Maryland State

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MSA Performance Level Standards for Reading Grade 4
Basic
What basic students likely can do:
  • draw simple inferences from grade-appropriate text
  • identify information directly stated in a text
  • use context clues to determine appropriate meanings of words
  • identify the main idea of a text when that idea is obvious
  • make connections to the real world and the text by accessing prior knowledge
  • respond in writing to questions about a text with minimal textual evidence
What basic students likely cannot do:
  • support ideas about a text with adequate text-relevant information or evidence
  • infer a main idea from a text
  • use knowledge of literary elements to make meaning
Proficient
What proficient students likely can do that basic students likely cannot do:
  • use context clues to determine appropriate meanings of words
  • recognize the relationship between text features and ideas or information in a text
  • support a literal reading of a text with text-relevant information
  • support simple inferences or general ideas about a text with appropriate textual evidence
  • apply knowledge of literary elements (e.g., character, main conflict) when making meaning from a text
What proficient students likely cannot do:
  • explain complexities of a text
  • clarify and extend ideas in a text with specific, effective text-relevant information
  • consistently make connections among ideas in a text
  • exhibit a reading of a text beyond the literal
Advanced
What advanced students likely can do that proficient students likely cannot do:
  • analyze a text to uncover its complexities
  • clarify and extend ideas in a text with specific, effective text-relevant information or evidence
  • use relationships among ideas in a text to draw conclusions and make generalizations
  • articulate conclusions about author's craft

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.