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It defines proficiency as a range of observable student performance and explains how text complexity, tasks, and contexts influence a learner’s ability to demonstrate it over time. The document then lists HS-LS1-1 performance levels (Below/Approaching/Proficient/Above Proficient) with detailed expectations for evidence-based explanations of how DNA structure determines protein structure, including structure-function relationships across scales.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/science-high-school-life-sciences-hs-ls1-1-performance-level-descriptors/538218/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/science-high-school-life-sciences-hs-ls1-1-performance-level-descriptors/538218.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",14,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What role do performance level descriptors play in the assessment system?","Question",{"text":113,"@type":114},"They bridge state assessment results to classroom instruction and the local formative assessment systems that guide instructional choices for students.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does text or stimulus complexity affect student proficiency?",{"text":118,"@type":114},"As performance improves, students typically handle more challenging texts/stimuli and tasks more accurately and consistently, enabling stronger demonstrations of skills and knowledge.",{"name":120,"@type":111,"acceptedAnswer":121},"What is the central expectation of HS-LS1-1 regarding DNA and proteins?",{"text":122,"@type":114},"Students construct explanations, based on evidence, showing how DNA structure determines the structure of proteins that carry out essential life functions.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},538218,1791731824,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","SCIENCE HIGH SCHOOL LIFE SCIENCES  \nTheory of Action: Academic standards represent a collective commitment around what students should learn each year. 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.  \nRole 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.  \nProficiency 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.  \nLife Sciences Student performance indicates the ability to…  \nHS-LS1-1  \nBelow Proficient  \nApproaching Proficient  \nProficient  \nAbove Proficient  \nConstruct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carryout the essential functions of life.  \nDCI: LS1 .A: Structure and Function  \nSEP: Constructing Explanations  \nCCC: Structure and Function  \nACT Integrations: Scientific Investigation, Interpretation of Data  \n\n| Identify basic cell structures (e.g., nucleus, cell membrane) and | Construct simple explanations showing that DNA contains | Construct detailed explanations showing how the structure of |\n| --- | --- | --- |\n| recognize DNA as genetic material | genetic information that relates | DNA enables it to encode genetic |\n| without connecting structure to | to protein production, but with | information that determines |\n| function at the molecular level. | incomplete connections between | protein structure and function. |\n|  | molecular structure and cellular function. |  |\n| Describe simplified versions of | Outline the general process of | Explain the mechanisms of gene |\n| protein synthesis that lack | gene expression with some | expression from DNA to RNA to |\n| accurate details about the | awareness of the cause-effect | protein, including how nucleotide |\n| information flow from genes to | relationship between DNA | sequences correspond to amino |\n| proteins. | sequence and protein structure. | acid sequences. |\n| Recognize that DNA contains | Recognize that proteins have | Connect protein structure to |\n| information but show limited | specific shapes related to their | specific cellular functions and |\n| understanding of how this relates | functions but provide limited | explain how specialized cells |\n| to cellular systems or protein | explanation of how DNA | utilize different proteins to |\n| function. | determines these structures. | perform their roles in multicellular organisms. |\n| For example, state that \"DNA is in | For example, describe that \"DNA | For example, explain how the |\n| the nucleus and contains genes\" | has genes that code for proteins | nucleotide sequence in DNA codes |\n| without explaining how DNA | that do different jobs in the cell\" | for a specific sequence of amino |\n| structure encodes information or | but explain the mechanisms of | acids in a protein that folds to |\n| how this determines protein | transcription, translation, or | form a functional enzyme that |\n| structure and cellular function. | protein folding with partial accuracy. | catalyzes a metabolic reaction within a s","cbCaibcdKTUEcfwh","https://ap.wps.com/l/cbCaibcdKTUEcfwh","pdf",539608,25,"English","# Theory of Action\n## Role of Performance Level Descriptors in Defining Proficiency\n## Proficiency and Difficulty\n# HS-LS1-1 Performance Levels\n## Below Proficient\n## Approaching Proficient\n## Proficient\n## Above Proficient","[{\"question\":\"What role do performance level descriptors play in the assessment system?\",\"answer\":\"They bridge state assessment results to classroom instruction and the local formative assessment systems that guide instructional choices for students.\"},{\"question\":\"How does text or stimulus complexity affect student proficiency?\",\"answer\":\"As performance improves, students typically handle more challenging texts/stimuli and tasks more accurately and consistently, enabling stronger demonstrations of skills and knowledge.\"},{\"question\":\"What is the central expectation of HS-LS1-1 regarding DNA and proteins?\",\"answer\":\"Students construct explanations, based on evidence, showing how DNA structure determines the structure of proteins that carry out essential life functions.\"}]","SCIENCE HIGH SCHOOL LIFE SCIENCES - HS-LS1-1 - Performance Level Descriptors | PDF",1791606380,63]