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The resulting data reveals performance patterns that guide improvement by highlighting areas of strength and opportunity.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What role do Performance Level Descriptors (PLDs) play in classroom instruction?",{"text":68,"@type":64},"PLDs connect state assessments to classroom teaching and to formative assessment systems that shape local instruction and student decisions. They describe observable characteristics across a range of academic proficiency.",{"name":70,"@type":61,"acceptedAnswer":71},"What factors influence a student’s ability to demonstrate proficiency in Grade 11/12 ELA?",{"text":72,"@type":64},"Proficiency is influenced by the complexity of texts or stimuli, the tasks students complete, and the context in which they engage with those tasks. 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The state assessment asks students to demonstrate their knowledge, skills, and understanding related to these standards using a common measure. The resulting data allows us to see patterns in performance that should guide school and district improvement, helping identify areas of strength and opportunity.\u003Cbr>Role of Performance Level Descriptors in Defining Proficiency: Performance level descriptors bridge the state assessment to classroom instruction and the systems of formative assessments that guide local instruction and choices about individual students. Academic proficiency represents a range of observable student performance characteristics. There are multiple pathways to proficiency, and students rely upon their strengths differently within that range of performance.\u003Cbr>Proficiency and Difficulty: A student’s ability to demonstrate proficiency is influenced by the complexity of the texts or stimuli presented, tasks they’re asked to complete, and the contextsin which they are engaged. As student performance improves, students are typically able to handle more challenging texts/stimuli, tasks, and contexts, and are able to demonstrate their skills and knowledge more accurately and consistently. |\n| --- | --- |\n\nClaim 1: Key Ideas and Detailsi Student performance indicates the ability to:  \n\n| Above Proficient | Evaluate how complex ideas and claims develop across an informational text. Interpret nuanced or implied meanings, like how the phrase progress requires discomfort signals the author's stance. Analyze how detailed comparisons or shifting points of view reveal deeper themes or arguments across sections of the text. |\n| --- | --- |\n| Proficient | Analyze how a central idea or claim is developed and supported with evidence. Draw inferences from subtle details, like recognizing that the solution was never meant to last reflects the author's skepticism. Describe how comparisons or cause-effect relationships shape the argument or explanation. |\n| Approaching Proficient | Identify the central idea or main claim and summarize how it is supported.\u003Cbr>Explain how details like many experts disagree on the timeline show uncertainty in the argument. Recognize clear relationships like first, then, comparison, or problem-solution. |\n| Below Proficient | Locate important facts, claims, or explanations in the text. Identify what the passage is mostly about and begin to connect details, like noticing that fewer students enrolled after the policy change is a result of an earlier decision. |\n\nMOST COMPLEX  \n􀃇􀃇􀃇􀃇  \nRI. 10/RL.10 – Read and comprehend appropriate texts independently.  \n􀃇􀃇􀃇􀃇  \nLEAST COMPLEX  \nText Complexity  \nClaim 2: Craft and Structureii Student performance indicates the ability to:  \n\n| Above Proficient | Evaluate how the author’s language, structure, and tone work together to shape meaning and purpose. Analyze choices like using if we fail now, we fail forever to create urgency, or structuring an argument to move from facts to emotional appeal. Explain how these elements guide the reader’s interpretation and response. |\n| --- | --- |\n| Proficient | Analyze how the author’s word choice, point of view, and organization support their message. Interpret language like some critics still cling to outdated views to show bias or tone. Explain how features like headings, repetition, or examples contribute to the text’s clarity or persuasiveness. |\n| Approaching Proficient | Describe how parts of the text work together, like how a heading introduces anew section or how a phrase like it’s not that simple shows the author’s attitude. Recognize the author’s purpose and begin to explain how it is revealed through structure or language. |\n| Below Proficient | Identify features of the text, like bolded terms or who is speaking. Recognize simple language choices that reflect opi","cbCaigouicTZVCxR","https://ap.wps.com/l/cbCaigouicTZVCxR","pdf",230272,"English","# Theory of Action\n# Role of Performance Level Descriptors\n# Proficiency and Difficulty\n# Claim 1: Key Ideas and Details\n# Claim 2: Craft and Structure\n# Claim 3: Integration of Knowledge and Ideas\n# Claim 4: Written Expression (Using both literary and informational prompts)","[{\"question\":\"How do Academic standards and state assessment results support school and district improvement?\",\"answer\":\"State assessments require students to demonstrate knowledge and understanding aligned to annual standards. The resulting data reveals performance patterns that guide improvement by highlighting areas of strength and opportunity.\"},{\"question\":\"What role do Performance Level Descriptors (PLDs) play in classroom instruction?\",\"answer\":\"PLDs connect state assessments to classroom teaching and to formative assessment systems that shape local instruction and student decisions. They describe observable characteristics across a range of academic proficiency.\"},{\"question\":\"What factors influence a student’s ability to demonstrate proficiency in Grade 11/12 ELA?\",\"answer\":\"Proficiency is influenced by the complexity of texts or stimuli, the tasks students complete, and the context in which they engage with those tasks. As performance improves, students handle more challenging materials more accurately and consistently.\"}]","ENGLISH LANGUAGE ARTS GRADE 11/12 - Summary of PLDs | PDF",1791605884]