11 – 12 Proficiency Scales
English 11-12
4.0
Exceeds
3.0
Meets
2.0
Approaching
1.0
Below
0.0
2014 - 2015
1.1 Reading: Key Ideas and Details: Literary
Student utilizes strong and thorough text evidence to fully analyze and infer theme, central idea, character development,
sequence, development, summary, or connections between ideas, and among outside texts, fully analyzing the impact of
the author’s choices (setting, plot, and characterization).
Student utilizes strong and thorough text evidence to analyze and infer theme, central idea, character development,
sequence, development, summary, or connections between ideas, analyzing the impact of the author’s choices (setting,
plot, and characterization).
Student utilizes relevant text evidence to partially analyze and infer theme, central idea, character development,
sequence, development, summary, or connections between ideas, partially analyzing the impact of the author’s choices
(setting, plot, and characterization).
Student utilizes some text evidence to partially analyze and infer theme, central idea, character development, sequence,
development, summary, or connections between ideas, partially analyzing the impact of the author’s choices (setting,
plot, and characterization); or with help analyzes at a higher level.
Student shows no evidence of analysis, inference, and/or summary of relevant text-based details.
English 11-12
1.2 Reading: Craft and Structure: Literary
4.0
Exceeds
Student thoroughly analyzes meaning and impact of words and phrases and the effects of an author’s choices in
structuring a text; student thoroughly analyzes author’s point of view, cultural experience, and subtext. (Includes words
with multiple meanings and advanced text such as Shakespeare.) Student makes connections between the author’s point
of view and cultural experiences and applies to the outside world. Student deftly analyzes point of view, clearly
distinguishing what is directly stated in a text from what is really meant, connecting usage to the author’s purpose (e.g.
satire, sarcasm, irony, or understatement).
Student analyzes meaning and impact of words and phrases and the effects of an author’s choices in structuring a text;
student analyzes author’s point of view, cultural experience, and subtext. (Includes words with multiple meanings and
advanced text such as Shakespeare.) Student analyzes point of view, distinguishing what is directly stated in a text from
what is really meant (e.g. satire, sarcasm, irony, or understatement).
Student partially analyzes meaning and impact of words and phrases and the effects of an author’s choices in structuring
a text; student partially analyzes author’s point of view, cultural experience, and subtext. (Includes words with multiple
meanings and advanced text such as Shakespeare.) Student partially analyzes point of view, suggesting what is directly
stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement).
Student discusses use of words and phrases with little success; student mentions author’s point of view, cultural
experience, and/or subtext. Student may attempt to analyze point of view, recognizing that the information directly
stated in a text is somehow different from what is really meant (e.g. satire, sarcasm, irony, or understatement). With
help, student performs at a higher level.
Student shows no evidence of analysis or inference.
3.0
Meets
2.0
Approaching
1.0
Below
0.0
English 11-12
4.0
Exceeds
3.0
Meets
2.0
Approaching
1.0
Below
0.0
English 11-12
4.0
Exceeds
3.0
Meets
2.0
Approaching
1.0
Below
Reading: Integration of Knowledge and Ideas: Literary
Student analyzes multiple interpretations of a story, drama, or poem, evaluating how each version interprets the original
source text.
1.3 Reading: Key Ideas and Details: Informational
Student consistently cites strong and thorough textual evidence to support an in-depth analysis of text that determines
two or more central ideas and how they develop over the course of the text including how they emerge, are shaped,
refined through details, interact with and build on each other, and where the text leaves matters uncertain.
Student cites strong and thorough textual evidence to support analysis of text that determines two or more central ideas
and how they develop over the course of the text including how they emerge, are shaped, refined through details,
interact with and build on each other, and where the text leaves matters uncertain.
Students cites textual evidence to support analysis of text that determines two or more central ideas and how they
develop over the course of the text including how they emerge, are shaped, refined, and interact with or build on each
other.
Student cites textual evidence to support analysis of text, but there may not be a connection between analysis and
evidence. Student may simply provide a summary of the text; or with help, performs at a higher level.
1
11 – 12 Proficiency Scales
0.0
English 11-12
4.0
Exceeds
3.0
Meets
2.0
Approaching
1.0
Below
0.0
2014 - 2015
Student shows no evidence of analysis, inference, and/or summary of relevant text-based details.
1.4 Reading: Craft and Structure: Informational
Student thoroughly analyzes meaning and impact of words and phrases used to support ideas and claims, analyzing how
an author may use and refine the meaning of a key term or terms over the course of a text; student thoroughly analyzes
author’s point of view. Student thoroughly analyzes the effectiveness of text structure and rhetoric used, including
independent insight into how the structure makes points clear, convincing, and engaging. Student applies ideas and
claims to the outside world.
Student analyzes meaning and impact of words and phrases used to support ideas and claims, analyzing how an author
may use and refine the meaning of a key term or terms over the course of a text; student analyzes author’s point of view.
Student analyzes the effectiveness of text structure and rhetoric used, including how the structure makes points clear,
convincing, and engaging.
Student partially analyzes meaning and impact of words and phrases used to support ideas and claims, minimally
analyzing how an author may use and refine the meaning of a key term or terms over the course of a text; partially
analyzes author’s point of view. Student partially analyzes the effectiveness of text structure and rhetoric used,
addressing whether the structure makes points clear, convincing, and/or engaging.
Student discusses author’s use of words and phrases; student mentions some aspect of author’s point of view, may
indicate that an author may use and refine the meaning of a key term or terms over the course of a text; student
identifies text structure and/or rhetoric used, may identify that the structure is logical; with help, student performs at a
higher level.
Student shows no evidence of analysis, inference, and/or summary of relevant text-based details.
2
11 – 12 Proficiency Scales
English 11-12
4.0
Exceeds
3.0
Meets
2.0
Approaching
1.0
Below
0.0
English 11-12
4
Exceeds
3
Meets
2
Approaching
1
Below
0
2014 - 2015
1.5 Reading: Integration of Knowledge and Ideas: Informational
Integrates and evaluates multiple sources from a variety of media to address a question or to solve a real world problem.
Evaluate and analyze how effectively the author uses constitutional principles and legal reasoning in a real and
meaningful way. Thoroughly analyzes seminal U.S. documents for themes, purposes, and rhetorical features.
Integrates and evaluates multiple sources from a variety of media to address a question or solve a problem. Evaluate and
analyze how the author uses constitutional principles and legal reasoning. Analyzes seminal U.S. documents for themes,
purposes, and rhetorical features.
Partially integrates and evaluates multiple sources from a variety of media to address a question or solve a problem.
Partially evaluates and analyzes how the author uses constitutional principles and legal reasoning. Partially analyzes
seminal U.S. documents for themes, purposes, and rhetorical features.
References multiple sources to address a question or solve a problem. Discusses constitutional principles and legal
reasoning. Summarizes seminal U.S. documents; with help, student performs at a higher level.
Student shows no evidence of evaluation and synthesis based on application of constitutional principles and legal
reasoning.
2.1 Writing: Independently
Without feedback or outside assistance, expertly blends writing techniques to support developed knowledgeable
significant claims on substantive topics or texts using proven valid reasoning, the most relevant and sufficient evidence,
logical organization, and thorough counterclaims (if applicable), to examine and convey complex ideas and information
clearly and accurately through effective, insightful selection, logical organization, and deep analysis of content building on
previous elements to create a unified whole, and to develop vivid, significant real or imagined experiences or events
using effective techniques, well-chosen details, and well-structured event sequences creating a smooth progression of
events or experiences. Writes to a specific audience (with knowledge of audiences, possible biases, and values) using
appropriate style and tone, varied and appropriate syntax, precise language, cohesion, clarity, correct formatting, an
interesting introduction, and an insightful conclusion, and attending to the norms and conventions of the discipline.
Makes connections to larger issues and demonstrates upper level thinking.
Without feedback or outside assistance, blends writing techniques to support developed claims on substantive topics or
texts using valid reasoning, the most relevant and sufficient evidence, logical organization, and effective counterclaims (if
applicable), to examine and convey complex ideas and information clearly and accurately through effective selection,
logical organization, and thorough analysis of content building on previous elements to create a unified whole, and to
develop vivid, significant real or imagined experiences or events using appropriate techniques, well-chosen details, and
well-structured event sequences creating a progression of events or experiences. Writes to a specific audience (with
knowledge of audiences, possible biases, and values) using appropriate style and tone, varied and appropriate syntax,
precise language, cohesion, clarity, correct formatting, an introduction, and conclusion, and attending to the norms and
conventions of the discipline. Demonstrates upper level thinking.
Without feedback or outside assistance, applies writing techniques to support claims on topics or texts using some valid
reasoning, at least some relevant evidence, somewhat logical organization, and at least one counterclaim (if applicable),
to examine ideas and information through analysis of content, and to develop real or imagined experiences or events
using appropriate techniques, details, and logical event sequences creating a progression of events or experiences. May
inconsistently write to a specific audience using mostly appropriate style and tone, mostly correct formatting, an
introduction, and conclusion, and mostly attending to the norms and conventions of the discipline.
Without feedback or outside assistance, writes to support claims on topics or texts using some evidence of reasoning, at
least some appropriate evidence, somewhat logical organization, and may attempt at least one counterclaim (if
applicable), to examine ideas and information through limited analysis of content, and to develop real or imagined
experiences or events using some appropriate details and logical event sequences. May inconsistently write to a specific
audience, using a beginning, middle, and end, and inconsistently attending to the norms and conventions of the discipline.
Student shows no evidence of writing in an appropriate mode (purpose) and/or provides an off-topic response.
3
11 – 12 Proficiency Scales
English 11-12
4
Exceeds
3
Meets
2
Approaching
1
Below
0
English 11-12
4
Exceeds
3
Meets
2
Approaching
1
Below
0
2014 - 2015
2.2 Writing: Process Writing
Expertly blends writing techniques to support developed knowledgeable significant claims on substantive topics or texts
using proven valid reasoning, the most relevant and sufficient evidence, logical organization, and thorough counterclaims
(if applicable), to examine and convey complex ideas and information clearly and accurately through effective, insightful
selection, logical organization, and deep analysis of content building on previous elements to create a unified whole, and
to develop vivid, significant real or imagined experiences or events using effective techniques, well-chosen details, and
well-structured event sequences creating a smooth progression of events or experiences. Writes to a specific audience
(with knowledge of audiences, possible biases, and values) using appropriate style and tone, varied and appropriate
syntax, precise language, cohesion, clarity, correct formatting, an interesting introduction, and an insightful conclusion,
and attending to the norms and conventions of the discipline. Makes connections to larger issues and demonstrates
upper level thinking by fully utilizing the writing process to develop and strengthen writing as needed by planning,
revising, editing, rewriting, and/or trying a new approach to produce a clear and coherent text through focused
interaction and collaboration with others, and can skillfully employ technology in the process, production and publication
of texts in or beyond the classroom setting; text is appropriate to task, purpose, and audience.
Blends writing techniques to support developed claims on substantive topics or texts using valid reasoning, the most
relevant and sufficient evidence, logical organization, and effective counterclaims (if applicable), to examine and convey
complex ideas and information clearly and accurately through effective selection, logical organization, and thorough
analysis of content building on previous elements to create a unified whole, and to develop vivid, significant real or
imagined experiences or events using appropriate techniques, well-chosen details, and well-structured event sequences
creating a progression of events or experiences. Writes to a specific audience (with knowledge of audiences, possible
biases, and values) using appropriate style and tone, varied and appropriate syntax, precise language, cohesion, clarity,
correct formatting, an introduction, and conclusion, and attending to the norms and conventions of the discipline.
Demonstrates upper level thinking by utilizing the writing process to develop and strengthen writing as needed by
planning, revising, editing, rewriting, and/or trying a new approach to produce a clear and coherent text through
interaction and collaboration with others, and can employ technology in the process, production and publication of texts;
text is appropriate to task, purpose, and audience, blending writing techniques.
Applies writing techniques to support claims on topics or texts using some valid reasoning, at least some relevant
evidence, somewhat logical organization, and at least one counterclaim (if applicable), to examine ideas and information
through analysis of content, and to develop real or imagined experiences or events using appropriate techniques, details,
and logical event sequences creating a progression of events or experiences. May inconsistently write to a specific
audience using mostly appropriate style and tone, mostly correct formatting, an introduction, and conclusion, and mostly
attending to the norms and conventions of the discipline by using the writing process to produce a text, applying some
stages of the writing process, including interaction with others, and can employ some technology in the process,
production and publication of texts; text is appropriate to task, purpose, and audience, applying writing techniques.
Writes to support claims on topics or texts using some evidence of reasoning, at least some appropriate evidence,
somewhat logical organization, and may attempt at least one counterclaim (if applicable), to examine ideas and
information through limited analysis of content, and to develop real or imagined experiences or events using some
appropriate details and logical event sequences. May inconsistently write to a specific audience, using a beginning,
middle, and end, and inconsistently attending to the norms and conventions of the discipline by using technology to
complete some parts of the writing process to produce a text that is somewhat publishable; evidence of an attempt at
task, purpose, and audience; or with help produces at a higher level.
Student shows no evidence of writing in an appropriate mode (purpose) and/or provides an off-topic response and/or
shows no evidence of utilizing the assigned stages of the writing process to determine appropriateness to task, purpose,
and/or audience.
2.3 Writing: Research to Build and Present Knowledge
Student conducts thorough research that answers a question or solves a problem (self- generated) using relevant and
multiple sources. Fully assesses the validity and effectiveness of the information researched as it applies to the task,
purpose and audience. Can draw evidence to support clear analysis, reflection and research. Precisely follows a standard
format for citation—error-free. Does not plagiarize.
Student conducts research that answers a question or solves a problem using relevant and multiple sources. Assesses the
validity and effectiveness of the information researched as it applies to the task, purpose and audience. Can draw
evidence to support analysis, reflection and research. Correctly follows a standard format for citation. Does not
plagiarize.
Student conducts limited research that answers a question or solves a problem using sources. Mostly assesses the validity
and effectiveness of the information researched as it applies to the task, purpose and audience. Can draw some evidence
to support analysis, reflection and research. Mostly follows a standard format for citation. Does not plagiarize.
Student conducts limited research. Little or no effective assessment of the validity of the information researched. Can
draw minimal evidence to support analysis, reflection and research. Partially follows a standard format for citation. Does
not plagiarize; or with help, performs at a higher level.
Student shows no evidence of research and/or student plagiarizes.
4
11 – 12 Proficiency Scales
2014 - 2015
English 11-12
3.1 Speaking and Listening: Comprehension and Collaboration
4.0
Exceeds
Student independently initiates and participates fully and effectively in a range of collaborative discussions with diverse
partners building on others’ ideas and expressing their own clearly and persuasively. Comes to discussions thoroughly
prepared (e.g. multiple sources in diverse formats and media, explicitly addressing the credibility of each source, noting
discrepancies among data), propels conversations through the use of questioning, probes for deeper meaning, and
positively promotes creative and divergent perspectives. Responds thoughtfully. Smoothly integrates multiple sources of
relevant information. Constructively evaluates other speakers with significant examples. Uses media effectively. Style and
language are completely appropriate for purpose and audience.
Student initiates and participates effectively in a range of collaborative discussions with diverse partners building on
others’ ideas and expressing their own clearly and persuasively. Comes to discussions prepared (e.g. multiple sources in
diverse formats and media), propels conversations, probes for meaning, and promotes creative and divergent
perspectives. Responds thoughtfully. Integrates multiple sources of relevant information. Evaluates other speakers with
specific examples. Uses media appropriately. Style and language are appropriate for purpose and audience.
Student participates in a range of collaborative discussions building on others’ ideas and expressing their own. Comes to
discussions partially prepared (e.g. multiple sources) and probes for meaning. Integrates appropriate sources of
information. Evaluates other speakers. Uses media appropriately. Style and language are sometimes appropriate for
purpose and audience.
Student participates in the discussions. May use sources of information or may rely too heavily on personal experience.
May attempt to evaluate other speakers. Uses media (if required). Style and language are occasionally appropriate for
purpose and audience; or with help works at a higher level.
Student shows no evidence of collaboration or fails to follow instructions of the assignment.
3.0
Meets
2.0
Approaching
1.0
Below
0.0
English 11-12
4.0
Exceeds
3.0
Meets
2.0
Approaching
1.0
Below
0.0
English 11-12
4.0
Exceeds
3.0
Meets
2.0
Approaching
1.0
Below
0.0
3.2 Speaking and Listening: Presentation of Knowledge and Ideas
Student strategically uses media, style, and language appropriately for audience and purpose, to enhance understanding
of information, presenting with a clear and distinct perspective that follows a logical line of reasoning and, if appropriate,
shares valid alternative and opposing viewpoints. Expertly demonstrates appropriate use of nonverbal communication
skills as well as tone of voice, volume, and enunciation.
Student uses media, style and language appropriately for audience and purpose, to present information with a clear and
distinct perspective that follows a line of reasoning and, if appropriate, shares alternative and opposing viewpoints.
Demonstrates appropriate use of nonverbal communication skills as well as tone of voice, volume, and enunciation.
Student uses media, style and language to present information that follows a line of reasoning and, if appropriate, shares
alternative or opposing viewpoints. Sometimes demonstrates appropriate use of nonverbal communication skills as well
as tone of voice, volume, and enunciation.
Student uses media, style and language to present information. Rarely demonstrates appropriate use of nonverbal
communication skills as well as tone of voice, volume, and enunciation; or with help, performs at a higher level.
Student shows no evidence of acceptable presentation skills.
4.1 Language: Conventions of Standard English Grammar
Demonstrates command of standard English grammar and usage; demonstrates command of standard English
capitalization, punctuation, and spelling with no errors.
Demonstrates command of standard English grammar and usage; demonstrates command of standard English
capitalization, punctuation. Errors do not detract from readability.
Demonstrates inconsistent command of standard English grammar and usage; demonstrates inconsistent command of
standard English capitalization, punctuation. Errors may detract from readability.
Demonstrates rudimentary command of standard English grammar and usage; demonstrates rudimentary command of
standard English capitalization, punctuation. Errors detract from readability; or with help performs at a higher level.
Student shows no evidence of grade-level understanding of conventions of standard English grammar.
5
11 – 12 Proficiency Scales
English 11-12
4.0
Exceeds
3.0
Meets
2.0
Approaching
1.0
Below
0.0
English 11-12
4.0
Exceeds
3.0
Meets
2014 - 2015
4.2 Language: Vocabulary Acquisition and Use
Student is able to determine meanings of unknown words and multiple meaning words based on context, patterns of
word changes, reference materials, and inference. Demonstrates thorough knowledge of figurative language, word
relationships, and nuances of words. Student precisely uses general academic and domain-specific words and phrases
proficient for reading, writing, speaking, and listening at the college and career readiness level.
Student is able to determine meanings of unknown words and multiple meaning words based on context, patterns of
word changes, reference materials, and inference. Demonstrates knowledge of figurative language, word relationships,
and nuances of words. Student accurately uses general academic and domain-specific words and phrases sufficient for
reading, writing, speaking, and listening at the college and career readiness level.
Student is able to determine meanings of some unknown words and multiple meaning words based on context, patterns
of word changes, reference materials, and inference. Demonstrates some knowledge of figurative language, word
relationships, and nuances of words. Student sometimes accurately uses general academic and domain-specific words
and phrases for reading, writing, speaking, and listening at the college and career readiness level.
Student is able to determine meaning of some unknown words using reference materials. Recognizes use of figurative
language, word relationships, or nuances of words. Student inconsistently uses academic or domain-specific words and
phrases for reading, writing, speaking, and listening at the college and career readiness level; or with help, student is able
to access and utilize vocabulary at a higher level.
Student shows no evidence of vocabulary acquisition and use.
Language: Knowledge of Language
Student applies knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening. Varies syntax for effect, consulting
references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
2.0
Approaching
1.0
Below
0.0
6