Performance Level Descriptors

MSA standards are divided into three levels of achievement:

Advanced is a highly challenging and exemplary level of achievement indicating outstanding accomplishment in meeting the needs of students.
Proficient is a realistic and rigorous level of achievement indicating proficiency in meeting the needs of students.
Basic is a level of achievement indicating that more work is needed to attain proficiency in meeting the needs of students.

MSA Performance Level Descriptors for Mathematics Grade 3

Basic
*What basic* students likely can do:** complete repeating patterns identify congruent figures and lines of symmetry read scales interpret tables and bar graph apply place-value concepts add and subtract whole numbers represent multiplication basic facts	*What basic* students likely cannot do:** write simple equations and simple inequalities analyze properties of solid figures interpret pictographs determine value of mixed currency represent division basic facts communicate a partially developed understanding of problem solving using a strategy with little or no support
Proficient
*What proficient* students likely can do that basic students likely cannot do:** write simple equations and simple inequalities analyze properties of solid figures interpret pictographs determine value of mixed currency represent division basic facts communicate a partially developed understanding of problem solving using a strategy with little or no support	*What proficient* students likely cannot do:** analyze properties of plane geometric figures analyze transformations describe the probability of one simple event communicate a comprehensive understanding of problem solving using a strategy with supporting connections
Advanced
*What advanced* students likely can do that proficient students likely cannot do:** analyze properties of plane geometric figures analyze transformations describe the probability of one simple event communicate a comprehensive understanding of problem solving using a strategy with supporting connections

MSA Performance Level Descriptors for Mathematics Grade 4

Basic
*What basic* students likely can do:** find the unknown factor in an equation find perimeter write simple fractions and decimals multiply whole numbers	*What basic* students likely cannot do:** generalize a non-numeric pattern rule write simple expressions using whole numbers describe probability as a fraction divide whole numbers subtract decimals estimate to find the sum communicate a partially developed understanding of problem solving using a strategy with little or no support
Proficient
*What proficient* students likely can do that basic students likely cannot do:** generalize a non-numeric pattern rule write simple expressions using whole numbers describe probability as a fraction divide whole numbers subtract decimals estimate to find the sum communicate a partially developed understanding of problem solving using a strategy with little or no support	*What proficient* students likely cannot do:** represent simple fractions on a number line measure to the nearest quarter inch convert inches to feet or yards make a line plot analyze data to find range and median communicate a comprehensive understanding of problem solving using a strategy with supporting connections
Advanced
*What advanced* students likely can do that proficient students likely cannot do:** represent simple fractions on a number line measure to the nearest quarter inch convert inches to feet or yards make a line plot analyze data to find range and median communicate a comprehensive understanding of problem solving using a strategy with supporting connections

MSA Performance Level Descriptors for Mathematics Grade 5

Basic
*What basic* students likely can do:** locate whole numbers on a number line evaluate expressions identify similar figures organize data determine the probability of one simple event compare decimals	*What basic* students likely cannot do:** interpret the rule for a one operation function table solve simple equations determine equivalent units of measurement analyze data to interpret stem-and-leaf plots and read circle graphs identify members of a sample space apply knowledge of fractions and decimals apply number relationships to prime and composite numbers and greatest common factor communicate a partially developed understanding of problem solving using a strategy with little or no support
Proficient
*What proficient* students likely can do that basic students likely cannot do:** interpret the rule for a one operation function table solve simple equations determine equivalent units of measurement analyze data to interpret stem-and-leaf plots and read circle graphs identify members of a sample space apply knowledge of fractions and decimals apply number relationships to prime and composite numbers and greatest common factor communicate a partially developed understanding of problem solving using a strategy with little or no support	*What proficient* students likely cannot do:** analyze geometric relationships of plane geometric figures estimate and apply formulas to determine perimeter and area determine measures of central tendency communicate a comprehensive understanding of problem solving using a strategy with supporting connections
Advanced
*What advanced* students likely can do that proficient students likely cannot do:** analyze geometric relationships of plane geometric figures estimate and apply formulas to determine perimeter and area determine measures of central tendency communicate a comprehensive understanding of problem solving using a strategy with supporting connections

. MSA Performance Level Descriptors for Mathematics Grade 6

Basic
*What basic* students likely can do:** identify a rule for a one operation function table identify plane geometric figures organize data to make frequency tables find percent of a number represent integers	*What basic* students likely cannot do:** write a rule for a one operation function table evaluate expressions locate integers on a number line identify on a graph a linear relationship that shows increase, decrease, and no change classify triangles compare radii and diameters apply formulas to determine volume and area apply knowledge of rational numbers analyze number relationships. communicate a partially developed understanding of problem solving using a strategy with little or no support
Proficient
*What proficient* students likely can do that basic students likely cannot do:** write a rule for a one operation function table evaluate expressions locate integers on a number line identify on a graph a linear relationship that shows increase, decrease, and no change classify triangles compare radii and diameters apply formulas to determine volume and area apply knowledge of rational numbers analyze number relationships. communicate a partially developed understanding of problem solving using a strategy with little or no support	*What proficient* students likely cannot do:** analyze linear relationships to identify graph of a line. identify perpendicular bisectors. apply formulas to determine area of a rectangle and a triangle organize data to make a stem-and-leaf plot represent whole numbers using exponential form using powers of 10 compare and order fractions communicate a comprehensive understanding of problem solving using a strategy with supporting connections
Advanced
*What advanced* students likely can do that proficient students likely cannot do:** analyze linear relationships to identify graph of a line identify perpendicular bisectors apply formulas to determine area of a rectangle and a triangle organize data to make a stem-and-leaf plot represent whole numbers using exponential form using powers of 10 compare and order fractions communicate a comprehensive understanding of problem solving using a strategy with supporting connections

MSA Performance Level Descriptors for Mathematics Grade 7

Basic
*What basic* students likely can do:** identify simple expressions in context apply the properties of congruent polygons apply mean, median, and mode identify a number written in exponential notation	*What basic* students likely cannot do:** write and evaluate simple expressions, solve simple equations, and write simple inequalities locate points on a number line and a coordinate plane using rational numbers identify and apply properties of various angles determine best choice of a data display and organize data in a variety of displays determine probability and express it as a decimal compare and order decimals, fractions, percents and integers, and determine equivalent ratios determine percent of another number communicate a partially developed understanding of problem solving using a strategy with little or no support
Proficient
*What proficient* students likely can do that basic students likely cannot do:** write and evaluate simple expressions, solve simple equations, and write simple inequalities locate points on a number line and a coordinate plane using rational numbers identify and apply properties of various angles determine best choice of a data display and organize data in a variety of displays determine probability and express it as a decimal compare and order decimals, fractions, percents and integers, and determine equivalent ratios determine percent of another number communicate a partially developed understanding of problem solving using a strategy with little or no support	*What proficient* students likely cannot do:** evaluate algebraic expressions identify in a table linear relationships that show increase, decrease, and no change graph the solution to an inequality draw a transformation on a coordinate plane determine area of a trapezoid and surface area of a rectangular prism use percents as rates to solve a problem determine equivalent fractions, decimals, and numbers in exponential notation communicate a comprehensive understanding of problem solving using a strategy with supporting connections
Advanced
*What advanced* students likely can do that proficient students likely cannot do:** evaluate algebraic expressions identify in a table linear relationships that show increase, decrease, and no change graph the solution to an inequality draw a transformation on a coordinate plane determine area of a trapezoid and surface area of a rectangular prism use percents as rates to solve a problem determine equivalent fractions, decimals, and numbers in exponential notation communicate a comprehensive understanding of problem solving using a strategy with supporting connections

MSA Performance Level Descriptors for Mathematics Grade 8

Basic
*What basic* students likely can do:** determine the n^th term in recursive arithmetic sequences identify data organized in a variety of data displays determine length using a scale drawing	*What basic* students likely cannot do:** identify linear functions given a graph write and simplify expressions, write and solve equations, and solve inequalities identify properties of parallel lines cut by a transversal apply the Pythagorean Theorem determine square root of whole numbers apply a variety of percents in context communicate a partially developed understanding of problem solving using a strategy with little or no support
Proficient
*What proficient* students likely can do that basic students likely cannot do:** identify linear functions given a graph write and simplify expressions, write and solve equations, and solve inequalities identify properties of parallel lines cut by a transversal apply the Pythagorean Theorem determine square root of whole numbers apply a variety of percents in context communicate a partially developed understanding of problem solving using a strategy with little or no support	*What proficient* students likely cannot do:** determine the n^th term in recursive geometric sequences determine circumference of a circle organize and display data in a variety of data displays analyze results of simulations represent rational numbers in scientific notation use proportional reasoning to solve problems communicate a comprehensive understanding of problem solving using a strategy with supporting connections
Advanced
*What advanced* students likely can do that proficient students likely cannot do:** determine the n^th term in recursive geometric sequences determine circumference of a circle organize and display data in a variety of data displays analyze results of simulations represent rational numbers in scientific notation use proportional reasoning to solve problems communicate a comprehensive understanding of problem solving using a strategy with supporting connections

MSA Performance Level Descriptors for Reading Grade 3

Basic
*What basic* students likely can do:** use context clues to determine appropriate meanings of words and commonly used expressions identify information and details directly stated in a text draw simple inferences from grade-appropriate text identify basic characteristics of a literary genre use appropriate prior knowledge to make simple inferences about information in a text	*What basic* students likely cannot do:** use sufficient textual evidence to support or explain an idea or inference about a text identify or state a main idea of an informational text identify or state a theme of a literary text use graphic aids to help construct meaning from a text
Proficient
*What proficient* students likely can do that basic students likely cannot do:** identify a stated or implied main idea of an informational passage identify a theme or lesson learned in a literary text support simple inferences or ideas about a text with appropriate textual evidence use graphic aids to help construct meaning from a text	*What proficient* students likely cannot do:** synthesize information to arrive at generalizations, conclusions, and complex inferences use textual evidence effectively to explain ideas analyze a text to uncover its complexities
Advanced
*What advanced* students likely can do that proficient students likely cannot do:** discriminate between details/information and the ideas they express synthesize information and details to arrive at generalizations, conclusions, and complex inferences analyze a text to uncover its complexities use evidence from a text effectively to explain conclusions and inferences

. MSA Performance Level Descriptors for Reading Grade 4

Basic
*What basic* students likely can do:** draw simple inferences from grade-appropriate text identify information directly stated in a text use context clues to determine appropriate meanings of words identify the main idea of a text when that idea is obvious make connections to the real world and the text by accessing prior knowledge respond in writing to questions about a text with minimal textual evidence	*What basic* students likely cannot do:** support ideas about a text with adequate text-relevant information or evidence infer a main idea from a text use knowledge of literary elements to make meaning
Proficient
*What proficient* students likely can do that basic students likely cannot do:** use context clues to determine appropriate meanings of words recognize the relationship between text features and ideas or information in a text support a literal reading of a text with text-relevant information support simple inferences or general ideas about a text with appropriate textual evidence apply knowledge of literary elements (e.g., character, main conflict) when making meaning from a text	*What proficient* students likely cannot do:** explain complexities of a text clarify and extend ideas in a text with specific, effective text-relevant information consistently make connections among ideas in a text exhibit a reading of a text beyond the literal
Advanced
*What advanced* students likely can do that proficient students likely cannot do:** analyze a text to uncover its complexities clarify and extend ideas in a text with specific, effective text-relevant information or evidence use relationships among ideas in a text to draw conclusions and make generalizations articulate conclusions about author's craft

MSA Performance Level Descriptors for Reading Grade 5

Basic
*What basic* students likely can do:** understand basic literary elements (e.g., character, simple plot, conflict) make low-level inferences from information in a text use context clues to determine appropriate meanings of words respond in writing to questions about a text with only minimal textual evidence	*What basic* students likely cannot do:** provide adequate textual evidence to support or develop ideas about a text consistently apply basic word-level knowledge (e.g., synonyms) demonstrate more than a minimal understanding of the text
Proficient
*What proficient* students likely can do that basic students likely cannot do:** pull appropriate details or information from across a text to summarize briefly or demonstrate a general understanding of the text define words using contextual evidence recognize synonyms of grade-appropriate words and use synonyms to draw a simple conclusion demonstrate a general, often literal, understanding of a literary or informational text	*What proficient* students likely cannot do:** reason deductively when drawing conclusions or making inferences read critically to evaluate text demonstrate understanding of the complexities of a text
Advanced
*What advanced* students likely can do that proficient students likely cannot do:** apply deductive reasoning to draw conclusions and make inferences provide appropriate and sufficient textual evidence to clarify effectively ideas in a text read critically to evaluate text recognize synonyms of both grade-level and above-grade-level words synthesize ideas and information to uncover the complexities of a text

. MSA Performance Level Descriptors for Reading Grade 6

Basic
*What basic* students likely can do:** demonstrate a minimal to literal understanding of a grade-appropriate informational or literary text respond to questions about a text with only minimal supporting textual evidence apply basic understanding of narrative elements in a literary text (e.g., sequence, character relationships) determine meanings of words in context make simple predictions and draw simple conclusions based on information in a text recognize a main idea and identify information not related to a main idea apply basic word-level knowledge to identify word meaning and usage	*What basic* students likely cannot do:** recognize an organizational pattern in an informational text apply understanding of author's choice of language to make meaning of text provide adequate text-relevant information or evidence to support an idea or a conclusion about a text
Proficient
*What proficient* students likely can do that basic students likely cannot do:** demonstrate a general understanding of a literary or informational text use textual evidence to draw conclusions about narrative elements in a literary text (e.g., mood, characters) determine the meanings of words and expressions in context (e.g., idioms, common expressions, synonyms) recognize an author's opinion in an informational text and determine the purpose of a text or portion of text identify an organizational pattern of an informational text provide some textual support for an idea of conclusion about a text	*What proficient* students likely cannot do:** explain an organizational pattern of an informational text recognize the implications of an author's specific language choices extend ideas or information in a text in order to discover the text's complexities
Advanced
*What advanced* students likely can do that proficient students likely cannot do:** interpret effectively an author's choice of words and phrases use effectively supporting evidence from a text to clarify or extend ideas analyze and explain an organizational pattern of an informational text by using effective textual evidence

MSA Performance Level Descriptors for Reading Grade 7

Basic
*What basic* students likely can do:** identify information directly stated in an informational or literary text respond in writing to a question about a text with only minimal textual support identify a main idea of an informational text or a theme of a literary text when that idea or theme is apparent draw conclusions about characters in a literary text recognize the implications of text features (e.g., bulleted list, illustration)	*What basic* students likely cannot do:** draw conclusions about characters in a literary text recognize tone in a text effectively use context clues to define words and phrases move beyond a minimal understanding of literary elements (e.g., setting, characters)
Proficient
*What proficient* students likely can do that basic students likely cannot do:** demonstrate a general understanding of an informational or literary text recognize an obvious tone in a text determine the meanings of words in context draw conclusions and make inferences about characters and character relationships in a literary text articulate an understanding of setting as related to time and place	*What proficient* students likely cannot do:** articulate a sophisticated understanding of a literary setting analyze author's craft clarify and extend ideas to explore the complexities of a text use textual support effectively to explain ideas about a text
Advanced
*What advanced* students likely can do that proficient students likely cannot do:** interpret effectively an author's choice of words and phrases use effectively supporting evidence from a text to clarify or extend ideas analyze and explain an organizational pattern of an informational text by using effective textual evidence

MSA Performance Level Descriptors for Reading Grade 8

Basic
*What basic* students likely can do:** identify information directly stated in the text draw simple conclusions and make simple inferences from information in the text apply basic summary and paraphrasing skills to grade-appropriate text respond in writing to questions about a text with only minimal textual support	*What basic* students likely cannot do:** cite adequate textual evidence to support or explain ideas about a text identify a main idea
Proficient
*What proficient* students likely can do that basic students likely cannot do:** draw conclusions about characters from their words and actions identify a main idea support ideas about text with appropriate textual evidence demonstrate a general understanding of a literary or informational text (e.g., make inferences, draw conclusions)	*What proficient* students likely cannot do:** use textual information effectively to clarify ideas in and about a text analyze the implications of literary elements analyze an author's use of language demonstrate an understanding of the text beyond literal reading
Advanced
*What advanced* students likely can do that proficient students likely cannot do:** choose appropriate text effectively to clarify ideas draw conclusions about multiple elements of both informational and literary texts (e.g., word meanings, comparison, poetic devices, implications of text features) analyze narrative elements (e.g., relationships between characters, character traits, plot structure) apply language skills (e.g., recognize synonyms, define words in context, analyze poetic language, determine tone)

MSA Performance Level Descriptors for Science Grade 5

Basic
Students at this level need more work to attain proficiency. They use minimal supporting evidence. Their responses provide little or no synthesis of information, such as data, cause-effect relationships, or other collected evidence with little or no use of scientific terminology.
Proficient
Students at this level have attained a realistic and rigorous measure of achievement. They use supporting evidence that is generally complete with some integration of scientific concepts, principles, and/or skills. Their responses reflect some synthesis of information, such as data, cause-effect relationships, or other collected evidence with accurate use of scientific terminology present in the responses.
Advanced
Students at this level have demonstrated outstanding accomplishment. They use scientific evidence to demonstrate a full integration of scientific concepts, principles, and/or skills. Their responses reflect a complete synthesis of information, such as data, cause-effect relationships, or other collected evidence with accurate use of scientific terminology to strengthen their responses.

MSA Performance Level Descriptors for Science Grade 8

Basic
Students at this level need more work to attain proficiency. They use minimal supporting evidence. Their responses provide little or no synthesis of information, such as data, cause-effect relationships, or other collected evidence with little or no use of scientific terminology.
Proficient
Students at this level have attained a realistic and rigorous measure of achievement. They use supporting evidence that is generally complete with some integration of scientific concepts, principles, and/or skills. Their responses reflect some synthesis of information, such as data, cause-effect relationships, or other collected evidence with accurate use of scientific terminology present in the responses.
Advanced
Students at this level have demonstrated outstanding accomplishment. They use scientific evidence to demonstrate a full integration of scientific concepts, principles, and/or skills. Their responses reflect a complete synthesis of information, such as data, cause-effect relationships, or other collected evidence with accurate use of scientific terminology to strengthen their responses.

MSA Performance Level Descriptors for Algebra/Data Analysis

Basic
*What basic* students likely can do:** represent and extend a linear and geometric pattern determine the sum of two matrices write and solve an equation that models a real-world situation determine the value of an equation or inequality for a given value of x use the graph of a line of best fit to make a prediction use a curve of best fit to describe the trend of the data determine the experimental probability from a survey and a simulation determine the value of a data point from the mean and the remaining data points determine the mean of data in a stem and leaf plot and the median in a box and whisker plot identify the maximum and minimum of the graph of a non-linear function compare rate of increase/decrease between intervals of the graph of a non-linear function	*What basic* students likely cannot do:** use the results of a simulation to make a prediction determine the theoretical probability of an event determine the quartiles of a data set and create a box and whisker plot identify representative sampling and simple random sampling identify the graph of a system of equations write and solve a system of equations that models a real-world situation model a real-world situation with an algebraic expression that uses the sum or quotient write the equation for a line of best fit identify and use a curve of best fit and a line of best fit to describe data and make predictions determine the difference between two matrices recognize the misuse of data from a survey and a graph determine the linear equation that models a function in a table
Proficient
*What proficient* students likely can do that basic students likely cannot do:** use the results of a simulation to make a prediction determine the theoretical probability of an event determine the quartiles of a data set and create a box and whisker plot identify representative sampling and simple random sampling identify the graph of a system of equations write and solve a system of equations that models a real-world situation model a real-world situation with an algebraic expression that uses the sum or quotient write the equation for a line of best fit identify and use a curve of best fit and a line of best fit to describe data and make predictions determine the difference between two matrices recognize the misuse of data from a survey and a graph determine the linear equation that models a function in a table	*What proficient* students likely cannot do:** determine the range of a non-linear graph write an inequality that models a real-world situation extrapolate the value of a graph beyond the grid provided explain and justify a system of equations and its solution that models a real-world situation explain and justify the extension of a linear pattern beyond immediate next terms justify the appropriate use of a curve of best fit to make a prediction model a real-world situation with an algebraic expression that uses sum and product multiply a matrix by a scalar and interpret the result analyze stem and leaf plots to determine measures of central tendency justify a sampling method as providing a representative sample
Advanced
*What advanced* students likely can do that proficient students likely cannot do:** determine the range of a non-linear graph write an inequality that models a real-world situation extrapolate the value of a graph beyond the grid provided explain and justify a system of equations and its solution that models a real-world situation explain and justify the extension of a linear pattern beyond immediate next terms justify the appropriate use of a curve of best fit to make a prediction model a real-world situation with an algebraic expression that uses sum and product multiply a matrix by a scalar and interpret the result analyze stem and leaf plots to determine measures of central tendency justify a sampling method as providing a representative sample

MSA Performance Level Descriptors for Biology

Basic
Students at this level demonstrate a minimal understanding of biology concepts, principles, and/or skills. Student responses indicate limited synthesis of information and understanding of scientific terminology.
Proficient
Students at this level demonstrate a realistic and rigorous level of achievement by providing evidence of an understanding of biology concepts and the ability to use scientific evidence to generally integrate scientific concepts, principles, and/or skills. Student responses indicate some synthesis of information and understanding of scientific terminology.
Advanced
Students at this level demonstrate an exemplary level of achievement by providing evidence of a complete understanding of biology concepts and the ability to use scientific evidence to fully integrate scientific concepts, principles, and/or skills. Student responses indicate a complete synthesis of information and understanding of scientific terminology.

MSA Performance Level Descriptors for English

Basic
*What basic* students likely can do:** read a writing prompt and respond by attempting an organizational strategy and supplying minimal support and elaboration apply basic capitalization and punctuation rules. use sentence sense to combine two or three simple sentences logically draw simple conclusions and inferences from grade-level text regarding main idea, plot, characterization, theme, and tone provide evidence in writing that a minimal understanding of a text has been achieved recognize structural features of a poem read titles of on-line sources and predict usefulness of content for a given purpose	*What basic* students likely cannot do:** read and address a writing prompt by using an organizational structure and supplying adequate support and elaboration internalize and apply a wide-range of language mechanics rules apply sentence sense to combine multiple sentences, using effective subordination, coordination, and sequencing make valid connections between ideas within or across texts provide textual evidence in writing to verify a literal understanding of grade-appropriate text draw simple inferences from images and figurative language interpret poetry use context clues to determine the meaning of unknown/above grade-level words recognizing grammatical classifications of words using position, form, and function
Proficient
*What proficient* students likely can do that basic students likely cannot do:** all of what a basic student can do, plus read and address a writing prompt by using an organizational strategy, supplying adequate support and elaboration, and minimizing errors in language usage and conventions apply a wide-range of internalized language mechanics use a resource to apply standard English language usage and conventions apply sentence sense to combine multiple sentences using effective subordination, coordination, and sequencing make valid connections among ideas within a text and draw conclusions and inferences by synthesizing information draw simple inferences from images and figurative language interpret poetry provide textual evidence in writing to verify that a literal understanding of a text has been achieved use context clues to determine the meaning of unknown/above grade-level words recognize distinctions between the denotative and connotative meanings of words and phrases recognize grammatical classifications of words by position, form, and function	*What proficient* students likely cannot do:** fulfill the demands of a writing prompt by using an effective organizational structure, providing relevant and complete support, exhibiting clear and/or purposeful word choice, and applying correct language usage and convention expand sentences by correctly placing modifying details analyze the connection between stylistic elements and author's purpose in poetry and grade-appropriate text clarify and extend understanding of a text beyond the literal provide in writing stated and implied evidence that affirms an understanding of the complexities of a text
Advanced
*What advanced* students likely can do that proficient students likely cannot do:** all of what a proficient student can do, plus fulfill the demands of a writing prompt by using an effective organizational structure, providing relevant and complete support, exhibiting clear and/or purposeful word choice, and applying correct English language usage and conventions use specificity in word choice, details, and syntax to expand sentences effectively analyze the connection between stylistic elements and author's purpose in poetry and grade-appropriate text provide in writing stated and implied evidence that clarifies and extends understanding of a text beyond the literal and affirms an understanding of the complexities of a text

Site Map
About mdk12.org
Feedback