nessc primer (1-page)-1 · 2018. 10. 2. · gsp staff and liaisons ... the commissioner may permit...
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No of NESSC States
No of LIS Schools
No of students in LIS Schools
% of Secondary School students in LIS Schools
Graduation rate increase across all 5 states 2010-12
Conference Attendees 2013No of additional students this representsNo of policy objectives
No of Leadership in Action Briefs
No of LIA brief recipients
No of Webinars offered 2012-13
556
47,316%11.9 3.67
3
11
485 5,586
Average number of participating sites
2222136,7106,710
= 100
= 1,000
NEW ENGLAND SECONDARY SCHOOL CONSORTIUM 482 Congress Street, Suite 500 | Portland, Maine 04101 | 207.773.0505 | newenglandssc.org
THE NEW ENGLAND SECONDARY SCHOOL CONSORTIUM is a pioneering partnership committed to fostering forward-thinking innovations in the design and delivery of secondary education across the New England region. The five partner states of Connecticut, Maine, New Hampshire, Rhode Island, and Vermont believe that our bold vision, shared goals, and innovative strategies will empower us to close persistent achievement gaps, promote greater educational equity and opportunity for all students, and lead our educators into a new era of secondary schooling.
1. Increasing five-year graduation rates across each of our five states. 2. Decreasing annual dropout rates. 3. Increasing the percentage of students enrolling in two- and four-year college degree programs or
pursuing accredited, industry-certified postsecondary certificates. 4. Increase the percentage of students who graduate from high school college-ready.
Our five states are committed to pursuing three long-term objectives:
1. Diplomas that certify readiness for life: High school graduation decisions that are based on students demonstrating proficiency on learning standards.
2. Student-centered learning opportunities: Personalized and flexible proficiency-based learning pathways for all students.
3. Measuring what matters most: Learner-centered accountability systems that utilize multiple measures of student achievement.
The Consortium brings together state leaders and educators together to pursue three overarching strategies:
Policy: Advance a state-led policy agenda focused on three critical, high-leverage areas of schooling in the 21st century: graduation decisions, learning pathways, and accountability systems. Practice: Connect and support practicing educators across states through networking activities, best-practice exchange, and our League of Innovative Schools. Public Will: Build public understanding of and support for more innovative approaches to educating today’s students.
Strong schools are the best job-creation program we have. Imagination, expertise, creativity, entrepreneurialism—these are the assets that drive innovation, create new industries, and produce the most sought-after workers. Preparing every student for success will strengthen our economy and empower our communities. Strong schools are the foundation of our society. Democracy, opportunity, prosperity, equality—the values that have defined America—depend on an informed, engaged, well-educated citizenry. To prepare the next generation of citizens and leaders, we need great schools for every student. Strong schools create strong communities. Schools are the cornerstones of our communities. We celebrate our students, cheer on our local teams, and welcome graduates into our workplaces, institutions, and families. To keep our communities vibrant, prosperous, and thriving, we need great schools.
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2012-2013 Maine Revised Statutes Title 20-A: EDUCATION
Part 3: ELEMENTARY AND SECONDARY EDUCATION Chapter 207-A: INSTRUCTION - Subchapter 3: SECONDARY SCHOOLS
§4722-A. Proficiency-based diploma standards
Beginning January 1, 2017, a diploma indicating graduation from a secondary school must be based on student demonstration of proficiency as described in this section. The commissioner may permit a school administrative unit to award diplomas under this section prior to January 1, 2017 if the commissioner finds that the unit's plan for awarding diplomas meets the criteria for proficiency-based graduation under this section. [2011, c. 669, §7 (NEW).]
1. Requirements for award of diploma. In order to receive a diploma indicating graduation from secondary school, a student must:
A. Demonstrate that the student engaged in educational experiences relating to English language arts, mathematics and science and technology in each year of the student's secondary schooling; [2011, c. 669, §7 (NEW).]
B. Demonstrate proficiency in meeting state standards in all content areas of the system of learning results established under section 6209; [2011, c. 669, §7 (NEW).]
C. Demonstrate proficiency in each of the guiding principles set forth in department rules governing implementation of the system of learning results established pursuant to section 6209; and [2011, c. 669, §7 (NEW).]
D. Meet any other requirements specified by the governing body of the school administrative unit attended by the student. [2011, c. 669, §7 (NEW).]
[ 2011, c. 669, §7 (NEW) .]
2. Method of gaining and demonstrating proficiency. Students must be allowed to gain proficiency through multiple pathways, as described in section 4703, and must be allowed to demonstrate proficiency by presenting multiple types of evidence, including but not limited to teacher-designed or student-designed assessments, portfolios, performance, exhibitions and projects.
[ 2011, c. 669, §7 (NEW) .]
3. Exceptions. Notwithstanding subsection 1, a student may be awarded a diploma indicating graduation from a secondary school in the following circumstances.
A. A child with a disability, as defined in section 7001, subsection 1-B, who achieves proficiency as required in subsection 1, as specified by the goals and objectives of the child's individualized education plan, may be awarded a high school diploma. [2011, c. 669, §7 (NEW).]
B. A student who has satisfactorily completed the freshman year in an accredited degree-granting institution of higher education may be eligible to receive a high school diploma from the school the student last attended. [2011, c. 669, §7 (NEW).]
C. A student who experiences education disruption, as described in section 5001-A, subsection 4,
paragraph F, who successfully demonstrates proficiency as required in subsection 1 as set forth in the student's school work recognition plan as defined in section 5161 must, with the approval of the commissioner, be awarded a Department of Education diploma as defined in section 5161. [2011, c. 669, §7 (NEW).]
D. A school administrative unit may award a high school diploma to a student who has met the standards set forth in a waiver request that was approved by the commissioner pursuant to section 4502, subsection 8. [2011, c. 669, §7 (NEW).]
E. A person may be awarded a high school diploma, including a posthumous award, if the person or a family member of the person applies to a secondary school and:
(1) The person:
(a) Attended a secondary school in the geographic area now served by the secondary school from which a diploma is requested; or
(b) Resides at the time of application for a diploma in the geographic area served by the secondary school from which a diploma is requested;
(2) The person did not graduate or receive a diploma from a secondary school because the person left secondary school to serve in the Armed Forces and served during the following periods:
(a) World War II, from December 7, 1941 to August 16, 1945;
(b) The Korean Conflict; or
(c) The Vietnam War era, from February 28, 1961 to May 7, 1975; and
(3) The person received an honorable discharge or a certificate of honorable service from the Armed Forces.
For the purposes of this paragraph, "Armed Forces" means the United States Army, Navy, Air Force, Marine Corps, Coast Guard and the Merchant Marines. [2011, c. 669, §7 (NEW).]
[ 2011, c. 669, §7 (NEW) .]
4. Grants; contingent extension of full implementation. During the period of transition to proficiency-based graduation in accordance with this section, the department, if funds are available, shall make annual transition grants to each school administrative unit equal to 1/10 of 1% of the school administrative unit's total cost of education calculated under section 15688, subsection 1 to be used in the manner determined by the school administrative unit to fund the costs of the transition not otherwise subsidized by the State. The date for implementation of the awarding of diplomas based on student demonstration of proficiency as described in this section is extended one year for each year for which transition grants are not made available to a school administrative unit or for which levels of general purpose aid for local schools fall below school year 2012-2013 levels.
[ 2011, c. 669, §7 (NEW) .]
SECTION HISTORY
2011, c. 669, §7 (NEW).
Source: http://www.mainelegislature.org/legis/statutes/20-A/title20-Asec4722-A.html [retrieved 11/6/202]
Revised June 20, 2013
PASSAMAQUODDY REGIONAL SCHOOL UNIT NO. 9 Meddybemps High School
File: IKF
GRADUATION REQUIREMENTS Overview The long-standing practice in American high schools has been the awarding of a high school diploma based on the accumulation of credits awarded for courses passed. This practice of awarding credits has not ensured competency based on demonstrated performance. Thus, many students have received a high school diploma, but are not prepared adequately to be successful in their postsecondary pursuits. To address this problem, the Passamaquoddy School District has adopted a standards-based system of learning. Beginning with students who enter Meddybemps High School as members of the Class of 2018, every graduate, in order to be successful in the workplace and in postsecondary learning experiences – to be college and career ready -- will need to demonstrate what they know, what they can do, and how well they can do it. This Meddybemps High School standards and proficiency-based diploma provides evidence that our graduates have acquired the knowledge and skills – the competency -- to move on to postsecondary experiences. Further, the proficiency-based diploma system guides the implementation of interventions, supports, and flexible learning pathways for students. Communicating Graduation Requirements Prior to entering high school, students and their parents need to know the standards for attaining a high school diploma in order to plan an appropriate, sequential, educational program to meet that goal. The Superintendent, through the high school principal or other designee, shall be responsible for making accurate information concerning diploma requirements available to incoming students and their parents in the spring prior to the start of their ninth grade school year. An overview of graduation requirements will be disseminated to all incoming ninth grade students at the time of course selection. This policy will also be referenced in each edition of the high school student handbook and on the school district website. The Board has approved the following schedule of minimum requirements for graduation, which includes minimum requirements specified by the State of Maine. The Board is aware that current law and regulations are subject to change. The Board expects the Superintendent/designee to inform students and parents as soon as practical of any additional standards established by the State that must be met before students may be awarded a high school diploma. Academic Requirements for Graduation from Meddybemps High School For the Meddybemps High School Classes of 2013 – 2017 the following graduation requirements remain in effect. (NOTE: list present requirements here as a transition to 2018 – to be phased out, beginning with present 7th graders, the Class of 2018) A. Commencing with the Class of 2018, every Meddybemps High School student will demonstrate proficiency in meeting standards in the following content areas of the Maine Learning Results. Meeting the standards entails demonstrating proficiency on each standard prior to graduation. English Language Arts Mathematics Science and Technology Social Studies Health Education and Physical Education Visual and Performing Arts World Languages Career and Education Development (embedded in the other content areas)
Revised June 20, 2013
To satisfy graduation requirements all students must be engaged in educational learning experiences in the content areas of English Language Arts, Mathematics, Science and Technology in each year of their secondary school program. B. All graduating students must meet the cross content performance standards set forth by the Maine Learning Results’ “Guiding Principles.” All students will graduate from Meddybemps High School as a: Clear and effective communicator Self-directed and life-long learner Creative and practical problem solver Responsible and involved citizen Integrative and informed thinker. C. Every student will complete a capstone research project, through which students will demonstrate their knowledge and skills in conducting in-depth research, as well as proficiency in the presentation of their research through the application of technology. D. Every student will complete an application to a post-secondary educational institution, training program, or other experience to provide an opportunity for continued growth. E. Most students will satisfy graduation requirements during a four-year experience; however, students may fulfill the requirements for a diploma in a time period that is accelerated or lengthened, based on their individual needs. These students are expected to develop a Personal Learning Plan with assistance from counselors, teachers and/or administrators. Additional Considerations Applicable to the Awarding of a Diploma In order to pursue a multiple pathway to graduation a student must have a Personal Learning Plan detailing how the student will demonstrate competency when a pathway is in lieu of core academic experiences. Each option must provide a quality learning experience that is rigorous. Multiple pathway experiences will be determined, assessed, and documented through the school. Pathway options include the following: Early College / Dual Enrollment Courses Career and Technical Education Programming Online / Virtual Learning Alternative / At-Risk Programming Apprenticeships / Internships & Additional Field Work and/or Exchange Experiences Adult Education Transfer Students For students who transfer to Meddybemps High School from another state, country, home schooling program, or from an educational program that is not required to be aligned with the content standards of the Maine Learning Results, the Principal shall determine the value of the student’s prior educational experience towards meeting graduation requirements for a high school diploma. These students will need to satisfy all credit requirements, assessment requirements, and proficiency requirements in the appropriate content subject areas. The Superintendent will ultimately determine whether these students are certified to receive a diploma. Home-schooled Students For home-schooled students wishing to receive a diploma from Meddybemps High School, the Principal shall determine the value of the student’s prior educational experience toward meeting graduation credit requirements. A home-schooled student must have attended Meddybemps High School for a minimum of two (2) semesters in order to receive a Meddybemps High School diploma. Students Receiving Special Education Services Students who successfully meet the graduation requirements, as specified in the goals and objectives of their Individualized Education Plans (IEP), will be awarded diplomas. Delayed Awarding of Diplomas
Revised June 20, 2013
A student who leaves high school to attend an accredited, degree-granting institution of higher education may upon satisfactory completion of the freshman year be awarded a high school diploma, provided that the student has notified the Principal at the time of the early admission. Extended Study Students are eligible for extended years of study to complete the requirements of a diploma if they have not reached the age of 20 at the start of the school year. Students eligible for extended years of study may be referred to adult education or other resources. Participation in Graduation Ceremony A student must complete all Board requirements for a high school diploma to participate in graduation exercises.
Legal Reference: 20-A M.R.S.A. § 4722-A (as revised) Proficiency-based Diploma Standards Ch. 127 § 7 (Me. Dept. of Ed. Rule) (as revised) Cross Reference: IHCDA – Post-Secondary Enrollment Options IK – Assessment of Student Performances IKFA – Early Graduation
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ossib
le, b
ut r
esul
ts a
re n
o lo
nger
com
para
ble
and
it is
hard
er to
mai
ntai
n co
nsist
ent le
arni
ng e
xpec
tatio
ns a
nd a
sses
smen
t pr
actic
es a
cros
s co
urse
s, co
nten
t ar
eas,
and
grad
e le
vels.
Com
mon
sco
ring
guid
es
esta
blish
the
exp
ecta
tions
for
lear
ning
—th
e de
finiti
on o
f pr
ofici
ency
and
the
crit
eria
aga
inst w
hich
pro
ficie
ncy
is m
easu
red—
and
wel
l des
igne
d co
mm
on
scor
ing
guid
es c
an p
rom
ote
grea
ter
valid
ity, r
elia
bilit
y, a
nd c
ompa
rabi
lity
of le
arni
ng o
utco
mes
whe
n stud
ents a
re p
ursu
ing
pers
onal
ized
lear
ning
pat
hway
s. It
is im
portan
t to
not
e th
at v
alid
and
rel
iabl
e re
sults
are
onl
y a
pote
ntia
l out
com
e of
eac
h op
tion—
such
res
ults a
re n
ot a
ssur
ed, a
lthou
gh c
omm
on s
corin
g gu
ides
can
sig
nific
antly
incr
ease
the
like
lihoo
d th
at g
radi
ng a
nd r
epor
ting
will b
e bo
th v
alid
and
rel
iabl
e.
Engl
ish
Lang
uage
Art
sS
ampl
e G
radu
atio
n S
tand
ards
and
Per
form
ance
Indi
cato
rs
A.
Dem
onst
rate
an
unde
rsta
ndin
g of
the
orga
niza
tion
and
basi
c fe
atur
es o
f prin
t. (R
F.1)
B.
Dem
onst
rate
an
unde
rsta
ndin
g of
spo
ken
wor
ds,
sylla
bles
and
sou
nds
(pho
nem
es).
(RF.
2)
C.
Kno
w a
nd a
pply
gra
de le
vel p
honi
cs a
nd w
ord-
anal
ysis
ski
lls in
dec
odin
g w
ords
. (R
F.3)
D.
Rea
d w
ith s
uffic
ient
acc
urac
y an
d flu
ency
to
supp
ort c
ompr
ehen
sion
. (R
F.4)
Eng
lish
Lang
uage
Arts
: Rea
ding
Fou
ndat
ions
REA
DIN
G F
OU
ND
ATIO
NS
Und
erst
and
conc
epts
of p
rint a
nd b
asic
con
vent
ions
of E
nglis
h (c
cR
F). P
rofic
ienc
y in
this
are
a sh
ould
be
dem
onst
rate
d by
the
end
of g
rade
5, a
t whi
ch p
oint
st
uden
ts s
houl
d ap
ply
thes
e sk
ills
into
thei
r dai
ly re
adin
g ro
utin
e.
Fifth
-Gra
de P
erfo
rman
ce In
dica
tors
Eig
hth-
Gra
de P
erfo
rman
ce In
dica
tors
Hig
h S
choo
l Per
form
ance
Indi
cato
rs
App
lied
in re
adin
g co
mpr
ehen
sion
and
in
terp
reta
tion
perfo
rman
ce in
dica
tors
.A
pplie
d in
read
ing
com
preh
ensi
on a
nd
inte
rpre
tatio
n pe
rform
ance
indi
cato
rs.
© 2
013
This
wor
k is
lice
nsed
und
er a
cre
ativ
e c
omm
ons
Attr
ibut
ion-
Non
com
mer
cial
-Sha
reA
like
3.0
Unp
orte
d Li
cens
e.
Mai
ne D
epar
tmen
t of E
duca
tion
and
Gre
at S
choo
ls P
artn
ersh
ip.
A.
Det
erm
ine
the
them
e of
a s
tory
, dra
ma
or p
oem
fro
m d
etai
ls in
the
text
; sum
mar
ize
the
text
. (R
L.2)
B.
Det
erm
ine
two
or m
ore
mai
n id
eas
of a
text
and
ex
plai
n ho
w th
ey a
re s
uppo
rted
by k
ey d
etai
ls;
sum
mar
ize
the
text
. (R
I.2)
Eng
lish
Lang
uage
Arts
Gra
duat
ion
Sta
ndar
d 1
REA
DIN
G C
OM
PREH
ENSI
ON
Rea
d an
d co
mpr
ehen
d ap
prop
riate
ly c
ompl
ex li
tera
ry a
nd in
form
atio
nal t
exts
inde
pend
ently
and
pro
ficie
ntly.
(cc
RA
10)
Fifth
-Gra
de P
erfo
rman
ce In
dica
tors
Eig
hth-
Gra
de P
erfo
rman
ce In
dica
tors
Hig
h S
choo
l Per
form
ance
Indi
cato
rs
A.
Det
erm
ine
the
them
e or
cen
tral i
deas
of t
he
text
, ana
lyze
its
deve
lopm
ent i
nclu
ding
its
rela
tions
hip
to c
hara
cter
, set
ting,
and
plo
t, an
d pr
ovid
e an
obj
ectiv
e su
mm
ary.
(RL.
2)
B.
Det
erm
ine
a ce
ntra
l ide
a of
the
text
, ana
lyze
its
dev
elop
men
t inc
ludi
ng it
s re
latio
nshi
p to
A.
Det
erm
ine
two
or m
ore
them
es o
r cen
tral i
deas
of
a te
xt a
nd a
naly
ze th
eir d
evel
opm
ent o
ver t
he
cour
se o
f the
text
, inc
ludi
ng h
ow th
ey in
tera
ct
and
build
on
one
anot
her t
o pr
oduc
e a
com
plex
ac
coun
t; pr
ovid
e an
obj
ectiv
e su
mm
ary
of th
e te
xt. (
RL.
2)
Eng
lish
Lang
uage
Arts
Gra
duat
ion
Sta
ndar
d 2
REA
DIN
G IN
TER
PRET
ATIO
N:
Inte
rpre
t, an
alyz
e, a
nd e
valu
ate
appr
opria
tely
com
plex
lite
rary
and
info
rmat
iona
l tex
ts. (
cc
RA
7, 1
0)
A.
Quo
te a
ccur
atel
y fro
m a
text
whe
n ex
plai
ning
w
hat t
he te
xt s
ays
expl
icitl
y an
d w
hen
draw
ing
infe
renc
es fr
om th
e te
xt. (
RL+
RI.1
)
B.
com
pare
and
con
trast
the
over
all s
truct
ure
(e.g
., ch
rono
logy
, com
paris
on, c
ause
/effe
ct,
prob
lem
/sol
utio
n) o
f eve
nts,
idea
s, c
once
pts,
or
info
rmat
ion
in tw
o or
mor
e lit
erar
y an
d in
form
atio
nal t
exts
. (R
L+R
I.5)
C.
Ana
lyze
mul
tiple
acc
ount
s of
the
sam
e ev
ent
or to
pic,
not
ing
impo
rtant
sim
ilarit
ies
and
diffe
renc
es in
the
poin
t of v
iew
they
repr
esen
t. (R
L+R
I.6)
D.
Ana
lyze
how
vis
ual a
nd m
ultim
edia
ele
men
ts
cont
ribut
e to
the
mea
ning
, ton
e, o
r bea
uty
of a
te
xt. (
RL.
7)
E.
Dra
w o
n in
form
atio
n fro
m m
ultip
le p
rint o
r di
gita
l sou
rces
, dem
onst
ratin
g th
e ab
ility
to
loca
te a
n an
swer
to a
que
stio
n qu
ickl
y or
to
A.
cite
text
ual e
vide
nce
that
mos
t stro
ngly
su
ppor
ts a
n an
alys
is o
f wha
t the
text
say
s ex
plic
itly,
as
wel
l as
infe
renc
es d
raw
n fro
m th
e te
xt. (
RL+
RI.1
)
B.
com
pare
and
con
trast
the
stru
ctur
e of
two
or m
ore
liter
ary
and
info
rmat
iona
l tex
ts a
nd
anal
yze
how
the
diffe
ring
stru
ctur
e of
eac
h te
xt
cont
ribut
es to
its
mea
ning
and
sty
le. (
RL+
RI.5
)
C.
Det
erm
ine
an a
utho
r’s p
oint
of v
iew
, pur
pose
, or
rhet
oric
al s
trate
gies
in a
text
, ana
lyzi
ng h
ow
confl
ictin
g ev
iden
ce a
nd p
oint
s of
vie
w im
pact
th
e te
xt, o
r how
a c
hara
cter
’s p
oint
of v
iew
cr
eate
s ef
fect
s su
ch a
s su
spen
se o
r hum
or.
(RI+
RL.
6)
D.
Eva
luat
e th
e ad
vant
ages
and
dis
adva
ntag
es
of u
sing
diff
eren
t med
ia to
pre
sent
a to
pic,
id
ea, o
r lite
rary
wor
k. (R
L+R
I.7)
E.
Del
inea
te a
nd e
valu
ate
the
argu
men
t and
A.
cite
stro
ng a
nd th
orou
gh te
xtua
l evi
denc
e to
su
ppor
t an
anal
ysis
of t
he te
xt, i
nclu
ding
any
ap
plic
able
prim
ary
or s
econ
dary
sou
rces
, and
de
term
ine
both
exp
licit
and
impl
icit
mea
ning
s,
such
as
infe
renc
es th
at c
an b
e dr
awn
from
th
e te
xt a
nd w
here
the
text
leav
es m
atte
rs
unce
rtain
. (R
L+R
I.1)
B.
Ana
lyze
how
an
auth
or c
hose
to s
truct
ure
a te
xt a
nd h
ow th
at s
truct
ure
cont
ribut
es to
the
text
’s m
eani
ng a
nd it
s ae
sthe
tic a
nd rh
etor
ical
im
pact
. (R
L+R
I.5)
C.
Det
erm
ine
an a
utho
r’s p
oint
of v
iew
, pur
pose
, or
rhet
oric
al s
trate
gies
in a
text
, ana
lyzi
ng
how
sty
le a
nd c
onte
nt c
ontri
bute
to th
e po
wer
, per
suas
iven
ess,
or b
eaut
y of
the
text
. (R
L+R
I.6)
D.
Eva
luat
e co
nten
t and
mul
tiple
sou
rces
of
info
rmat
ion
pres
ente
d in
div
erse
med
ia a
nd
form
ats
to in
terp
ret l
itera
ture
, add
ress
a
Fifth
-Gra
de P
erfo
rman
ce In
dica
tors
Eig
hth-
Gra
de P
erfo
rman
ce In
dica
tors
Hig
h S
choo
l Per
form
ance
Indi
cato
rs
C.
Exp
lain
the
rela
tions
hips
or i
nter
actio
ns
betw
een
two
or m
ore
indi
vidu
als,
eve
nts,
id
eas,
or c
once
pts
in a
lite
rary
or i
nfor
mat
iona
l te
xt b
ased
on
spec
ific
info
rmat
ion
in th
e te
xt.
(RL+
RI.3
)
D.
Det
erm
ine
the
mea
ning
of a
cade
mic
and
do
mai
n-sp
ecifi
c w
ords
and
phr
ases
as
they
are
use
d in
a te
xt, i
nclu
ding
figu
rativ
e la
ngua
ge. (
RL+
RI.4
; L.4
,5,6
)
supp
ortin
g id
eas,
and
pro
vide
an
obje
ctiv
e su
mm
ary.
(RI.2
)
C.
Ana
lyze
how
any
gen
re o
f tex
t mak
es
conn
ectio
ns a
mon
g an
d di
stin
ctio
ns b
etw
een
indi
vidu
als,
idea
s, o
r eve
nts.
(RL+
RI.3
)
D.
Det
erm
ine
the
mea
ning
of w
ords
and
phr
ases
as
they
are
use
d in
the
text
, inc
ludi
ng fi
gura
tive,
co
nnot
ativ
e, a
nd te
chni
cal m
eani
ngs;
ana
lyze
th
e im
pact
of s
peci
fic w
ord
choi
ces
on m
eani
ng
and
tone
. (R
L+R
I.4; L
.4,5
,6)
B.
Det
erm
ine
the
cent
ral i
deas
of a
text
, ana
lyze
th
eir d
evel
opm
ent,
and
prov
ide
an o
bjec
tive
sum
mar
y. (R
I.2)
C.
Ana
lyze
a c
ompl
ex s
et o
f ide
as o
r seq
uenc
e of
eve
nts
and
expl
ain
how
spe
cific
indi
vidu
als,
id
eas,
or e
vent
s in
tera
ct a
nd d
evel
op o
ver t
he
cour
se o
f the
text
. (R
L+R
I.3)
D.
Det
erm
ine
the
mea
ning
of w
ords
and
phr
ases
as
they
are
use
d in
the
text
, inc
ludi
ng
figur
ativ
e, c
onno
tativ
e, a
nd te
chni
cal
mea
ning
s; a
naly
ze th
e im
pact
of s
peci
fic
wor
d ch
oice
s on
mea
ning
and
tone
. (R
L+R
I.4;
L.4,
5,6)
solv
e a
prob
lem
effi
cien
tly. (
RI.7
)
F.
Exp
lain
how
an
auth
or u
ses
reas
ons
and
evid
ence
to s
uppo
rt pa
rticu
lar p
oint
s in
a
text
, ide
ntify
ing
whi
ch re
ason
s an
d ev
iden
ce
supp
ort w
hich
poi
nt(s
). (R
I.8)
G.
Inte
grat
e an
d co
mpa
re in
form
atio
n fro
m
seve
ral t
exts
on
the
sam
e to
pic,
or i
n th
e sa
me
genr
e, in
ord
er to
writ
e or
spe
ak a
bout
the
subj
ect k
now
ledg
eabl
y. (R
L+R
I.9)
spec
ific
clai
ms
in a
text
, ass
essi
ng w
heth
er
the
reas
onin
g is
sou
nd a
nd th
e ev
iden
ce is
re
leva
nt a
nd s
uffic
ient
; rec
ogni
ze ir
rele
vant
. (R
I.8)
F.
Ana
lyze
how
mul
tiple
text
s de
mon
stra
te
fact
ual o
r int
erpr
etiv
e ag
reem
ent,
confl
ict,
or
diffe
rent
info
rmat
ion
on th
e sa
me
topi
c, a
nd
draw
on
them
es, p
atte
rns
or c
hara
cter
type
s fro
m a
var
iety
of l
itera
ry a
nd in
form
atio
nal
text
s. (R
L+R
I.9)
ques
tion
or s
olve
a p
robl
em. (
RL+
RI.7
)
E.
Del
inea
te a
nd e
valu
ate
the
argu
men
t and
sp
ecifi
c cl
aim
s in
a te
xt, i
nclu
ding
sem
inal
U.S
. te
xts,
ass
essi
ng w
heth
er th
e re
ason
ing
is v
alid
an
d th
e ev
iden
ce is
rele
vant
and
suf
ficie
nt;
iden
tify
fals
e st
atem
ents
and
falla
ciou
s re
ason
ing.
(RI.8
)
F.
Inte
grat
e in
form
atio
n fro
m d
iver
se s
ourc
es,
incl
udin
g fo
unda
tiona
l U.S
. doc
umen
ts, i
nto
a co
here
nt u
nder
stan
ding
of a
n id
ea o
r eve
nt,
notin
g di
scre
panc
ies
and
agre
emen
t am
ong
sour
ces.
(RL+
RI.9
)
Eng
lish
Lang
uage
Arts
Gra
duat
ion
Sta
ndar
d 3
WR
ITIN
G A
RG
UM
ENTS
Writ
e cl
ear a
nd c
oher
ent a
rgum
ents
for a
rang
e of
task
s, p
urpo
ses,
and
aud
ienc
es. (
cc
WA
1, 4
,10)
Writ
e op
inio
n pi
eces
on
topi
cs o
r tex
ts, s
uppo
rting
a
poin
t of v
iew
with
reas
ons
and
info
rmat
ion
that
: (W
.1)
A.
Intro
duce
a to
pic
or te
xt c
lear
ly, s
tate
an
opin
ion,
and
cre
ate
an o
rgan
izat
iona
l stru
ctur
e in
whi
ch id
eas
are
logi
cally
gro
uped
to s
uppo
rt th
e w
riter
’s p
urpo
se. (
W.1
a)
B.
Pro
vide
logi
cally
ord
ered
reas
ons
that
are
su
ppor
ted
by fa
cts
and
deta
ils. (
W.1
b)
C.
Link
opi
nion
and
reas
ons
usin
g w
ords
, ph
rase
s, a
nd c
laus
es. (
W.1
c)
D.
Pro
vide
a c
oncl
udin
g st
atem
ent o
r sec
tion
rela
ted
to th
e op
inio
n pr
esen
ted.
(W.1
d)
Writ
e ar
gum
ents
to s
uppo
rt cl
aim
s w
ith c
lear
rea-
sons
and
rele
vant
evi
denc
e th
at: (
W.1
)
A.
Intro
duce
cla
im(s
), ac
know
ledg
e an
d di
stin
-gu
ish
the
clai
m(s
) fro
m a
ltern
ate
or o
ppos
ing
clai
ms,
and
org
aniz
e th
e re
ason
s an
d ev
i-de
nce
logi
cally
. (W
.1a)
B.
Sup
port
clai
m(s
) with
logi
cal r
easo
ning
and
re
leva
nt e
vide
nce.
(W.1
b)
C.
Use
wor
ds, p
hras
es, a
nd c
laus
es to
cre
ate
cohe
sion
and
cla
rify
the
rela
tions
hips
am
ong
clai
m(s
), co
unte
rcla
ims,
reas
ons,
and
evi
-de
nce.
(W.1
c)
D.
Est
ablis
h an
d m
aint
ain
a fo
rmal
sty
le. (
W.1
d)
E.
Pro
vide
a c
oncl
udin
g st
atem
ent o
r sec
tion
that
follo
ws
from
and
sup
ports
the
argu
men
t pr
esen
ted.
(W.1
e)
Writ
e ar
gum
ents
to s
uppo
rt cl
aim
s in
an
anal
ysis
of
subs
tant
ive
topi
cs o
r tex
ts, u
sing
val
id re
ason
ing
and
rele
vant
and
suf
ficie
nt e
vide
nce
that
: (W
.1)
A.
Intro
duce
pre
cise
, kno
wle
dgea
ble
clai
m(s
), es
tabl
ish
the
sign
ifica
nce
of th
e cl
aim
(s),
and
dist
ingu
ish
the
clai
m(s
) fro
m a
ltern
ate
or o
ppos
ing
clai
ms.
(W.1
a)
B.
Dev
elop
cla
im(s
) and
cou
nter
clai
ms
fairl
y an
d th
orou
ghly.
(W.1
b)
C.
Use
wor
ds, p
hras
es, a
nd c
laus
es a
s w
ell a
s va
ried
synt
ax to
link
the
maj
or s
ectio
ns o
f the
text
, cre
ate
cohe
sion
, and
cla
rify
the
rela
tions
hips
bet
wee
n cl
aim
(s) a
nd re
ason
s, b
etw
een
reas
ons
and
evid
ence
, and
bet
wee
n cl
aim
(s) a
nd c
ount
ercl
aim
s.
(W.1
c)
D.
Est
ablis
h an
d m
aint
ain
a fo
rmal
sty
le a
nd o
bjec
tive
tone
. (W
.1d;
W.2
e)
E.
Pro
vide
a c
oncl
udin
g st
atem
ent o
r sec
tion
that
fo
llow
s fro
m a
nd s
uppo
rts th
e ar
gum
ent p
rese
nted
. (W
.1e)
Fifth
-Gra
de P
erfo
rman
ce In
dica
tors
Eig
hth-
Gra
de P
erfo
rman
ce In
dica
tors
Hig
h S
choo
l Per
form
ance
Indi
cato
rs
Eng
lish
Lang
uage
Arts
Gra
duat
ion
Sta
ndar
d 4
WR
ITIN
G IN
FOR
MAT
IVE
AN
D N
AR
RAT
IVE
TEXT
SP
rodu
ce c
lear
and
coh
eren
t inf
orm
ativ
e an
d na
rrat
ive
writ
ing
for a
rang
e of
task
s, p
urpo
ses,
and
aud
ienc
es. (
cc
WA
2, 3
, 4, 1
0)
Writ
e in
form
ativ
e/ex
plan
ator
y te
xts
to e
xam
ine
a to
pic
and
conv
ey id
eas
and
info
rmat
ion
that
: (W
.2;
L.3)
A.
Intro
duce
a to
pic
clea
rly, p
rovi
de a
gen
eral
ob
serv
atio
n an
d fo
cus,
and
gro
up re
late
d in
form
atio
n lo
gica
lly. (
W.2
a)
B.
Dev
elop
the
topi
c w
ith fa
cts,
defi
nitio
ns, c
oncr
ete
deta
ils, q
uota
tions
, or o
ther
info
rmat
ion
and
exam
ples
rela
ted
to th
e to
pic.
(W.2
b)
Writ
e na
rrat
ives
to d
evel
op re
al o
r im
agin
ed
expe
rienc
es o
r eve
nts
that
: (W
.3)
C.
Orie
nt th
e re
ader
by
esta
blis
hing
a s
ituat
ion
and
intro
duci
ng a
nar
rato
r and
/or c
hara
cter
s;
orga
nize
an
even
t seq
uenc
e th
at u
nfol
ds
natu
rally
. (W
.3a)
D.
Use
nar
rativ
e te
chni
ques
, suc
h as
dia
logu
e,
desc
riptio
n, a
nd p
acin
g, to
dev
elop
exp
erie
nces
an
d ev
ents
or s
how
the
resp
onse
s of
cha
ract
ers
to s
ituat
ions
. (W
.3b)
For b
oth
info
rmat
ive
and
narr
ativ
e pi
eces
of w
ritin
g:
E.
Use
a v
arie
ty o
f tra
nsiti
onal
wor
ds, p
hras
es, a
nd
clau
ses
to m
anag
e th
e se
quen
ce o
f eve
nts
and
link
idea
s. (W
.2c;
W.3
c)
F.
Use
pre
cise
lang
uage
, dom
ain-
spec
ific
voca
bula
ry, a
nd s
enso
ry d
etai
ls to
exp
lain
a
topi
c or
con
vey
expe
rienc
es. (
W.2
d; W
.3d)
G.
Pro
vide
a c
oncl
usio
n th
at fo
llow
s fro
m
the
narr
ated
exp
erie
nces
or e
vent
s or
the
info
rmat
ion
pres
ente
d. (W
.2f;
W.3
e)
Writ
e in
form
ativ
e/ex
plan
ator
y te
xts
to e
xam
ine
and
conv
ey id
eas,
con
cept
s, a
nd in
form
atio
n th
at: (
W.2
; L.
3)
A.
Intro
duce
a to
pic
clea
rly, p
revi
ewin
g w
hat
is to
follo
w; o
rgan
ize
idea
s, c
once
pts,
and
in
form
atio
n in
to b
road
er c
ateg
orie
s. (W
.2a)
B.
Dev
elop
the
topi
c w
ith re
leva
nt, w
ell-c
hose
n fa
cts,
defi
nitio
ns, c
oncr
ete
deta
ils, q
uota
tions
, or
othe
r inf
orm
atio
n an
d ex
ampl
es. (
W.2
b)
Writ
e na
rrat
ives
to d
evel
op re
al o
r im
agin
ed
expe
rienc
es o
r eve
nts
that
: (W
.3)
C.
Eng
age
and
orie
nt th
e re
ader
by
esta
blis
hing
a
cont
ext a
nd p
oint
of v
iew
and
intro
duci
ng a
na
rrat
or a
nd/o
r cha
ract
ers;
org
aniz
e an
eve
nt
sequ
ence
that
unf
olds
nat
ural
ly a
nd lo
gica
lly.
(W.3
a)
D.
Use
nar
rativ
e te
chni
ques
, suc
h as
dia
logu
e,
paci
ng, d
escr
iptio
n, a
nd re
flect
ion,
to d
evel
op
expe
rienc
es, e
vent
s, a
nd/o
r cha
ract
ers.
(W.3
b)
For b
oth
info
rmat
ive
and
narr
ativ
e pi
eces
of w
ritin
g:
E.
Use
app
ropr
iate
and
var
ied
trans
ition
s to
cre
ate
cohe
sion
and
cla
rify
the
rela
tions
hips
am
ong,
id
eas,
con
cept
s, e
vent
s an
d/or
exp
erie
nces
. (W
2.c;
W.3
c)
F.
Use
pre
cise
lang
uage
, dom
ain-
spec
ific
voca
bula
ry, a
nd d
escr
iptiv
e de
tails
exp
lain
a
topi
c or
con
vey
expe
rienc
es. (
W.2
d; W
.3d)
G.
Pro
vide
a c
oncl
usio
n th
at fo
llow
s fro
m
the
narr
ated
exp
erie
nces
or e
vent
s or
the
info
rmat
ion
pres
ente
d. (W
.2f;
W.3
e)
Writ
e in
form
ativ
e/ex
plan
ator
y te
xts
to e
xam
ine
and
conv
ey c
ompl
ex id
eas,
con
cept
s, a
nd in
form
atio
n th
at:
(W.2
; L.3
)
A.
Intro
duce
a to
pic;
org
aniz
e co
mpl
ex id
eas,
co
ncep
ts, a
nd in
form
atio
n so
that
eac
h ne
w e
lem
ent
build
s on
that
whi
ch p
rece
des
it to
cre
ate
a un
ified
w
hole
. (W
.2a)
B.
Dev
elop
the
topi
c th
orou
ghly
by
sele
ctin
g th
e m
ost
sign
ifica
nt a
nd re
leva
nt fa
cts,
ext
ende
d de
finiti
ons,
co
ncre
te d
etai
ls, q
uota
tions
, or o
ther
info
rmat
ion
and
exam
ples
app
ropr
iate
to th
e au
dien
ce’s
kn
owle
dge
of th
e to
pic.
(W.2
b)
Writ
e na
rrat
ives
to d
evel
op re
al o
r im
agin
ed e
xper
i-en
ces
or e
vent
s th
at: (
W.3
)
C.
Eng
age
and
orie
nt th
e re
ader
by
setti
ng o
ut
a pr
oble
m, s
ituat
ion,
or o
bser
vatio
n an
d its
si
gnifi
canc
e, e
stab
lishi
ng o
ne o
r mul
tiple
poi
nt(s
) of
view
, and
intro
duci
ng a
nar
rato
r and
/or c
hara
cter
s;
crea
te a
sm
ooth
pro
gres
sion
of e
xper
ienc
es o
r ev
ents
. (W
.3a)
D.
Use
nar
rativ
e te
chni
ques
, suc
h as
dia
logu
e, p
acin
g,
desc
riptio
n, re
flect
ion,
and
mul
tiple
plo
t lin
es, t
o de
velo
p ex
perie
nces
, eve
nts,
and
/or c
hara
cter
s.
(W.3
b)
For b
oth
info
rmat
ive
and
narr
ativ
e pi
eces
of w
ritin
g:
E.
Use
app
ropr
iate
and
var
ied
tech
niqu
es, t
rans
ition
s an
d sy
ntax
to li
nk th
e m
ajor
sec
tions
of t
he te
xt,
crea
te c
ohes
ion,
cla
rify
the
rela
tions
hips
am
ong
com
plex
idea
s an
d co
ncep
ts, a
nd b
uild
tow
ard
a pa
rticu
lar o
utco
me.
(W.2
c; W
.3c)
Fifth
-Gra
de P
erfo
rman
ce In
dica
tors
Eig
hth-
Gra
de P
erfo
rman
ce In
dica
tors
Hig
h S
choo
l Per
form
ance
Indi
cato
rs
F.
Use
pre
cise
lang
uage
, dom
ain-
spec
ific
voca
bula
ry,
telli
ng d
etai
ls a
nd te
chni
ques
to e
xpla
in c
ompl
ex
topi
cs a
nd c
onve
y vi
vid
expe
rienc
es, e
vent
s, a
nd/o
r ch
arac
ters
. (W
.2d;
W.3
d)
G.
Pro
vide
a c
oncl
usio
n th
at fo
llow
s fro
m, s
uppo
rts, o
r re
flect
s on
info
rmat
ion
that
is p
rese
nted
, or w
hat i
s ex
perie
nced
, obs
erve
d, o
r res
olve
d ov
er th
e co
urse
of
a n
arra
tive.
(W.2
f; W
.3e)
Eng
lish
Lang
uage
Arts
Gra
duat
ion
Sta
ndar
d 5
WR
ITIN
G P
RO
CES
SD
evel
op a
nd s
treng
then
writ
ing.
(cc
WA
5)
A.
With
gui
danc
e an
d su
ppor
t fro
m p
eers
and
ad
ults
, dev
elop
and
stre
ngth
en w
ritin
g as
ne
eded
by
plan
ning
, rev
isin
g, e
ditin
g, re
writ
ing,
or
tryi
ng a
new
app
roac
h. (W
.5)
B.
Dem
onst
rate
a g
rade
-leve
l app
ropr
iate
co
mm
and
of th
e co
nven
tions
of s
tand
ard
Eng
lish
gram
mar
and
usa
ge w
hen
writ
ing.
(L.1
; L.2
)
C.
With
som
e gu
idan
ce a
nd s
uppo
rt fro
m a
dults
, us
e te
chno
logy
to p
rodu
ce a
nd p
ublis
h w
ritin
g as
wel
l as
to in
tera
ct a
nd c
olla
bora
te w
ith o
ther
s;
dem
onst
rate
suf
ficie
nt c
omm
and
of k
eybo
ardi
ng
skill
s to
type
a m
inim
um o
f tw
o pa
ges
in a
sin
gle
sitti
ng. (
W.6
)
D.
Acq
uire
and
use
acc
urat
ely
grad
e-ap
prop
riate
ge
nera
l aca
dem
ic a
nd d
omai
n-sp
ecifi
c w
ords
an
d ph
rase
s, in
clud
ing
thos
e th
at s
igna
l co
ntra
st, a
dditi
on, a
nd o
ther
logi
cal r
elat
ions
hips
(e
.g.,
how
ever
, alth
ough
, nev
erth
eles
s, s
imila
rly,
mor
eove
r, in
add
ition
). (L
.6)
A.
With
som
e gu
idan
ce, d
evel
op a
nd s
treng
then
w
ritin
g as
nee
ded
by p
lann
ing,
revi
sing
, edi
ting,
re
writ
ing,
or t
ryin
g a
new
app
roac
h, fo
cusi
ng
on h
ow w
ell p
urpo
se a
nd a
udie
nce
have
bee
n ad
dres
sed.
(W.5
)
B.
Dem
onst
rate
a g
rade
-leve
l app
ropr
iate
co
mm
and
of th
e co
nven
tions
of s
tand
ard
Eng
lish
gram
mar
and
usa
ge w
hen
writ
ing.
(L.1
; L.2
)
C.
Use
tech
nolo
gy to
pro
duce
and
pub
lish
writ
ing,
and
pre
sent
the
rela
tions
hips
bet
wee
n in
form
atio
n an
d id
eas
effic
ient
ly, a
s w
ell a
s to
in
tera
ct a
nd c
olla
bora
te w
ith o
ther
s. (W
.6)
D.
Acq
uire
and
use
acc
urat
ely
grad
e-ap
prop
riate
ge
nera
l aca
dem
ic a
nd d
omai
n-sp
ecifi
c w
ords
an
d ph
rase
s; g
athe
r voc
abul
ary
know
ledg
e w
hen
cons
ider
ing
a w
ord
or p
hras
e im
porta
nt to
co
mpr
ehen
sion
or e
xpre
ssio
n. (L
.6)
A.
Inde
pend
ently
dev
elop
and
stre
ngth
en w
ritin
g as
ne
eded
by
plan
ning
, rev
isin
g, e
ditin
g, re
writ
ing,
or
tryi
ng a
new
app
roac
h, fo
cusi
ng o
n ad
dres
sing
w
hat i
s m
ost s
igni
fican
t for
a s
peci
fic p
urpo
se a
nd
audi
ence
. (W
.5)
B.
Dem
onst
rate
com
man
d of
the
conv
entio
ns o
f st
anda
rd E
nglis
h gr
amm
ar a
nd u
sage
whe
n w
ritin
g (L
.1; L
.2).
C.
Use
tech
nolo
gy to
pro
duce
, pub
lish
and
upda
te
indi
vidu
al o
r sha
red
writ
ing
prod
ucts
in re
spon
se
to o
ngoi
ng fe
edba
ck, i
nclu
ding
new
arg
umen
ts o
r in
form
atio
n. (W
.6)
D.
Acq
uire
and
use
acc
urat
ely
a ra
nge
of g
ener
al
acad
emic
and
dom
ain-
spec
ific
wor
ds a
nd p
hras
es
suffi
cien
t for
read
ing,
writ
ing,
spe
akin
g, a
nd
liste
ning
at t
he c
olle
ge a
nd c
aree
r rea
dine
ss le
vel;
dem
onst
rate
inde
pend
ence
in g
athe
ring
voca
bula
ry
know
ledg
e w
hen
enco
unte
ring
an u
nkno
wn
term
im
porta
nt to
com
preh
ensi
on o
r exp
ress
ion.
(L.6
)
Fifth
-Gra
de P
erfo
rman
ce In
dica
tors
Eig
hth-
Gra
de P
erfo
rman
ce In
dica
tors
Hig
h S
choo
l Per
form
ance
Indi
cato
rs
Eng
lish
Lang
uage
Arts
Gra
duat
ion
Sta
ndar
d 6
WR
ITIN
G R
ESEA
RC
H:
con
duct
sho
rt an
d su
stai
ned
rese
arch
pro
ject
s ba
sed
on fo
cuse
d qu
estio
ns, d
emon
stra
ting
unde
rsta
ndin
g of
the
subj
ect u
nder
inve
stig
atio
n. (c
cW
A 7,
10)
A.
Rec
all r
elev
ant i
nfor
mat
ion
from
exp
erie
nces
or
gath
er re
leva
nt in
form
atio
n fro
m p
rint a
nd d
igita
l so
urce
s. (W
.8)
B.
Sum
mar
ize
or p
arap
hras
e in
form
atio
n in
not
es
and
finis
hed
wor
k, a
nd p
rovi
de a
list
of s
ourc
es.
(W.8
)
C.
Dra
w e
vide
nce
from
lite
rary
or i
nfor
mat
iona
l te
xts
to s
uppo
rt an
alys
is, r
eflec
tion,
and
re
sear
ch, i
nteg
ratin
g in
form
atio
n fro
m s
ever
al
text
s. (W
.9)
A.
col
lect
rele
vant
info
rmat
ion
from
mul
tiple
prin
t an
d di
gita
l sou
rces
. (W
.8)
B.
Quo
te a
nd p
arap
hras
e da
ta a
nd c
oncl
usio
ns o
f ot
hers
, whi
le a
void
ing
plag
iaris
m a
nd fo
llow
ing
a st
anda
rd c
itatio
n fo
rmat
. (W
.8)
C.
Dra
w e
vide
nce
from
lite
rary
or i
nfor
mat
iona
l te
xts
to s
uppo
rt an
alys
is, r
eflec
tion,
and
re
sear
ch, a
naly
zing
how
mul
tiple
text
s or
wor
ks
of li
tera
ture
dem
onst
rate
fact
ual o
r int
erpr
etiv
e ag
reem
ent,
confl
ict,
or d
iffer
ent i
nfor
mat
ion
on
the
sam
e to
pic.
(W.9
)
A.
col
lect
rele
vant
info
rmat
ion
from
mul
tiple
prin
t and
di
gita
l sou
rces
. (W
.8)
B.
Inte
grat
e ac
cura
te in
form
atio
n in
to th
e te
xt
sele
ctiv
ely
and
purp
osef
ully
to m
aint
ain
the
flow
of
idea
s, w
hile
follo
win
g a
stan
dard
cita
tion
form
at a
nd
avoi
ding
pla
giar
ism
and
ove
rrel
ianc
e on
any
one
so
urce
. (W
.8)
C.
Dra
w e
vide
nce
from
lite
rary
or i
nfor
mat
iona
l tex
ts
to s
uppo
rt an
alys
is, r
eflec
tion
and
rese
arch
, in
tegr
atin
g in
form
atio
n fro
m d
iver
se s
ourc
es in
to a
co
here
nt u
nder
stan
ding
of a
n id
ea o
r eve
nt, n
otin
g di
scre
panc
ies
and
agre
emen
t am
ong
sour
ces.
(W.9
)
Fifth
-Gra
de P
erfo
rman
ce In
dica
tors
Eig
hth-
Gra
de P
erfo
rman
ce In
dica
tors
Hig
h S
choo
l Per
form
ance
Indi
cato
rs
Eng
lish
Lang
uage
Arts
Gra
duat
ion
Sta
ndar
d 7
SPEA
KIN
G A
ND
LIS
TEN
ING
DIS
CU
SSIO
N:
Initi
ate
and
parti
cipa
te e
ffect
ivel
y in
a ra
nge
of d
iscu
ssio
ns, r
espo
ndin
g th
ough
tfully
to d
iver
se p
ersp
ectiv
es, a
nd e
xpre
ssin
g id
eas
clea
rly a
nd p
ersu
asiv
ely.
(cc
SLA
1)
A.
Exp
licitl
y dr
aw o
n te
xts
and
othe
r inf
orm
atio
n kn
own
abou
t the
topi
c to
exp
lore
idea
s un
der
disc
ussi
on. (
SL.
1a)
B.
Follo
w a
gree
d-up
on ru
les
for d
iscu
ssio
ns a
nd
carr
y ou
t ass
igne
d ro
les.
(SL.
1b)
C.
Pos
e an
d re
spon
d to
spe
cific
que
stio
ns b
y m
akin
g co
mm
ents
that
con
tribu
te to
the
disc
ussi
on a
nd e
labo
rate
on
the
rem
arks
of
othe
rs. (
SL.
1c)
A.
Ref
er to
evi
denc
e on
the
topi
c, te
xt o
r iss
ue to
pr
obe
and
refle
ct o
n id
eas
unde
r dis
cuss
ion,
an
d ac
know
ledg
e ev
iden
ce p
rese
nted
by
othe
rs. (
SL.
1a,d
)
B.
Follo
w ru
les
for c
olle
gial
dis
cuss
ions
and
de
cisi
on-m
akin
g, tr
ack
prog
ress
tow
ard
goal
s an
d de
adlin
es, a
nd d
efine
indi
vidu
al ro
les
as
need
ed. (
SL.
1b)
A.
Ref
er to
evi
denc
e fro
m te
xts
and
othe
r re
sear
ch o
n th
e to
pic
or is
sue
to s
timul
ate
a th
ough
tful,
wel
l-rea
sone
d ex
chan
ge o
f ide
as.
(SL.
1a)
B.
Ope
rate
effe
ctiv
ely
in a
gro
up to
pro
mot
e a
civi
l exc
hang
e of
idea
s th
at p
robe
s re
ason
ing
and
evid
ence
. (S
L.1b
,c)
C.
Res
pond
thou
ghtfu
lly to
div
erse
per
spec
tives
;
Fifth
-Gra
de P
erfo
rman
ce In
dica
tors
Eig
hth-
Gra
de P
erfo
rman
ce In
dica
tors
Hig
h S
choo
l Per
form
ance
Indi
cato
rs
D.
Rev
iew
the
key
idea
s ex
pres
sed
and
draw
co
nclu
sion
s in
ligh
t of i
nfor
mat
ion
and
know
ledg
e ga
ined
from
the
disc
ussi
ons.
(S
L.1d
)
E.
Sum
mar
ize
a w
ritte
n te
xt re
ad a
loud
or
info
rmat
ion
pres
ente
d in
div
erse
med
ia a
nd
form
ats,
incl
udin
g vi
sual
ly, q
uant
itativ
ely,
and
or
ally.
(SL.
2)
F.
Sum
mar
ize
the
poin
ts a
spe
aker
mak
es
and
expl
ain
how
eac
h cl
aim
is s
uppo
rted
by
reas
ons
and
evid
ence
. (S
L.3;
L.3
)
C.
Pos
e qu
estio
ns th
at c
onne
ct th
e id
eas
of
seve
ral s
peak
ers
and
resp
ond
to o
ther
s’
ques
tions
and
com
men
ts w
ith re
leva
nt
evid
ence
, obs
erva
tions
, and
idea
s. (S
L.1c
)
D.
Ana
lyze
the
purp
ose
of in
form
atio
n pr
esen
ted
in d
iver
se fo
rmat
s an
d m
edia
and
eva
luat
e th
e m
otiv
es b
ehin
d its
pre
sent
atio
n. (S
L.2)
E.
Del
inea
te a
spe
aker
’s a
rgum
ent a
nd c
laim
s,
eval
uatin
g th
e so
undn
ess
of re
ason
ing,
su
ffici
ency
of e
vide
nce,
and
iden
tify
whe
n irr
elev
ant e
vide
nce
is in
trodu
ced.
(SL.
3; L
.3)
synt
hesi
ze c
omm
ents
, cla
ims,
and
evi
denc
e m
ade
on a
ll si
des
of a
n is
sue;
reso
lve
cont
radi
ctio
ns w
hen
poss
ible
; and
det
erm
ine
wha
t add
ition
al in
form
atio
n or
rese
arch
is
requ
ired
to d
eepe
n th
e in
vest
igat
ion
or
com
plet
e th
e ta
sk. (
SL.
1d)
D.
Inte
grat
e m
ultip
le s
ourc
es o
f inf
orm
atio
n pr
esen
ted
in d
iver
se fo
rmat
s an
d m
edia
to
mak
e in
form
ed d
ecis
ions
and
sol
ve p
robl
ems.
(S
L.2)
E.
Eva
luat
e a
spea
ker’s
poi
nt o
f vie
w, r
easo
ning
, an
d us
e of
evi
denc
e an
d rh
etor
ic. (
SL.
3; L
.3)
Eng
lish
Lang
uage
Arts
Gra
duat
ion
Sta
ndar
d 8
SPEA
KIN
G A
ND
LIS
TEN
ING
PR
ESEN
TATI
ON
:P
rese
nt in
form
atio
n, fi
ndin
gs, a
nd s
uppo
rting
evi
denc
e, c
onve
ying
a c
lear
and
dis
tinct
per
spec
tive
(CC
SLA
4)
A.
Rep
ort o
n a
topi
c or
text
or p
rese
nt a
n op
inio
n, s
eque
ncin
g id
eas
logi
cally
and
usi
ng
appr
opria
te fa
cts
and
rele
vant
, des
crip
tive
deta
ils to
sup
port
mai
n id
eas
or th
emes
. (S
L.4)
B.
Spe
ak c
lear
ly a
t an
unde
rsta
ndab
le p
ace.
(S
L.4)
C.
Incl
ude
mul
timed
ia a
nd v
isua
l dis
play
s in
pr
esen
tatio
ns. (
SL.
5)
D.
Ada
pt s
peec
h to
a v
arie
ty o
f con
text
s an
d ta
sks.
(SL.
6; L
.3)
E.
Acq
uire
and
use
acc
urat
ely
grad
e-ap
prop
riate
ge
nera
l aca
dem
ic a
nd d
omai
n-sp
ecifi
c w
ords
and
phr
ases
, inc
ludi
ng th
ose
that
si
gnal
con
trast
, add
ition
, and
oth
er lo
gica
l re
latio
nshi
ps (L
.6)
A.
Pre
sent
cla
im a
nd fi
ndin
gs in
a fo
cuse
d,
cohe
sive
man
ner,
emph
asiz
ing
salie
nt p
oint
s an
d re
leva
nt e
vide
nce.
(SL.
4)
B.
Use
app
ropr
iate
eye
con
tact
, ade
quat
e vo
lum
e, a
nd c
lear
pro
nunc
iatio
n. (S
L.4)
C.
Inte
grat
e m
ultim
edia
and
vis
ual d
ispl
ays
into
pr
esen
tatio
ns. (
SL.
5)
D.
Ada
pt s
peec
h to
a v
arie
ty o
f con
text
s an
d ta
sks.
(SL.
6; L
.3)
E.
Acq
uire
and
use
acc
urat
ely
grad
e-ap
prop
riate
ge
nera
l aca
dem
ic a
nd d
omai
n-sp
ecifi
c w
ords
an
d ph
rase
s; g
athe
r voc
abul
ary
know
ledg
e w
hen
cons
ider
ing
a w
ord
or p
hras
e im
porta
nt
to c
ompr
ehen
sion
or e
xpre
ssio
n. (L
.6)
A.
Dev
elop
a c
lear
line
of r
easo
ning
that
ad
dres
ses
alte
rnat
ive
or o
ppos
ing
pers
pect
ives
. (S
L.4)
B.
Use
app
ropr
iate
org
aniz
atio
n, d
evel
opm
ent,
styl
e, a
nd s
ubst
ance
app
ropr
iate
to a
rang
e of
pu
rpos
es a
nd a
udie
nces
for b
oth
form
al a
nd
info
rmal
task
s. (S
L.4)
C.
Mak
e st
rate
gic
use
of d
igita
l med
ia in
pr
esen
tatio
ns. (
SL.
5)
D.
Ada
pt s
peec
h to
a v
arie
ty o
f con
text
s an
d ta
sks.
(SL.
6; L
.3)
E.
Acq
uire
and
use
acc
urat
ely
gene
ral a
cade
mic
an
d do
mai
n-sp
ecifi
c w
ords
and
phr
ases
, su
ffici
ent f
or s
peak
ing
and
liste
ning
at t
he
colle
ge- a
nd c
aree
r-re
adin
ess
leve
l. (L
.6)
Fifth
-Gra
de P
erfo
rman
ce In
dica
tors
Eig
hth-
Gra
de P
erfo
rman
ce In
dica
tors
Hig
h S
choo
l Per
form
ance
Indi
cato
rs
Mat
hem
atic
sS
ampl
e G
radu
atio
n S
tand
ards
and
Per
form
ance
Indi
cato
rs
A.
Und
erst
and
the
plac
e va
lue
syst
em. (
CC
SS
K
.CC
.A-C
, K.N
BT.
A.1
, 1.N
BT.
A-B
, 2.N
BT.
A,
4.N
BT.
A, 5
.NB
T.A
.1-3
)
B.
Use
pla
ce v
alue
und
erst
andi
ng a
nd
prop
ertie
s of
ope
ratio
ns to
add
and
su
btra
ct. (
CC
SS
1.N
BT.
C, 2
.NB
T.B
)
C.
Use
pla
ce v
alue
und
erst
andi
ng a
nd
prop
ertie
s of
ope
ratio
ns to
per
form
mul
ti-di
git a
rithm
etic
. (C
CS
S 3
.NB
T.A
, 4.N
BT.
B)
D.
Und
erst
and
fract
ions
as
num
bers
and
ex
plai
n fra
ctio
n eq
uiva
lenc
e an
d or
derin
g.
(CC
SS
3.N
F.A
, 4.N
F.A
)
E.
Use
equ
ival
ent f
ract
ions
as
a st
rate
gy to
ad
d an
d su
btra
ct fr
actio
ns. (
CC
SS
5.N
F.A
)
F.
App
ly a
nd e
xten
d un
ders
tand
ings
of
oper
atio
ns o
n w
hole
num
bers
to b
uild
fra
ctio
ns fr
om u
nit f
ract
ions
. (C
CS
S 4
.NF.
B)
G.
App
ly a
nd e
xten
d un
ders
tand
ings
of
mul
tiplic
atio
n an
d di
visi
on to
mul
tiply
and
di
vide
frac
tions
. (C
CS
S 5
.NF.
B)
Mat
hem
atic
s G
radu
atio
n S
tand
ard
1
NU
MB
ER A
ND
QU
AN
TITY
Rea
son
and
mod
el q
uant
itativ
ely,
usi
ng u
nits
and
num
ber s
yste
ms
to s
olve
pro
blem
s.
Fifth
-Gra
de P
erfo
rman
ce In
dica
tors
Eig
hth-
Gra
de P
erfo
rman
ce In
dica
tors
Hig
h S
choo
l Per
form
ance
Indi
cato
rs
A.
Und
erst
and
ratio
con
cept
s an
d us
e ra
tio
reas
onin
g to
sol
ve p
robl
ems.
(CC
SS
6.R
P.A
)
B.
Ana
lyze
pro
porti
onal
rela
tions
hips
and
use
th
em to
sol
ve re
al-w
orld
and
mat
hem
atic
al
prob
lem
s. (C
CS
S 7
.RP.
A)
C.
App
ly a
nd e
xten
d pr
evio
us u
nder
stan
ding
s of
m
ultip
licat
ion
and
divi
sion
to d
ivid
e fra
ctio
ns b
y fra
ctio
ns. (
CC
SS
6.N
S.A
)
D.
App
ly a
nd e
xten
d pr
evio
us u
nder
stan
ding
s of
nu
mbe
rs to
the
syst
em o
f rat
iona
l num
bers
. (C
CS
S 6
.NS
.C)
E.
App
ly a
nd e
xten
d pr
evio
us u
nder
stan
ding
s of
ope
ratio
ns w
ith fr
actio
ns to
add
, sub
tract
, m
ultip
ly, a
nd d
ivid
e ra
tiona
l num
bers
. (C
CS
S
7.N
S.A
)
A.
Ext
end
the
prop
ertie
s of
exp
onen
ts to
ratio
nal
expo
nent
s. (C
CS
S H
SN
.RN
.A)
B.
Use
the
prop
ertie
s of
ratio
nal a
nd ir
ratio
nal
num
bers
. (C
CS
S H
SN
.RN
.B)
C.
Rea
son
quan
titat
ivel
y an
d us
e un
its to
sol
ve
prob
lem
s. (C
CS
S H
SN
.Q.A
)
D.
Per
form
arit
hmet
ic o
pera
tions
with
com
plex
nu
mbe
rs. (
CC
SS
HS
N.C
N.A
.1-2
)
E.
Use
com
plex
num
bers
in p
olyn
omia
l ide
ntiti
es
and
equa
tions
. (C
CS
S H
SN
.CN
.C.7
)
Bas
ed o
n C
omm
on C
ore
Sta
te S
tand
ards
in M
athe
mat
ics
(CC
SS
, 201
0). U
sing
the
Ken
tuck
y D
epar
tmen
t of E
duca
tion’
s “P
rogr
ess
to H
igh
Sch
ool C
once
ptua
l Cat
egor
ies”
flow
cha
rt, d
omai
ns w
ithin
K-8
wer
e em
bedd
ed in
the
orig
inal
five
hig
h sc
hool
dom
ains
and
inte
rpre
ted
as s
tand
ards
with
in th
is p
rofic
ienc
y-ba
sed
lear
ning
mod
el. C
itatio
ns fo
llow
a d
istin
ct fo
rmat
: gra
de le
vel,
dom
ain,
sta
ndar
d, a
nd in
som
e ca
ses,
de
scrip
tor n
umbe
rs. M
odel
ing
is e
mbe
dded
with
in th
e co
nten
t sta
ndar
ds a
s su
gges
ted
in th
e C
CS
S d
ocum
ent.
© 2
013
This
wor
k is
lice
nsed
und
er a
Cre
ativ
e C
omm
ons
Attr
ibut
ion-
Non
Com
mer
cial
-Sha
reA
like
3.0
Unp
orte
d Li
cens
e.
Mai
ne D
epar
tmen
t of E
duca
tion
and
Gre
at S
choo
ls P
artn
ersh
ip.
H.
Use
dec
imal
not
atio
n fo
r fra
ctio
ns a
nd
com
pare
dec
imal
frac
tions
. (C
CS
S 4
.NF.
C)
Mat
hem
atic
s G
radu
atio
n S
tand
ard
2
ALG
EBR
A In
terp
ret,
repr
esen
t, cr
eate
and
sol
ve a
lgeb
raic
exp
ress
ions
.
A.
Rep
rese
nt a
nd s
olve
pro
blem
s in
volv
ing
addi
tion,
sub
tract
ion,
mul
tiplic
atio
n, a
nd
divi
sion
(CC
SS
1.O
A.A
-C, 2
.OA
.A, 3
.OA
.A)
B.
Und
erst
and
and
appl
y pr
oper
ties
of o
pera
tions
an
d th
e re
latio
nshi
p be
twee
n ad
ditio
n,
subt
ract
ion,
mul
tiplic
atio
n, a
nd d
ivis
ion.
(CC
SS
2.
OA
.B-C
, 3.O
A.B
-D)
C.
Iden
tify
fact
ors
and
mul
tiple
s of
who
le
num
bers
. (C
CS
S 4
.OA
.B)
D.
Use
the
four
ope
ratio
ns w
ith w
hole
num
bers
to
solv
e pr
oble
ms.
(CC
SS
4.O
A.A
)
E.
Gen
erat
e an
d an
alyz
e pa
ttern
s an
d re
latio
nshi
ps. (
CC
SS
4.O
A.C
; 5.O
A.B
)
F.
Writ
e an
d in
terp
ret n
umer
ical
exp
ress
ions
. (C
CS
S 5
.OA
.A)
A.
App
ly a
nd e
xten
d pr
evio
us u
nder
stan
ding
s of
ar
ithm
etic
to a
lgeb
raic
exp
ress
ions
. (C
CS
S
6.E
E.A
)
B.
Use
pro
perti
es o
f ope
ratio
ns to
gen
erat
e eq
uiva
lent
exp
ress
ions
. (C
CS
S 7
.EE
.A)
C.
Sol
ve re
al-li
fe a
nd m
athe
mat
ical
pro
blem
s us
ing
num
eric
al a
nd a
lgeb
raic
exp
ress
ions
an
d eq
uatio
ns. (
CC
SS
7.E
E.B
)
D.
Rep
rese
nt a
nd a
naly
ze q
uant
itativ
e re
latio
nshi
ps b
etw
een
depe
nden
t and
in
depe
nden
t var
iabl
es. (
CC
SS
6.E
E.C
)
E.
Wor
k w
ith ra
dica
ls a
nd in
tege
r exp
onen
ts.
(CC
SS
8.E
E.A
)
F.
Ana
lyze
and
sol
ve li
near
equ
atio
ns a
nd p
airs
of
sim
ulta
neou
s lin
ear e
quat
ions
. (C
CS
S
8.E
E.B
)
G.
Und
erst
and
the
conn
ectio
ns b
etw
een
prop
ortio
nal r
elat
ions
hips
, lin
es, a
nd li
near
eq
uatio
ns. (
8.E
E.C
)
A.
Inte
rpre
t the
stru
ctur
e of
exp
ress
ions
. (C
CS
S
HS
A.S
SE
.A)
B.
Writ
e ex
pres
sion
s in
equ
ival
ent f
orm
s to
sol
ve
prob
lem
s. (C
CS
S H
SA
.SS
E.B
)
C.
Per
form
arit
hmet
ic o
pera
tions
on
poly
nom
ials
. (C
CS
S H
SA
.AP
R.A
)
D.
Und
erst
and
the
rela
tions
hip
betw
een
zero
s an
d fa
ctor
s of
pol
ynom
ials
. (C
CS
S H
SA
.A
PR
.B)
E.
Use
pol
ynom
ial i
dent
ities
to s
olve
pro
blem
s.
(CC
SS
HS
A.A
PR
.C.4
)
F.
Rew
rite
ratio
nal e
xpre
ssio
ns. (
CC
SS
HS
A.
AP
R.D
.6)
G.
Cre
ate
equa
tions
that
des
crib
e nu
mbe
rs o
r re
latio
nshi
ps. (
CC
SS
HS
A.C
ED
.A)
H.
Und
erst
and
solv
ing
equa
tions
as
a pr
oces
s of
re
ason
ing
and
expl
ain
the
reas
onin
g. (C
CS
S
HS
A.R
EI.A
)
I. S
olve
equ
atio
ns a
nd in
equa
litie
s in
one
va
riabl
e. (C
CS
S H
SA
.RE
I.B)
J.
Sol
ve s
yste
ms
of e
quat
ions
. (C
CS
S H
SA
.R
EI.C
.5-7
)
K.
Rep
rese
nt a
nd s
olve
equ
atio
ns a
nd
ineq
ualit
ies
grap
hica
lly. (
CC
SS
HS
A.R
EI.D
)
Fifth
-Gra
de P
erfo
rman
ce In
dica
tors
Eig
hth-
Gra
de P
erfo
rman
ce In
dica
tors
Hig
h S
choo
l Per
form
ance
Indi
cato
rs
Mat
hem
atic
s G
radu
atio
n S
tand
ard
3
FUN
CTI
ON
SIn
terp
ret,
anal
yze,
con
stru
ct, a
nd s
olve
line
ar, q
uadr
atic
, and
trig
onom
etric
func
tions
.
Not
app
licab
leA
. D
efine
, eva
luat
e an
d co
mpa
re fu
nctio
ns.
(CC
SS
8.F
.A)
B.
Use
func
tions
to m
odel
rela
tions
hips
bet
wee
n qu
antit
ies.
(CC
SS
8.F
.B)
A.
Und
erst
and
the
conc
ept o
f a fu
nctio
n an
d us
e fu
nctio
n no
tatio
n. (C
CS
S H
SF.
IF.A
)
B.
Inte
rpre
t fun
ctio
ns th
at a
rise
in a
pplic
atio
ns in
te
rms
of th
e co
ntex
t. (C
CS
S H
SF.
IF.B
)
C.
Ana
lyze
func
tions
usi
ng d
iffer
ent
repr
esen
tatio
ns. (
CC
SS
HS
F.IF
.C.7
A-C
,E,8
-9)
D.
Bui
ld a
func
tion
that
mod
els
a re
latio
nshi
p be
twee
n tw
o qu
antit
ies.
(CC
SS
HS
F.B
F.A
.1A
-B,2
)
E.
Bui
ld n
ew fu
nctio
ns fr
om e
xist
ing
func
tions
. (C
CS
S H
SF.
BF.
B.3
,4A
)
F.
Con
stru
ct a
nd c
ompa
re li
near
, qua
drat
ic,
and
expo
nent
ial m
odel
s an
d so
lve
prob
lem
s.
(CC
SS
HS
F.LE
.A)
G.
Inte
rpre
t exp
ress
ions
for f
unct
ions
in te
rms
of
the
situ
atio
n th
ey m
odel
. (C
CS
S H
SF.
LE.B
)
H.
Ext
end
the
dom
ain
of tr
igon
omet
ric fu
nctio
ns
usin
g th
e un
it ci
rcle
. (C
CS
S H
SF.
TF.A
.1-2
)
I. M
odel
per
iodi
c ph
enom
ena
with
trig
onom
etric
fu
nctio
ns. (
CC
SS
HS
F.TF
.B.5
)
J.
Pro
ve a
nd a
pply
trig
onom
etric
iden
titie
s.
(CC
SS
HS
F.TF
.C8)
Fifth
-Gra
de P
erfo
rman
ce In
dica
tors
Eig
hth-
Gra
de P
erfo
rman
ce In
dica
tors
Hig
h S
choo
l Per
form
ance
Indi
cato
rs
Mat
hem
atic
s G
radu
atio
n S
tand
ard
4
GEO
MET
RY:
Pro
ve, u
nder
stan
d, a
nd m
odel
geo
met
ric c
once
pts,
theo
rem
s, a
nd c
onst
ruct
ions
to s
olve
pro
blem
s.
A.
Iden
tify
and
desc
ribe
shap
es. (
CC
SS
K.G
.A)
B.
Ana
lyze
, com
pare
, cre
ate
and
com
pose
sha
pes.
(C
CS
S K
.G.B
)
C.
Rea
son
with
sha
pes
and
thei
r attr
ibut
es. (
CC
SS
1.
G.A
, 2.G
.A, 3
.G.A
)
D.
Dra
w a
nd id
entif
y lin
es a
nd a
ngle
s, a
nd c
lass
ify
shap
es b
y pr
oper
ties
of th
eir l
ines
and
ang
les.
(C
CS
S 4
.G.A
)
E.
Gra
ph p
oint
s on
the
coor
dina
te p
lane
to s
olve
re
al-w
orld
and
mat
hem
atic
al p
robl
ems.
(CC
SS
5.
G.A
)
F.
Cla
ssify
two-
dim
ensi
onal
figu
res
into
cat
egor
ies
base
d on
thei
r pro
perti
es. (
CC
SS
5.G
.B)
A.
Sol
ve re
al-w
orld
and
mat
hem
atic
al p
robl
ems
invo
lvin
g ar
ea, s
urfa
ce a
rea,
vol
ume,
and
an
gle
mea
sure
. (C
CS
S 6
.G.A
, 7.G
.B)
B.
Sol
ve re
al-w
orld
and
mat
hem
atic
al p
robl
ems
invo
lvin
g vo
lum
e of
cyl
inde
rs, c
ones
, and
sp
here
s. (C
CS
S 8
.G.C
)
C.
Dra
w, c
onst
ruct
, and
des
crib
e ge
omet
rical
fig
ures
and
des
crib
e th
e re
latio
nshi
ps b
etw
een
them
. (C
CS
S 7
.G.A
)
D.
Und
erst
and
cong
ruen
ce a
nd s
imila
rity
usin
g ph
ysic
al m
odel
s, tr
ansp
aren
cies
, or g
eom
etry
so
ftwar
e. (C
CS
S 8
.G.A
)
E.
Und
erst
and
and
appl
y P
ytha
gore
an T
heor
em.
(CC
SS
8.G
.B)
A.
Exp
erim
ent w
ith tr
ansf
orm
atio
ns in
the
plan
e.
(CC
SS
HS
G.C
O.A
)
B.
Und
erst
and
cong
ruen
ce in
term
s of
rigi
d m
otio
ns.
(CC
SS
HS
G.C
O.B
)
C.
Pro
ve g
eom
etric
theo
rem
s. (C
CS
S H
SG
.CO
.C)
D.
Mak
e ge
omet
ric c
onst
ruct
ions
. (C
CS
S H
SG
.CO
.D)
E.
Und
erst
and
sim
ilarit
y in
term
s of
sim
ilarit
y tra
nsfo
rmat
ions
. (C
CS
S H
SG
.SR
T.A
)
F.
Pro
ve th
eore
ms
invo
lvin
g si
mila
rity.
(CC
SS
HS
G.
SR
T.B
)
G.
Defi
ne tr
igon
omet
ric ra
tios
and
solv
e pr
oble
ms
invo
lvin
g rig
ht tr
iang
les.
(CC
SS
HS
G.S
RT.
C)
H.
Und
erst
and
and
appl
y th
eore
ms
abou
t circ
les.
(C
CS
S H
SG
.C.A
.1-3
)
I. Fi
nd a
rc le
ngth
s an
d ar
eas
of s
ecto
rs o
f circ
les.
(C
CS
S H
SG
.C.B
)
J.
Tran
slat
e be
twee
n th
e ge
omet
ric d
escr
iptio
n an
d th
e eq
uatio
n fo
r a c
onic
sec
tion.
(CC
SS
HS
G.
GP
E.A
.1-2
)
K.
Use
coo
rdin
ates
to p
rove
sim
ple
geom
etric
th
eore
ms
alge
brai
cally
. (C
CS
S H
SG
.GP
E.B
)
L.
Exp
lain
vol
ume
form
ulas
and
use
them
to s
olve
pr
oble
ms.
(CC
SS
HS
G.G
MD
.A.1
,3)
M.
Visu
aliz
e re
latio
nshi
ps b
etw
een
two-
dim
ensi
onal
an
d th
ree-
dim
ensi
onal
obj
ects
. (C
CS
S H
SG
.GM
D.B
)
N.
App
ly g
eom
etric
con
cept
s in
mod
elin
g si
tuat
ions
. (H
SG
.MG
.A)
Fifth
-Gra
de P
erfo
rman
ce In
dica
tors
Eig
hth-
Gra
de P
erfo
rman
ce In
dica
tors
Hig
h S
choo
l Per
form
ance
Indi
cato
rs
Mat
hem
atic
s G
radu
atio
n S
tand
ard
5
STAT
ISTI
CS
& P
RO
BA
BIL
ITY:
Inte
rpre
t, in
fer a
nd a
pply
sta
tistic
s an
d pr
obab
ility
to a
naly
ze d
ata
and
reac
h an
d ju
stify
con
clus
ions
.
A.
Mea
sure
, com
pare
and
est
imat
e le
ngth
s in
le
ngth
uni
ts a
nd s
tand
ard
units
. (C
CS
S K
.MD
.A,
1.M
D.A
, 2.M
D.A
-B)
B.
Rep
rese
nt a
nd in
terp
ret d
ata.
(CC
SS
K.M
D.B
, 1.
MD
.C, 2
.MD
.D, 3
.MD
.B, 4
.MD
.B, 5
.MD
.B)
C.
Tell
and
writ
e tim
e. (C
CS
S 1
.MD
.B, 2
.MD
.C.7
)
D.
Sol
ve w
ord
prob
lem
s in
volv
ing
mon
ey.
(CC
SS
2.
MD
.C.8
)
E.
Geo
met
ric m
easu
rem
ent:
reco
gniz
e pe
rimet
er
as a
n at
tribu
te o
f pla
ne fi
gure
s an
d di
stin
guis
h be
twee
n lin
ear a
nd a
rea
mea
sure
s. (C
CS
S
3.M
D.D
)
F.
Geo
met
ric m
easu
rem
ent:
unde
rsta
nd c
once
pts
of a
rea
and
volu
me
and
rela
te to
mul
tiplic
atio
n an
d to
add
ition
. (C
CS
S 3
.MD
.C, 5
.MD
.C.3
-4)
G.
Geo
met
ric m
easu
rem
ent:
unde
rsta
nd c
once
pts
of a
ngle
and
mea
sure
ang
les.
(CC
SS
4.M
D.C
)
H.
Sol
ve p
robl
ems
invo
lvin
g m
easu
rem
ent a
nd
estim
atio
n of
inte
rval
s of
tim
e, li
quid
vol
umes
, an
d m
asse
s of
obj
ects
. (C
CS
S 3
.MD
.A)
I. S
olve
pro
blem
s in
volv
ing
mea
sure
men
t and
co
nver
sion
of m
easu
rem
ents
with
in a
giv
en
mea
sure
men
t sys
tem
. (C
CS
S 4
.MD
.A, 5
.MD
.A)
A.
Dev
elop
und
erst
andi
ng o
f sta
tistic
al v
aria
bilit
y.
(CC
SS
6.S
P.A
)
B.
Sum
mar
ize
and
desc
ribe
dist
ribut
ions
. (C
CS
S
6.S
P.B
)
C.
Use
rand
om s
ampl
ing
to d
raw
infe
renc
es
abou
t a p
opul
atio
n. (C
CS
S 7
.SP.
B)
D.
Inve
stig
ate
chan
ce p
roce
sses
and
dev
elop
, us
e, a
nd e
valu
ate
prob
abili
ty m
odel
s. (C
CS
S
7.S
P.C
)
E.
Inve
stig
ate
patte
rns
of a
ssoc
iatio
n in
biv
aria
te
data
. (C
CS
S 8
.SP.
A)
A.
Sum
mar
ize,
repr
esen
t, an
d in
terp
ret d
ata
on a
si
ngle
cou
nt o
r mea
sure
men
t var
iabl
e. (C
CS
S
HS
S.ID
.A)
B.
Sum
mar
ize,
repr
esen
t, an
d in
terp
ret d
ata
on tw
o ca
tego
rical
and
qua
ntita
tive
varia
bles
. (C
CS
S
HS
S.ID
.B)
C.
Inte
rpre
t lin
ear m
odel
s. (C
CS
S H
SS
.ID.C
)
D.
Und
erst
and
and
eval
uate
rand
om p
roce
sses
un
derly
ing
stat
istic
al e
xper
imen
ts. (
CC
SS
HS
S.
IC.A
)
E.
Mak
e in
fere
nces
and
just
ify c
oncl
usio
ns fr
om
sam
ple
surv
eys,
exp
erim
ents
, and
obs
erva
tiona
l st
udie
s. (C
CS
S H
SS
.IC.B
)
F.
Und
erst
and
inde
pend
ence
and
con
ditio
nal
prob
abili
ty a
nd u
se th
em to
inte
rpre
t dat
a. (C
CS
S
HS
S.C
P.A
)
G.
Use
the
rule
s of
pro
babi
lity
to c
ompu
te
prob
abili
ties
of c
ompo
und
even
ts in
a u
nifo
rm
prob
abili
ty m
odel
. (C
CS
S H
SS
.CP.
B.6
-7)
Fifth
-Gra
de P
erfo
rman
ce In
dica
tors
Eig
hth-
Gra
de P
erfo
rman
ce In
dica
tors
Hig
h S
choo
l Per
form
ance
Indi
cato
rs
Scie
nce
Sam
ple
Gra
duat
ion
Sta
ndar
ds a
nd P
erfo
rman
ce In
dica
tors
A.
Mak
e ob
serv
atio
ns to
con
stru
ct a
n ev
iden
ce-
base
d ac
coun
t on
how
an
obje
ct m
ade
of a
sm
all s
et o
f pie
ces
can
be d
isas
sem
bled
and
m
ade
into
a n
ew o
bjec
t. (2
-PS
1-3)
B.
Dev
elop
a m
odel
to d
escr
ibe
that
mat
ter i
s m
ade
of p
artic
les
too
smal
l to
be s
een.
(5-P
S1-
1)
C.
Mea
sure
and
gra
ph q
uant
ities
to p
rovi
de
evid
ence
that
rega
rdle
ss o
f the
type
of c
hang
e th
at o
ccur
s w
hen
heat
ing,
coo
ling,
or m
ixin
g su
bsta
nces
, the
tota
l wei
ght o
f mat
ter i
s co
nser
ved.
(5-P
S1-
2)
D.
Pla
n an
d co
nduc
t inv
estig
atio
ns, m
ake
obse
rvat
ions
and
mea
sure
men
ts to
iden
tify
mat
eria
ls b
ased
on
thei
r (ob
serv
able
) pro
perti
es
(2-P
S1-
1 A
ND
5-P
S1-
3)
E.
Con
stru
ct a
n ar
gum
ent w
ith e
vide
nce
that
som
e ch
ange
s ca
used
by
heat
ing
or c
oolin
g ca
n be
re
vers
ed a
nd s
ome
cann
ot.(2
-PS
1-4)
F.
Con
duct
an
inve
stig
atio
n to
det
erm
ine
whe
ther
th
e m
ixin
g of
two
or m
ore
subs
tanc
es re
sults
in
new
sub
stan
ces.
(5-P
S1-
4)
Sci
ence
Gra
duat
ion
Sta
ndar
d 1
PHYS
ICA
L SC
IEN
CES
: STR
UC
TUR
E/PR
OPE
RTI
ES O
F M
ATTE
R, F
OR
CES
, AN
D IN
TER
AC
TIO
NS
Und
erst
and
and
anal
yze
mat
ter,
reac
tions
and
phy
sica
l sys
tem
s as
dem
onst
rate
d th
roug
h th
e in
tegr
atio
n of
sci
entifi
c an
d en
gine
erin
g pr
actic
es
and
cros
s-cu
tting
con
cept
s (P
S 1
+ P
S 2
)
Fifth
-Gra
de P
erfo
rman
ce In
dica
tors
Eig
hth-
Gra
de P
erfo
rman
ce In
dica
tors
Hig
h S
choo
l Per
form
ance
Indi
cato
rs
A.
Dev
elop
mod
els
to d
escr
ibe
the
atom
ic
com
posi
tion
of s
impl
e m
olec
ules
and
ext
ende
d st
ruct
ures
. (M
S-P
S1-
1)
B.
Ana
lyze
and
inte
rpre
t dat
a on
the
prop
ertie
s of
sub
stan
ces
befo
re a
nd a
fter t
he s
ubst
ance
s in
tera
ct to
det
erm
ine
if a
chem
ical
reac
tion
has
occu
rred
. (M
S-P
S1-
2)
C.
Gat
her a
nd m
ake
sens
e of
info
rmat
ion
to
desc
ribe
that
syn
thet
ic m
ater
ials
com
e fro
m
natu
ral r
esou
rces
and
impa
ct s
ocie
ty.
(MS
-PS
1-3)
D.
Dev
elop
a m
odel
that
pre
dict
s an
d de
scrib
es
chan
ges
in p
artic
le m
otio
n, te
mpe
ratu
re, a
nd
stat
e of
a p
ure
subs
tanc
e w
hen
ther
mal
ene
rgy
is a
dded
or r
emov
ed. (
MS
-PS
1-4)
E.
Dev
elop
and
use
a m
odel
to d
escr
ibe
how
the
tota
l num
ber o
f ato
ms
does
not
cha
nge
in a
ch
emic
al re
actio
n an
d th
us m
ass
is c
onse
rved
. (M
S-P
S1-
5)
F.
Pla
n an
inve
stig
atio
n to
pro
vide
evi
denc
e th
at
the
chan
ge in
an
obje
ct’s
mot
ion
depe
nds
on
the
sum
of t
he fo
rces
on
the
obje
ct a
nd th
e
A.
Use
the
perio
dic
tabl
e as
a m
odel
to p
redi
ct th
e re
lativ
e pr
oper
ties
of e
lem
ents
bas
ed o
n th
e pa
ttern
s of
ele
ctro
ns in
the
oute
rmos
t ene
rgy
leve
l of a
tom
s. (H
S-P
S1-
1)
B.
Con
stru
ct a
nd re
vise
an
expl
anat
ion
for t
he
outc
ome
of a
sim
ple
chem
ical
reac
tion
base
d on
th
e ou
term
ost e
lect
ron
stat
es o
f ato
ms,
tren
ds in
th
e pe
riodi
c ta
ble,
and
kno
wle
dge
of th
e pa
ttern
s of
che
mic
al p
rope
rties
. (H
S-P
S1-
2)
C.
Pla
n an
d co
nduc
t an
inve
stig
atio
n to
gat
her
evid
ence
to c
ompa
re th
e st
ruct
ure
of s
ubst
ance
s at
the
bulk
sca
le to
infe
r the
stre
ngth
of e
lect
rical
fo
rces
bet
wee
n pa
rticl
es. (
HS
-PS
1-3)
D.
Dev
elop
a m
odel
to il
lust
rate
that
the
rele
ase
or
abso
rptio
n of
ene
rgy
from
a c
hem
ical
reac
tion
syst
em d
epen
ds u
pon
the
chan
ges
in to
tal b
ond
ener
gy. (
HS
-PS
1-4)
E.
App
ly s
cien
tific
prin
cipl
es a
nd e
vide
nce
to p
rovi
de
an e
xpla
natio
n ab
out t
he e
ffect
s of
cha
ngin
g th
e te
mpe
ratu
re o
r con
cent
ratio
n of
the
reac
ting
parti
cles
on
the
rate
at w
hich
a re
actio
n oc
curs
. (H
S-P
S1-
5)
© 2
013
This
wor
k is
lice
nsed
und
er a
Cre
ativ
e C
omm
ons
Attr
ibut
ion-
Non
Com
mer
cial
-Sha
reA
like
3.0
Unp
orte
d Li
cens
e.
Mai
ne D
epar
tmen
t of E
duca
tion
and
Gre
at S
choo
ls P
artn
ersh
ip.
mas
s of
the
obje
ct. (
MS
-PS
2-2)
G.
Ask
que
stio
ns a
bout
dat
a to
det
erm
ine
the
fact
ors
that
affe
ct th
e st
reng
th o
f ele
ctric
and
m
agne
tic fo
rces
. (M
S-P
S2-
3)
H.
Con
stru
ct a
nd p
rese
nt a
rgum
ents
usi
ng
evid
ence
to s
uppo
rt th
e cl
aim
that
gra
vita
tiona
l in
tera
ctio
ns a
re a
ttrac
tive
and
depe
nd o
n th
e m
asse
s of
inte
ract
ing
obje
cts.
(MS
-PS
2-4)
I. C
ondu
ct a
n in
vest
igat
ion
and
eval
uate
the
expe
rimen
tal d
esig
n to
pro
vide
evi
denc
e th
at
field
s ex
ist b
etw
een
obje
cts
exer
ting
forc
es o
n ea
ch o
ther
eve
n th
ough
the
obje
cts
are
not i
n co
ntac
t. (M
S-P
S2-
5)
G.
Pla
n an
d co
nduc
t an
inve
stig
atio
n to
com
pare
th
e ef
fect
s of
diff
eren
t stre
ngth
s of
diff
eren
t di
rect
ions
of p
ushe
s an
d pu
lls (K
-PS
2-1)
AN
D
cond
uct a
nd in
vest
igat
ion
to p
rovi
de e
vide
nce
of th
e ef
fect
s of
bal
ance
d an
d un
bala
nced
fo
rces
on
the
mot
ion
of a
n ob
ject
. (3-
PS
2-1)
H.
Mak
e ob
serv
atio
ns a
nd/o
r mea
sure
men
ts o
f an
obj
ect’s
mot
ion
to p
rovi
de e
vide
nce
that
a
patte
rn c
an b
e us
ed to
pre
dict
futu
re m
otio
n.
(3-P
S2-
2)
I. A
sk q
uest
ions
to d
eter
min
e ca
use
and
effe
ct
rela
tions
hips
of e
lect
ric o
r mag
netic
inte
ract
ions
be
twee
n tw
o ob
ject
s no
t in
cont
act w
ith e
ach
othe
r. (3
-PS
2-3)
J.
Sup
port
an a
rgum
ent t
hat t
he g
ravi
tatio
nal
forc
e ex
erte
d by
Ear
th o
n ob
ject
s is
dire
cted
do
wn.
(5-P
S2-
1)
F.
Use
mat
hem
atic
al re
pres
enta
tions
to s
uppo
rt th
e cl
aim
that
ato
ms,
and
ther
efor
e m
ass,
are
co
nser
ved
durin
g a
chem
ical
reac
tion.
(HS
-PS
1-7)
G.
Dev
elop
mod
els
to il
lust
rate
the
chan
ges
in th
e co
mpo
sitio
n of
the
nucl
eus
of th
e at
om a
nd th
e en
ergy
rele
ased
dur
ing
the
proc
esse
s of
fiss
ion,
fu
sion
, and
radi
oact
ive
deca
y. (H
S-P
S1-
8)
H.
Ana
lyze
dat
a to
sup
port
the
clai
m th
at
New
ton’
s se
cond
law
of m
otio
n de
scrib
es th
e m
athe
mat
ical
rela
tions
hip
amon
g th
e ne
t for
ce
on a
mac
rosc
opic
obj
ect,
its m
ass,
and
its
acce
lera
tion.
(HS
-PS
2-1)
I. U
se m
athe
mat
ical
repr
esen
tatio
ns to
sup
port
the
clai
m th
at th
e to
tal m
omen
tum
of a
sys
tem
of
obje
cts
is c
onse
rved
whe
n th
ere
is n
o ne
t for
ce
on th
e sy
stem
. (H
S-P
S2-
2)
J.
Use
mat
hem
atic
al re
pres
enta
tions
of N
ewto
n’s
Law
of G
ravi
tatio
n an
d C
oulo
mb’
s La
w to
de
scrib
e an
d pr
edic
t the
gra
vita
tiona
l and
el
ectro
stat
ic fo
rces
bet
wee
n ob
ject
s. (H
S-P
S2-
4)
K.
Pla
n an
d co
nduc
t an
inve
stig
atio
n to
pro
vide
ev
iden
ce th
at a
n el
ectri
c cu
rren
t can
pro
duce
a
mag
netic
fiel
d an
d th
at a
cha
ngin
g m
agne
tic fi
eld
can
prod
uce
an e
lect
ric c
urre
nt. (
HS
-PS
2-5)
Sci
ence
Gra
duat
ion
Sta
ndar
d 2
PHYS
ICA
L SC
IEN
CES
: EN
ERG
Y, W
AVES
, AN
D E
LEC
TRO
MA
GN
ETIC
RA
DIA
TIO
NU
nder
stan
d an
d an
alyz
e en
ergy
and
the
char
acte
ristic
s an
d dy
nam
ics
of w
aves
as
dem
onst
rate
d th
roug
h th
e in
tegr
atio
n of
sci
entifi
c an
d en
gine
erin
g pr
actic
es a
nd c
ross
-cut
ting
conc
epts
(PS
3 +
PS
4)
A.
Mak
e ob
serv
atio
ns to
det
erm
ine
the
effe
ct o
f su
nlig
ht o
n E
arth
’s s
urfa
ce. (
K-P
S3-
1)
B.
Pla
n an
d co
nduc
t inv
estig
atio
ns to
pro
vide
ev
iden
ce th
at v
ibra
ting
mat
eria
ls c
an m
ake
soun
d an
d th
at s
ound
can
mak
e m
ater
ials
vi
brat
e. (1
-PS
4-1)
C.
Pla
n an
d co
nduc
t an
inve
stig
atio
n to
de
term
ine
the
effe
ct o
f pla
cing
obj
ects
mad
e w
ith d
iffer
ent m
ater
ials
in th
e pa
th o
f a b
eam
of
ligh
t. (1
-PS
4-3)
D.
Use
evi
denc
e to
con
stru
ct a
n ex
plan
atio
n re
latin
g th
e sp
eed
of a
n ob
ject
to th
e en
ergy
of
that
obj
ect.
(4-P
S3-
1)
E.
Mak
e ob
serv
atio
ns to
pro
vide
evi
denc
e th
at
ener
gy c
an b
e tra
nsfe
rred
from
pla
ce to
pla
ce
by s
ound
, lig
ht, h
eat,
and
elec
tric
curr
ents
. (4
-PS
3-2)
F.
Ask
que
stio
ns a
nd p
redi
ct o
utco
mes
abo
ut th
e ch
ange
s in
ene
rgy
that
occ
ur w
hen
obje
cts
colli
de. (
4-P
S3-
3)
G.
Use
mod
els
to d
escr
ibe
that
ene
rgy
in a
nim
als’
fo
od (u
sed
for b
ody
repa
ir, g
row
th, m
otio
n,
and
to m
aint
ain
body
war
mth
) was
onc
e en
ergy
from
the
sun.
(5-P
S3-
1)
H.
Dev
elop
a m
odel
of w
aves
to d
escr
ibe
patte
rns
in te
rms
of a
mpl
itude
and
wav
elen
gth
and
that
wav
es c
an c
ause
obj
ects
to m
ove.
(4
-PS
4-1)
I. M
ake
obse
rvat
ions
to c
onst
ruct
an
evid
ence
-
A.
Con
stru
ct a
nd in
terp
ret g
raph
ical
dis
play
s of
da
ta to
des
crib
e th
e re
latio
nshi
ps o
f kin
etic
en
ergy
to th
e m
ass
of a
n ob
ject
and
to th
e sp
eed
of a
n ob
ject
. (M
S-P
S3-
1)
B.
Dev
elop
a m
odel
to d
escr
ibe
that
whe
n th
e ar
rang
emen
t of o
bjec
ts in
tera
ctin
g at
a
dist
ance
cha
nges
, diff
eren
t am
ount
s of
po
tent
ial e
nerg
y ar
e st
ored
in th
e sy
stem
. (M
S-P
S3-
2)
C.
Pla
n an
inve
stig
atio
n to
det
erm
ine
the
rela
tions
hips
am
ong
the
ener
gy tr
ansf
erre
d,
the
type
of m
atte
r, th
e m
ass,
and
the
chan
ge
in th
e av
erag
e ki
netic
ene
rgy
of th
e pa
rticl
es
as m
easu
red
by th
e te
mpe
ratu
re o
f the
sa
mpl
e. (M
S-P
S3-
4)
D.
Con
stru
ct, u
se, a
nd p
rese
nt a
rgum
ents
to
supp
ort t
he c
laim
that
whe
n th
e ki
netic
ene
rgy
of a
n ob
ject
cha
nges
, ene
rgy
is tr
ansf
erre
d to
or
from
the
obje
ct. (
MS
-PS
3-5)
E.
Use
mat
hem
atic
al re
pres
enta
tions
to d
escr
ibe
a si
mpl
e m
odel
for w
aves
that
incl
udes
how
th
e am
plitu
de o
f a w
ave
is re
late
d to
the
ener
gy in
a w
ave.
(MS
-PS
4-1)
F.
Dev
elop
and
use
a m
odel
to d
escr
ibe
that
w
aves
are
refle
cted
, abs
orbe
d, o
r tra
nsm
itted
th
roug
h va
rious
mat
eria
ls. (
MS
-PS
4-2)
G.
Inte
grat
e qu
alita
tive
scie
ntifi
c an
d te
chni
cal
info
rmat
ion
to s
uppo
rt th
e cl
aim
that
dig
itize
d si
gnal
s ar
e a
mor
e re
liabl
e w
ay to
enc
ode
and
trans
mit
info
rmat
ion
than
ana
log
sign
als.
(M
S-P
S4-
3)
A.
Cre
ate
a co
mpu
tatio
nal m
odel
to c
alcu
late
th
e ch
ange
in th
e en
ergy
of o
ne c
ompo
nent
in
a s
yste
m w
hen
the
chan
ge in
ene
rgy
of th
e ot
her c
ompo
nent
(s) a
nd e
nerg
y flo
ws
in a
nd
out o
f the
sys
tem
are
kno
wn.
(HS
-PS
3-1)
B.
Dev
elop
and
use
mod
els
to il
lust
rate
that
en
ergy
at t
he m
acro
scop
ic s
cale
can
be
acco
unte
d fo
r as
eith
er m
otio
ns o
f par
ticle
s or
en
ergy
sto
red
in fi
elds
. (H
S-P
S3-
2)
C.
Pla
n an
d co
nduc
t an
inve
stig
atio
n to
pro
vide
ev
iden
ce th
at th
e tra
nsfe
r of t
herm
al e
nerg
y w
hen
two
com
pone
nts
of d
iffer
ent t
empe
ratu
re
are
com
bine
d w
ithin
a c
lose
d sy
stem
resu
lts
in a
mor
e un
iform
ene
rgy
dist
ribut
ion
amon
g th
e co
mpo
nent
s in
the
syst
em (s
econ
d la
w o
f th
erm
odyn
amic
s). (
HS
-PS
3-4)
D.
Dev
elop
and
use
a m
odel
of t
wo
obje
cts
inte
ract
ing
thro
ugh
elec
tric
or m
agne
tic fi
elds
to
illu
stra
te th
e fo
rces
bet
wee
n ob
ject
s an
d th
e ch
ange
s in
ene
rgy
of th
e ob
ject
s du
e to
the
inte
ract
ion.
(HS
-PS
3-5)
E.
Use
mat
hem
atic
al re
pres
enta
tions
to s
uppo
rt a
clai
m re
gard
ing
rela
tions
hips
am
ong
the
frequ
ency
, wav
elen
gth,
and
spe
ed o
f wav
es
trave
ling
in v
ario
us m
edia
. (H
S-P
S4-
1)
F.
Eva
luat
e qu
estio
ns a
bout
the
adva
ntag
es o
f us
ing
a di
gita
l tra
nsm
issi
on a
nd s
tora
ge o
f in
form
atio
n. (H
S-P
S4-
2)
G.
Eva
luat
e th
e cl
aim
s, e
vide
nce,
and
reas
onin
g be
hind
the
idea
that
ele
ctro
mag
netic
radi
atio
n ca
n be
des
crib
ed e
ither
by
a w
ave
mod
el o
r
Fifth
-Gra
de P
erfo
rman
ce In
dica
tors
Eig
hth-
Gra
de P
erfo
rman
ce In
dica
tors
Hig
h S
choo
l Per
form
ance
Indi
cato
rs
base
d ac
coun
t tha
t obj
ects
can
be
seen
onl
y w
hen
illum
inat
ed (1
-PS
4-2)
AN
D d
evel
op a
m
odel
to d
escr
ibe
that
ligh
t refl
ectin
g fro
m
obje
cts
and
ente
ring
the
eye
allo
ws
obje
cts
to
be s
een.
(4-P
S4-
2)
a pa
rticl
e m
odel
, and
that
for s
ome
situ
atio
ns
one
mod
el is
mor
e us
eful
than
the
othe
r.
(HS
-PS
4-3)
H.
Eva
luat
e th
e va
lidity
and
relia
bilit
y of
cla
ims
in
publ
ishe
d m
ater
ials
of t
he e
ffect
s th
at d
iffer
ent
frequ
enci
es o
f ele
ctro
mag
netic
radi
atio
n ha
ve
whe
n ab
sorb
ed b
y m
atte
r. (H
S-P
S4-
4)
Sci
ence
Gra
duat
ion
Sta
ndar
d 3
LIFE
SC
IEN
CES
: STR
UC
TUR
E, F
UN
CTI
ON
, AN
D IN
FOR
MAT
ION
PR
OC
ESSI
NG
Und
erst
and
and
anal
yze
mol
ecul
ar, s
truct
ural
, and
che
mic
al b
iolo
gy a
s de
mon
stra
ted
thro
ugh
the
inte
grat
ion
of s
cien
tific
and
engi
neer
ing
prac
tices
and
cr
oss-
cutti
ng c
once
pts
(LS
1)
A.
Use
obs
erva
tions
to d
escr
ibe
patte
rns
of w
hat
plan
ts a
nd a
nim
als
(incl
udin
g hu
man
s) n
eed
to
surv
ive.
( K
-LS
1-1.
)
B.
Rea
d te
xts
and
use
med
ia to
det
erm
ine
patte
rns
in b
ehav
ior o
f par
ents
and
offs
prin
g th
at h
elp
offs
prin
g su
rviv
e. (1
-LS
1-2.
)
C.
Dev
elop
mod
els
to d
escr
ibe
that
org
anis
ms
have
uni
que
and
dive
rse
life
cycl
es b
ut a
ll ha
ve in
com
mon
birt
h, g
row
th, r
epro
duct
ion,
an
d de
ath.
(3-L
S1-
1)
D.
Con
stru
ct a
n ar
gum
ent t
hat p
lant
s an
d an
imal
s ha
ve in
tern
al a
nd e
xter
nal s
truct
ures
that
fu
nctio
n to
sup
port
surv
ival
, gro
wth
, beh
avio
r, an
d re
prod
uctio
n. (4
-LS
1-1)
E.
Use
a m
odel
to d
escr
ibe
that
ani
mal
s re
ceiv
e di
ffere
nt ty
pes
of in
form
atio
n th
roug
h th
eir
sens
es, p
roce
ss th
e in
form
atio
n in
thei
r bra
in,
and
resp
ond
to th
e in
form
atio
n in
diff
eren
t w
ays.
(4-L
S1-
2)
F.
Sup
port
an a
rgum
ent t
hat p
lant
s ge
t the
m
ater
ials
they
nee
d fo
r gro
wth
chi
efly
from
air
and
wat
er. (
5-LS
1-1)
A.
Con
duct
an
inve
stig
atio
n to
pro
vide
evi
denc
e th
at li
ving
thin
gs a
re m
ade
of c
ells
; eith
er o
ne
cell
or m
any
diffe
rent
num
bers
and
type
s of
ce
lls. (
MS
-LS
1-1)
B.
Dev
elop
and
use
a m
odel
to d
escr
ibe
the
func
tion
of a
cel
l as
a w
hole
, and
the
way
s pa
rts o
f cel
ls c
ontri
bute
to th
e fu
nctio
n.
(MS
-LS
1-2)
C.
Use
arg
umen
t sup
porte
d by
evi
denc
e fo
r how
th
e bo
dy is
a s
yste
m o
f int
erac
ting
subs
yste
ms
com
pose
d of
gro
ups
of c
ells
. (M
S-L
S1-
3)
D.
Use
arg
umen
t bas
ed o
n em
piric
al e
vide
nce
and
scie
ntifi
c re
ason
ing
to s
uppo
rt an
ex
plan
atio
n fo
r how
cha
ract
eris
tic a
nim
al
beha
vior
s an
d sp
ecia
lized
pla
nt s
truct
ures
af
fect
the
prob
abili
ty o
f suc
cess
ful
repr
oduc
tion
of a
nim
als
and
plan
ts
resp
ectiv
ely.
(MS
-LS
1-4)
E.
Con
stru
ct a
sci
entifi
c ex
plan
atio
n ba
sed
on
evid
ence
for h
ow e
nviro
nmen
tal a
nd g
enet
ic
fact
ors
influ
ence
the
grow
th o
f org
anis
ms.
(M
S-L
S1-
5)
A.
Con
stru
ct a
n ex
plan
atio
n ba
sed
on e
vide
nce
for h
ow th
e st
ruct
ure
of D
NA
dete
rmin
es th
e st
ruct
ure
of p
rote
ins,
whi
ch c
arry
out
the
esse
ntia
l fun
ctio
ns o
f life
thro
ugh
syst
ems
of
spec
ializ
ed c
ells
. (H
S-L
S1-
1)
B.
Dev
elop
and
use
a m
odel
to il
lust
rate
the
hier
arch
ical
org
aniz
atio
n of
inte
ract
ing
syst
ems
that
pro
vide
spe
cific
func
tions
with
in
mul
ticel
lula
r org
anis
ms.
(HS
-LS
1-2)
C.
Pla
n an
d co
nduc
t an
inve
stig
atio
n to
pro
vide
ev
iden
ce th
at fe
edba
ck m
echa
nism
s m
aint
ain
hom
eost
asis
. (H
S-L
S1-
3)
D.
Use
a m
odel
to il
lust
rate
the
role
of c
ellu
lar
divi
sion
(mito
sis)
and
diff
eren
tiatio
n in
pr
oduc
ing
and
mai
ntai
ning
com
plex
or
gani
sms.
(HS
-LS
1-4)
E.
Use
a m
odel
to il
lust
rate
how
pho
tosy
nthe
sis
trans
form
s lig
ht e
nerg
y in
to s
tore
d ch
emic
al
ener
gy. (
HS
-LS
1-5)
F.
Con
stru
ct a
nd re
vise
an
expl
anat
ion
base
d on
evi
denc
e fo
r how
car
bon,
hyd
roge
n, a
nd
oxyg
en fr
om s
ugar
mol
ecul
es m
ay c
ombi
ne
with
oth
er e
lem
ents
to fo
rm a
min
o ac
ids
and/
Fifth
-Gra
de P
erfo
rman
ce In
dica
tors
Eig
hth-
Gra
de P
erfo
rman
ce In
dica
tors
Hig
h S
choo
l Per
form
ance
Indi
cato
rs
F.
Con
stru
ct a
sci
entifi
c ex
plan
atio
n ba
sed
on
evid
ence
for t
he ro
le o
f pho
tosy
nthe
sis
in th
e cy
clin
g of
mat
ter a
nd fl
ow o
f ene
rgy
into
and
ou
t of o
rgan
ism
s. (M
S-L
S1-
6)
G.
Dev
elop
a m
odel
to d
escr
ibe
how
food
is
rear
rang
ed th
roug
h ch
emic
al re
actio
ns
form
ing
new
mol
ecul
es th
at s
uppo
rt gr
owth
an
d/or
rele
ase
ener
gy a
s th
is m
atte
r mov
es
thro
ugh
an o
rgan
ism
. (M
S-L
S1-
7)
H.
Gat
her a
nd s
ynth
esiz
e in
form
atio
n th
at
sens
ory
rece
ptor
s re
spon
d to
stim
uli b
y se
ndin
g m
essa
ges
to th
e br
ain
for i
mm
edia
te
beha
vior
or s
tora
ge a
s m
emor
ies.
(MS
-LS
1-8)
or o
ther
larg
e ca
rbon
-bas
ed m
olec
ules
. (H
S-L
S1-
6)
G.
Use
a m
odel
to il
lust
rate
that
cel
lula
r re
spira
tion
is a
che
mic
al p
roce
ss w
here
by
the
bond
s of
food
mol
ecul
es a
nd o
xyge
n m
olec
ules
are
bro
ken
and
the
bond
s in
new
co
mpo
unds
are
form
ed re
sulti
ng in
a n
et
trans
fer o
f ene
rgy.
(HS
-LS
1-7)
Sci
ence
Gra
duat
ion
Sta
ndar
d 4
LIFE
SC
IEN
CES
: MAT
TER
AN
D E
NER
GY
IN O
RG
AN
ISM
S A
ND
EC
OSY
STEM
SU
nder
stan
d an
d an
alyz
e th
e ch
arac
teris
tics,
func
tions
, and
beh
avio
ral i
nter
actio
ns w
ithin
an
ecos
yste
m a
s de
mon
stra
ted
thro
ugh
the
inte
grat
ion
of s
cien
tific
and
engi
neer
ing
prac
tices
and
cro
ss-c
uttin
g co
ncep
ts (L
S 2
)
A.
Pla
n an
d co
nduc
t an
inve
stig
atio
n to
det
erm
ine
if pl
ants
nee
d su
nlig
ht a
nd w
ater
to g
row
. (2-
LS2-
1)
B.
Con
stru
ct a
n ar
gum
ent t
hat s
ome
anim
als
form
gr
oups
that
hel
p m
embe
rs s
urvi
ve. (
3-LS
2-1)
C.
Dev
elop
a m
odel
to d
escr
ibe
the
mov
emen
t of
mat
ter a
mon
g pl
ants
, ani
mal
s, d
ecom
pose
rs,
and
the
envi
ronm
ent.
(5-L
S2-
1)
A.
Ana
lyze
and
inte
rpre
t dat
a to
pro
vide
evi
denc
e fo
r the
effe
cts
of re
sour
ce a
vaila
bilit
y on
or
gani
sms
and
popu
latio
ns o
f org
anis
ms
in a
n ec
osys
tem
. (M
S-L
S2-
1)
B.
Con
stru
ct a
n ex
plan
atio
n th
at p
redi
cts
patte
rns
of in
tera
ctio
ns a
mon
g or
gani
sms
acro
ss
mul
tiple
eco
syst
ems.
(MS
-LS
2-2)
C.
Dev
elop
a m
odel
to d
escr
ibe
the
cycl
ing
of
mat
ter a
nd fl
ow o
f ene
rgy
amon
g liv
ing
and
nonl
ivin
g pa
rts o
f an
ecos
yste
m. (
MS
-LS
2-3)
D.
Con
stru
ct a
n ar
gum
ent s
uppo
rted
by
empi
rical
evi
denc
e th
at c
hang
es to
phy
sica
l or
biol
ogic
al c
ompo
nent
s of
an
ecos
yste
m a
ffect
po
pula
tions
. (M
S-L
S2-
4)
A.
Use
mat
hem
atic
al a
nd/o
r com
puta
tiona
l re
pres
enta
tions
to s
uppo
rt ex
plan
atio
ns
of fa
ctor
s th
at a
ffect
car
ryin
g ca
paci
ty o
f ec
osys
tem
s at
diff
eren
t sca
les.
(HS
-LS
2-1)
B.
Use
mat
hem
atic
al re
pres
enta
tions
to s
uppo
rt an
d re
vise
exp
lana
tions
bas
ed o
n ev
iden
ce
abou
t fac
tors
affe
ctin
g bi
odiv
ersi
ty a
nd
popu
latio
ns in
eco
syst
ems
of d
iffer
ent s
cale
s.
(HS
-LS
2-2)
C.
Con
stru
ct a
nd re
vise
an
expl
anat
ion
base
d on
ev
iden
ce fo
r the
cyc
ling
of m
atte
r and
flow
of
ener
gy in
aer
obic
and
ana
erob
ic c
ondi
tions
. (H
S-L
S2-
3)
D.
Use
mat
hem
atic
al re
pres
enta
tions
to s
uppo
rt cl
aim
s fo
r the
cyc
ling
of m
atte
r and
flow
of
ener
gy a
mon
g or
gani
sms
in a
n ec
osys
tem
. (H
S-L
S2-
4)
Fifth
-Gra
de P
erfo
rman
ce In
dica
tors
Eig
hth-
Gra
de P
erfo
rman
ce In
dica
tors
Hig
h S
choo
l Per
form
ance
Indi
cato
rs
E.
Dev
elop
a m
odel
to il
lust
rate
the
role
of
phot
osyn
thes
is a
nd c
ellu
lar r
espi
ratio
n in
th
e cy
clin
g of
car
bon
amon
g th
e bi
osph
ere,
at
mos
pher
e, h
ydro
sphe
re, a
nd g
eosp
here
. (H
S-L
S2-
5)
F.
Eva
luat
e th
e cl
aim
s, e
vide
nce,
and
reas
onin
g th
at th
e co
mpl
ex in
tera
ctio
ns in
eco
syst
ems
mai
ntai
n re
lativ
ely
cons
iste
nt n
umbe
rs a
nd
type
s of
org
anis
ms
in s
tabl
e co
nditi
ons,
but
ch
angi
ng c
ondi
tions
may
resu
lt in
a n
ew
ecos
yste
m. (
HS
-LS
2-6)
G.
Eva
luat
e th
e ev
iden
ce fo
r the
role
of g
roup
be
havi
or o
n in
divi
dual
and
spe
cies
’ cha
nces
to
surv
ive
and
repr
oduc
e. (H
S-L
S2-
8)
Sci
ence
Gra
duat
ion
Sta
ndar
d 5
LIFE
SC
IEN
CES
: GR
OW
TH, D
EVEL
OPM
ENT,
AN
D R
EPR
OD
UC
TIO
N O
F O
RG
AN
ISM
S, N
ATU
RA
L SE
LEC
TIO
N, A
ND
AD
APT
ATIO
NS
Und
erst
and
and
anal
yze
gene
tics,
ada
ptat
ion,
and
bio
dive
rsity
as
dem
onst
rate
d th
roug
h th
e in
tegr
atio
n of
sci
entifi
c an
d en
gine
erin
g pr
actic
es a
nd c
ross
-cut
ting
conc
epts
(LS
3 +
LS
4)
A.
Mak
e ob
serv
atio
ns to
con
stru
ct a
n ev
iden
ce-
base
d ac
coun
t tha
t you
ng p
lant
s an
d an
imal
s ar
e lik
e, b
ut n
ot e
xact
ly li
ke, t
heir
pare
nts.
(1
-LS
3-1)
B.
Mak
e ob
serv
atio
ns o
f pla
nts
and
anim
als
to c
ompa
re th
e di
vers
ity o
f life
in d
iffer
ent
habi
tats
. (2-
LS4-
1)
C.
Ana
lyze
and
inte
rpre
t dat
a to
pro
vide
evi
denc
e th
at p
lant
s an
d an
imal
s ha
ve tr
aits
inhe
rited
fro
m p
aren
ts a
nd th
at v
aria
tion
of th
ese
traits
ex
ists
in a
gro
up o
f sim
ilar o
rgan
ism
s. (3
-LS
3-1)
D.
Use
evi
denc
e to
sup
port
the
expl
anat
ion
that
tra
its c
an b
e in
fluen
ced
by th
e en
viro
nmen
t. (3
-LS
3-2)
E.
Ana
lyze
and
inte
rpre
t dat
a fro
m fo
ssils
to
prov
ide
evid
ence
of t
he o
rgan
ism
s an
d th
e
A.
Dev
elop
and
use
a m
odel
to d
escr
ibe
why
st
ruct
ural
cha
nges
to g
enes
(mut
atio
ns)
loca
ted
on c
hrom
osom
es m
ay a
ffect
pro
tein
s an
d m
ay re
sult
in h
arm
ful,
bene
ficia
l, or
ne
utra
l effe
cts
to th
e st
ruct
ure
and
func
tion
of
the
orga
nism
. (M
S-L
S3-
1)
B.
Dev
elop
and
use
a m
odel
to d
escr
ibe
why
as
exua
l rep
rodu
ctio
n re
sults
in o
ffspr
ing
with
iden
tical
gen
etic
info
rmat
ion
and
sexu
al
repr
oduc
tion
resu
lts in
offs
prin
g w
ith g
enet
ic
varia
tion.
(MS
-LS
3-2)
C.
Ana
lyze
and
inte
rpre
t dat
a fo
r pat
tern
s in
the
foss
il re
cord
that
doc
umen
t the
exi
sten
ce,
dive
rsity
, ext
inct
ion,
and
cha
nge
of li
fe fo
rms
thro
ugho
ut th
e hi
stor
y of
life
on
Ear
th u
nder
th
e as
sum
ptio
n th
at n
atur
al la
ws
oper
ate
toda
y as
in th
e pa
st. (
MS
-LS
4-1)
A.
Ask
que
stio
ns to
cla
rify
rela
tions
hips
abo
ut
the
role
of D
NA
and
chro
mos
omes
in c
odin
g th
e in
stru
ctio
ns fo
r cha
ract
eris
tic tr
aits
pas
sed
from
par
ents
to o
ffspr
ing.
(HS
-LS
3-1)
B.
Mak
e an
d de
fend
a c
laim
bas
ed o
n ev
iden
ce
that
inhe
ritab
le g
enet
ic v
aria
tions
may
resu
lt fro
m:
(1) n
ew g
enet
ic c
ombi
natio
ns th
roug
h m
eios
is, (
2) v
iabl
e er
rors
occ
urrin
g du
ring
repl
icat
ion,
and
/or (
3) m
utat
ions
cau
sed
by
envi
ronm
enta
l fac
tors
. (H
S-L
S3-
2)
C.
App
ly c
once
pts
of s
tatis
tics
and
prob
abili
ty
to e
xpla
in th
e va
riatio
n an
d di
strib
utio
n of
ex
pres
sed
traits
in a
pop
ulat
ion.
(HS
-LS
3-3)
D.
Com
mun
icat
e sc
ient
ific
info
rmat
ion
that
co
mm
on a
nces
try a
nd b
iolo
gica
l evo
lutio
n ar
e su
ppor
ted
by m
ultip
le li
nes
of e
mpi
rical
ev
iden
ce. (
HS
-LS
4-1)
Fifth
-Gra
de P
erfo
rman
ce In
dica
tors
Eig
hth-
Gra
de P
erfo
rman
ce In
dica
tors
Hig
h S
choo
l Per
form
ance
Indi
cato
rs
envi
ronm
ents
in w
hich
they
live
d lo
ng a
go.
(3-L
S4-
1)
F.
Use
evi
denc
e to
con
stru
ct a
n ex
plan
atio
n fo
r ho
w th
e va
riatio
ns in
cha
ract
eris
tics
amon
g in
divi
dual
s of
the
sam
e sp
ecie
s m
ay p
rovi
de
adva
ntag
es in
sur
vivi
ng, fi
ndin
g m
ates
, and
re
prod
ucin
g. (3
-LS
4-2)
G.
Con
stru
ct a
n ar
gum
ent w
ith e
vide
nce
that
in a
pa
rticu
lar h
abita
t som
e or
gani
sms
can
surv
ive
wel
l, so
me
surv
ive
less
wel
l, an
d so
me
cann
ot
surv
ive
at a
ll. (3
-LS
4-3)
D.
App
ly s
cien
tific
idea
s to
con
stru
ct a
n ex
plan
atio
n fo
r the
ana
tom
ical
sim
ilarit
ies
and
diffe
renc
es a
mon
g m
oder
n or
gani
sms
and
betw
een
mod
ern
and
foss
il or
gani
sms
to in
fer
evol
utio
nary
rela
tions
hips
. (M
S -L
S4-
2)
E.
Ana
lyze
dis
play
s of
pic
toria
l dat
a to
com
pare
pa
ttern
s of
sim
ilarit
ies
in th
e em
bryo
logi
cal
deve
lopm
ent a
cros
s m
ultip
le s
peci
es to
id
entif
y re
latio
nshi
ps n
ot e
vide
nt in
the
fully
fo
rmed
ana
tom
y. (M
S -L
S4-
3)
F.
Con
stru
ct a
n ex
plan
atio
n ba
sed
on e
vide
nce
that
des
crib
es h
ow g
enet
ic v
aria
tions
of t
raits
in
a p
opul
atio
n in
crea
se s
ome
indi
vidu
als’
pr
obab
ility
of s
urvi
ving
and
repr
oduc
ing
in a
sp
ecifi
c en
viro
nmen
t. (M
S -L
S4-
4)
G.
Gat
her a
nd s
ynth
esiz
e in
form
atio
n ab
out
the
tech
nolo
gies
that
hav
e ch
ange
d th
e w
ay
hum
ans
influ
ence
the
inhe
ritan
ce o
f des
ired
traits
in o
rgan
ism
s. (M
S -L
S4-
5)
H.
Use
mat
hem
atic
al re
pres
enta
tions
to s
uppo
rt ex
plan
atio
ns o
f how
nat
ural
sel
ectio
n m
ay le
ad
to in
crea
ses
and
decr
ease
s of
spe
cific
trai
ts in
po
pula
tions
ove
r tim
e. (M
S -L
S4-
6)
E.
Con
stru
ct a
n ex
plan
atio
n ba
sed
on e
vide
nce
that
the
proc
ess
of e
volu
tion
prim
arily
resu
lts
from
four
fact
ors:
(1) t
he p
oten
tial f
or a
spe
cies
to
incr
ease
in n
umbe
r, (2
) the
her
itabl
e ge
netic
var
iatio
n of
indi
vidu
als
in a
spe
cies
du
e to
mut
atio
n an
d se
xual
repr
oduc
tion,
(3
) com
petit
ion
for l
imite
d re
sour
ces,
and
(4)
the
prol
ifera
tion
of th
ose
orga
nism
s th
at a
re
bette
r abl
e to
sur
vive
and
repr
oduc
e in
the
envi
ronm
ent.
(HS
-LS
4-2)
F.
App
ly c
once
pts
of s
tatis
tics
and
prob
abili
ty to
su
ppor
t exp
lana
tions
that
org
anis
ms
with
an
adva
ntag
eous
her
itabl
e tra
it te
nd to
incr
ease
in
pro
porti
on to
org
anis
ms
lack
ing
this
trai
t. (H
S-L
S4-
3)
G.
Con
stru
ct a
n ex
plan
atio
n ba
sed
on e
vide
nce
for h
ow n
atur
al s
elec
tion
lead
s to
ada
ptat
ion
of
popu
latio
ns. (
HS
-LS
4-4)
H.
Eva
luat
e th
e ev
iden
ce s
uppo
rting
cla
ims
that
cha
nges
in e
nviro
nmen
tal c
ondi
tions
m
ay re
sult
in: (
1) in
crea
ses
in th
e nu
mbe
r of
indi
vidu
als
of s
ome
spec
ies,
(2) t
he
emer
genc
e of
new
spe
cies
ove
r tim
e, a
nd (3
) th
e ex
tinct
ion
of o
ther
spe
cies
. (H
S-L
S4-
5)
Sci
ence
Gra
duat
ion
Sta
ndar
d 6
EAR
TH A
ND
SPA
CE
SCIE
NC
ES: E
AR
TH, S
PAC
E, A
ND
TH
E U
NIV
ERSE
Und
erst
and
and
anal
yze
the
orig
ins,
inte
ract
ions
and
rela
tions
hips
bet
wee
n an
d am
ong
the
earth
, our
sol
ar s
yste
m, a
nd th
e un
iver
se a
s de
mon
stra
ted
thro
ugh
the
inte
grat
ion
of s
cien
tific
and
engi
neer
ing
prac
tices
and
cro
ss-c
uttin
g co
ncep
ts (E
SS
1)
A.
Use
obs
erva
tions
of t
he s
un, m
oon,
and
sta
rs
to d
escr
ibe
patte
rns
that
can
be
pred
icte
d.
(1-E
SS
1-1)
B.
Mak
e ob
serv
atio
ns a
t diff
eren
t tim
es o
f yea
r to
rela
te th
e am
ount
of d
aylig
ht to
the
time
of
year
. (1-
ES
S1-
2)
C.
Use
info
rmat
ion
from
sev
eral
sou
rces
to
prov
ide
evid
ence
that
Ear
th e
vent
s ca
n oc
cur
quic
kly
or s
low
ly. (2
-ES
S1-
1)
D.
Iden
tify
evid
ence
from
pat
tern
s in
rock
fo
rmat
ions
and
foss
ils in
rock
laye
rs to
sup
port
an e
xpla
natio
n fo
r cha
nges
in a
land
scap
e ov
er ti
me.
(4-E
SS
1-1)
E.
Sup
port
an a
rgum
ent t
hat d
iffer
ence
s in
the
appa
rent
brig
htne
ss o
f the
sun
com
pare
d to
ot
her s
tars
is d
ue to
thei
r rel
ativ
e di
stan
ces
from
the
Ear
th. (
5-E
SS
1-1)
F.
Rep
rese
nt d
ata
in g
raph
ical
dis
play
s to
re
veal
pat
tern
s of
dai
ly c
hang
es in
leng
th a
nd
dire
ctio
n of
sha
dow
s, d
ay a
nd n
ight
, and
the
seas
onal
app
eara
nce
of s
ome
star
s in
the
nigh
t sky
. (5-
ES
S1-
2)
A.
Dev
elop
and
use
a m
odel
of t
he E
arth
-sun
-m
oon
syst
em to
des
crib
e th
e cy
clic
pat
tern
s of
lu
nar p
hase
s, e
clip
ses
of th
e su
n an
d m
oon,
an
d se
ason
s. (M
S-E
SS
1-1)
B.
Dev
elop
and
use
a m
odel
to d
escr
ibe
the
role
of
gra
vity
in th
e m
otio
ns w
ithin
gal
axie
s an
d th
e so
lar s
yste
m. (
MS
-ES
S1-
2)
C.
Ana
lyze
and
inte
rpre
t dat
a to
det
erm
ine
scal
e pr
oper
ties
of o
bjec
ts in
the
sola
r sys
tem
. (M
S-E
SS
1-3)
D.
Con
stru
ct a
sci
entifi
c ex
plan
atio
n ba
sed
on e
vide
nce
from
rock
stra
ta fo
r how
the
geol
ogic
tim
e sc
ale
is u
sed
to o
rgan
ize
Ear
th’s
4.
6-bi
llion
-yea
r-ol
d hi
stor
y. (M
S-E
SS
1-4)
A.
Dev
elop
a m
odel
bas
ed o
n ev
iden
ce to
ill
ustra
te th
e lif
e sp
an o
f the
sun
and
the
role
of
nuc
lear
fusi
on in
the
sun’
s co
re to
rele
ase
ener
gy th
at e
vent
ually
reac
hes
Ear
th in
the
form
of r
adia
tion.
(HS
-ES
S1-
1)
B.
Con
stru
ct a
n ex
plan
atio
n of
the
Big
Ban
g th
eory
bas
ed o
n as
trono
mic
al e
vide
nce
of
light
spe
ctra
, mot
ion
of d
ista
nt g
alax
ies,
and
co
mpo
sitio
n of
mat
ter i
n th
e un
iver
se.
(HS
-ES
S1-
2)
C.
Com
mun
icat
e sc
ient
ific
idea
s ab
out t
he w
ay
star
s, o
ver t
heir
life
cycl
e, p
rodu
ce e
lem
ents
. (H
S-E
SS
1-3)
D.
Use
mat
hem
atic
al o
r com
puta
tiona
l re
pres
enta
tions
to p
redi
ct th
e m
otio
n of
or
bitin
g ob
ject
s in
the
sola
r sys
tem
.
(HS
-ES
S1-
4)
E.
Eva
luat
e ev
iden
ce o
f the
pas
t and
cur
rent
m
ovem
ents
of c
ontin
enta
l and
oce
anic
cru
st
and
the
theo
ry o
f pla
te te
cton
ics
to e
xpla
in th
e ag
es o
f cru
stal
rock
s. (H
S-E
SS
1-5)
F.
App
ly s
cien
tific
reas
onin
g an
d ev
iden
ce fr
om
anci
ent E
arth
mat
eria
ls, m
eteo
rites
, and
oth
er
plan
etar
y su
rface
s to
con
stru
ct a
n ac
coun
t of
Ear
th’s
form
atio
n an
d ea
rly h
isto
ry.
(HS
-ES
S1-
6)
Fifth
-Gra
de P
erfo
rman
ce In
dica
tors
Eig
hth-
Gra
de P
erfo
rman
ce In
dica
tors
Hig
h S
choo
l Per
form
ance
Indi
cato
rs
Sci
ence
Gra
duat
ion
Sta
ndar
d 7
EAR
TH A
ND
SPA
CE
SCIE
NC
ES: E
AR
TH S
YSTE
MS
Und
erst
and
and
anal
yze
earth
’s s
yste
ms
and
the
rela
tions
hip
betw
een
hum
an a
ctiv
ity a
nd th
e ea
rth a
s de
mon
stra
ted
thro
ugh
the
inte
grat
ion
of s
cien
tific
and
engi
-ne
erin
g pr
actic
es a
nd c
ross
-cut
ting
conc
epts
(ES
S 2
+ E
SS
3)
A.
Con
stru
ct a
n ar
gum
ent s
uppo
rted
by e
vide
nce
for h
ow p
lant
s an
d an
imal
s (in
clud
ing
hum
ans)
ca
n ch
ange
the
envi
ronm
ent t
o m
eet t
heir
need
s. (
K-E
SS
2-2.
)
B.
Use
a m
odel
to re
pres
ent t
he re
latio
nshi
p be
twee
n th
e ne
eds
of d
iffer
ent p
lant
s or
an
imal
s (in
clud
ing
hum
ans)
and
the
plac
es
they
live
. ( K
-ES
S3-
1.)
C.
Ask
que
stio
ns to
obt
ain
info
rmat
ion
abou
t the
pu
rpos
e of
wea
ther
fore
cast
ing
to p
repa
re fo
r, an
d re
spon
d to
, sev
ere
wea
ther
(K-E
SS
2-1)
A
ND
repr
esen
t dat
a in
tabl
es a
nd g
raph
ical
di
spla
ys to
des
crib
e ty
pica
l wea
ther
con
ditio
ns
expe
cted
dur
ing
a pa
rticu
lar s
easo
n. (3
-ES
S2-
1)
D.
Obt
ain
and
com
bine
info
rmat
ion
to d
escr
ibe
clim
ates
in d
iffer
ent r
egio
ns o
f the
wor
ld. (
3-E
SS
2-2.
)
E.
Obt
ain
info
rmat
ion
to id
entif
y w
here
wat
er
is fo
und
on E
arth
and
that
it c
an b
e so
lid o
r liq
uid.
(2-E
SS
2-3)
F.
Dev
elop
a m
odel
, usi
ng a
n ex
ampl
e, to
de
scrib
e w
ays
the
geos
pher
e, b
iosp
here
, hy
dros
pher
e, a
nd/o
r atm
osph
ere
inte
ract
. (5-
ES
S2-
1)
G.
Des
crib
e an
d gr
aph
the
amou
nts
and
perc
enta
ges
of w
ater
and
fres
h w
ater
in
vario
us re
serv
oirs
to p
rovi
de e
vide
nce
abou
t th
e di
strib
utio
n of
wat
er o
n E
arth
(5-E
SS
2-2)
A.
Dev
elop
a m
odel
to d
escr
ibe
the
cycl
ing
of
Ear
th’s
mat
eria
ls a
nd th
e flo
w o
f ene
rgy
that
dr
ives
this
pro
cess
. (M
S-E
SS
2-1)
B.
Con
stru
ct a
n ex
plan
atio
n ba
sed
on e
vide
nce
for h
ow g
eosc
ienc
e pr
oces
ses
have
cha
nged
E
arth
’s s
urfa
ce a
t var
ying
tim
e an
d sp
atia
l sc
ales
. (M
S-E
SS
2-2)
C.
Ana
lyze
and
inte
rpre
t dat
a on
the
dist
ribut
ion
of fo
ssils
and
rock
s, c
ontin
enta
l sha
pes,
and
se
afloo
r stru
ctur
es to
pro
vide
evi
denc
e of
the
past
pla
te m
otio
ns. (
MS
-ES
S2-
3)
D.
Dev
elop
a m
odel
to d
escr
ibe
the
cycl
ing
of
wat
er th
roug
h E
arth
’s s
yste
ms
driv
en b
y en
ergy
from
the
sun
and
the
forc
e of
gra
vity
. (M
S-E
SS
2-4)
E.
Col
lect
dat
a to
pro
vide
evi
denc
e fo
r how
th
e m
otio
ns a
nd c
ompl
ex in
tera
ctio
ns o
f ai
r mas
ses
resu
lts in
cha
nges
in w
eath
er
cond
ition
s. (M
S-E
SS
2-5)
F.
Dev
elop
and
use
a m
odel
to d
escr
ibe
how
un
equa
l hea
ting
and
rota
tion
of th
e E
arth
ca
use
patte
rns
of a
tmos
pher
ic a
nd o
cean
ic
circ
ulat
ion
that
det
erm
ine
regi
onal
clim
ates
. (M
S-E
SS
2-6)
G.
Con
stru
ct a
sci
entifi
c ex
plan
atio
n ba
sed
on
evid
ence
for h
ow th
e un
even
dis
tribu
tions
of
Ear
th’s
min
eral
, ene
rgy
and
grou
ndw
ater
re
sour
ces
are
the
resu
lt of
pas
t and
cur
rent
ge
osci
ence
pro
cess
es. (
MS
-ES
S3-
1)
A.
Dev
elop
a m
odel
to il
lust
rate
how
Ear
th’s
in
tern
al a
nd s
urfa
ce p
roce
sses
ope
rate
at
diffe
rent
spa
tial a
nd te
mpo
ral s
cale
s to
form
co
ntin
enta
l and
oce
an-fl
oor f
eatu
res.
(H
S-E
SS
2-1)
B.
Ana
lyze
geo
scie
nce
data
to m
ake
the
clai
m
that
one
cha
nge
to E
arth
’s s
urfa
ce c
an c
reat
e fe
edba
cks
that
cau
se c
hang
es to
oth
er E
arth
sy
stem
s (H
S-E
SS
2-2)
C.
Dev
elop
a m
odel
bas
ed o
n ev
iden
ce o
f Ear
th’s
in
terio
r to
desc
ribe
the
cycl
ing
of m
atte
r by
ther
mal
con
vect
ion.
(HS
-ES
S2-
3)
D.
Use
a m
odel
to d
escr
ibe
how
var
iatio
ns in
the
flow
of e
nerg
y in
to a
nd o
ut o
f Ear
th’s
sys
tem
s re
sult
in c
hang
es in
clim
ate.
(HS
-ES
S2-
4)
E.
Pla
n an
d co
nduc
t an
inve
stig
atio
n of
the
prop
ertie
s of
wat
er a
nd it
s ef
fect
s on
Ear
th
mat
eria
ls a
nd s
urfa
ce p
roce
sses
.
(HS
-ES
S2-
5)
F.
Dev
elop
a q
uant
itativ
e m
odel
to d
escr
ibe
the
cycl
ing
of c
arbo
n am
ong
the
hydr
osph
ere,
at
mos
pher
e, g
eosp
here
, and
bio
sphe
re.
(HS
-ES
S2-
6)
G.
Con
stru
ct a
n ar
gum
ent b
ased
on
evid
ence
ab
out t
he s
imul
tane
ous
coev
olut
ion
of E
arth
’s
syst
ems
and
life
on E
arth
. (H
S-E
SS
2-7)
H.
Con
stru
ct a
n ex
plan
atio
n ba
sed
on e
vide
nce
for h
ow th
e av
aila
bilit
y of
nat
ural
reso
urce
s,
occu
rren
ce o
f nat
ural
haz
ards
, and
cha
nges
in
Fifth
-Gra
de P
erfo
rman
ce In
dica
tors
Eig
hth-
Gra
de P
erfo
rman
ce In
dica
tors
Hig
h S
choo
l Per
form
ance
Indi
cato
rs
H.
Mak
e ob
serv
atio
ns a
nd/o
r mea
sure
men
ts to
pr
ovid
e ev
iden
ce o
f the
effe
cts
of w
eath
erin
g or
the
rate
of e
rosi
on b
y w
ater
, ice
, win
d, o
r ve
geta
tion.
(4-E
SS
2-1)
I. D
evel
op a
mod
el to
repr
esen
t the
sha
pes
and
kind
s of
land
and
bod
ies
of w
ater
in a
n ar
ea (2
-E
SS
2-2)
AN
D A
naly
ze a
nd in
terp
ret d
ata
from
m
aps
to d
escr
ibe
patte
rns
of E
arth
’s fe
atur
es.
(4-E
SS
2-2)
J.
Obt
ain
and
com
bine
info
rmat
ion
to d
escr
ibe
that
ene
rgy
and
fuel
s ar
e de
rived
from
nat
ural
re
sour
ces
and
thei
r use
s af
fect
the
envi
ronm
ent.
(4-E
SS
3-1)
K.
Obt
ain
and
com
bine
info
rmat
ion
abou
t way
s in
divi
dual
com
mun
ities
use
sci
ence
idea
s to
pr
otec
t the
Ear
th’s
reso
urce
s an
d en
viro
nmen
t. (5
-ES
S3-
1)
H.
Ana
lyze
and
inte
rpre
t dat
a on
nat
ural
haz
ards
to
fore
cast
futu
re c
atas
troph
ic e
vent
s an
d in
form
the
deve
lopm
ent o
f tec
hnol
ogie
s to
m
itiga
te th
eir e
ffect
s. (M
S-E
SS
3-2)
I. C
onst
ruct
and
arg
umen
t sup
porte
d by
ev
iden
ce fo
r how
incr
ease
s in
hum
an
popu
latio
n an
d pe
r-ca
pita
con
sum
ptio
n of
na
tura
l res
ourc
es im
pact
Ear
th’s
sys
tem
s.
(MS
-ES
S3-
4)
J.
Ask
que
stio
ns to
cla
rify
evid
ence
of t
he
fact
ors
that
hav
e ca
used
the
rise
in g
loba
l te
mpe
ratu
res
over
the
past
cen
tury
.
(MS
-ES
S3-
5)
clim
ate
have
influ
ence
d hu
man
act
ivity
. (H
S-E
SS
3-1)
I. C
reat
e a
com
puta
tiona
l sim
ulat
ion
to il
lust
rate
th
e re
latio
nshi
ps a
mon
g m
anag
emen
t of
natu
ral r
esou
rces
, the
sus
tain
abili
ty o
f hum
an
popu
latio
ns, a
nd b
iodi
vers
ity. (
HS
-ES
S3-
3)
J.
Ana
lyze
geo
scie
nce
data
and
the
resu
lts fr
om
glob
al c
limat
e m
odel
s to
mak
e an
evi
denc
e-ba
sed
fore
cast
of t
he c
urre
nt ra
te o
f glo
bal o
r re
gion
al c
limat
e ch
ange
and
ass
ocia
ted
futu
re
impa
cts
to E
arth
sys
tem
s. (H
S-E
SS
3-5)
K.
Use
a c
ompu
tatio
nal r
epre
sent
atio
n to
ill
ustra
te th
e re
latio
nshi
ps a
mon
g E
arth
sy
stem
s an
d ho
w th
ose
rela
tions
hips
are
be
ing
mod
ified
due
to h
uman
act
ivity
. (H
S-E
SS
3-6)
Sci
ence
Gra
duat
ion
Sta
ndar
d 8
ENG
INEE
RIN
G, T
ECH
NO
LOG
Y, A
ND
APP
LIC
ATIO
N O
F SC
IEN
CE
Dem
onst
rate
eng
inee
ring
conc
epts
acr
oss
mul
tiple
dis
cipl
ines
and
nov
el s
ituat
ions
as
dem
onst
rate
d th
roug
h th
e in
tegr
atio
n of
sci
entifi
c an
d en
gine
erin
g pr
actic
es a
nd c
ross
-cut
ting
conc
epts
(ETS
). W
hile
per
form
ance
indi
cato
rs th
at e
nd w
ith a
n *
wer
e or
igin
ally
ass
igne
d to
an
earli
er s
tand
ard
(DC
I) by
N
GS
S, t
hey
are
liste
d he
re b
ecau
se th
ey d
emon
stra
te a
pplic
atio
n of
eng
inee
ring.
The
se p
erfo
rman
ce in
dica
tors
may
als
o se
rve
to in
form
whe
ther
st
uden
ts c
an d
emon
stra
te p
rofic
ienc
y in
the
parti
cula
r con
tent
sta
ndar
d in
whi
ch th
ey w
ere
orig
inal
ly a
ssig
ned.
Defi
ne a
nd d
elim
it en
gine
erin
g pr
oble
ms
Ask
que
stio
ns, m
ake
obse
rvat
ions
and
gat
her i
n-fo
rmat
ion
abou
t a s
ituat
ion
peop
le w
ant t
o ch
ange
to
defi
ne a
sim
ple
prob
lem
that
can
be
solv
ed
thro
ugh
deve
lopm
ent o
f a n
ew o
bjec
t or t
ool,
AN
D
defin
e a
sim
ple
desi
gn p
robl
em re
flect
ing
a ne
ed
or w
ant t
hat i
nclu
des
spec
ified
crit
eria
for s
ucce
ss
and
cons
train
ts o
n m
ater
ials
, tim
e, o
r cos
t. (K
-2-
ETS
1-1;
3-5
-ETS
1-1)
A.
Ana
lyze
dat
a to
det
erm
ine
if a
desi
gn s
olut
ion
wor
ks a
s in
tend
ed to
cha
nge
the
spee
d or
Defi
ne a
nd d
elim
it en
gine
erin
g pr
oble
ms
Defi
ne th
e cr
iteria
and
con
stra
ints
of a
des
ign
prob
lem
with
suf
ficie
nt p
reci
sion
to e
nsur
e a
suc-
cess
ful s
olut
ion,
taki
ng in
to a
ccou
nt re
leva
nt s
cien
-tifi
c pr
inci
ples
and
pot
entia
l im
pact
s on
peo
ple
and
the
natu
ral e
nviro
nmen
t tha
t may
lim
it po
ssib
le
solu
tions
. (M
S-E
TS1-
1)
A.
App
ly s
cien
tific
prin
cipl
es to
des
ign,
con
stru
ct,
and
test
a d
evic
e th
at e
ither
min
imiz
es o
r m
axim
izes
ther
mal
ene
rgy
trans
fer.*
(MS
-P
S3-
3)
Defi
ne a
nd d
elim
it en
gine
erin
g pr
oble
ms
Ana
lyze
a m
ajor
glo
bal c
halle
nge
to s
peci
fy
qual
itativ
e an
d qu
antit
ativ
e cr
iteria
and
con
stra
ints
fo
r sol
utio
ns th
at a
ccou
nt fo
r soc
ieta
l nee
ds a
nd
wan
ts. (
HS
-ETS
1-1)
A.
App
ly s
cien
tific
and
engi
neer
ing
idea
s to
de
sign
, eva
luat
e, a
nd re
fine
a de
vice
that
m
inim
izes
the
forc
e on
a m
acro
scop
ic o
bjec
t du
ring
a co
llisi
on.*
(HS
-PS
2-3)
B.
Des
ign,
bui
ld, a
nd re
fine
a de
vice
that
wor
ks
Fifth
-Gra
de P
erfo
rman
ce In
dica
tors
Eig
hth-
Gra
de P
erfo
rman
ce In
dica
tors
Hig
h S
choo
l Per
form
ance
Indi
cato
rs
dire
ctio
n of
an
obje
ct w
ith a
pus
h or
a p
ull.*
(K-
PS
2-2)
B.
Ask
que
stio
ns to
obt
ain
info
rmat
ion
abou
t the
pu
rpos
e of
wea
ther
fore
cast
ing
to p
repa
re fo
r, an
d re
spon
d to
, sev
ere
wea
ther
.* (K
-ES
S3-
2)
C.
Defi
ne a
sim
ple
desi
gn p
robl
em th
at c
an
be s
olve
d by
app
lyin
g sc
ient
ific
idea
s ab
out
mag
nets
.* (3
-PS
2-4)
D.
App
ly s
cien
tific
idea
s to
des
ign,
test
, and
refin
e a
devi
ce th
at c
onve
rts e
nerg
y fro
m o
ne fo
rm to
an
othe
r.* (4
-PS
3-4)
B.
App
ly N
ewto
n’s
Third
Law
to d
esig
n a
solu
tion
to a
pro
blem
invo
lvin
g th
e m
otio
n of
two
colli
ding
obj
ects
.* (M
S-P
S2-
1)
C.
App
ly s
cien
tific
prin
cipl
es to
des
ign
a m
etho
d fo
r mon
itorin
g an
d m
inim
izin
g a
hum
an im
pact
on
the
envi
ronm
ent.*
(MS
-ES
S3-
3)
with
in g
iven
con
stra
ints
to c
onve
rt on
e fo
rm
of e
nerg
y in
to a
noth
er fo
rm o
f ene
rgy.
* (H
S-
PS
3-3)
C.
Com
mun
icat
e sc
ient
ific
and
tech
nica
l in
form
atio
n ab
out w
hy th
e m
olec
ular
-leve
l st
ruct
ure
is im
porta
nt in
the
func
tioni
ng o
f de
sign
ed m
ater
ials
.* (H
S-P
S2-
6)
D.
Com
mun
icat
e te
chni
cal i
nfor
mat
ion
abou
t how
so
me
tech
nolo
gica
l dev
ices
use
the
prin
cipl
es
of w
ave
beha
vior
and
wav
e in
tera
ctio
ns w
ith
mat
ter t
o tra
nsm
it an
d ca
ptur
e in
form
atio
n an
d en
ergy
.* (H
S-P
S4-
5)
Dev
elop
pos
sibl
e so
lutio
ns
Dev
elop
sim
ple
sket
ches
, dra
win
gs o
r phy
sica
l m
odel
s to
sho
w h
ow a
n ob
ject
’s s
hape
hel
ps it
fu
nctio
n to
sol
ve a
pro
blem
; AN
D g
ener
ate
and
com
pare
mul
tiple
pos
sibl
e so
lutio
ns to
a p
robl
em
base
d on
how
wel
l eac
h is
like
ly to
mee
t the
crit
e-ria
and
con
stra
ints
of t
he p
robl
em. (
K-2
-ETS
1-2;
3-
5-E
TS1-
2)
E.
Use
tool
s an
d m
ater
ials
to d
esig
n an
d bu
ild a
st
ruct
ure
that
will
redu
ce th
e w
arm
ing
effe
ct o
f su
nlig
ht o
n an
are
a.*
(K-P
S3-
2)
F.
Com
mun
icat
e so
lutio
ns th
at w
ill re
duce
the
impa
ct o
f hum
ans
on th
e la
nd, w
ater
, air,
and
/or
oth
er li
ving
thin
gs in
the
loca
l env
ironm
ent.*
(K
-ES
S3-
3)
G.
Use
tool
s an
d m
ater
ials
to d
esig
n an
d bu
ild
a de
vice
that
use
s lig
ht o
r sou
nd to
sol
ve th
e pr
oble
m o
f com
mun
icat
ing
over
a d
ista
nce.
* (1
-PS
4-4)
H.
Use
mat
eria
ls to
des
ign
a so
lutio
n to
a h
uman
pr
oble
m b
y m
imic
king
how
pla
nts
and/
or
anim
als
use
thei
r ext
erna
l par
ts to
hel
p th
em
surv
ive,
gro
w, a
nd m
eet t
heir
need
s.*(
1-L
S1-
1)
I. D
evel
op a
sim
ple
mod
el th
at m
imic
s th
e
Dev
elop
pos
sibl
e so
lutio
ns
Eva
luat
e co
mpe
ting
desi
gn s
olut
ions
usi
ng a
sys
-te
mat
ic p
roce
ss to
det
erm
ine
how
wel
l the
y m
eet
the
crite
ria a
nd c
onst
rain
ts o
f the
pro
blem
. (M
S-
ETS
1-2)
AN
D d
evel
op m
odel
s to
gen
erat
e da
ta
for i
tera
tive
test
ing
and
mod
ifica
tion
of a
pro
pose
d ob
ject
, too
l, or
pro
cess
suc
h th
at a
n op
timal
des
ign
can
be a
chie
ved.
(MS
-ETS
1-4)
D.
Und
erta
ke a
des
ign
proj
ect t
o co
nstru
ct, t
est,
and
mod
ify a
dev
ice
that
eith
er re
leas
es
or a
bsor
bs th
erm
al e
nerg
y by
che
mic
al
proc
esse
s.*
(MS
-PS
1-6)
E.
App
ly s
cien
tific
prin
cipl
es to
des
ign,
con
stru
ct,
and
test
a d
evic
e th
at e
ither
min
imiz
es o
r m
axim
izes
ther
mal
ene
rgy
trans
fer.*
(MS
-P
S3-
3)
F.
Eva
luat
e co
mpe
ting
desi
gn s
olut
ions
for
mai
ntai
ning
bio
dive
rsity
and
eco
syst
em
serv
ices
.* (M
S-L
S2-
5)
Dev
elop
pos
sibl
e so
lutio
ns
Eva
luat
e a
solu
tion
to a
com
plex
real
-wor
ld p
rob-
lem
bas
ed o
n pr
iorit
ized
crit
eria
and
trad
e-of
fs th
at
acco
unt f
or a
rang
e of
con
stra
ints
, inc
ludi
ng c
ost,
safe
ty, r
elia
bilit
y, a
nd a
esth
etic
s, a
s w
ell a
s po
s-si
ble
soci
al, c
ultu
ral,
and
envi
ronm
enta
l im
pact
s (H
S-E
TS1-
3) A
ND
use
a c
ompu
ter s
imul
atio
n to
mod
el th
e im
pact
of p
ropo
sed
solu
tions
to a
co
mpl
ex re
al-w
orld
pro
blem
with
num
erou
s cr
iteria
an
d co
nstra
ints
on
inte
ract
ions
with
in a
nd b
etw
een
syst
ems
rele
vant
to th
e pr
oble
m. (
HS
-ETS
1-4)
E.
Des
ign,
eva
luat
e, a
nd re
fine
a so
lutio
n fo
r re
duci
ng th
e im
pact
s of
hum
an a
ctiv
ities
on
the
envi
ronm
ent a
nd b
iodi
vers
ity.*
(HS
- LS
2-7)
F.
Cre
ate
or re
vise
a s
imul
atio
n to
test
a s
olut
ion
to m
itiga
te a
dver
se im
pact
s of
hum
an a
ctiv
ity
on b
iodi
vers
ity.*
(HS
-LS
4-6)
G.
Eva
luat
e co
mpe
ting
desi
gn s
olut
ions
for
deve
lopi
ng, m
anag
ing,
and
util
izin
g en
ergy
an
d m
iner
al re
sour
ces
base
d on
cos
t-ben
efit
ratio
s.*
(HS
-ES
S3-
2)
H.
Eva
luat
e or
refin
e a
tech
nolo
gica
l sol
utio
n th
at
redu
ces
impa
cts
of h
uman
act
iviti
es o
n na
tura
l sy
stem
s.*
(HS
-ES
S3-
4)
I. U
se a
com
pute
r sim
ulat
ion
to m
odel
the
func
tion
of a
n an
imal
in d
ispe
rsin
g se
eds
or
polli
natin
g pl
ants
.* (2
-LS
2-2)
J.
Mak
e a
clai
m a
bout
the
mer
it of
a s
olut
ion
to a
pro
blem
cau
sed
whe
n th
e en
viro
nmen
t ch
ange
s an
d th
e ty
pes
of p
lant
s an
d an
imal
s th
at li
ve th
ere
may
cha
nge.
(3 -L
S4-
4)
K.
Gen
erat
e an
d co
mpa
re m
ultip
le s
olut
ions
to
redu
ce th
e im
pact
s of
nat
ural
Ear
th p
roce
sses
on
hum
ans.
* (4
-ES
S3-
2)
impa
ct o
f pro
pose
d so
lutio
ns to
a c
ompl
ex
real
-wor
ld p
robl
em w
ith n
umer
ous
crite
ria a
nd
cons
train
ts o
n in
tera
ctio
ns w
ithin
and
bet
wee
n sy
stem
s re
leva
nt to
the
prob
lem
. (H
S-E
TS1-
4)
Opt
imiz
e th
e D
esig
n So
lutio
n
Ana
lyze
dat
a fro
m te
sts
of tw
o ob
ject
s de
sign
ed to
so
lve
the
sam
e pr
oble
m to
com
pare
the
stre
ngth
s an
d w
eakn
ess
of h
ow e
ach
perfo
rm, A
ND
pla
n an
d ca
rry
out f
air t
ests
and
ana
lyze
dat
a fro
m te
sts
to d
eter
min
e if
a de
sign
sol
utio
n w
orks
as
inte
nded
an
d co
mpa
re th
e st
reng
ths
and
wea
knes
ses
of
how
eac
h pe
rform
s. (
K-2
-ETS
1-3;
3-5
-ETS
1-3)
L.
Ana
lyze
dat
a ob
tain
ed fr
om te
stin
g di
ffere
nt
mat
eria
ls to
det
erm
ine
whi
ch m
ater
ials
hav
e th
e pr
oper
ties
that
are
bes
t sui
ted
for a
n in
tend
ed p
urpo
se.*
(2-P
S1-
2)
M.
Com
pare
mul
tiple
sol
utio
ns d
esig
ned
to s
low
or
pre
vent
win
d or
wat
er fr
om c
hang
ing
the
shap
e of
the
land
.* (2
-ES
S2-
1)
N.
Gen
erat
e an
d co
mpa
re m
ultip
le s
olut
ions
that
us
e pa
ttern
s to
tran
sfer
info
rmat
ion.
* (4
-PS
4-3)
Opt
imiz
e th
e D
esig
n So
lutio
n
Ana
lyze
dat
a fro
m te
sts
to d
eter
min
e si
mila
ritie
s an
d di
ffere
nces
am
ong
seve
ral d
esig
n so
lutio
ns
to id
entif
y th
e be
st c
hara
cter
istic
s of
eac
h th
at c
an
be c
ombi
ned
into
a n
ew s
olut
ion
to b
ette
r mee
t the
cr
iteria
for s
ucce
ss. (
MS
-ETS
1-3)
AN
D d
evel
op
mod
els
to g
ener
ate
data
for i
tera
tive
test
ing
and
mod
ifica
tion
of a
pro
pose
d ob
ject
, too
l, or
pro
cess
su
ch th
at a
n op
timal
des
ign
can
be a
chie
ved.
(MS
-E
TS1-
4)
G.
Und
erta
ke a
des
ign
proj
ect t
o co
nstru
ct, t
est,
and
mod
ify a
dev
ice
that
eith
er re
leas
es
or a
bsor
bs th
erm
al e
nerg
y by
che
mic
al
proc
esse
s.*
(MS
-PS
1-6)
Opt
imiz
e th
e D
esig
n So
lutio
n
Des
ign
a so
lutio
n to
a c
ompl
ex re
al w
orld
pro
blem
by
bre
akin
g it
dow
n in
to s
mal
ler,
mor
e m
anag
e-ab
le p
robl
ems
that
can
be
solv
ed th
roug
h en
gi-
neer
ing.
(HS
-ETS
1-2)
J.
Refi
ne th
e de
sign
of a
che
mic
al s
yste
m b
y sp
ecify
ing
a ch
ange
in c
ondi
tions
that
wou
ld
prod
uce
incr
ease
d am
ount
s of
pro
duct
s at
eq
uilib
rium
.* (H
S-P
S1-
6)
K.
App
ly s
cien
tific
and
engi
neer
ing
idea
s to
de
sign
, eva
luat
e, a
nd re
fine
a de
vice
that
m
inim
izes
the
forc
e on
a m
acro
scop
ic o
bjec
t du
ring
a co
llisi
on.*
(HS
-PS
2-3)
Revised 4/4/13
Pro
ficie
ncy-
Bas
ed T
rans
crip
t D
ES
IGN
FE
ATU
RE
S +
CO
NS
IDE
RA
TIO
NS
Pr
oble
m S
tate
men
t Tr
aditi
onal
ly, h
igh
scho
ol tr
ansc
ripts
hav
e be
en u
sed
by c
olle
ge a
dmis
sion
s pr
ofes
sion
als
to c
ompa
re s
tude
nts,
di
scrim
inat
e am
ong
leve
ls o
f aca
dem
ic a
ccom
plis
hmen
t, an
d m
ake
adm
issi
ons
deci
sion
s ba
sed
on w
hat s
tude
nts
have
ac
hiev
ed re
lativ
e to
oth
er s
tude
nts
in th
eir s
choo
l or o
ther
sch
ools
. In
addi
tion,
tran
scrip
ts a
re ty
pica
lly h
omeg
row
n do
cum
ents
that
var
y w
idel
y in
des
ign,
lang
uage
, and
pur
pose
, whi
ch o
ften
mak
e it
diffi
cult
for a
dmis
sion
s pr
ofes
sion
als
to
deci
pher
indi
vidu
al s
choo
l sys
tem
s, p
artic
ular
ly n
on-c
onve
ntio
nal s
yste
ms.
Con
sequ
ently
, com
mon
den
omin
ator
s—su
ch a
cl
ass
rank
, Adv
ance
Pla
cem
ent c
ours
es, S
AT
scor
es—
are
ofte
n re
lied
on d
urin
g th
e de
cisi
on-m
akin
g pr
oces
s be
caus
e th
ey p
rovi
de a
fairl
y co
nsis
tent
ben
chm
ark,
from
stu
dent
to s
tude
nt a
nd s
choo
l to
scho
ol, f
or e
valu
atin
g pe
rform
ance
. W
ith th
e m
ove
to a
pro
ficie
ncy-
base
d sy
stem
of t
each
ing,
ass
essi
ng, g
radi
ng, a
nd re
porti
ng, s
choo
ls w
ill b
e ab
le to
si
gnifi
cant
ly in
crea
se b
oth
the
educ
atio
nal a
chie
vem
ent a
nd p
repa
ratio
n of
thei
r gra
duat
es, a
s w
ell a
s th
e co
nsis
tenc
y an
d re
liabi
lity
of th
eir r
epor
ting.
Yet
pro
ficie
ncy-
base
d re
porti
ng s
yste
ms
may
als
o re
duce
the
amou
nt o
f com
para
tive
info
rmat
ion
avai
labl
e to
col
lege
adm
issi
ons
prof
essi
onal
s. C
onse
quen
tly, s
choo
ls e
ither
nee
d to
sup
plem
ent t
he lo
st
info
rmat
ion
(the
aban
donm
ent o
f tra
cked
cou
rses
, cla
ss ra
nk, e
tc.)
or c
olle
ge a
dmis
sion
s pr
ofes
sion
als
will
look
to
wha
teve
r com
para
tive
info
rmat
ion
they
can
obt
ain—
such
as,
for e
xam
ple,
sta
ndar
dize
d-te
st s
core
s—to
sor
t, ra
nk, o
r di
scrim
inat
e am
ong
appl
ican
ts.
Our
Mis
sion
Id
entif
y th
e cr
itica
l tra
nscr
ipt f
eatu
res
that
will
giv
e ad
mis
sion
s pr
ofes
sion
als
the
info
rmat
ion
they
nee
d to
mak
e th
e rig
ht
choi
ce, w
hile
als
o ho
norin
g an
d va
luin
g pr
ofic
ienc
y-ba
sed
syst
ems
that
are
des
igne
d to
incr
ease
edu
catio
nal e
quity
and
co
llege
read
ines
s, a
s w
ell a
s m
akin
g ac
adem
ic re
porti
ng m
ore
valid
, rel
iabl
e, a
nd a
ccur
ate.
Revised 4/4/13
Des
ign
Feat
ures
G
ener
al D
esig
n R
ecom
men
datio
ns
—C
lear
vis
ual s
epar
atio
n of
crit
ical
ele
men
ts—
do n
ot c
lum
p in
form
atio
n to
geth
er.
—U
se s
tand
ard
lette
r-si
ze p
aper
—co
llege
s of
ten
copy
/sca
n an
d di
strib
ute
inte
rnal
ly, a
nd le
tter-s
ized
pap
er m
akes
it
easi
er.
Scho
ol P
rofil
e (o
ne o
r tw
o pa
ges
max
) D
escr
ibe
the
acad
emic
pro
gram
cle
arly
and
con
cise
ly:
1.
Sta
tem
ent o
n th
e sc
hool
’s a
ppro
ach
to p
edag
ogy,
lear
ning
sta
ndar
ds, a
nd c
urric
ular
rigo
r. 2.
D
escr
iptio
n of
the
purp
ose
of p
rofic
ienc
y-ba
sed
inst
ruct
ion.
3.
D
escr
iptio
n of
how
the
curr
icul
um w
orks
and
how
cha
lleng
ing
it is
(inc
lude
link
to o
nlin
e pr
ogra
m o
f stu
dies
and
ot
her r
elev
ant d
ocum
ents
, if a
pplic
able
). 4.
D
escr
iptio
n of
the
grad
ing
syst
em (i
nclu
de li
nk to
mor
e de
taile
d on
line
desc
riptio
n, if
nee
ded
or a
pplic
able
). 5.
D
escr
iptio
n of
gra
duat
ion
requ
irem
ents
and
how
pro
ficie
ncy
is d
eter
min
ed (i
nclu
de li
nk to
mor
e de
taile
d on
line
desc
riptio
n, if
nee
ded
or a
pplic
able
). 6.
C
ritic
al s
choo
l dat
a: g
radu
atio
n ra
tes,
col
lege
-goi
ng ra
tes,
col
lege
-per
sist
ence
rate
s.
7.
Col
lege
s an
d un
iver
sitie
s w
here
gra
duat
es h
ave
mat
ricul
ated
or b
een
acce
pted
in th
e pa
st th
ree
or fi
ve y
ears
. 8.
Th
e pe
rcen
tage
s of
stu
dent
s w
ho h
ave
been
acc
epte
d to
and
who
hav
e m
atric
ulat
ed in
to tw
o- a
nd fo
ur-y
ear
colle
giat
e pr
ogra
ms
in th
e pa
st th
ree
or fi
ve y
ears
(rep
orte
d as
a ro
lling
ave
rage
). 9.
D
escr
iptio
n of
“hab
its o
f wor
k” g
radi
ng a
nd p
rofic
ienc
y (if
app
licab
le).
10. S
tude
nt d
emog
raph
ic in
form
atio
n w
ith s
ubgr
oup
dist
ribut
ions
.
Revised 4/4/13
Cla
ss P
rofil
e (o
ne p
age
max
) D
escr
ibe
the
achi
evem
ent o
f the
gra
duat
ing
clas
s—th
e di
strib
utio
n of
gra
des
and/
or a
ccom
plis
hmen
ts—
to p
rovi
de a
co
ntex
tual
fram
ewor
k fo
r und
erst
andi
ng in
divi
dual
stu
dent
ach
ieve
men
t. 1.
P
erce
ntag
e of
stu
dent
s m
eetin
g st
anda
rds
by c
onte
nt a
reas
and
cro
ss-c
urric
ular
ski
lls.
2.
Med
ian
prof
icie
ncy
atta
inm
ent l
evel
s by
con
tent
are
as a
nd c
ross
-cur
ricul
ar s
kills
. 3.
P
erce
ntag
e/nu
mbe
r of s
tude
nts
purs
uing
and
com
plet
ing
hono
rs o
ptio
ns/c
halle
nges
. 4.
P
erce
ntag
e/nu
mbe
r of s
tude
nts
atta
inin
g ho
nors
in e
ach
of th
e th
ree
hono
r lev
els:
cum
laud
e, m
agna
, sum
ma
5.
Per
cent
age/
num
ber o
f stu
dent
s co
mpl
etin
g ex
tend
ed le
arni
ng o
ppor
tuni
ties
(dua
l-enr
ollm
ent,
inte
rnsh
ips,
etc
.).
6.
Per
cent
age/
num
ber o
f stu
dent
s co
mpl
etin
g A
P a
nd IB
cou
rses
. 7.
S
tand
ardi
zed-
test
sco
res
for t
he c
lass
rela
tive
to s
tate
/nat
iona
l ave
rage
s.
Stud
ent N
arra
tive
(opt
iona
l) In
add
ition
to th
e fo
rmal
tran
scrip
t and
sch
ool a
nd c
lass
pro
files
, sch
ools
may
ele
ct to
pro
vide
a d
escr
iptiv
e na
rrat
ive
of
stud
ents
and
thei
r ind
ivid
ual a
ccom
plis
hmen
ts. I
f a s
tude
nt n
arra
tive
is p
rovi
ded,
it s
houl
d (1
) be
brie
f, (2
) be
writ
ten
by
teac
hers
or o
ther
adu
lts k
now
ledg
eabl
e ab
out t
he s
tude
nt, a
nd (3
) foc
us o
n ac
adem
ic a
ccom
plis
hmen
ts, u
niqu
e le
arni
ng
attri
bute
s, a
nd o
ther
info
rmat
ion
that
will
hel
p co
llege
adm
issi
ons
dete
rmin
e w
hat k
ind
of le
arne
r the
stu
dent
is.
Stud
ent T
rans
crip
t Fea
ture
s (o
ne o
r tw
o pa
ges
max
) C
ours
es
Cou
rse
nam
es, a
s th
ey a
ppea
r on
the
trans
crip
t, sh
ould
be
desc
riptiv
e—in
term
of b
oth
cont
ent a
rea
and
leve
l of
acad
emic
cha
lleng
e/rig
or. A
bbre
viat
ions
sho
uld
be a
void
ed. C
ours
e tit
les
shou
ld b
e in
depe
nden
tly re
cogn
izab
le a
nd
unde
rsta
ndab
le, a
nd a
n ea
sy-to
-und
erst
and
lege
nd, k
ey, o
r glo
ssar
y sh
ould
be
incl
uded
if a
bbre
viat
ions
or m
ultip
le
cour
se le
vels
are
use
d. In
het
erog
eneo
us c
ours
es, i
ndiv
idua
l ach
ieve
men
t—ac
cele
rate
d at
tain
men
t of s
tand
ards
, co
mpl
etio
n of
an
hono
rs o
ptio
n—sh
ould
be
desc
ribed
.
Revised 4/4/13
Alte
rnat
ive
Lear
ning
Ach
ieve
men
ts
Add
ition
al le
arni
ng a
chie
vem
ents
—su
ch a
s th
e co
mpl
etio
n of
a d
ual-e
nrol
lmen
t cou
rse,
cre
dit-b
earin
g in
tern
ship
, or
serv
ice-
lear
ning
requ
irem
ent—
shou
ld b
e re
porte
d on
the
trans
crip
t and
cle
arly
des
crib
ed, e
spec
ially
if s
tude
nts
are
grad
ed a
nd e
arn
cred
it or
sat
isfy
gra
duat
ion
requ
irem
ents
. G
radi
ng S
yste
m
The
grad
ing
syst
em, p
artic
ular
ly th
e di
stin
ctio
ns b
etw
een
grad
es a
nd a
ttain
men
t lev
els,
sho
uld
be c
lear
ly a
nd s
ucci
nctly
ex
plai
ned
on th
e tra
nscr
ipt.
The
desc
riptio
n sh
ould
als
o ad
dres
s ho
w g
rade
s ar
e de
term
ined
. The
gra
ding
sys
tem
sho
uld
be b
ased
on
a re
cogn
izab
le s
cale
, suc
h as
a 4
.0 s
cale
, to
faci
litat
e un
ders
tand
ing.
If s
pace
is a
n is
sue,
incl
ude
a lin
k to
a
mor
e de
taile
d on
line
desc
riptio
n of
the
grad
ing
syst
em. T
he G
reat
Sch
ools
Par
tner
ship
stro
ngly
reco
mm
ends
that
sch
ools
ad
opt a
pro
ficie
ncy-
base
d gr
adin
g sy
stem
that
is b
ased
on
a 4.
0 sc
ale.
G
PA
The
GP
A is
alig
ned
to th
e pr
ofic
ienc
y-ba
sed
scal
e.
Cla
ss R
ank,
Hon
ors,
Aw
ards
, Aca
dem
ic D
istin
ctio
ns
Tran
scrip
ts s
houl
d re
port
acad
emic
hon
ors
and
nota
ble
acad
emic
aw
ards
and
dis
tinct
ions
. Whi
le s
ome
scho
ols
or
scho
lars
hip
prog
ram
s m
ay re
quire
trad
ition
al c
lass
rank
ing,
the
Gre
at S
choo
ls P
artn
ersh
ip s
trong
ly re
com
men
ds th
at
scho
ols
adop
t a L
atin
hon
ors
syst
em th
at re
ports
thre
e le
vels
of a
chie
vem
ent:
Sum
ma
Cum
Lau
de, M
agna
Cum
Lau
de,
and
Cum
Lau
de.
Cre
dits
or G
radu
atio
n R
equi
rem
ents
C
lear
ly in
dica
te.
Hon
ors
Opt
ions
A
chie
vem
ent o
f hon
ors
optio
ns a
nd o
ther
adv
ance
d co
urse
wor
k in
het
erog
eneo
usly
gro
uped
cou
rses
sho
uld
be c
lear
ly
indi
cate
d an
d de
scrib
ed.
Hab
its o
f Wor
k
Revised 4/4/13
If a
scho
ol u
ses
“hab
its o
r wor
k” (o
r HO
W) s
tand
ards
and
gra
des,
the
syst
em s
houl
d be
des
crib
ed in
the
scho
ol p
rofil
e.
Sch
ools
may
not
wan
t to
repo
rt H
OW
gra
des
on th
e tra
nscr
ipt.
Prop
osed
Cou
rse
Ach
ieve
men
t Rep
ortin
g M
odel
W
hen
tradi
tiona
lly s
truct
ured
sch
ools
mov
e to
pro
ficie
ncy-
base
d sy
stem
s, th
eir t
rans
crip
ts w
ill lo
ok re
lativ
ely
fam
iliar
to
colle
ge a
dmis
sion
s pr
ofes
sion
als.
The
follo
win
g co
ncep
tual
tran
scrip
t des
ign—
for d
iscu
ssio
n pu
rpos
es—
is fo
r sch
ools
th
at u
se:
� P
rofic
ienc
y-ba
sed
teac
hing
, ass
essm
ent,
grad
ing,
and
repo
rting
. �
Het
erog
eneo
usly
gro
uped
cou
rses
with
out t
iere
d ac
adem
ic tr
acks
. �
Mul
tiple
pat
hway
s in
whi
ch s
tude
nts
can
achi
eve
lear
ning
sta
ndar
ds a
nd s
atis
fy g
radu
atio
n re
quire
men
ts o
utsi
de o
f tra
ditio
nal a
cade
mic
cou
rses
. �
Mor
e fle
xibl
e ap
proa
ches
to ti
me
in w
hich
stu
dent
s ca
n ta
ke s
horte
r or l
onge
r per
iods
of t
ime
to a
chie
ve s
tand
ards
.
Expe
rienc
e D
escr
iptio
n G
rade
C
redi
t D
urat
ion
Atta
inm
ent
Enric
hmen
t C
ours
e E
nglis
h 10
3.
5 1.
00
Yea
r A
ccel
erat
ed
Hon
ors
Cou
rse
Eng
lish
11
3.0
1.00
Y
ear
Mee
ts
Inde
pend
ent
Inte
rnsh
ip
Loca
l N
ewsp
aper
4.
0 .5
0 S
emes
ter
Exc
eeds
Expe
rienc
e: In
dica
tes
the
type
of l
earn
ing
expe
rienc
e st
uden
ts c
ompl
eted
(e.g
., ac
adem
ic c
ours
e, d
ual-e
nrol
lmen
t co
urse
, ind
epen
dent
stu
dy, i
nter
nshi
p, a
ppre
ntic
eshi
p, e
tc.).
A k
ey s
houl
d be
incl
uded
to d
escr
ibe
in m
ore
deta
il w
hat t
he
shor
t-han
d te
rms,
suc
h as
Cou
rse
or In
tern
ship
, spe
cific
ally
mea
n. F
or e
xam
ple:
�
Cou
rse
� D
ual e
nrol
lmen
t �
Ind
epen
dent
�
Int
erns
hip
� A
ppre
ntic
eshi
p D
escr
iptio
n: C
ours
e til
e or
brie
f des
crip
tion
of th
e le
arni
ng e
xper
ienc
e. A
key
to a
ll te
rms
shou
ld b
e in
clud
ed.
Revised 4/4/13
Gra
de: F
inal
gra
de a
chie
ved.
A k
ey d
escr
ibin
g th
e gr
adin
g sy
stem
sho
uld
be in
clud
ed.
Cre
dit:
Gra
duat
ion
cred
its e
arne
d.
Dur
atio
n: G
ener
al le
ngth
of t
he le
arni
ng e
xper
ienc
e. A
key
to a
ll te
rms
shou
ld b
e in
clud
ed, i
f nec
essa
ry. F
or e
xam
ple:
�
Yea
r �
Sem
este
r �
Trim
este
r �
Sum
mer
(ses
sion
) �
Win
ter (
sess
ion)
A
ttain
men
t: In
dica
tes
whe
n or
to w
hat d
egre
e st
uden
ts h
ave
achi
eved
lear
ning
sta
ndar
ds in
a c
ours
e or
oth
er le
arni
ng
expe
rienc
e. F
or e
xam
ple,
stu
dent
s m
ay a
chie
ve s
tand
ards
in a
n ac
cele
rate
d fa
shio
n (A
ccel
erat
ed, H
ighl
y A
ccel
erat
ed) o
r th
ey m
ay e
xcee
d st
anda
rds
at m
ultip
le le
vels
(Exc
eede
d, H
ighl
y E
xcee
ded)
. Onl
y po
sitiv
e or
adv
ance
d ac
hiev
emen
t sh
ould
be
repr
esen
ted
(i.e.
, a b
lank
spa
ce w
ill in
dica
te th
at s
tude
nts
met
sta
ndar
ds o
n tim
e, o
ver a
long
er p
erio
d of
tim
e,
or w
ith a
dditi
onal
sup
port)
. A k
ey to
all
term
s sh
ould
be
incl
uded
. For
exa
mpl
e:
� A
ccel
erat
ed
� H
ighl
y ac
cele
rate
d �
Mee
ts
� E
xcee
ds
� H
ighl
y E
xcee
ds
En
richm
ent:
Indi
cate
s w
hen
stud
ents
hav
e el
ecte
d to
pur
sue
mor
e ch
alle
ngin
g st
anda
rds,
cou
rsew
ork,
or l
earn
ing
with
in
the
cont
ext o
f the
lear
ning
exp
erie
nce.
A k
ey to
all
term
s sh
ould
be
incl
uded
. For
exa
mpl
e:
� H
onor
s (o
ptio
n)
� I
ndep
ende
nt (s
tudy
) �
Onl
ine
(lear
ning
exp
erie
nce)
�
Ser
vice
(lea
rnin
g ex
perie
nce)
�
Cap
ston
e (p
roje
ct)
Level of Proficiency
Duration Type
English 9 3.5 Year Honors
History 9 3.0 Year Course
Internship4.0 Semester
Bigelow High School Student Personal Information
Mountain Rd., Dead River, Maine 04000
Phone: Website:
GPA: 3.75
2012-13
1.0 - Does not meet standards2.0 - Partially meets standards3.0 - Meets standards3.25 - 3.50 - Exceeds standards3.75 - 4.0 - Exceeds standards with honors
AddressContact Info
Date of Birth:Parent/Guardian:
Date of Graduation:
Magna Cum Laude
SAT ScoresAcademic AwardsAcademic Recognition
3.5 Year Course
4.0 Year Honors
4.0 Semester
2011-12
2010-11
2009-10
Course4.0 Semester
Dual Enrollment4.0 SemesterInternship3.5 Semester
3.5 Semester Honors
3.0 Year Independent
3.5 Semester
Graduation Cross-Curricular Skills
Clear and effective communicator
Self-directed and lifelong learner
Creative and practical problem solver
Responsible and involved citizen
Integrative and informed thinker
Learning Experience
Additional Graduation Requirements
Senior Project
Capstone Experience
Service Learning Requirement
Maine Learning Results Guiding Principles
3.0
3.25
3.50
3.75
4.0
Geometry 3.0 Year Course
SAMPLE
Academic Summary
Demonstrated Proficiency -
Maine Guiding Principles
English Language Arts
Mathematics
Science and Technology
Social Studies
Health Education and Physical Education
World Languages
Visual and Performing Arts
Career Education and Development
Grading System
Graduation Requirements3.5 Semester
Date of Enrollment:
Student Proficiency is verified by numerous demonstratrions pertaining to these skills, not one time events
Level of Proficiency
Course
Course
Course
Spanish I
Earth Science
Art 1
English 10
History 10
Algebra II
Spanish II
Chemistry
Drama
Language + Composition (AP)
US History
Calculus
Spanish III
PhysicsSoftware Development, Inc.
English 101
Mountain Daily Sun (Newspaper)
Physical Education
Spanish IV
HealthPyschology (AP)
4.0
4.0Semester
Semester
3.5
3.0
3.0
Year
Year
Year
Course
Course
Course
3.5
4.0
4.0
Year
Year
Semester
Course
Honors
Course
3.5 Semester
3.5 Semester
Course
Internship
CourseHonors
Revised 8.22.13
Bigelow High SchoolTranscript Key
Type of Learning Experience
Course: Learning took place in and was verified by a certified teacher in a regular high school course.
Honors: Learning took place in and was verified by a certified teacher in a regular high school course in which the student opted to engage in more rigorous course work.
Dual Enrollment: Learning took place in a college course that enabled the student to demonstrate proficiency of one or more graduation standards.
Independent: Learning took place in a student-designed and teacher-supported learning experience. The teacher verified the students’ proficiency of one of more graduation standards.
Internship: Learning took place in a work-enviornment after which a certified teacher verified proficiency of one or more graduation standards.
Graduation Standards Performance SummaryEnglish Language Arts
Reading Comprehension
Reading Interpretation
Writing Range
Writing Research
Discussion
Presentation
3.0
3.0
3.5
4.0
3.5
3.0
Level of Proficiency
Mathematics
Numbers and Quantity
Algebra
Functions
Geometry
Statistics and Probablity
3.0
3.0
3.5
4.0
3.5
Level of Proficiency
SocialStudies
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
3.0
3.0
3.5
4.0
3.5
Level of Proficiency
Visual and Performing Arts
Standard 1
Standard 2
Standard 3
3.0
3.0
3.5
Level of Proficiency
World Languages
Standard 1
Standard 2
Standard 3
Standard 4
3.0
3.0
3.5
4.0
Level of Proficiency
Career and Education Development
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
3.0
3.0
3.5
4.0
3.5
Level of Proficiency
Science and Technology
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
3.0
3.0
3.5
4.0
3.5
Level of Proficiency
Health Education and Physical Education
Standard 1
Standard 2
Standard 3
3.0
3.0
3.5
Level of Proficiency
SAMPLE
Revised 8.22.13
COLLEGIATE ENDORSEMENT OFPROFICIENCY-BASED
EDUCATION & GRADUATION
Joining other institutions of higher education and the New England Secondary School Consortium to support of stronger academic preparation for postsecondary study, leading to increased collegiate enrollments and higher completion rates in our degree programs, we, the undersigned:
1. Endorse proficiency-based approaches to instruction, assessment, reporting, and graduation that establish universally high learning standards and expectations for all students in K–12 schools.
2. Accept a wide range of student transcripts if they meet our stated admissions requirements and provide a full and accurate presentation of what an applicant has learned and accomplished.
3. Pledge that applicants to our institutions with proficiency-based transcripts will not be disadvantaged in any way.
This endorsement recognizes that strong educational preparation benefits our students, our faculty, and our institution, and toward these ends we strongly support proficiency-based teaching practices, assessments, report cards, graduation decisions, and other strategies that can increase student preparation for higher education, modern careers, and lives of active, informed citizenship.
Agreed on this DayOctober 24, 2012
New England Secondary School Consortium
••
University of MaineUniversity of Maine at Augusta
University of Maine at FarmingtonUniversity of Maine at Fort KentUniversity of Maine at Machias
University of Maine at Presque IsleUniversity of Southern Maine
Rosa S. Redonnett Executive Director of Student Affairs
MaineHusson University
Thomas College
University of Maine
University of Maine at Augusta
ConnecticutAsnuntuck Community College
Capital Community College
Central Connecticut State University
Charter Oak State College
Home » Endorsement
Collegiate Endorsement of Proficiency-BasedEducation and Graduation
New England Colleges and Universities Support Stronger Student Preparation
Over the past decade, the movement to adopt proficiency-based approaches to teaching, learning, and graduating hasgained momentum in New England, and throughout the country, as more educators, parents, business leaders, and electedofficials recognize that high educational standards and strong academic preparation are essential to success in today'sworld.
With some parents wondering about the effects that proficiency-based education will have on their children or the college-admissions process, the Consortium reached out to higher education institutions throughout the region. We asked themdirectly about their support of proficiency-based learning, and their response has been both affirming and inspiring.
To capture the sentiment of higher education, we developed the Collegiate Endorsement of Proficiency-Based Education andGraduation, which has been signed by a significant—and growing—number of colleges and universities. The text andprovisions of the endorsement are as follows:
The EndorsementJoining other institutions of higher education and the New England Secondary School Consortium in support of strongeracademic preparation for postsecondary study, leading to increased collegiate enrollments and higher completion rates inour degree programs, we, the undersigned:
1. Endorse proficiency-based approaches to instruction, assessment, reporting, and graduation that establishuniversally high learning standards and expectations for all students in K–12 schools.
2. Accept a wide range of transcripts if the students meet our stated admissions requirements and the transcriptsprovide a full and accurate presentation of what an applicant has learned and accomplished.
3. Pledge that applicants to our institutions with proficiency-based transcripts will not be disadvantaged in any way.
This endorsement recognizes that strong educational preparation benefits our students, our faculty, and our institution, andtoward these ends we strongly support proficiency-based teaching practices, assessments, report cards, graduationdecisions, and other strategies that can increase student preparation for higher education, modern careers, and lives ofactive, informed citizenship.
Signatories
EMAIL SIGN UP MEMBER LOG IN
Empowering Empowering the the next next generation generation of of citizens, citizens, workers, workers, andandleadersleaders
ABOUT STATES RESOURCES ENDORSEMENT NEWS
CONTACT
University of Maine at Farmington
University of Maine at Fort Kent
University of Maine at Machias
University of Maine at Presque Isle
University of Southern Maine
New HampshireGranite State College
Great Bay Community College
Keene State College
Lakes Region Community College
Manchester Community College
Nashua Community College
NHTI-Concord's Community College
Plymouth State University
River Valley Community College
University of New Hampshire
White Mountains Community College
Eastern Connecticut State University
Gateway Community College
Housatonic Community College
Manchester Community College
Middlesex Community College
Naugatuck Valley Community College
Northwestern Connecticut Community College
Norwalk Community College
Quinebag Valley Community College
Southern Connecticut State University
Three Rivers Community College
Tunxis Community College
University of Connecticut
Western Connecticut State University
VermontCastleton State College
Community College of Vermont
Johnson State College
Lyndon State College
Vermont Technical College
Rhode IslandCommunity College of Rhode Island
Rhode Island College
University of Rhode Island
©2012 New England Secondary School Consortium
For more information:Stephen Abbott, Director of [email protected]
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