#### assessed. The descriptors define what a student should know and be able to do at each achievement level for each subject assessed at a given grade level.

AUTHORITY NOTE:Promulgated in accordance with R.S. 17:24.4

HISTORICAL NOTE:Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 35:

### §1817.EOCT Achievement Level Descriptors

#### A.Algebra I Achievement Level Descriptors

Excellent

Students at this achievement level generally have exhibited the ability to:

1.solve problems involving indirect measurement, and express results in terms of the degree of precision or accuracy;

2.identify the common characteristics of families of linear functions;

3.recognize a linear or nonlinear relationship for data organized in charts or tables;

4.evaluate polynomials for given values of the variables;

5.apply scientific notation to perform computations;

6.determine whether two linear equations have parallel or perpendicular graphs;

7.solve systems of inequalities;

8.determine geometric probabilities based on the areas of figures; and

9.compare and contrast linear functions algebraically in terms of their rates of change.

Good

Students at this achievement level generally have exhibited the ability to:

1.represent quantities using scientific notation;

2.translate between tabular and algebraic representations of real-life situations;

3.compute simple probabilities;

4.select and use appropriate units of measurement in the metric system;

5.evaluate an exponential expression for a given value of the variable;

6.analyze real-life relationships that can be modeled by tables representing linear functions;

7.translate among tabular, algebraic, and function notation in real-life situations;

8.make appropriate translations between verbal and symbolic representations;

9.solve problems in coordinate geometry involving midpoints;

10.describe characteristics of parallel lines;

11.calculate combinations and permutations to solve problems; and

12.recognize differences among number systems (e.g., whole numbers and irrational numbers).

Fair

Students at this achievement level generally have exhibited the ability to:

1.represent and use linear functions to solve real-life problems;

2.select and use appropriate units of measurement to solve problems;

3.translate between tabular and graphical representations of real-life situations;

4.apply proportional reasoning to model and solve real-life problems involving direct variation;

5.calculate and use measures of central tendency and variability;

6.use appropriate function notation when given a verbal statement;

7.use the graph of a linear equation to describe and interpret slope, intercept, point, intersection, etc.;

8.determine the most appropriate measure of central tendency for a set of data based on its distribution; and

9.evaluate numerical expressions involving positive exponents.

Needs Improvement

Students at this achievement level are generally working toward the ability to:

1.use linear functions to solve real-life problems;

2.select and use appropriate units of measurement to solve problems;

3.translate between tabular and graphical representations of real-life situations;

4.apply proportional reasoning to model and solve real-life problems involving direct variation; and

5.calculate and use measures of central tendency and variability.

AUTHORITY NOTE:Promulgated in accordance with R.S. 17:24.4

HISTORICAL NOTE:Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 35:

Family Impact Statement

#### In accordance with Section 953 and 974 of Title 49 of the Louisiana Revised Statutes, there is hereby submitted a Family Impact Statement on the Rule proposed for adoption, repeal or amendment. All Family Impact Statements shall be kept on file in the state board office which has adopted, amended, or repealed a Rule in accordance with the applicable provisions of the law relating to public records.

##### 1.Will the proposed Rule affect the stability of the family? No.

##### 2.Will the proposed Rule affect the authority and rights of parents regarding the education and supervision of their children? No.

##### 3.Will the proposed Rule affect the functioning of the family? No.

##### 4.Will the proposed Rule affect family earnings and family budget? No.

##### 5.Will the proposed Rule affect the behavior and personal responsibility of children? No.

##### 6.Is the family or a local government able to perform the function as contained in the proposed Rule? No.

#### Interested persons may submit written comments until 4:30 p.m., December 9, 2008, to Nina A. Ford, Board of Elementary and Secondary Education, Box 94064, Capitol Station, Baton Rouge, LA 70804-9064.

Amy B. Westbrook, Ph.D.

Executive Director

FISCAL AND ECONOMIC IMPACT STATEMENT FOR ADMINISTRATIVE RULES

RULE TITLE: Bulletin 118â€•Statewide Assessment Standards and Practicesâ€•End-of Course Tests (EOCT)

I.ESTIMATED IMPLEMENTATION COSTS (SAVINGS) TO STATE OR LOCAL GOVERNMENT UNITS (Summary)

The proposed rule change will provide new and updated statewide test information regarding End-Of-Course Tests (EOCT) test design, EOCT Achievement Level Descriptors, EOCT Achievement Levels, and EOCT Scaled Score Ranges for Algebra I. The proposed rule change will have no implementation cost to state or local governmental units.

II.ESTIMATED EFFECT ON REVENUE COLLECTIONS OF STATE OR LOCAL GOVERNMENTAL UNITS (Summary)

There will be no effect on revenue collections at the state or local governmental levels.

Louisiana Register Vol. 34, No. 10 October 20, 2008