Louisiana Administrative Code › Title 28 - EDUCATION › Part CXI - Bulletin 118-Statewide Assessment Standards and Practices › Chapter 20 - LEAP Alternate Assessment, Level 2 › Subchapter C - Achievement Level Descriptors › Section CXI-2017 - Grade 10 Achievement Level Descriptors

Current through Register Vol. 50, No. 6, June 20, 2024
A. Grade 10 English Language Arts Achievement
				  Level Descriptors
Basic
A student at this level has demonstrated only the
								fundamental knowledge and skills needed for the next level of schooling.
Students scoring at this level generally exhibit
								the ability to:
1. demonstrate overall understanding of what they
								read and make some interpretations;
2. identify elements of text and an author's
								style;
3. extend ideas in text by making simple
								inferences and some connections to personal experiences;
4. research a topic by selecting and using
								information in various sources;
5. demonstrate some evidence of critical,
								analytical, and/or creative thinking in response to a writing task;
6. develop a response with a central idea,
								evidence of some observable organization, and elaboration with some supporting
								details;
7. demonstrate audience awareness through a sense
								of personal style or voice and some variety in vocabulary and sentence
								structure; and
8. demonstrate some command of spelling, grammar,
								punctuation, and capitalization.
Approaching Basic
A student at this level has only partially
								demonstrated the fundamental knowledge and skills needed for the next level of
								schooling.
Students scoring at this level generally exhibit
								the ability to:
1. demonstrate partial understanding of what they
								read;
2. identify some elements of text and an author's
								purpose;
3. make simple or broad connections between text
								and personal experiences;
4. research a topic by locating information in
								commonly used sources;
5. demonstrate a partial response to a writing
								task;
6. develop a response with a weak central idea,
								some evidence of organization, and minimal elaboration or supporting details;
7. demonstrate limited audience awareness through
								use of weak personal style or voice, simple or inappropriate vocabulary, and
								simple sentences; and
8. demonstrate limited command of spelling,
								grammar, punctuation, and capitalization.
Foundational
A student at this level has not demonstrated the
								fundamental knowledge and skills needed for the next level of schooling but has
								demonstrated the foundational knowledge and skills that can be built upon to
								access the grade-level curriculum.
Students scoring at this level generally exhibit
								the ability to:
1. demonstrate a minimal understanding of what
								they read;
2. identify few elements of text and an author's
								purpose;
3. make minimal connections between text and
								personal experiences;
4. research a topic by locating minimal
								information in commonly used sources;
5. demonstrate a minimal response to a writing
								task;
6. develop a response with a weak or unfocused
								idea, attempted organization, and little or irrelevant support;
7. demonstrate minimal audience awareness through
								use of weak personal style or voice, simple or inappropriate vocabulary, and
								simple sentences; and
8. demonstrate minimal command of spelling,
								grammar, punctuation, and capitalization.
Pre-Foundational
A student at this level has not demonstrated the
								fundamental knowledge and skills needed for the next level of schooling.
								However, the student may be developing the foundational knowledge and skills
								that can be built upon to access the grade-level curriculum.
Students scoring at this level
need to
								develop
the ability to:
1. understand what they read;
2. make at least minimal connections between text
								and personal experiences;
3. make minimal connections between text and
								personal experiences;
4. locate information within commonly used
								sources;
5. develop a response to a writing task using a
								general focus, attempted organization, and minimal support;
6. demonstrate at least minimal audience awareness
								through use of simple vocabulary and simple sentences; and
7. demonstrate at least minimal command of
								spelling, grammar, punctuation, and capitalization.
B.
				  Grade 10 Mathematics Achievement Level Descriptors
Basic
A student at this level has demonstrated only the
								fundamental knowledge and skills needed for the next level of schooling.
Students scoring at this level generally exhibit
								the ability to:
1. use estimation to verify solutions and
								determine the reasonableness of results as applied to routine real-world
								problems;
2. use algebraic and geometric reasoning
								strategies to solve problems;
3. recognize relationships presented in verbal,
								algebraic, tabular, and graphical forms;
4. demonstrate knowledge of geometric
								relationships and corresponding measurement skills;
5. apply statistical reasoning in the organization
								and display of data and in reading tables and graphs;
6. generalize from patterns and examples in the
								areas of algebra, geometry, and statistics;
7. use correct mathematical language and symbols
								to communicate mathematical relationships and reasoning processes; and
8. use calculators appropriately to solve
								problems.
Approaching Basic
A student at this level has only partially
								demonstrated the fundamental knowledge and skills needed for the next level of
								schooling.
Students scoring at this level generally exhibit
								the ability to:
1. use estimation and measurement to verify
								solutions and determine the reasonableness of results as applied to routine
								real-world problems;
2. show limited use of fundamental algebraic,
								geometric, and statistical reasoning in problem solving;
3. interpret data presented in various forms;
4. show limited skills in communicating
								mathematically; and
5. demonstrate limited application of conceptually
								knowledge.
Foundational
A student at this level has not demonstrated the
								fundamental knowledge and skills needed for the next level of schooling but has
								demonstrated the foundational knowledge and skills that can be built upon to
								access the grade-level curriculum.
Students scoring at this level generally exhibit
								the ability to:
1. use some estimation and measurement to verify
								solutions and determine the reasonableness of results as applied to routine
								real-world problems;
2. show minimal knowledge of fundamental
								algebraic, geometric, and statistical reasoning in problem-solving;
3. interpret data presented in limited forms;
4. show minimal skills in communicating
								mathematically; and
5. demonstrate minimal or inappropriate
								application of conceptual knowledge.
Pre-Foundational
A student at this level has not demonstrated the
								fundamental knowledge and skills needed for the next level of schooling.
								However, the student may be developing the foundational knowledge and skills
								that can be built upon to access the grade-level curriculum.
Students scoring at this level need to develop the
								ability to:
1. use some estimation and measurement to verify
								solutions and determine the reasonableness of results as applied to routine
								real-world problems;
2. show minimal knowledge of fundamental
								algebraic, geometric, and statistical reasoning in problem-solving;
3. interpret data presented in limited forms;
4. show minimal skills in communicating
								mathematically; and
5. demonstrate minimal application of conceptual
								knowledge.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:391.4(A).