[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-538217-105":59,"doc-detail-538217-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","science-high-school-three-dimensional-science-summary-plds","SCIENCE HIGH SCHOOL - Three-Dimensional Science Summary-PLDs","","Three-dimensional science instruction for high school, aligned to Next Generation Science Standards (NGSS), is described through the use of scientific practices, disciplinary core ideas, and crosscutting concepts. The text explains how performance-level descriptors translate state assessment expectations into classroom instruction and formative assessment systems. It details how proficiency relates to student ability to integrate the three dimensions and how complexity of texts or stimuli influences demonstration of proficiency. A rubric-based framework outlines performance expectations from below to above proficient.",{"@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-three-dimensional-science-summary-plds/538217/",{"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-three-dimensional-science-summary-plds/538217.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",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the theory of action behind using academic standards in assessment?","Question",{"text":113,"@type":114},"Academic standards reflect a shared commitment to what students should learn each year. State assessments require students to demonstrate knowledge, skills, and understanding tied to the standards, and the resulting data reveal patterns that guide school and district improvement.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How do performance level descriptors connect state assessments to classroom instruction?",{"text":118,"@type":114},"Performance level descriptors bridge state assessment results to classroom teaching and formative assessment systems. They characterize academic proficiency as a range of observable student performance and highlight multiple pathways toward proficiency.",{"name":120,"@type":111,"acceptedAnswer":121},"How does the rubric define proficiency in three-dimensional high school science?",{"text":122,"@type":114},"Proficiency requires students to integrate all three dimensions—science and engineering practices, disciplinary core ideas, and crosscutting concepts—at a grade-appropriate level with consistent, accurate application. Lower levels describe limited integration or incomplete/less accurate understanding, while above proficient emphasizes depth and sophistication across science disciplines.","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},538217,1791710244,{"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":14,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":24,"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","| | Theory 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.\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 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| --- | --- | --- | --- | --- |\n| \u003Cbr>SCIENCE\u003Cbr>HIGH SCHOOL | Three-dimensional science instruction, as envisioned by Next Generation Science Standards (NGSS), uses scientific practices, disciplinary core ideas, and crosscutting concepts to foster a deeper understanding of science and engineering, moving beyond rote memorization to engage students in real-world scientific investigations and problem-solving. The following rubric provides a means of thinking about integration of the dimensions that can be broadly applied to a variety of domain-specific content.\u003Cbr>Proficiency in high school science generally includes an ability to integrate all three dimensions (Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts) of the standards at a grade-appropriate level to meet performance expectations. Students are expected to demonstrate application of knowledge that can be applied across the science disciplines. |  |  |  |\n| Student performance indicates the ability to… |  |  |  |  |\n| \u003Cbr>Below Proficient |  | Approaching Proficient | Proficient | Above Proficient |\n| Use and/or integrate the three |  | Integrate the three dimensions within | Integrate all three dimensions of the | Integrate all three dimensions of a |\n| dimensions at a level aligned with |  | the attempt to meet the performance | given performance expectation. | given performance expectation in a |\n| middle school performance |  | expectation in a manner that does not |  | consistent manner that demonstrates |\n| expectations rather than with high |  | represent full integration and is still |  | a depth of understanding across |\n| school performance expectations, or |  | progressing toward the high school |  | science disciplines. |\n| an attempt to do so is not present. |  | performance expectation, or an attempt to do so is not present. |  |  |\n\n\n| Student performance indicates the ability to… |  |  |  |\n| --- | --- | --- | --- |\n| \u003Cbr>Below Proficient\u003Cbr>| Approaching Proficient\u003Cbr>| Proficient\u003Cbr>| Above Proficient\u003Cbr>|\n| Identify and/or explain a general understanding of the disciplinary core idea(s) but lacks specificity and/or demonstrates inaccurate understanding. | Demonstrate some understanding of the disciplinary core idea(s) represented in the performance expectation. | Demonstrate understanding of the disciplinary core idea(s) represented in the performance expectation. | Demonstrate accurate understanding of the disciplinary core ideas represented in the given performance expectation. |\n| Apply science and engineering practice(s) related to the disciplinary core ideas in a manner that is limited ","cbCaifeta27den1E","https://ap.wps.com/l/cbCaifeta27den1E","pdf",205674,"English","# Theory of Action\n## Role of Performance Level Descriptors in Defining Proficiency\n## Proficiency and Difficulty\n# Role of Three-dimensional Science Instruction\n## Proficiency in High School Science\n# Performance Levels Rubric\n## Below Proficient\n## Approaching Proficient\n## Proficient\n## Above Proficient","[{\"question\":\"What is the theory of action behind using academic standards in assessment?\",\"answer\":\"Academic standards reflect a shared commitment to what students should learn each year. State assessments require students to demonstrate knowledge, skills, and understanding tied to the standards, and the resulting data reveal patterns that guide school and district improvement.\"},{\"question\":\"How do performance level descriptors connect state assessments to classroom instruction?\",\"answer\":\"Performance level descriptors bridge state assessment results to classroom teaching and formative assessment systems. They characterize academic proficiency as a range of observable student performance and highlight multiple pathways toward proficiency.\"},{\"question\":\"How does the rubric define proficiency in three-dimensional high school science?\",\"answer\":\"Proficiency requires students to integrate all three dimensions—science and engineering practices, disciplinary core ideas, and crosscutting concepts—at a grade-appropriate level with consistent, accurate application. Lower levels describe limited integration or incomplete/less accurate understanding, while above proficient emphasizes depth and sophistication across science disciplines.\"}]","SCIENCE HIGH SCHOOL - Three-Dimensional Science Summary-PLDs | PDF",1791606378]