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Reaching Higher Standards...

Middletown Public Schools
26 Oliphant Lane
Middletown, RI 02842
District email: info@mpsri.net
Phone: (401) 849-2122
Fax: (401) 849-0202
District webmaster: mpsit@mpsri.net

 



More About Our Standards Based Performance Levels

Performance levels are used to classify student performances into categories that describe the knowledge, skills and practices students in the category typically are able to demonstrate, including the consistency with which they can demonstrate these traits. Performance levels, sometimes referred to as “achievement levels”, are the broad, categorical levels used to report student performance at a point of time on a standard.

Distinguished Command Strong Command Moderate Command Partial Command Little to No Command
5 4 3 2 1

 


 

 Level 5 - Distinguished Command

  •  Students at this level demonstrate a comprehensive and in-depth understanding of rigorous subject matter and provide sophisticated solutions to complex problems
  •  Student performance demonstrates a thorough understanding of the knowledge and skills expected at this grade level
  •  Student demonstrates a deeper understanding of grade level standards
  •  Student consistently and comprehensively applies knowledge with purpose and control.
  •  Student may perform beyond the grade level standard.

 

Level 4 - Strong Command (Secure)

  •  Students at this level demonstrate a solid understanding of challenging subject matter and solve a wide variety of problems
  •  Student performance demonstrates a strong understanding of the knowledge and skills expected at this grade level
  •  Student demonstrates effective application of skills

 

Level 3 - Moderate Command (Developing)

  •  Students at this level are progressing towards mastery of prerequisite knowledge and skills that are fundamental for proficient work.
  •  Student performance demonstrates a moderate understanding of the knowledge and skills expected at this grade level
  •  Student is progressing in understanding, however, the grade level skills and concepts are not yet mastered

 

Level 2 - Partial Command (Beginning)

  •  Students at this level demonstrate limited knowledge and skills in the subject matter and limited ability to apply knowledge and skills effectively.
  •  Student performance demonstrates partial understanding of the knowledge or skills expected at this grade level
  •  Student needs continued support; struggles even with assistance
  •  Student needs intervention

 

     Level 1 - Little to No Command

  •  Students at this level demonstrate minimal or no knowledge, skills or understanding.

 


 

Performance Levels - FAQ

 

1. What are performance levels?

Performance levels, sometimes referred to as “achievement levels”, are the broad, categorical levels used to report student performance. Performance levels are used to classify student performances into categories that describe the knowledge, skills and practices students in the category typically are able to demonstrate, including the consistency with which they can demonstrate these traits.

 

2. Why were five performance levels chosen?

• Five levels help provide better information across the full range of student performance, particularly for low-performing and high-performing students;

• Five levels help schools better target assistance to students;

• Five levels provide states with options for using performance levels with greater precision in various accountability mechanisms and decisions; and

• Five levels provide increased opportunities for students, schools and districts to demonstrate growth.

Students who perform at Level 4 will have earned the College- and Career-Ready Determination.

 

3. How will teachers determine each student’s performance level?

Teachers will use a variety of measures to determine performance levels, including criterion-referenced tests, norm-referenced tests, progress monitoring probes, common assessments, rubrics, class work, homework, tests, and participation in class. These same measures will be used to show progress when additional interventions have taken place.  

 

4.  Will teachers still “give” numerical grades?

Teachers will use a variety of methods to provide feedback to students. Some teachers will still give students numerical or letter grades on some of the work students complete. Teachers will also use pre-determined scoring guides to measure student performance. In addition, teachers and students will review performance rubrics before beginning certain tasks, especially projects.  Feedback to students can and should be in many forms.

 

5.  What is the difference between distinguished(5) and strong(4)?

In reading and writing:

A student that is distinguished would demonstrate full comprehension of the range of literature and informational text, highly effective writing and command of conventions, consistently solving problems, have a highly effective ability to build and present knowledge through integration, comparison and synthesis of ideas.

A student is strong would demonstrate extensive comprehension of the range of complex text of literature and informational text, effective writing and command of conventions, and an effective ability to build and present knowledge through integration, comparison and synthesis of complex ideas.

In mathematics:

A student that is distinguished would consistently solve problems correctly, almost always express mathematical reasoning by constructing viable arguments, critiquing the reasoning of others and/or attending to the precision when making mathematical statements, consistently solve real world problems correctly, and show strong fluency.

A student that is strong would frequently solve problems correctly, almost always express mathematical reasoning by constructing viable arguments, critiquing the reasoning of others and/or attending to the precision when making mathematical statements, frequently solve real world problems correctly, and show frequent fluency.

 

 

 

 

 


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