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The document outlines proficiency expectations for Earth and Space Science across below, approaching, proficient, and above proficient levels for Grades 6-8.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/science-grade-6-8-earth-and-space-science-proficiency-level-descriptors/538210/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/science-grade-6-8-earth-and-space-science-proficiency-level-descriptors/538210.png","ImageObject",300,407,{"name":42,"@type":43},"pixelkiddo","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How do academic standards and state assessments relate in the document?","Question",{"text":63,"@type":64},"Academic standards set yearly learning targets, and state assessments require students to demonstrate knowledge, skills, and understanding tied to those standards using a common measure. The resulting data reveal performance patterns that inform school and district improvement.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What role do performance level descriptors play?",{"text":68,"@type":64},"Performance level descriptors bridge state assessments to classroom instruction and to formative assessment systems. They define academic proficiency as a range of observable student performance characteristics.",{"name":70,"@type":61,"acceptedAnswer":71},"What factors influence a student’s ability to demonstrate proficiency?",{"text":72,"@type":64},"Proficiency demonstration is influenced by text or stimulus complexity, the tasks students are asked to complete, and the contexts in which learning is engaged. 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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. |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| \u003Cbr>SCIENCE GRADE 6-8 |  | 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 contexts in 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| Earth and Space Science Student performance indicates the ability to… |  |  |  |  |  |\n| ESS | Below Proficient |  | Approaching Proficient | Proficient | Above Proficient |\n| MSESS1-1 | Identify most of the planets and celestial bodies in the Milky Way galaxy (e.g., sun, moon, planets) .\u003Cbr>Recognize that the number of daylight hours changes throughout the year.\u003Cbr>Understand that certain stars and galaxies are visible only at specific times of the year. |  | Describe a model of the solar system with slight inaccuracies in explaining or predicting the motion of the sun, moon, and stars; solar and lunar eclipses; and seasonal changes in sunlight and star visibility.\u003Cbr>Identify all major celestial bodies in the Milky Way galaxy (sun, moon, planets, etc. ) .\u003Cbr>Explain that certain stars and galaxies are visible only at specific times of the year. | Develop a model of the solar system that accurately explains and predicts the motion of the sun, moon, and stars; the solar and lunar eclipse process; and seasonal changes in sunlight duration and star visibility. | Develop a detailed model of the solar system that accurately explains and predicts the motion of the sun, moon, and stars; the solar and lunar eclipse process; and seasonal changes in sunlight duration and star visibility. |\n| MSESS1-2 | Identify key systems, including the Milky Way galaxy, the sun, planets and their moons, and asteroids.\u003Cbr>Identify the role of gravity in keeping celestial objects in orbit, including a recognition that larger objects have more gravity. |  | Describe a model illustrating the interactions between objects in the Milky Way galaxy, including the sun, planets, moons, and asteroids, or a model demonstrating the role of gravity in maintaining the positions of celestial objects. | Develop a model that accurately represents the interactions between celestial objects, including the Milky Way galaxy, the sun, planets, moons, and asteroids. The model should illustrate how gravity governs these interactions.\u003Cbr>Use evidence to explain that other stars in the night sky look smaller and less bright because of their distance from Earth. | Develop a model that represents and identifies the Milky Way galaxy, the sun, planets, moons, and asteroids, along with their interactions. The model should illustrate how gravity maintains the orbits of these celestial objects, governing their movement within the solar system and the galaxy. |\n\n| ESS | \u003Cbr> Below Proficient  Approaching Proficient  Proficient  Above Proficient |  |  |  |  |\n| --- | --- | --- | ","cbCaipWyJ313sNkO","https://ap.wps.com/l/cbCaipWyJ313sNkO","pdf",490274,18,"English","# Theory of Action\n# Role of Performance Level Descriptors in Defining Proficiency\n# Proficiency and Difficulty\n# Earth and Space Science\n## MSESS1-1\n## MSESS1-2\n## MSESS1-3\n## MSESS1-4\n## MSESS2-1\n## MSESS2-2","[{\"question\":\"How do academic standards and state assessments relate in the document?\",\"answer\":\"Academic standards set yearly learning targets, and state assessments require students to demonstrate knowledge, skills, and understanding tied to those standards using a common measure. The resulting data reveal performance patterns that inform school and district improvement.\"},{\"question\":\"What role do performance level descriptors play?\",\"answer\":\"Performance level descriptors bridge state assessments to classroom instruction and to formative assessment systems. They define academic proficiency as a range of observable student performance characteristics.\"},{\"question\":\"What factors influence a student’s ability to demonstrate proficiency?\",\"answer\":\"Proficiency demonstration is influenced by text or stimulus complexity, the tasks students are asked to complete, and the contexts in which learning is engaged. As performance improves, students can typically handle more challenging demands more accurately and consistently.\"}]","SCIENCE GRADE 6-8 - Earth and Space Science - Proficiency Level Descriptors | PDF",1791606364,45]