Maryland State

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MSA Performance Level Standards for English
Basic
What basic students likely can do:
  • read a writing prompt and respond by attempting an organizational strategy and supplying minimal support and elaboration
  • apply basic capitalization and punctuation rules.
  • use sentence sense to combine two or three simple sentences logically
  • draw simple conclusions and inferences from grade-level text regarding main idea, plot, characterization, theme, and tone
  • provide evidence in writing that a minimal understanding of a text has been achieved
  • recognize structural features of a poem
  • read titles of on-line sources and predict usefulness of content for a given purpose
What basic students likely cannot do:
  • read and address a writing prompt by using an organizational structure and supplying adequate support and elaboration
  • internalize and apply a wide-range of language mechanics rules
  • apply sentence sense to combine multiple sentences, using effective subordination, coordination, and sequencing
  • make valid connections between ideas within or across texts
  • provide textual evidence in writing to verify a literal understanding of grade-appropriate text
  • draw simple inferences from images and figurative language
  • interpret poetry
  • use context clues to determine the meaning of unknown/above grade-level words
  • recognizing grammatical classifications of words using position, form, and function
Proficient
What proficient students likely can do that basic students likely cannot do:
  • all of what a basic student can do, plus
  • read and address a writing prompt by using an organizational strategy, supplying adequate support and elaboration, and minimizing errors in language usage and conventions
  • apply a wide-range of internalized language mechanics
  • use a resource to apply standard English language usage and conventions
  • apply sentence sense to combine multiple sentences using effective subordination, coordination, and sequencing
  • make valid connections among ideas within a text and draw conclusions and inferences by synthesizing information
  • draw simple inferences from images and figurative language
  • interpret poetry
  • provide textual evidence in writing to verify that a literal understanding of a text has been achieved
  • use context clues to determine the meaning of unknown/above grade-level words
  • recognize distinctions between the denotative and connotative meanings of words and phrases
  • recognize grammatical classifications of words by position, form, and function
What proficient students likely cannot do:
  • fulfill the demands of a writing prompt by using an effective organizational structure, providing relevant and complete support, exhibiting clear and/or purposeful word choice, and applying correct language usage and convention
  • expand sentences by correctly placing modifying details
  • analyze the connection between stylistic elements and author's purpose in poetry and grade-appropriate text
  • clarify and extend understanding of a text beyond the literal
  • provide in writing stated and implied evidence that affirms an understanding of the complexities of a text
Advanced
What advanced students likely can do that proficient students likely cannot do:
  • all of what a proficient student can do, plus
  • fulfill the demands of a writing prompt by using an effective organizational structure, providing relevant and complete support, exhibiting clear and/or purposeful word choice, and applying correct English language usage and conventions
  • use specificity in word choice, details, and syntax to expand sentences effectively
  • analyze the connection between stylistic elements and author's purpose in poetry and grade-appropriate text
  • provide in writing stated and implied evidence that clarifies and extends understanding of a text beyond the literal and affirms an understanding of the complexities of a text

Performance Level Standards

Standards are measures of performance against which yearly results are compared. Standards help to examine critical aspects of instructional programs; help to ensure that all students receive quality instruction; hold educators accountable for quality instruction; and help to guide efforts toward school improvement.

Maryland School Performance Program (MSPP) performance standards were determined through deliberative processes by educators with involvement of critical stakeholders such as the legislators and members of the business community. The State Board of Education adopted all standards.

The purpose of the MSPP standards is to:

  • provide statewide equity and quality assurance in terms of student outcomes;
  • establish a mechanism for instructional accountability useful to schools, school systems, and the state;
  • stimulate self-examination and appropriate action by local district staff and the Maryland State Department of Education; and
  • set improvement expectations that guide school and school system objectives, decision, and efforts.

Maryland standards are divided into three levels of achievement:

  • Advanced is a highly challenging and exemplary level of achievement indicating outstanding accomplishment in meeting the needs of students.
  • Proficient is a realistic and rigorous level of achievement indicating proficiency in meeting the needs of students.
  • Basic is a level of achievement indicating that more work is needed to attain proficiency in meeting the needs of students.

MSA Performance Level Descriptors

Reading 345678
English
Mathematics 345678
Algebra / Data Analysis
Science 58
Biology

Other Performance Level Standards

Performance Level Standards for ALT-MSA
Performance Level Standards for MOD-MSA

Standards for the MFTs, Attendance Rate, and Dropout Rate were adopted in 1990.