resources, such as dictionaries, books (including book parts), and the Internet, to share information on |

| |a topic is evident. |

|Exceeds |The student’s overall performance in language arts exceeds the standard set for second-grade students. |

| | |

| |The student’s overall performance in language arts exceeds the standard set for students in second grade.|

| |Students performing at this level demonstrate exceptional competency in written English. They easily |

| |understand and correctly utilize a variety of transition words and phrases. They demonstrate consistency |

| |in writing and recognizing the difference between complete and incomplete sentences. Students performing |

| |at this level can determine the correct subject/verb agreement in both simple and compound sentences. |

| |They typically show an in-depth understanding of more complex sentence structures. Students performing at|

| |this level can consistently identify and use the basic parts of speech, such as verbs and pronouns, and |

| |can easily recognize the various forms of nouns. They show a clear knowledge of both appropriate and |

| |inappropriate capitalization and punctuation, such as quotation marks, end marks, commas, and |

| |grade-appropriate abbreviations. They consistently apply the common rules of spelling. Their |

| |understanding of basic resources, such as dictionaries, books (including book parts), and the Internet, |

| |to share information on a topic is clear. |

|Grade 2 Mathematics – QCC |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in mathematics does not meet the standard set for second-grade |

| |students. |

| | |

| |Students performing at this level can add 3-digit numbers without regrouping (carrying) but have |

| |difficulty adding 2-digit numbers with regrouping. They can tell time to the hour or half hour only. |

| |Students can find the value of a small set of coins. They can solve some 1-step addition and subtraction|

| |problems involving facts to 18. Students at this level need additional assistance and practice in |

| |mathematics. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her math skills. |

|Meets |The student’s overall performance in mathematics meets the standard set for second-grade students. |

| | |

| |Students performing at this level can add 3-digit numbers with regrouping (carrying). They can tell time|

| |to five minutes, and find the value of a set of coins worth less than $1. They can sort objects in |

| |several different ways. The students can solve 2-step addition and subtraction problems involving facts |

| |to 18. |

|Exceeds |The student’s overall performance in mathematics exceeds the standard set for second–grade students. |

| | |

| |Students performing at this level can add and subtract 3-digit numbers with regrouping (carrying and |

| |borrowing) and show understanding of the meaning of multiplication. They can sort sets of objects in a |

| |variety of ways. They can measure lengths using both customary and metric rulers. They can determine |

| |the amount of change due from a purchase if it is 50¢ or less. The students can solve 2-step addition and|

| |subtraction problems involving 2-digit numbers. |

|Grade 3 Reading – GPS |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in reading a variety of third-grade materials does not meet the |

| |standard set for students in the third grade. |

| | |

| |The student’s overall performance in reading a variety of materials does not meet the standard set for |

| |students in the third grade. Students performing at this level have difficulty gaining meaning from |

| |grade-level texts. They may not be able to understand and acquire new vocabulary. They may be unable to |

| |isolate root words from affixes and then define them. At this performance level, students may be able to |

| |make obvious connections between the text and their own experiences but make minimal connections beyond |

| |their own experience. They have difficulty inferring, drawing conclusions, and making judgments about |

| |grade-level literary and informational texts. Their interpretation of graphics is limited. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her reading skills. |

|Meets |The student’s overall performance in reading a variety of third-grade materials meets the standard set |

| |for students in the third grade. |

| | |

| |The student’s overall performance in reading a variety of materials meets the standard set for students |

| |in the third grade. Students performing at this level demonstrate an adequate understanding of |

| |grade-level text. They understand new vocabulary and determine grade-appropriate affixes and their |

| |meanings. They gain meaning from the text elements, exhibiting literal as well as emerging inferential |

| |cognizance. They are able to link main idea and supporting details in a grade-level text. Students at |

| |this performance level should be able to provide a simple summary when reading a grade-appropriate text. |

| |Their facility with literary texts may exceed their competence with informational text at this |

| |performance level. They use graphics to enhance their understanding. In grade-level appropriate text, |

| |they make connections between the text and their own experiences. They are able to draw conclusions and |

| |make judgments about grade-level literary and informational texts. |

|Exceeds |The student’s overall performance in reading a variety of third-grade materials exceeds the standard set |

| |for students in the third grade. |

| | |

| |The student’s overall performance in reading a variety of materials exceeds the standard set for students|

| |in the third grade. Students performing at this level demonstrate exceptional comprehension of |

| |grade-level texts. They understand and acquire new vocabulary and use it correctly in reading. They make |

| |detailed inferences, draw significant conclusions, and make sound judgments about grade-level literary |

| |and informational texts. Typically, they are able to make important connections among ideas and develop |

| |new understanding. Students at this performance level effectively summarize detailed literary and |

| |informational texts. They recognize the author’s purpose and can delineate the various elements of |

| |literary and informational texts. They demonstrate a thorough understanding of grade-level appropriate |

| |reading concepts and skills. |

|Grade 3 English/Language Arts – GPS |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in language arts does not meet the standard set for third-grade |

| |students. |

| | |

| |The student’s overall performance in language arts does not meet the standard set for students in third |

| |grade. Students performing at this level demonstrate minimal understanding of the writing and research |

| |process. They recognize only some complete and simple sentences. Their knowledge of more complex sentence|

| |structures is still developing, including the use of more descriptive language. They are able to use |

| |basic transition words and phrases but have difficulty using organizational patterns to convey |

| |information. They show minimal understanding of basic resources, such as dictionaries, books, |

| |encyclopedias, and the Internet, to gather information. Students performing at this level demonstrate |

| |some difficulty with grade-appropriate spelling. Students are able to determine some basic parts of |

| |speech but may have difficulty with plural and possessive forms of nouns, as well as adjectives. The |

| |skills of recognizing basic punctuation and capitalization may be present; some punctuation and |

| |capitalization skills are not fully developed. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her language skills. |

|Meets |The student’s overall performance in language arts meets the standard set for third-grade students. |

| | |

| |The student’s overall performance in language arts meets the standard set for students in third grade. |

| |Students performing at this level demonstrate an adequate understanding of the writing and research |

| |process. They recognize how to write complete, simple, and compound sentences with correct subject/verb |

| |agreement and are beginning to use specific sensory details in sentences. They are beginning to utilize |

| |transition words and phrases and are able to begin using organizational patterns to convey information. |

| |Their understanding of basic resources, such as dictionaries, books, encyclopedias, and the Internet, to |

| |gather information is clear. Students performing at this level demonstrate adequate knowledge about |

| |grade-level appropriate spelling. They can identify and appropriately use basic parts of speech, such as |

| |nouns, verbs, adjectives, and pronouns. They can use commas correctly in simple sentences and recognize |

| |appropriate end punctuation and capitalization. |

|Exceeds |The student’s overall performance in language arts exceeds the standard set for third-grade students. |

| | |

| |The student’s overall performance in language arts exceeds the standard set for students in third grade. |

| |Students performing at this level demonstrate an exceptional understanding of the writing and research |

| |process. They recognize how to write and correct usage errors in complete, simple, and compound |

| |sentences. They show an in-depth understanding of sentences and can clearly use strong verbs and |

| |adjectives to enhance descriptions. They consistently determine how a variety of transition words and |

| |phrases and organizational patterns are used to focus a piece of writing. They demonstrate an in-depth |

| |understanding of basic resources, such as dictionaries, books, encyclopedias, and the Internet, to gather|

| |information. Students performing at this level demonstrate consistent knowledge about grade-level |

| |appropriate spelling. They show an exceptional ability to determine the correct usage of basic parts of |

| |speech, such as nouns, verbs, adjectives, and pronouns, and they show a full understanding of the correct|

| |use of commas, end punctuation, and capitalization. |

|Grade 3 Mathematics – QCC |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in mathematics does not meet the standard set for third-grade students.|

| | |

| |Students performing at this level can add and subtract some 2- and 3-digit numbers, but have difficulty |

| |with regrouping (carrying and borrowing). They have only a beginning knowledge of multiplication and |

| |division. They demonstrate limited knowledge of geometric shapes. They are able to gather information |

| |from simple charts, tables, and graphs. Students at this level need additional assistance and practice in|

| |mathematics. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her math skills. |

|Meets |The student’s overall performance in mathematics meets the standard set for third-grade students. |

| | |

| |Students performing at this level add and subtract 1-, 2-, and 3-digit numbers and know the basic |

| |multiplication and division facts. They demonstrate an understanding of geometric shapes. They |

| |interpret and compare information from charts, tables, and graphs. They can solve various word problems |

| |using more than one strategy. |

|Exceeds |The student’s overall performance in mathematics exceeds the standard set for third–grade students. |

| | |

| |Students performing at this level accurately add and subtract 1-, 2-, and 3-digit numbers, and multiply |

| |2-digit numbers by 1-digit numbers. They know the basic multiplication and division facts. They |

| |demonstrate excellent understanding of place value of whole numbers (ones, tens, hundreds, thousands) and|

| |of decimals (tenths). They recognize properties of geometric figures. Students solve a variety of word |

| |problems using different strategies. |

| | |

|Grade 3 Science – QCC |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in science does not meet the standard set for third-grade students. |

| | |

| |Students performing at this level are inconsistent in using the basic science process skills. They have |

| |difficulty becoming engaged in science experiences and in researching assigned science topics. They |

| |often do not use the correct tools for science activities and they may not recognize and apply safe |

| |laboratory procedures. They have a limited ability to understand grade-level appropriate science |

| |concepts, skills, and abilities. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her science skills. |

|Meets |The student’s overall performance in science meets the standard set for third-grade students. |

| | |

| |Students performing at this level often show stronger skills in some science areas than in others. They |

| |are beginning to understand basic science process skills. They usually become engaged in science |

| |experiences and are often able to research assigned science topics. They typically use the correct tools |

| |for science activities and practice safe laboratory procedures. They generally understand grade-level |

| |appropriate science concepts, skills, and abilities. |

|Exceeds |The student’s overall performance in science exceeds the standard set for third-grade students. |

| | |

| |Students performing at this level consistently use basic science process skills. They easily become |

| |engaged in science experiences and are able to effectively research assigned science topics. They use |

| |the correct tools for science activities and practice safe laboratory procedures. They thoroughly |

| |understand grade-level appropriate science concepts, skills, and abilities. |

|Grade 3 Social Studies – QCC |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in social studies does not meet the standard set for students in the |

| |third grade. |

| | |

| |Students performing at this level typically demonstrate limited factual knowledge, particularly in the |

| |areas of geography and early United States and Georgia history. They are often unable to accurately read |

| |and interpret maps, timelines, tables, and graphs associated with social studies. They demonstrate |

| |limited understanding about the role of government and the rights and responsibilities of citizens in a |

| |democratic society. They demonstrate limited understanding of basic economic concepts and terms and are |

| |often unable to apply them to real life situations. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve his/her|

| |social studies skills. |

|Meets |The student’s overall performance in social studies meets the standard set for students in the third |

| |grade. |

| | |

| |Students performing at this level typically demonstrate solid factual knowledge, particularly in the areas|

| |of geography and early United States and Georgia history. They are often able to accurately read and |

| |interpret maps, time lines, tables, and graphs associated with social studies. They demonstrate a general|

| |understanding about the role of government and the rights and responsibilities of citizens in a democratic|

| |society. They demonstrate a general understanding of basic economic concepts and terms and are often able|

| |to apply them to real life situations. |

|Exceeds |The student’s overall performance in social studies exceeds the standard set for students in the third |

| |grade. |

| | |

| |Students performing at this level typically demonstrate broad and in-depth factual knowledge, particularly|

| |in the areas of geography and early United States and Georgia history. They are consistently able to read|

| |and interpret accurately maps, timelines, tables, and graphs associated with social studies. They |

| |demonstrate a thorough understanding about the role of government and the rights and responsibilities of |

| |citizens in a democratic society. They demonstrate a clear understanding of basic economic concepts and |

| |terms and are consistently able to apply them to real life situations. |

|Grade 4 Reading – GPS |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in reading is below the standard set for students in fourth grade. |

| | |

| |The student’s overall performance in reading a variety of materials does not meet the standard set for |

| |students in the fourth grade. Students performing at this level may have difficulty demonstrating |

| |comprehension and showing evidence of a warranted and responsible explanation of literary, informational,|

| |and functional texts. They typically isolate and analyze literary elements with limited success. Students|

| |performing at this level generally lack the skills to use structure and make connections that increase |

| |their understanding of informational texts. Their understanding and acquisition of new vocabulary using |

| |context, structure, and dictionary skills is minimal. They have a limited awareness of media as a source |

| |of entertainment and information. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her reading skills. |

|Meets |The student’s overall performance in reading meets the standard set for students in fourth grade. |

| | |

| |The student’s overall performance in reading a variety of materials meets the standard set for students |

| |in the fourth grade. Students performing at this level demonstrate adequate comprehension and show |

| |evidence of a warranted and responsible explanation of literary, informational, and functional texts. |

| |They understand how to determine both explicit and inferred literary elements and techniques. They use |

| |organizational structures, text features, and common graphics to make simple connections to understand |

| |informational and functional texts. Students at this level should be able to distinguish fact from |

| |opinion. Students performing at this level typically determine the meaning of new vocabulary through the |

| |use of context, structure, and dictionary skills. They demonstrate an awareness of the role of media as a|

| |source of entertainment as well as information. |

|Exceeds |The student’s overall performance in reading exceeds the standard set for students in fourth grade. |

| | |

| |The student’s overall performance in reading a variety of materials exceeds the standard set for students|

| |in the fourth grade. A thorough understanding of the text is exhibited by students at this level. They |

| |show evidence of a warranted and responsible explanation of literary, informational, and functional |

| |texts. They have a complete understanding of how to infer and analyze literary elements and techniques. |

| |They consistently use organizational structures, text features, and graphic features to make complex |

| |connections to understand informational and functional texts. Students performing at this level recognize|

| |and understand new vocabulary using various context, structure, and reference skills. They are able to |

| |evaluate the role of the media as a source of entertainment and a source of information. They show |

| |evidence of a thorough understanding of grade-level appropriate reading concepts and skills. |

|Grade 4 English/Language Arts – GPS |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in language arts is below the standard set for students in fourth |

| |grade. |

| | |

| |The student’s overall performance in language arts is below the standard set for students in fourth |

| |grade. Students performing at this level demonstrate minimal understanding of the writing and research |

| |process. Students are able to make basic revisions to selected drafts to improve coherence but often have|

| |difficulty excluding inappropriate information or providing an effective closing. They show a limited |

| |understanding of structures used to convey information and transition elements. The skill of locating |

| |information in reference texts by using organizational features or utilizing various reference materials |

| |as aids to writing is not fully developed. Students performing at this level are only able to recognize |

| |some basic parts of speech (adjectives, nouns, verbs, and adverbs). They may have difficulty implementing|

| |commas for a series, identifying subject and verb agreement in a simple sentence, and eliminating |

| |sentence fragments. They may incorrectly spell commonly used homophones. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her language skills. |

|Meets |The student’s overall performance in language arts meets the standard set for students in fourth grade. |

| | |

| |The student’s overall performance in language arts meets the standard set for students in fourth grade. |

| |Students performing at this level demonstrate an adequate understanding of the writing and research |

| |process. Students revise selected drafts to improve coherence by including appropriate details, excluding|

| |extraneous information, and providing an adequate closing. Students recognize the importance of |

| |rearranging text in the revision process. They show an understanding of structures used to convey |

| |information and transition elements. They locate information in reference texts by using organizational |

| |features and utilizing various reference materials as aids to writing. Students performing at this level |

| |recognize the subject-predicate relationship in sentences, as well as demonstrate the correct use of the |

| |basic parts of speech (adjectives, nouns, verbs, and adverbs). They recognize correct mechanics, |

| |including implementing commas for series, identifying subject and verb agreement in simple and compound |

| |sentences, and eliminating sentence fragments. Students may also employ a variety of sentences |

| |structures. They spell commonly used homophones correctly. |

|Exceeds |The student’s overall performance in language arts exceeds the standard set for students in fourth grade.|

| | |

| | |

| |The student’s overall performance in language arts exceeds the standard set for students in fourth grade.|

| |Students performing at this level demonstrate an exceptional understanding of the writing and research |

| |process. Students can consistently revise selected drafts to improve coherence by including appropriate |

| |details, excluding extraneous information, and providing an effective closing. They show an in-depth |

| |understanding of structures used to convey information and can effectively utilize a variety of |

| |transition elements. They are consistently able to locate information in reference texts by using |

| |organizational features and are competent and resourceful when using various reference materials as aids |

| |to writing. Students performing at this level easily recognize the subject-predicate relationship in |

| |sentences and demonstrate the correct use of the four basic parts of speech (adjectives, nouns, verbs, |

| |and adverbs). They usually excel at using and identifying correct mechanics, easily mastering the skills |

| |of implementing commas for series, identifying subject and verb agreement in simple and compound |

| |sentences, and eliminating sentence fragments. Students regularly recognize and utilize a variety of |

| |sentence structures. They consistently spell commonly used homophones correctly. |

|Grade 4 Mathematics – QCC |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in mathematics is below the standard set for students in fourth grade. |

| | |

| |Students at this level are inconsistent in the application of their mathematical skills. They demonstrate|

| |limited evidence of mathematical conceptual understanding and procedural knowledge. Students’ |

| |computation skills are not fully developed. They may use basic graphing skills. Students recognize |

| |properties of shapes and names of solid figures. They recognize some numerical relationships. Students |

| |may have difficulty transferring learning from guided experience to new problems. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her math skills. |

|Meets |The student’s overall performance in mathematics meets the standard set for students in fourth grade. |

| | |

| |Students performing at this level generally apply mathematical skills appropriately. They demonstrate |

| |evidence of mathematical conceptual understanding and procedural knowledge. Students’ computation skills|

| |are usually accurate. They have some ability to analyze and interpret data from graphs. Students |

| |recognize geometric relationships of shapes. They can represent pictures or arrays as number sentences. |

| |Students at this level show evidence of problem-solving ability. |

|Exceeds |The student’s overall performance in mathematics exceeds the standard set for students in fourth grade. |

| | |

| |Students performing at this level are consistent in the application of their mathematical skills. They |

| |demonstrate strong mathematical conceptual understanding and procedural knowledge. Students’ computation|

| |skills are accurate. Students can use data to predict the probability of events. They apply their |

| |understanding of geometric relationships by sorting and classifying objects. They are able to determine |

| |an element when given a relation or rule. Students are able to solve multi-step problems. |

|Grade 4 Science – QCC |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in science does not meet the standard set for fourth-grade students. |

| | |

| |Students performing at this level have difficulty using and applying science process skills. They |

| |participate in science experiences with structured guidance and often require additional assistance in |

| |researching assigned science topics. They are inconsistent in their use of correct tools for science |

| |activities and they frequently make mistakes in practicing safe laboratory procedures. They have a |

| |limited ability to understand grade-level appropriate science concepts, skills, and abilities. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her science skills. |

|Meets |The student’s overall performance in science meets the standard set for fourth-grade students. |

| | |

| |Students performing at this level often show stronger skills in some science areas than in others. They |

| |demonstrate a general understanding of science process skills. They usually become engaged in science |

| |experiences and are able to research assigned science topics. They typically use correct tools, |

| |equipment, and materials for science activities and practice safe laboratory procedures. They generally |

| |understand grade-level appropriate science concepts, skills, and abilities. |

|Exceeds |The student’s overall performance in science exceeds the standard set for fourth-grade students. |

| | |

| |Students performing at this level consistently use and apply science process skills. They easily become |

| |engaged in science experiences and are able to effectively research assigned science topics. They |

| |successfully use correct tools, equipment, and materials for science activities and they clearly |

| |recognize and practice safe laboratory procedures. They thoroughly understand grade-level appropriate |

| |science concepts, skills, and abilities. |

|Grade 4 Social Studies – QCC |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in social studies does not meet the standard set for students in the |

| |fourth grade. |

| | |

| |Students performing at this level typically demonstrate limited factual knowledge, particularly in the |

| |areas of United States history from the time of exploration to the Civil War and in geography. They are |

| |often unable to accurately read and interpret maps, tables, and graphs associated with social studies. |

| |They demonstrate a limited understanding about how the United States system of government was created and|

| |the rights and responsibilities of citizens in a democratic society. They demonstrate a limited |

| |understanding of basic economic concepts and terms and are often unable to apply them to real life |

| |situations. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her social studies skills. |

|Meets |The student’s overall performance in social studies meets the standard set for students in the fourth |

| |grade. |

| | |

| |Students performing at this level typically demonstrate solid factual knowledge, particularly in the |

| |areas of United States history from the time of exploration to the Civil War and in geography. |

| |They are often able to accurately read and interpret maps, tables, and graphs associated with social |

| |studies. They demonstrate a general understanding about how the United States system of government was |

| |created and the rights and responsibilities of citizens in a democratic society. They demonstrate a |

| |general understanding of basic economic concepts and terms and are often able to apply them to real life |

| |situations. |

|Exceeds |The student’s overall performance in social studies exceeds the standard set for students in the fourth |

| |grade. |

| | |

| |Students performing at this level typically demonstrate broad and in-depth factual knowledge, |

| |particularly in the areas of United States history from the time of exploration to the Civil War and in |

| |geography. They are consistently able to accurately read and interpret maps, tables, and graphs |

| |associated with social studies. They demonstrate a thorough understanding about how the United States |

| |system of government was created and the rights and responsibilities of citizens in a democratic society.|

| |They demonstrate a clear understanding of basic economic concepts and terms and are consistently able to |

| |apply them to real life situations. |

|Grade 5 Reading – GPS |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in reading a variety of fifth-grade materials does not meet the |

| |standard set for students in the fifth grade. |

| | |

| |The student’s overall performance in reading a variety of materials does not meet the standard set for |

| |students in the fifth grade. Students performing at this level have difficulty demonstrating |

| |comprehension and showing evidence of a warranted and responsible explanation of literary, informational,|

| |and functional texts. Their identification and analysis of literary elements is minimal. Their skill in |

| |making judgments and inferences and supporting them with evidence from the text is limited. Students |

| |performing at this level may be able to cite details in informational texts and may also have difficulty |

| |synthesizing the main idea those details support. They may have difficulty using context, word structure,|

| |and reference materials to determine the meaning of new words. They may not be able to use common graphic|

| |features and evaluate functional materials, including text and media. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her reading skills. |

|Meets |The student’s overall performance in reading a variety of fifth-grade materials meets the standard set |

| |for students in the fifth grade. |

| | |

| |The student’s overall performance in reading a variety of materials meets the standard set for students |

| |in the fifth grade. Students performing at this level demonstrate adequate comprehension and show |

| |evidence of a warranted and responsible explanation of literary, informational, and functional texts. |

| |They are able to recognize and infer various literary elements and techniques. They can make judgments |

| |and inferences and support them with evidence from the text. Students performing at this level can |

| |determine the main idea and supporting details in informational text. They use common organizational and |

| |textual features in understanding text. They recognize stated themes and make connections in literature. |

| |Students performing at this level use context, word structure, and reference materials to determine the |

| |meaning of new words. They are able to use common graphic features and functional materials, including |

| |text and media, to gain understanding. |

|Exceeds |The student’s overall performance in reading a variety of fifth-grade materials exceeds the standard set |

| |for students in the fifth grade. |

| | |

| |The student’s overall performance in reading a variety of materials exceeds the standard set for students|

| |in the fifth grade. A thorough understanding of the text is exhibited by students at this level. They |

| |show evidence of a warranted and responsible explanation of literary, informational, and functional |

| |texts. They exhibit an in-depth understanding of how to infer and analyze various literary elements and |

| |techniques. They are able to make judgments and inferences and substantiate them with evidence from the |

| |text. Students performing at this level determine and analyze the main idea and supporting details in |

| |informational texts. They are able to analyze organizational and textual features as an aid to |

| |understanding text. They recognize both stated and implied themes in literature. Students performing at |

| |this level employ various strategies to acquire new vocabulary. They can recognize and evaluate common |

| |graphic features to enhance their understanding of functional materials, including text and and media. |

| |They show evidence of a thorough understanding of grade-level appropriate reading concepts and skills. |

|Grade 5 English/Language Arts – GPS |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in language arts does not meet the standard set for fifth-grade |

| |students. |

| | |

| |The student’s overall performance in language arts does not meet the standard set for students in fifth |

| |grade. Students performing at this level demonstrate a minimal understanding of the writing and research |

| |process and are challenged with moving through the stages. Organizational structures and transition |

| |elements are typically not used effectively. There is minimal revision to improve the meaning and focus |

| |of writing, and there is limited evidence of closure. Research skills are not fully developed and |

| |knowledge of technology will not fully support their writing. This typically includes the inability to |

| |use various references, such as a dictionary, thesaurus, encyclopedia and electronic information. Their |

| |knowledge of utilizing citations, endnotes, and bibliographic information to locate relevant information |

| |is not fully developed. Students performing at this level demonstrate limited knowledge about the rules |

| |of the English language including usage and application of conventions and grammar. They may be able to |

| |identify only some of the basic parts of speech but have difficulty recognizing basic sentence patterns |

| |and problematic sentences including fragments and run-ons. Students have difficulty combining and |

| |revising sentences. They show a limited ability to recognize that a word can perform different functions |

| |according to its position in a sentence. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her language skills. |

|Meets |The student’s overall performance in language arts meets the standard set for fifth-grade students. |

| | |

| |The student’s overall performance in language arts meets the standard set for students in fifth grade. |

| |Students performing at this level demonstrate an understanding of the writing and research process. |

| |Students show an adequate understanding of transition elements and appropriate organizational structures.|

| |They effectively revise writing in a variety of genres to improve the meaning and focus. Students |

| |recognize the difference between relevant support and extraneous details, and there is evidence of |

| |closure. They use reference materials and features of text to organize and support their writing. This |

| |includes the use of various references, such as a dictionary, thesaurus, encyclopedia and electronic |

| |information. They have adequate knowledge of utilizing citations, endnotes, and bibliographic information|

| |to locate relevant information. Students performing at this level demonstrate adequate knowledge about |

| |rules of the English language including usage and application of conventions and grammar. They can |

| |identify the eight parts of speech, basic sentence patterns, and problematic sentences including |

| |fragments and run-ons. Students employ sentences that vary in structure. They can adequately combine and |

| |revise sentences with a focus on the correct use of modifiers. Students recognize that a word can perform|

| |different functions according to its position in a sentence. |

|Exceeds |The student’s overall performance in language arts exceeds the standard set for fifth-grade students. |

| | |

| |The student’s overall performance in language arts exceeds the standard set for students in fifth grade. |

| |Students performing at this level demonstrate an exceptional understanding of the writing and research |

| |process. Students consistently use appropriate organizational structures and a variety of transition |

| |elements. They show and in-depth understanding of the revision process to improve the meaning and focus |

| |of writing in a variety of genres. Students consistently recognize the difference between relevant |

| |support and extraneous details and provide an effective closure. They gather information using research |

| |and technology to support their writing. This includes an in-depth knowledge of how to use a dictionary, |

| |thesaurus, encyclopedia, and electronic information. Students show the consistent ability to utilize |

| |citations, endnotes, and bibliographic information to locate relevant information. Students performing at|

| |this level have an in-depth understanding about the rules of the English language including usage and |

| |application of conventions and grammar. They can identify and analyze the eight parts of speech, basic |

| |sentence patterns, and problematic sentences including fragments and run-ons. Students consistently |

| |employ sentences that vary in structure, including compound-complex sentences. They show an exceptional |

| |ability to combine and revise sentences with a focus on the correct use of modifiers. Students clearly |

| |recognize that a word can perform different functions according to its position in a sentence. |

|Grade 5 Mathematics – QCC |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in mathematics does not meet the standard set for fifth-grade students.|

| | |

| |Students performing at this level add and subtract whole numbers, often with errors, and have difficulty |

| |multiplying and dividing. They can identify appropriate customary units (inches, pounds) to measure |

| |length and weight, but have difficulty with metric units (centimeters, kilograms) and with units for area|

| |and volume. They have trouble in determining how to solve problems. Students at this level need |

| |additional assistance and practice in mathematics. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her math skills. |

|Meets |The student’s overall performance in mathematics meets the standard set for fifth-grade students. |

| | |

| |Students performing at this level identify place value for whole numbers (ones, tens, hundreds, etc.) |

| |through millions and can add, subtract, multiply, and divide whole numbers. They identify appropriate |

| |customary units (inches, pounds, etc.) and metric units (centimeters, kilograms, etc.) to measure length,|

| |area, capacity, and weight. Students can solve multi-step word problems. |

|Exceeds |The student’s overall performance in mathematics exceeds the standard set for fifth–grade students. |

| | |

| |Students performing at this level consistently identify place value for whole numbers (ones, tens, |

| |hundreds, etc.) through millions and accurately add, subtract, multiply, and divide whole numbers. They |

| |consistently select and use appropriate customary units (inches, pounds, etc.) and metric units |

| |(centimeters, kilograms, etc.) to measure length, area, capacity, and weight. Students successfully |

| |solve multi-step word problems using a variety of strategies. |

|Grade 5 Science – QCC |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in science does not meet the standard set for fifth-grade students. |

| | |

| |Students performing at this level have difficulty in clearly understanding and consistently applying |

| |science process skills. They participate in science experiences and activities with structured guidance |

| |and often require additional assistance in researching information related to assigned science topics. |

| |They frequently make mistakes in identifying and practicing safe laboratory procedures and are |

| |inconsistent in using correct science tools, equipment, and materials. They have a limited ability to |

| |understand grade-level appropriate science concepts, skills, and abilities. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her science skills. |

|Meets |The student’s overall performance in science meets the standard set for fifth-grade students. |

| | |

| |Students performing at this level often show stronger skills in some science areas than in others. They |

| |demonstrate an adequate understanding of science process skills. They usually become engaged in science |

| |experiences and activities and are able to research information related to assigned science topics. They|

| |typically identify and practice safe laboratory procedures and often use correct science tools, |

| |equipment, and materials. They generally understand grade-level appropriate science concepts, skills, |

| |and abilities. |

|Exceeds |The student’s overall performance in science exceeds the standard set for fifth-grade students. |

| | |

| |Students performing at this level clearly understand and consistently apply science process skills. They|

| |are eager to engage in science experiences and activities and they are able to successfully research |

| |information related to assigned science topics. They effectively identify and practice safe laboratory |

| |procedures and reliably use correct science tools, equipment, and materials. They thoroughly understand |

| |grade-level appropriate science concepts, skills, and abilities. |

|Grade 5 Social Studies – QCC |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in social studies does not meet the standard set for students in the |

| |fifth grade. |

| | |

| |Students performing at this level typically demonstrate limited factual knowledge, particularly in the |

| |areas of United States history from the Civil War to modern times and in geography. They are often |

| |unable to recognize and interpret the significance of events, developments, and people that have |

| |influenced the history of the United States. They demonstrate limited understanding about the duties and|

| |responsibilities of the three branches of the federal government. They demonstrate limited understanding|

| |of basic economic concepts and terms and are often unable to apply them to real life situations. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her social studies skills. |

|Meets |The student’s overall performance in social studies meets the standard set for students in the fifth |

| |grade. |

| | |

| |Students performing at this level typically demonstrate solid factual knowledge, particularly in the |

| |areas of United States history from the Civil War to modern times and in geography. They are often able |

| |to recognize and interpret the significance of events, developments, and people that have influenced the |

| |history of the United States. They demonstrate a general understanding about the duties and |

| |responsibilities of the three branches of the federal government. They demonstrate a general |

| |understanding of basic economic concepts and terms and are often able to apply them to real life |

| |situations. |

|Exceeds |The student’s overall performance in social studies exceeds the standard set for students in the fifth |

| |grade. |

| | |

| |Students performing at this level typically demonstrate broad and in-depth factual knowledge, |

| |particularly in the areas of United States history from the Civil War to modern times and in geography. |

| |They are consistently able to recognize and interpret the significance of events, developments, and |

| |people that have influenced the history of the United States. They demonstrate a thorough understanding |

| |about the duties and responsibilities of the three branches of the federal government. They demonstrate |

| |a clear understanding of basic economic concepts and terms and are consistently able to apply them to |

| |real life situations. |

|Grade 6 Reading – GPS |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in reading is below the standard set for students in sixth grade. |

| | |

| |The student’s overall performance in reading a variety of materials does not meet the standard set for |

| |students in the sixth grade. Students performing at this level have difficulty demonstrating |

| |comprehension and showing evidence of a warranted and responsible explanation of literary, informational,|

| |and functional texts. They may be able to identify the features of literary and informational text but |

| |have difficulty moving beyond identification of those features. They do not adequately understand the |

| |author’s use of dialogue or description. Students performing at this level are typically inconsistent in |

| |determining both the main idea and supporting details in informational texts. They may have difficulty |

| |using context and word structure to determine the meanings of new words. Their use of graphic features |

| |and understanding of propaganda techniques is limited. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her reading skills. |

|Meets |The student’s overall performance in reading meets the standard set for students in sixth grade. |

| | |

| |The student’s overall performance in reading a variety of materials meets the standard set for students |

| |in the sixth grade. Students performing at this level typically demonstrate adequate comprehension and |

| |show evidence of a warranted and responsible explanation of literary, informational, and functional |

| |texts. They can describe the elements and features of text. They identify the author’s use of dialogue |

| |and description including the use of literary devices in literary texts. Students performing at this |

| |level typically can recognize the organizational structure of informational texts while reading. They can|

| |determine main idea and supporting details in informational text. When reading functional and media |

| |materials, they use graphic features and recognize propaganda techniques. They consistently use context |

| |clues, word structure, and reference skills to determine the meanings of words while reading. |

|Exceeds |The student’s overall performance in reading exceeds the standard set for students in sixth grade. |

| | |

| |The student’s overall performance in reading a variety of materials exceeds the standard set for students|

| |in the sixth grade. They show evidence of a warranted and responsible explanation of literary, |

| |informational, and functional texts. They have an in-depth understanding of the author’s use of dialogue |

| |and description in literary texts. They consistently analyze the use of literary devices in literary |

| |texts. They effectively make use of the organizational structure of informational texts in analyzing the |

| |text. Students performing at this level can determine both implicit and explicit main ideas and themes. |

| |They use a variety of strategies to understand and acquire new vocabulary. They use graphic features and |

| |interpret propaganda techniques to enhance their cognition. They demonstrate a thorough understanding of |

| |grade-level appropriate reading concepts and skills. |

|Grade 6 English/Language Arts – GPS |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in language arts is below the standard set for students in sixth grade.|

| | |

| | |

| |The student’s overall performance in language arts does not meet the standard set for students in sixth |

| |grade. Students performing at this level demonstrate a limited understanding of the writing and research |

| |process. They have difficulty recognizing extraneous details and inconsistencies in writing across genres|

| |and are typically unaware of the need for closure. There is limited evidence of organizational structures|

| |and a lack of transition elements. Students show difficulty using research and technology to support |

| |their writing. The skill of locating relevant information using organizational features of electronic |

| |text, including databases, keyword searches, e-mail addresses, and bulletin boards is unclear. Students |

| |performing at this level typically demonstrate minimal understanding and control of the English language |

| |including usage and application of conventions and grammar. They have limited knowledge regarding various|

| |parts of speech, including most forms of nouns, verbs, pronouns, adjectives, adverbs, conjunctions, and |

| |interjections. They have difficulty recognizing the basic parts of a sentence, including subjects, verbs,|

| |direct objects, predicate nouns, predicate adjectives, and prepositional phrases and their modifiers. |

| |Students may be able to recognize and write simple sentences but struggle with more complex sentence |

| |structures and may use fragments and run-ons. Students show difficulty using correct mechanics in |

| |writing. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her language skills. |

| | |

|Meets |The student’s overall performance in language arts meets the standard set for students in sixth grade. |

| | |

| |The student’s overall performance in language arts meets the standard set for students in sixth grade. |

| |Students performing at this level demonstrate an understanding of the writing and research process. The |

| |student excludes extraneous details and inconsistencies and can provide a sense of closure. There is |

| |appropriate use of organizational structures and transition elements. Students show adequate use of |

| |research and technology to support their writing. Students can locate relevant information using |

| |organizational features of electronic text, including databases, keyword searches, e-mail addresses, and |

| |bulletin boards. Students performing at this level demonstrate adequate understanding and control of the |

| |English language including usage and application of conventions and grammar. They can determine various |

| |parts of speech, including most forms of nouns, verbs, pronouns, adjectives, adverbs, conjunctions, and |

| |interjections. They can recognize the basic parts of a sentence, including subjects, verbs, direct |

| |objects, predicate nouns, predicate adjectives, and prepositional phrases and their modifiers. They can |

| |adequately write compound and complex sentences and avoid fragments and run-ons. Students successfully |

| |use correct mechanics, including appropriate comma and semicolon usage. |

|Exceeds |The student’s overall performance in language arts exceeds the standard set for students in sixth grade. |

| | |

| |The student’s overall performance in language arts exceeds the standard set for students in sixth grade. |

| |Students performing at this level demonstrate an exceptional understanding of the writing and research |

| |process. The student includes relevant details, excludes extraneous details and inconsistencies, and can |

| |provide an effective closing to writing. There is consistent use of organizational structures and a |

| |variety of transition elements. Students show an effective use of research and technology to enhance and |

| |support their writing. Students can consistently locate relevant information using organizational |

| |features of electronic text, including databases, keyword searches, e-mail addresses, and bulletin |

| |boards. Students performing at this level typically have an in-depth understanding and control of the |

| |English language including usage and application of conventions and grammar. They can consistently |

| |determine and use various parts of speech, including most forms of nouns, verbs, pronouns, adjectives, |

| |adverbs, conjunctions, and interjections. They can effectively analyze the basic parts of a sentence, |

| |including subjects, verbs, direct objects, predicate nouns, predicate adjectives, and prepositional |

| |phrases and their modifiers. They show an exceptional ability to write and analyze compound and complex |

| |sentences and revise fragments and run-ons. Students consistently demonstrate correct mechanics, |

| |including appropriate comma and semicolon usage. |

|Grade 6 Mathematics – GPS |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in mathematics is below the standard set for students in sixth grade. |

| | |

| |The student’s overall performance in mathematics does not meet the standard set for sixth-grade. Students|

| |performing at this level demonstrate limited evidence of conceptual knowledge of the five content |

| |domains. They have a basic understanding of the four arithmetic operations in relation to whole numbers, |

| |fractions, decimals, and percents. They show minimal evidence of computing simple problems involving |

| |volume, surface area, scale, symmetry, and proportion. They show limited evidence of being able to solve |

| |basic one-step equations and analyze simple data and probabilities. Students frequently make mathematical|

| |errors during computation and problem solving. They show minimal evidence of understanding and applying |

| |mathematical process skills to problem-solving situations. They demonstrate little understanding of |

| |mathematical language and they have difficulty translating mathematical representations to solve |

| |problems. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her math skills. |

|Meets |The student’s overall performance in mathematics meets the standard set for students in sixth grade. |

| | |

| |The student’s overall performance in mathematics meets the standard set for sixth-grade students. |

| |Students performing at this level demonstrate evidence of conceptual knowledge of the five content |

| |domains. They demonstrate an understanding of the four arithmetic operations in relation to whole |

| |numbers, fractions, decimals, and percents. They can compute simple problems involving volume, surface |

| |area, scale, symmetry, and proportion. They can solve one-step equations with exponents and variables and|

| |can analyze data and probabilities. Students make few mathematical errors during computation and problem |

| |solving. They understand and apply mathematical process skills to problem-solving situations. They |

| |demonstrate an understanding of mathematical language and they translate mathematical representations to |

| |solve problems. |

|Exceeds |The student’s overall performance in mathematics exceeds the standard set for students in sixth grade. |

| | |

| |The student’s overall performance in mathematics exceeds the standard set for sixth-grade students. |

| |Students performing at this level demonstrate broad, and in-depth evidence of conceptual and abstract |

| |knowledge of the five content domains. They have an advanced understanding of the four arithmetic |

| |operations in relation to whole numbers, fractions, decimals, and percents. They can compute complex |

| |problems involving volume, surface area, scale, symmetry, and proportion. They can solve equations with |

| |exponent and variables and can analyze complicated data and probabilities. Students rarely make |

| |mathematical errors during computation and problem solving. They understand mathematical process skills |

| |and integrate multiple strategies to problem-solving situations. They demonstrate mastery understanding |

| |of mathematical language and effectively translate mathematical representations to solve problems. They |

| |also make connections, and can justify mathematical interpretations clearly. |

|Grade 6 Science – GPS |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in science does not meet the standard set for sixth-grade students. |

| | |

| |The student’s overall performance in science does not meet the standard set for sixth-grade students. |

| |Students performing at this level describe only the most explicit differences between the theories of the|

| |formation of the Solar System. They describe the basic position of the Solar System and identify only the|

| |most basic characteristics of planets, comets, asteroids, and meteors. Their understanding of how the |

| |relative positions of Earth, the Moon, and the Sun affect the day and night cycle, the phases of the |

| |Moon, eclipses, seasons, and climate is not fully developed. They have minimal understanding of the |

| |causes of waves, currents, and tides. They have limited understanding of the interrelationships between |

| |the land and ocean that determine climate and weather. Their understanding of the formation of Earth’s |

| |surface and the processes that continue to change it is not fully developed. They identify basic |

| |resources and identify only the most explicit methods of conservation. Their understanding of science |

| |inquiry skills is not fully developed. They have minimal understanding of scientific habits of mind and |

| |how scientific knowledge is acquired and accepted. Their understanding of systems, models, change, and |

| |scale is not fully developed. They communicate only the most explicit details of scientific ideas and |

| |activities, and they question claims and arguments ineffectively. They use only the most basic |

| |computation and estimation skills necessary to analyze scientific data. They show minimal understanding |

| |of laboratory safety rules and identify and use only the most basic tools and units of scientific |

| |measurement. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her science skills. |

|Meets |The student’s overall performance in science meets the standard set for sixth-grade students. |

| | |

| |The student’s overall performance in science meets the standard set for sixth-grade students. Students |

| |performing at this level describe the theories of the formation of the Solar System and how these |

| |theories evolved. They describe the position of the Solar System as well as compare and contrast the |

| |characteristics of planets, comets, asteroids, and meteors. They explain how the relative positions of |

| |Earth, the Moon, and the Sun affect the day and night cycle, the phases of the Moon, eclipses, seasons, |

| |and climate. They describe the causes of waves, currents, and tides. They describe the interrelationships|

| |between the land and ocean that determine climate and weather. They explain the scientific views of how |

| |Earth’s surface formed and describe the processes that continue to change it. They identify renewable and|

| |nonrenewable resources and describe methods of conservation. They understand and apply science inquiry |

| |skills. They understand scientific habits of mind and how scientific knowledge is acquired and accepted. |

| |They explain the concepts of systems, models, change, and scale. Their communication of scientific ideas |

| |and activities is clear, and they question claims and arguments effectively. They use computation and |

| |estimation skills necessary to analyze scientific data. They follow laboratory safety rules and identify |

| |and use correct tools and units of scientific measurement. |

|Exceeds |The student’s overall performance in science exceeds the standard set for sixth-grade students. |

| | |

| |The student’s overall performance in science exceeds the standard set for sixth-grade students. Students |

| |performing at this level evaluate various theories of the formation of the Solar System and how these |

| |theories evolved. They describe the position of the Solar System as well as analyze characteristics of |

| |planets, comets, asteroids, and meteors to draw conclusions. Using various methods, they determine how |

| |the relative positions of Earth, the Moon, and the Sun affect the day and night cycle, the phases of the |

| |Moon, eclipses, seasons, and climate. They describe how change to a system affects waves, currents, and |

| |tides. They analyze the interrelationships between the land and the ocean that determine climate and |

| |weather. They explain the scientific views of how Earth’s surface formed and differentiate between the |

| |processes that continue to change it. They describe renewable and nonrenewable resources and evaluate |

| |various strategies of conservation. They apply science inquiry skills in a variety of settings. They |

| |describe scientific habits of mind and how scientific knowledge is acquired and accepted in various |

| |scientific fields. They apply the concepts of systems, models, change, and scale to various contexts. |

| |Their communication of complex scientific ideas and activities is clear, and they question claims and |

| |arguments effectively. They use various computation and estimation strategies to analyze scientific data.|

| |They apply their understanding of laboratory safety rules, tools, and units of scientific measurement in |

| |a variety of situations. |

|Grade 6 Social Studies – |

|QCC Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in social studies does not meet the standard set for students in the |

| |sixth grade. |

| | |

| |Students performing at this level typically demonstrate limited factual knowledge, particularly about the|

| |history, culture, and geography of Europe, the Americas, and Oceania (Australia, New Zealand, and islands|

| |in the Pacific Ocean.) They are often unable to recognize and interpret the significance of events, |

| |developments, and people that have influenced these world regions from ancient times to the present. |

| |They demonstrate limited understanding of how European exploration and colonization affected the Americas|

| |and Oceania. They demonstrate a limited understanding of fairly complex economic concepts and terms and |

| |are often unable to apply them. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her social studies skills. |

|Meets |The student’s overall performance in social studies meets the standard set for students in the sixth |

| |grade. |

| | |

| |Students performing at this level typically demonstrate solid factual knowledge, particularly about the |

| |history, culture, and geography of Europe, the Americas, and Oceania (Australia, New Zealand, and islands|

| |in the Pacific Ocean.) They are often able to recognize and interpret the significance of events, |

| |developments, and people that have influenced these world regions from ancient times to the present. They|

| |demonstrate a general understanding of how European exploration and colonization affected the Americas |

| |and Oceania. They demonstrate a general understanding of fairly complex economic concepts and terms and |

| |are often able to apply them to historical and real life situations. |

|Exceeds |The student’s overall performance in social studies exceeds the standard set for students in the sixth |

| |grade. |

| | |

| |Students performing at this level typically demonstrate broad and in-depth factual knowledge, |

| |particularly about the history, culture, and geography of Europe, the Americas, and Oceania (Australia, |

| |New Zealand, and islands in the Pacific Ocean.) They are consistently able to recognize and interpret |

| |the significance of events, developments, and people that have influenced these world regions from |

| |ancient times to the present. They demonstrate a thorough understanding of how European exploration and |

| |colonization affected the Americas and Oceania. They demonstrate a clear understanding of fairly complex|

| |economic concepts and terms and are consistently able to apply them to historical and real life |

| |situations. |

|Grade 7 Reading – GPS |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in reading a variety of seventh-grade materials does not meet the |

| |standard set for students in the seventh grade. |

| | |

| |The student’s overall performance in reading a variety of materials does not meet the standard set for |

| |students in the seventh grade. Students performing at this level have difficulty demonstrating adequate |

| |comprehension and showing evidence of a warranted and responsible explanation of literary, informational,|

| |and functional texts. Typically, they can identify, but usually have difficulty explaining, the important|

| |elements of literature such as theme, characterization, literary devices, and plot. They may not |

| |demonstrate complete knowledge of organizational structures and text features. Students performing at |

| |this level typically have difficulty determining word meanings through context. Students at this level |

| |demonstrate minimal skill in critically analyzing various forms of print, including electronic |

| |journalism. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her reading skills. |

|Meets |The student’s overall performance in reading a variety of seventh-grade materials meets the standard set |

| |for students in the seventh grade. |

| | |

| |The student’s overall performance in reading a variety of materials meets the standard set for students |

| |in the seventh grade. Students performing at this level demonstrate adequate comprehension and show |

| |evidence of a warranted and responsible explanation of literary, informational, and functional texts. |

| |They are able to recognize and explain literary techniques and elements such as theme, characterization, |

| |and plot. They use the parts of nonfiction texts, such as organizational structures and text features, to|

| |obtain information and determine author’s purpose. Students performing at this level understand and |

| |acquire new vocabulary by using context and word structure. Students at this level are able to analyze |

| |various forms of print, including electronic journalism. They understand graphic features and technical |

| |directions in functional documents. |

|Exceeds |The student’s overall performance in reading a variety of seventh-grade materials exceeds the standard |

| |set for students in the seventh grade. |

| | |

| |The student’s overall performance in reading a variety of materials exceeds the standard set for students|

| |in the seventh grade. They show evidence of a warranted and responsible explanation of literary, |

| |informational, and functional texts. They can explain and analyze literary techniques and elements of |

| |literature such as theme, characterization, and plot. They apply knowledge of organizational structures |

| |and text features in nonfiction texts to enhance understanding. Students performing at this level acquire|

| |new vocabulary using various strategies and then are able to use that new vocabulary effectively in |

| |reading. They consistently employ a variety of strategies for finding the meaning of new words and |

| |concepts. Students at this level make critical judgments about various forms of print, including |

| |electronic journalism. They interpret and follow technical directions in functional documents. They |

| |demonstrate a thorough understanding of grade-level appropriate reading concepts and skills. |

|Grade 7 English/Language Arts – GPS |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in language arts does not meet the standard set for seventh-grade |

| |students. |

| | |

| |The student’s overall performance in language arts does not meet the standard set for students in seventh|

| |grade. Students performing at this level demonstrate minimal knowledge about the research and writing |

| |process. They have difficulty employing traditional structures of organization and their writing often |

| |lacks transition elements. Some supporting details may be utilized to develop a topic, but they often |

| |include extraneous or inappropriate information in their writing. A sense of closure may be provided, but|

| |it is often ineffective. They have difficulty revising selected drafts to improve the organization and |

| |consistency of ideas. Students demonstrate little familiarity with strategies used to impose structure on|

| |their writing, such as note taking, outlining, and summarizing. Students performing at this level |

| |typically demonstrate minimal understanding and control of the English language, misapplying conventions |

| |and grammar. They focus primarily on simple sentence structures and have incorrect or inconsistent |

| |mechanics and spelling skills. They have difficulty identifying the appropriate usage of pronouns by |

| |gender and case and show little familiarity with comparative and superlative forms. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her language skills. |

|Meets |The student’s overall performance in language arts meets the standard set for seventh-grade students. |

| | |

| |The student’s overall performance in language arts meets the standard set for students in seventh grade. |

| |Students performing at this level demonstrate adequate knowledge about the research and writing process. |

| |They can employ traditional structures of organization and transition elements. They can suitably develop|

| |a topic with supporting details and rarely include extraneous or inappropriate information in their |

| |writing. They provide a sense of closure to their writing. They revise selected drafts to improve the |

| |organization and consistency of ideas. Students demonstrate a basic familiarity with strategies used to |

| |impose structure on their writing, such as note taking, outlining, and summarizing. Students performing |

| |at this level demonstrate competency of the English language, applying appropriate conventions and |

| |grammar. They can correctly use pronouns by gender and case and show a basic familiarity with comparative|

| |and superlative forms. Students use some complex sentence structures and utilize correct mechanics and |

| |spelling. |

|Exceeds |The student’s overall performance in language arts exceeds the standard set for seventh-grade students. |

| | |

| |The student’s overall performance in language arts exceeds the standard set for students in seventh |

| |grade. Students performing at this level demonstrate exceptional knowledge about the research and writing|

| |process. They can consistently employ traditional structures of organization and often use a variety of |

| |transition elements. They clearly demonstrate proficiency at developing a topic with supporting details, |

| |and they exclude extraneous or inappropriate information in their writing. They successfully provide a |

| |strong sense of closure to their writing. They display control when revising selected drafts to improve |

| |the organization and consistency of ideas. Students effectively demonstrate an in-depth understanding of |

| |strategies used to impose structure on their writing, such as note taking, outlining, and summarizing. |

| |Students performing at this level consistently demonstrate understanding and control of the English |

| |language, applying appropriate conventions and grammar. They employ the appropriate usage of pronouns by |

| |gender and case and show an in-depth understanding of comparative and superlative forms. They can analyze|

| |and use most complex sentence structures and consistently utilize correct mechanics and spelling. |

|Grade 7 Mathematics – QCC |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in mathematics does not meet the standard set for seventh-grade |

| |students. |

| | |

| |Students performing at this level are limited in their knowledge of the relationships among fractions, |

| |decimals, and percents. Their ability to add, subtract, multiply, and divide whole numbers, fractions, |

| |and decimals is limited. They organize and display uncomplicated data sets and interpret simple graphs. |

| |Students generally use appropriate strategies to solve one-step problems, but have difficulty with |

| |multi-step problems. Students at this level need additional assistance and practice in mathematics. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her math skills. |

|Meets |The student’s overall performance in mathematics meets the standard set for seventh-grade students. |

| | |

| |Students performing at this level demonstrate understanding of the relationship among fractions, |

| |decimals, and percents. They compute and estimate using whole numbers, fractions, and decimals. They |

| |can compute averages (means, medians, and modes) and interpret tables and graphs. Students use |

| |appropriate strategies in solving a variety of problems. |

|Exceeds |The student’s overall performance in mathematics exceeds the standard set for seventh-grade students. |

| | |

| |Students performing at this level demonstrate excellent knowledge of fractions, decimals, and percents |

| |and can use those numbers interchangeably. They accurately compute and estimate with whole numbers, |

| |fractions, and decimals. They use averages (means, medians, and modes) as well as tables and graphs to |

| |organize and describe data and to make predications. Students solve multi-step problems including those |

| |involving proportions. |

|Grade 7 Science – GPS |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in science does not meet the standard set for seventh-grade students. |

| | |

| |The student’s overall performance in science does not meet the standard set for seventh-grade students. |

| |Students performing at this level describe only the most explicit differences of living organisms and |

| |have limited skills in the use of keys or tools to classify organisms according to the six-kingdom |

| |system. They identify only the basic cell structures, functions, processes, and levels of organization of|

| |cells. They have minimal understanding of the transfer of genetic materials to successive generations and|

| |the process of evolution and its dependence on inherited characteristics resulting in differential |

| |survival rates. They describe only the most explicit characteristics of biomes and give basic |

| |explanations to how energy and matter recycle between its parts. Their understanding of science inquiry |

| |skills is not fully developed. They have minimal understanding of scientific habits of mind and how |

| |scientific knowledge is acquired and accepted. Their understanding of systems, models, change, and scale |

| |is not fully developed. They communicate only the most explicit details of scientific ideas and |

| |activities, and they question claims and arguments ineffectively. They use only the most basic |

| |computation and estimation skills necessary to analyze scientific data. They show minimal understanding |

| |of laboratory safety rules and identify and use only the most basic tools and units of scientific |

| |measurement. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her science skills. |

|Meets |The student’s overall performance in science meets the standard set for seventh-grade students. |

| | |

| |The student’s overall performance in science meets the standard set for seventh-grade students. Students |

| |performing at this level describe the diversity of living organisms and use keys or tools to classify |

| |organisms according to the six-kingdom system. They relate and explain cell structure, functions, and |

| |processes, in addition to the organization of cells into tissues, organs, and organ systems. They |

| |describe the transfer of genetic materials to successive generations and the process of evolution and its|

| |dependence on inherited characteristics resulting in differential survival rates. They describe |

| |characteristics of biomes and explain how energy and matter recycle between its parts. They understand |

| |and apply science inquiry skills. They understand scientific habits of mind and how scientific knowledge |

| |is acquired and accepted. They explain the concepts of systems, models, change, and scale. Their |

| |communication of scientific ideas and activities is clear, and they question claims and arguments |

| |effectively. They use computation and estimation skills necessary to analyze scientific data. They follow|

| |laboratory safety rules and identify and use correct tools and units of scientific measurement. |

|Exceeds |The student’s overall performance in science exceeds the standard set for seventh-grade students. |

| | |

| |The student’s overall performance in science exceeds the standard set for seventh-grade students. |

| |Students performing at this level describe the diversity of living organisms and use complex keys or |

| |tools to classify organisms according to the six-kingdom system. They relate and explain complex cell |

| |structures, functions, and processes. They describe the organization of cells into tissues, organs, and |

| |organ systems and relate this concept to other situations. They apply the concepts of the transfer of |

| |genetic materials and the process of evolution and its dependence on inherited characteristics to draw |

| |conclusions and make predictions concerning successive generations and survival. They describe complex |

| |characteristics of biomes, explain how energy and matter recycle within it, and determine how change |

| |affects its various parts. They apply science inquiry skills in a variety of settings. They describe |

| |scientific habits of mind and how scientific knowledge is acquired and accepted in various scientific |

| |fields. They apply the concepts of systems, models, change, and scale to various contexts. Their |

| |communication of complex scientific ideas and activities is clear, and they question claims and arguments|

| |effectively. They use various computation and estimation strategies to analyze scientific data. They |

| |apply their understanding of laboratory safety rules, tools, and units of scientific measurement in a |

| |variety of situations. |

|Grade 7 Social Studies – QCC |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in social studies does not meet the standard set for students in the |

| |seventh grade. |

| | |

| |Students performing at this level typically demonstrate limited factual knowledge, particularly about the|

| |history, culture, and geography of Asia, Africa, and the Middle East. They are often unable to recognize|

| |and interpret the significance of events, developments, and people that have influenced these world |

| |regions from ancient times to the present. They demonstrate a limited understanding of how geographical |

| |features and natural resource have affected the history of these world regions. They demonstrate a |

| |limited understanding of fairly complex economic concepts and terms and are often unable to apply them to|

| |historical and real life situations. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve |

| |his/her social studies skills. |

|Meets |The students overall performance in social studies meets the standard set for students in the seventh |

| |grade. |

| | |

| |Students performing at this level typically demonstrate solid factual knowledge, particularly about the |

| |history, culture, and geography of Asia, Africa, and the Middle East. They are often able to recognize |

| |and interpret the significance of events, developments, and people that have influenced these world |

| |regions from ancient times to the present. They demonstrate a general understanding of how geographical |

| |features and natural resources have affected the history of these world regions. They demonstrate a |

| |general understanding of fairly complex economic concepts and terms and are often able to apply them to |

| |historical and real world situations. |

|Exceeds |The student’s overall performance in social studies exceeds the standard set for students in the seventh |

| |grade. |

| | |

| |Students performing at this level typically demonstrate broad and in-depth factual knowledge, |

| |particularly about the history, culture, and geography of Asia, Africa, and the Middle East. They are |

| |consistently able to recognize and interpret the significance of events, developments, and people that |

| |have influenced these world regions from ancient times to the present. They demonstrate a thorough |

| |understanding of how geographical features and natural resources have affected the history these world |

| |regions. They demonstrate a clear understanding of fairly complex economic concepts and terms and are |

| |consistently able to apply them to historical and real life situations. |

|Grade 8 Reading – GPS |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in reading is below the standard set for students in eighth grade. |

| | |

| |The student’s overall performance in reading a variety of materials does not meet the standard set for |

| |students in the eighth grade. Students performing at this level may have difficulty demonstrating |

| |comprehension and showing evidence of a warranted and responsible explanation of literary, informational, |

| |and functional texts. Students are unable to use higher order thinking skills in reading and comprehending|

| |most texts and genres. They typically exhibit limited competence when recognizing the characteristics of |

| |genres in literary texts. Students at this level are inconsistent when determining and tracing an author’s|

| |argument, point of view, or perspective in text. Students performing at this level may have difficulty |

| |understanding and acquiring new vocabulary and using it correctly in reading. They show minimal skill in |

| |establishing a context for information acquired by reading across subject areas. Students at this level |

| |have difficulty using information from various consumer, workplace, and public documents in order to |

| |explain a situation or decision or to solve a problem. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve his/her|

| |reading skills. |

|Meets |The student’s overall performance in reading meets the standard set for students in eighth grade. |

| | |

| |The student’s overall performance in reading a variety of materials meets the standard set for students in|

| |the eighth grade. Students performing at this level demonstrate adequate comprehension and show evidence |

| |of a warranted and responsible explanation of literary, informational, and functional texts. Students are |

| |able to determine the characteristics of various genres and to analyze elements and techniques of literary|

| |text. They analyze the use of organizational features and structures to enhance their understanding of |

| |informational text. Students at this level are able to recognize an author’s argument, point of view, or |

| |perspective when stated in the text. Students performing at this level typically employ strategies using |

| |context, structure, and syntax to understand and acquire new vocabulary and use it correctly in reading. |

| |Students at this level make connections using information from various consumer, workplace, and public |

| |documents. Students at this level typically select and analyze messages as they respond to various texts |

| |and media across subject areas. |

|Exceeds |The student’s overall performance in reading exceeds the standard set for students in eighth grade. |

| | |

| |The student’s overall performance in reading a variety of materials exceeds the standard set for students |

| |in the eighth grade. They show evidence of a warranted and responsible explanation of literary, |

| |informational, and functional texts. Students at this level use higher order thinking skills in order to |

| |read and comprehend texts and genres. They can differentiate various genres by determining their specific |

| |characteristics. Students at this level recognize and trace the development of an author’s argument, point|

| |of view, or perspective explicitly or implicitly found in the text. Students performing at this level |

| |employ various strategies to understand new vocabulary and use it correctly in reading. Students at this |

| |level consistently use information from various consumer, workplace, and public documents to explain a |

| |situation or decision or solve a problem. Students at this level interpret and evaluate various types of |

| |informational messages as they respond to different texts and media. They demonstrate a thorough |

| |understanding of grade-level appropriate reading concepts and skills. |

|Grade 8 English/Language Arts – GPS |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in language arts is below the standard set for students in eighth grade.|

| | |

| | |

| |The student’s overall performance in language arts does not meet the standard set for students in eighth |

| |grade. Students performing at this level demonstrate minimal knowledge about the research and writing |

| |process. They have difficulty employing traditional structures of organization and transition elements. |

| |They may be able to develop a topic with supporting details, but they often include extraneous or |

| |inappropriate information in their writing. They lack a sense of closure to their writing, or the closing |

| |may be ineffective. They have difficulty revising selected drafts to improve the organization and |

| |consistency of ideas. Students demonstrate little familiarity with using primary and secondary resources |

| |for research. Students performing at this level display minimal understanding and control of the English |

| |language, do not regularly apply conventions and grammar, and may only be able to analyze the basic parts |

| |of a sentence. They have difficulty determining the appropriate usage of pronouns by gender and case and |

| |show only basic familiarity with correct comma and semicolon usage. They demonstrate limited skills with |

| |using various sentence structures, often only effectively analyzing simple sentence structures. They may |

| |have difficulty with misplaced or dangling modifiers, and they may use incorrect mechanics and spelling. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve his/her|

| |language skills. |

|Meets |The student’s overall performance in language arts meets the standard set for students in eighth grade. |

| | |

| |The student’s overall performance in language arts meets the standard set for students in eighth grade. |

| |Students performing at this level demonstrate adequate knowledge about the research and writing process. |

| |They can employ traditional structures of organization and transition elements. They develop a topic with |

| |supporting details, rarely including extraneous or inappropriate information, and they provide a sense of |

| |closure to their writing. They can revise selected drafts to improve the organization and consistency of |

| |ideas. Students demonstrate an adequate familiarity with using primary and secondary resources for |

| |research. Students performing at this level typically demonstrate understanding and control of the English|

| |language, applying appropriate conventions and grammar and sufficiently analyzing the various parts of a |

| |sentence. They can recognize the appropriate usage of pronouns by gender and case and show competency of |

| |comma and semicolon usage in a variety of more complex sentences. Students generally can analyze various |

| |sentence structures, determine misplaced or dangling modifiers, and can utilize correct mechanics and |

| |spelling. |

|Exceeds |The student’s overall performance in language arts exceeds the standard set for students in eighth grade. |

| | |

| |The student’s overall performance in language arts exceeds the standard set for students in eighth grade. |

| |Students performing at this level demonstrate an exceptional knowledge about the research and writing |

| |process. They can consistently employ traditional structures of organization and use a variety of |

| |transition elements. They clearly develop a topic with supporting details, determine when to exclude |

| |extraneous or inappropriate information, and successfully provide a strong sense of closure to their |

| |writing. They display control when revising selected drafts to improve the organization and consistency |

| |of ideas. Students demonstrate a thorough understanding of primary and secondary sources for research and |

| |to enhance and support writing in a variety of genres. Students performing at this level consistently |

| |demonstrate understanding and control of the English language, applying appropriate conventions and |

| |grammar and effectively analyzing the various parts of a sentence. They successfully identify the |

| |appropriate usage of pronouns by gender and case and show a strong command of comma and semicolon usage in|

| |all types of sentences. Students can consistently analyze and use various sentence structures, determine |

| |misplaced or dangling modifiers, and consistently utilize correct mechanics and spelling. |

|Grade 8 Mathematics – QCC |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in mathematics is below the standard set for students in eighth grade. |

| | |

| |Students at this level are inconsistent in the application of their mathematical skills. They demonstrate |

| |limited evidence of mathematical conceptual understanding and procedural knowledge. Students’ computation |

| |skills are limited. Students’ skills are weak in using mean, median, mode, and range to describe data. They |

| |use tables and concrete methods for converting measures. Students’ problem-solving strategies are limited. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve his/her |

| |math skills. |

| | |

|Meets |The student’s overall performance in mathematics meets the standard set for students in eighth grade. |

| | |

| |Students performing at this level generally apply mathematical skills appropriately. They demonstrate |

| |evidence of mathematical conceptual understanding and procedural knowledge. Students’ computation skills are |

| |usually accurate. They can use mean, median, mode, and range to describe data and to make predictions. |

| |Students can solve multi-step equations. Students identify and use problem-solving strategies and can |

| |communicate their strategies to others. |

|Exceeds |The student’s overall performance in mathematics exceeds the standard set for students in eighth grade. |

| | |

| |Students performing at this level are consistent in the application of their mathematical skills. They |

| |demonstrate strong mathematical conceptual understanding and procedural knowledge. Students accurately apply|

| |computation skills to problem-solving situations. They evaluate real-world data for accurate representation. |

| |Students are able to make predictions on how changes in data will affect the measures of central tendency |

| |(mean, median, mode, and range). Students discover formulas to solve problems and respond to practical |

| |situations. |

|Grade 8 Science – QCC |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance in science does not meet the standard set for eighth-grade students. |

| | |

| |Students performing at this level have difficulty in clearly understanding and consistently applying science |

| |process skills. They show a limited understanding of and ability to apply laboratory safety rules. They |

| |frequently make mistakes in identifying and using correct tools and units of scientific measurement. They |

| |demonstrate a minimal understanding of grade-level appropriate science concepts, skills, and abilities. |

| | |

| |Parents should contact the student’s school for more information about helping the student improve his/her |

| |science skills. |

|Meets |The student’s overall performance in science meets the standard set for eighth-grade students. |

| | |

| |Students performing at this level demonstrate an adequate understanding of science process skills. They show a |

| |general understanding of and ability to apply laboratory safety rules. They usually identify and use correct |

| |tools and units of scientific measurement. They demonstrate an acceptable understanding of grade-level |

| |appropriate science concepts, skills, and abilities. |

|Exceeds |The student’s overall performance in science exceeds the standard set for eighth-grade students. |

| | |

| |Students performing at this level clearly understand and consistently apply science process skills. They show an|

| |in-depth understanding of and ability to apply laboratory safety rules. They effectively identify and use |

| |correct tools and units of scientific measurement. They demonstrate a thorough understanding of grade-level |

| |appropriate science concepts, skills, and abilities. |

|Grade 8 Social Studies – QCC |

|Performance Level Descriptors |

|Does Not Meet |The student’s overall performance does not meet the standard set for students in the eighth grade. |

| | |

| |Students performing at this level typically demonstrate limited factual knowledge, particularly about Georgia’s history, |

| |geography, government, and economy. They are often unable to recognize and interpret the significance of events, |

| |developments, and people that have influenced Georgia from its settlement to modern times. They demonstrate a limited |

| |knowledge about the state’s varied natural resources and geography. They demonstrate a limited understanding of the |

| |major political, social, and economic changes that occurred in the state from Reconstruction through the late-twentieth |

| |century |

| | |

| |Parents should contact the student’s school for more information about helping the student improve his/her social studies|

| |skills. |

|Meets |The student’s overall performance in social studies meets the standard set for students in the eighth grade. |

| | |

| |Students performing at this level typically demonstrate solid factual knowledge, particularly about Georgia’s history, |

| |geography, government, and economy. They are often able to recognize and interpret the significance of events, |

| |developments, and people that have influenced Georgia from its settlement to modern times. They demonstrate a general |

| |knowledge about the state’s varied natural resources and geography. They demonstrate a general understanding of the |

| |major political, social, and economic changes that occurred in the state from Reconstruction through the late-twentieth |

| |century. |

|Exceeds |The student’s overall performance in social studies exceeds the standard set for students in the eighth grade. |

| | |

| |Students performing at this level typically demonstrate broad and in-depth factual knowledge, particularly about |

| |Georgia’s history, geography, government, and economy. They are consistently able to recognize and interpret the |

| |significance of events, developments, and people that have influenced Georgia from its settlement to modern times. They |

| |demonstrate extensive knowledge about the state’s varied natural resources and geography. They demonstrate a clear |

| |understanding of the major political, social, and economic changes that occurred in the state from Reconstruction through|

| |the late-twentieth century. |

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