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Exceeds Standard

4.

use next-dollar strategy to make a purchase and determine the specific bills or coins needed for a purchase;

5.

determine if a given number is sufficient for a given situation;

6.

use visual representations or objects to model a problem or situation;

7.

measure during daily living activities;

8.

sort items according to weight, capacity, length, temperature, and/or time;

9.

order a minimum of three items according to weight, capacity, length, temperature, or time;

10.

sort shapes according to dimensions;

11.

find the horizontal or vertical length of a path between two points on a grid;

12.

organize and display data using tables, charts, and/or graphs; and

13.

find the missing element in a pattern;

Meets Standard

Students scoring at this level generally exhibit the ability to

1.

match geometric models of fractions with real-life models of fractions;

2.

identify simple addition and subtraction concepts in real life;

3.

identify a set of objects with “more”;

4.

show that equal means the same as;

5.

identify and write/state money amounts;

6.

match visual representations or objects to a given problem or situation;

7.

sort items according to one of the following: more or less, long or short, heavy or light, early or late, day or night, hot or cold;

8.

sort two-dimensional shapes and/or objects with common and/or different attributes;

9.

identify three-dimensional shapes;

10.

select a route from one specific point to another;

11.

interpret tables, charts, and/or graphs about daily activities; and

12.

extend a pattern.

Working Toward Standard

Students scoring at this level may exhibit the ability to

1.

identify the number of parts an object is divided into;

2.

count to solve simple problems;

3.

sort and/or identify coins and dollars;

4.

identify a picture sequence that completes a routine task;

5.

select objects of similar measurement;

6.

identify two-dimensional shapes;

7.

identify locations on a map or floor plan;

8.

select appropriate pictures or symbols for a chart; and

9.

identify a pattern.

Authority NOTE:Promulgated in accordance with R.S. 17:391.4(B).

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

§1921.Grade Span 7-8 Alternate Achievement Level Descriptors

A.Grade Span 7-8 English Language Arts Alternate Achievement Level Descriptors

Exceeds Standard

Students scoring at this level generally exhibit the ability to

1.

determine the meaning of a noun or verb, which has a prefix or suffix, from its known root;

2.

identify changes in the setting within one or more stories;

3.

predict the outcome of a text;

4.

complete an “if…then” statement from information found within a given text;

5.

identify the main idea and the beginning, middle, and end of a composition;

6.

determine placement of information on an application;

7.

identify one step of a familiar four-step procedure or routine; and

8.

use information on a calendar.

Meets Standard

Students scoring at this level generally exhibit the ability to

1.

identify the change in meaning of nouns or verbs when a prefix or suffix is added;

2.

identify one setting in a story;

3.

identify the main idea of a text;

4.

identify a cause-and-effect relationship in a text;

5.

identify the main idea and some details in written phrases or sentences;

6.

determine placement of parts of a friendly letter;

7.

identify one step of an unfamiliar simple procedure or task; and

8.

identify changes in a daily schedule.

Working Toward Standard

Students scoring at this level may exhibit the ability to

1.

identify the change in meaning of a noun or verb when a prefix or suffix is added;

2.

identify the main character and one of the character’s traits;

3.

identify the sequence of events in a text;

4.

identify a cause or an effect in a text;

5.

identify the chronological or sequential order in written phrases or sentences;

6.

identify an evaluation of media (e.g., a television show, a radio broadcast, art);

7.

identify one step of a familiar, simple multistep procedure or routine; and

8.

identify the sequence of activities in a daily schedule.

B.Grade Span 7-8 Mathematics Alternate Achievement Level Descriptors

Exceeds Standard

Students scoring at this level generally exhibit the ability to

1.

identify fractions associated with a given model;

2.

identify money denominations including amounts with decimals in daily-living situations;

3.

order by less than, more than, most, and/or least;

4.

identify a model of a given multiplication problem;

5.

use visual representations or objects to model a situation;

6.

order a minimum of three items according to weight, capacity, length, temperature, or time;

7.

recognize a model of a turn;

8.

apply positional concepts;

9.

find the horizontal and vertical lengths of a path between two points on a grid;

10.

create a chart of information using pictures or symbols;

11.

identify events as possible or impossible and/or likely or unlikely;

make predictions about outcomes of daily events; and

13. reproduce a pattern.

Meets Standard

Students scoring at this level generally exhibit the ability to

1.

identify a number as a whole number, fraction, or decimal;

2.

identify a set of objects with “more”;

3.

count the number of groups;

4.

solve real-world problems using addition or subtraction;

5.

match visual representations or objects to a given situation;

6.

sort items according to one of the following: more or less, long or short, heavy or light, early or late, day or night, hot or cold;

7.

sort items according to weight, capacity, length, temperature, and/or time;

8.

recognize positional concepts;

9.

select a route from one specific point to another;

10.

compare data in tables, charts, and/or graphs; and

11.

find the missing element in a pattern.

Working Toward Standard

Students scoring at this level may exhibit the ability to

1.

show that equal means the same as;

2.

count the objects in a group;

3.

identify a picture sequence that completes a routine task;

4.

follow simple spatial directions;

5.

identify locations on a map and/or a floor plan;

6.

use tables, charts, and/or graphs to locate information in daily activities;

7.

identify the next event in a routine; and

8.

extend a pattern.

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

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