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[null,"Sample School District"]
[]
[null,null,"2020-2021","2021-2022","2022-2023"]
[null,"Grade 3",43,57,53]
[null,"Grade 4",60,38,47]
[null,"Grade 5",68,52,64]
[null,"Grade 6",60,49,58]
[null,"Grade 7",53,58,49]
[null,"Grade 8",51,56,61]
[null,"HS",69,67,59]
[]
[]
["Year","Grade 3",null,null,"Grade 4",null,null,"Grade 5",null,null,"Grade 6",null,null,"Grade 7",null,null,"Grade 8",null,null,"High School"]
["2020-2021","Reading",null,null,"Reading",null,null,"Reading",null,null,"Reading",null,null,"Reading",null,null,"Reading",null,null,"Reading"]
[null,"(Informational Text) WORD MEANINGS: Determine intended meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary) with primary focus on the academic vocabulary common to complex texts in all disciplines.","-","=","(Informational Text) WORD MEANINGS: Determine intended meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., synonyms, antonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary) with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","=","=","(Informational Text) WORD MEANINGS: Determine intended meanings of words including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., synonyms, antonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","+","=","(Informational Text) WORD MEANINGS: Determine intended meanings of words including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., connotations, denotations), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary) with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","+","+","(Informational Text) WORD MEANINGS: Determine intended meanings of words including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., synonym, antonym, analogy, connotations, denotations), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","=","-","(Informational Text) WORD MEANINGS: Determine intended meanings of words including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., connotation, denotation), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","=","=","(Informational Text) WORD MEANINGS: Determine intended meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings based on context, word relationships (e.g., connotation, denotation), word patterns, etymology, or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","=","-"]
[null,"(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., events, ideas, concepts, procedures; point of view; use of information from illustrations; compare and contrast points or key details) and use supporting evidence as justification/explanation.","=","=","(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., events, procedures, ideas, or concepts; firsthand and secondhand accounts of events or topics; use of information presented in charts/graphs/diagrams/timelines/animations; reasoning and evidence to support points) and use supporting evidence as justification/explanation.","+","+","(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., relationships or interactions between individuals, events, ideas, or concepts; points of view; use of information from multiple print; reasoning and evidence to support points) and use supporting evidence as justification/explanation.","+","=","(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., how a key individual, event, or idea is introduced, illustrated, and elaborated in a text; author’s point of view/purpose; use of media or formats; trace and evaluate the argument and specific claims) and use supporting evidence as justification/explanation.","=","=","(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., interaction between individuals, events and ideas; author’s point of view/purpose; use of media or formats; trace and evaluate the argument and specific claims) and use supporting evidence as justification/explanation.","+","+","(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., connections or distinctions between individuals, ideas, or events; author’s point of view/purpose/conflicting viewpoints; evaluate multiple sources of information presented in different media or formats; delineate and evaluate the argument and specific claims) and use supporting evidence as justification/explanation.","=","=","(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., development of individuals, ideas or events; author's point of view/purpose/author's differing points of view; evaluate multiple sources of information presented in different media or formats; delineate and evaluate the author's premises and specific claims) and use supporting evidence as justification/explanation.","=","="]
[null,"(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Describe information within or across texts (e.g., events, ideas, concepts, procedures, sequence or cause/effect) or distinguish the author's point of view.","*","*","(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Interpret and explain how information is presented within or across texts (e.g., events, procedures, ideas, concepts) or compare/contrast the author's point of view within or across texts.","*","*","(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Interpret and explain how information is presented within or across texts (e.g. individuals, events, ideas, concepts) or how information reveals author's point of view.","=","=","(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze how information is presented within or across texts (e.g. individuals, events, or ideas) or determine how information within or across texts reveals author's point of view or purpose.","=","=","(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze how information is presented within or across texts (e.g. interactions between individuals, events, or ideas) or determine how information within or across texts reveals author's point of view or purpose.","=","=","(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze or compare connections within or across texts (e.g. individuals, ideas, or events), or how information within or across texts reveals author's point of view or purpose.","=","=","(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze and explain how connections are made within or across texts (individuals, ideas, events), or how information within or across texts reveals author's point of view or purpose.","+","="]
[null,"(Informational Text) TEXT STRUCTURES OR FEATURES: Relate knowledge of text features (e.g., maps, photographs) to demonstrate understanding of the text.","=","=","(Informational Text) TEXT STRUCTURES OR TEXT FEATURES: Relate knowledge of text structures (e.g., chronology, comparison, cause/effect, problem/solution) or text features (e.g., charts, graphs, diagrams, time lines, animations) to interpret or explain information.","=","=","(Informational Text) TEXT STRUCTURES OR TEXT FEATURES: Relate knowledge of text structures (e.g., chronology, comparison, cause/effect, problem/solution) to interpret or explain information.","=","=","(Informational Text) TEXT STRUCTURES OR TEXT FEATURES: Relate knowledge of text structures (e.g. sentence, paragraph) or text features to analyze or integrate the impact of those choices on meaning or presentation.","=","=","(Informational Text) TEXT STRUCTURES OR TEXT FEATURES: Relate knowledge of text structures (e.g. organization of a text) or text features to analyze or compare the impact of those choices on meaning or presentation.","=","-","(Informational Text) TEXT STRUCTURES OR TEXT FEATURES: Relate knowledge of text structures (e.g. organization of a paragraph) or text features to analyze the impact (advantages/disadvantages) of those choices on meaning or presentation.","=","=","(Informational Text) TEXT STRUCTURES OR TEXT FEATURES: Relate knowledge of text structures (e.g. key sentences, paragraphs) or text features to analyze and evaluate the impact (e.g., multiple sources with diverse formats) of those choices on meaning or presentation.","=","="]
[null,"(Informational Text) LANGUAGE USE: Demonstrate understanding of word relationships and nuances, literal and non-literal words and phrases used in context, or identify connections between words and their uses.","=","=","(Informational Text) LANGUAGE USE: Demonstrate understanding of figurative language, word relationships, and nuances of words and phrases used in context (e.g., similes, metaphors, idioms, adages, proverbs).","+","+","(Informational Text) LANGUAGE USE: Interpret understanding of figurative language, word relationships, and nuances of words and phrases used in context (e.g., similes, metaphors, idioms, adages, proverbs) and the impact of those word choices on meaning.","+","+","(Informational Text) LANGUAGE USE: Interpret understanding of figurative language, word relationships, nuances of words and phrases, or figures of speech (e.g., personification) used in context and the impact of those word choices on meaning.","=","=","(Informational Text) LANGUAGE USE: Interpret understanding of figurative language, word relationships, nuances of words and phrases, or figures of speech (e.g., literary, mythological allusions) used in context and the impact of those word choices on meaning.","=","=","(Informational Text) LANGUAGE USE: Interpret understanding of figurative language, word relationships, nuances of words and phrases, or figures of speech (e.g., verbal irony, puns) used in context and the impact of those word choices on meaning.","=","=","(Informational Text) LANGUAGE USE: Interpret understanding of figurative language, word relationships, nuances of words and phrases, or figures of speech (e.g., euphemism, oxymoron, hyperbole, paradox) used in context and analyze the impact of those word choices on meaning.","=","="]
[null,"(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","-","-","(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","=","=","(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","+","=","(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","-","-","(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","=","=","(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","=","=","(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","+","="]
[null,"(Informational Text) CENTRAL IDEAS: Identify or determine a main idea and the key details that support it.","=","=","(Informational Text) CENTRAL IDEAS: Identify or determine a main idea and the key details that support it, or summarize key details using evidence from the text.","+","=","(Informational Text) CENTRAL IDEAS: Identify or determine a main idea and the key details that support it, or summarize key details using evidence from the text.","+","=","(Informational Text) CENTRAL IDEAS: Determine a central idea and the key details that support it, or provide a summary of the text distinct from personal opinions or judgement.","+","+","(Informational Text) CENTRAL IDEAS: Determine a central idea and the key details that support it, or provide an objective summary of the text.","=","=","(Informational Text) CENTRAL IDEAS: Determine a central idea and the key details that support it, or provide an objective summary of the text.","+","+","(Informational Text) CENTRAL IDEAS: Determine a central idea and the key details that support it, or provide an objective summary of the text.","=","-"]
[null,"(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","=","=","(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","=","=","(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","=","-","(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","=","=","(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","=","=","(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","=","=","(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","=","="]
[null,"(Literary Text) CENTRAL IDEAS: Identify or determine a central message, lesson or moral and explain how it is conveyed in the text through key details, key events, or the sequence of events.","=","=","(Literary Text) CENTRAL IDEAS: Identify or determine a theme or central idea from details in the text, or summarize the text.","=","=","(Literary Text) CENTRAL IDEAS: Identify or determine a theme or central idea from details in the text, or summarize the text.","+","=","(Literary Text) CENTRAL IDEAS: Determine a theme or central idea from details in the text, or provide a summary distinct from personal opinions or judgment.","=","=","(Literary Text) CENTRAL IDEAS: Determine a theme or central idea from evidence in the text, or provide an objective summary of the text.","+","+","(Literary Text) CENTRAL IDEAS: Determine a theme or central idea from evidence in the text, or provide an objective summary of the text.","=","=","(Literary Text) CENTRAL IDEAS: Determine a theme or central idea from evidence in the text, or provide an objective summary of the text.","=","="]
[null,"(Literary Text) WORD MEANINGS: Determine intended meanings of words, including words with multiple meanings (academic/tier 2 words), based on context, word relationships, word structure (e.g., common roots, affixes), or use of reference materials (e.g., beginning dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","-","=","(Literary Text) WORD MEANINGS: Determine intended meanings of words, including words with multiple meanings (academic/tier 2 words), based on context, word relationships (e.g., antonyms, synonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","-","-","(Literary Text) WORD MEANINGS: Determine intended or precise meanings of words, including words with multiple meanings (academic/tier 2 words), based on context, figurative language such as metaphors and similes, word relationships (e.g., antonyms, synonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","=","-","(Literary Text) WORD MEANINGS: Determine intended or precise meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., connotations, denotations), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary) with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","-","-","(Literary Text) WORD MEANINGS: Determine intended or precise meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., synonyms, antonyms, analogy, connotations, denotations), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","-","-","(Literary Text) WORD MEANINGS: Determine intended or precise meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., connotations, denotations), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","-","=","(Literary Text) WORD MEANINGS: Determine intended meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings based on context, word relationships (e.g. denotation), word patterns, etymology, or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","-","-"]
[null,"(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., characters, point of view, themes, setting, plot) and use supporting evidence as justification/explanation.","=","=","(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., characters, setting, events, point of view, themes, topics) and use supporting evidence as justification/explanation.","+","=","(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., characters, setting, events, point of view, themes, topics) and use supporting evidence as justification/explanation.","=","=","(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., character development, plot, point of view, themes, topics) and use supporting evidence as justification/explanation.","=","=","(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., character development, setting, plot, point of view, or fictional portrayal of time, place or character) and use supporting evidence as justification/explanation.","=","=","(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., dialogue, plot, character development, points of view, themes) and use supporting evidence as justification/explanation.","=","=","(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., setting, action, character introduction/development, point of view, themes, topics) and use supporting evidence as justification/explanation.","+","="]
[null,"(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Describe and explain relationships among literary elements (e.g., characters) within or across texts or distinguish the narrator or characters' point of view.","*","*","(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Describe and explain relationships among literary elements (e.g., character, setting, event) within or across texts or compare/contrast the narrator or characters' point of view within or across texts.","*","*","(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Compare and explain relationships among literary elements (e.g., characters, setting, events) within or across texts or describe the narrator or speakers' point of view within or across texts.","*","=","(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Describe and explain relationships among literary elements (e.g., plot, character, resolution) within or across texts or explain how the author develops the narrator or speakers' point of view within or across texts.","*","*","(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze relationships among literary elements (e.g., setting, characters, plot) within or across texts or analyze how an author develops the narrator or characters' point of view within or across texts.","*","*","(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze relationships among literary elements (e.g., dialogue, advancing action, character actions/interactions) within or across texts or analyze differences in point of view within or across texts.","*","*","(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze interrelationships among literary elements (e.g., setting, order of actions, characters) within or across texts or analyze and distinguish point of view within or across texts.","-","-"]
[null,"(Literary Text) TEXT STRUCTURES & FEATURES: Relate knowledge of text structures (building upon earlier sections) or text features (e.g., illustrations) to explain information within the text.","=","+","(Literary Text) TEXT STRUCTURES & FEATURES: Relate knowledge of text structures (e.g., differences between poem, drama, prose) to explain information within the text.","=","=","(Literary Text) TEXT STRUCTURES & FEATURES: Analyze text structures to explain information within the text.","=","=","(Literary Text) TEXT STRUCTURES & FEATURES: Analyze text structures and the impact of those choices on meaning or presentation.","-","-","(Literary Text) TEXT STRUCTURES & FEATURES: Analyze text structures and the impact of those choices on meaning or presentation.","+","+","(Literary Text) TEXT STRUCTURES & FEATURES: Analyze text structures and the impact of those choices on meaning or presentation.","+","+","(Literary Text) TEXT STRUCTURES & FEATURES: Analyze text structures and the impact of those choices on meaning or presentation.","=","="]
[null,"(Literary Text) LANGUAGE USE: Determine use of language by distinguishing literal from non-literal meanings of words and phrases used in context, or demonstrate understanding of nuances in word meanings used in context.","-","=","(Literary Text) LANGUAGE USE: Determine the meaning of words and phrases by demonstrating understanding of figurative language and nuances in word meanings used in context.","=","=","(Literary Text) LANGUAGE USE: Determine the meaning of words and phrases including figurative language (e.g., metaphors, similes) or demonstrate understanding of nuances in word meanings used in context.","=","-","(Literary Text) LANGUAGE USE: Interpret and analyze figurative language use (e.g., figurative, connotative meanings) or demonstrate understanding of nuances in word meanings used in context and the impact of those word choices on meaning and tone.","*","*","(Literary Text) LANGUAGE USE: Interpret and analyze figurative language use (e.g., figurative, connotative meanings) or demonstrate understanding of nuances in word meanings used in context and the impact of those word choices on meaning and tone.","*","*","(Literary Text) LANGUAGE USE: Interpret and analyze figurative language use (e.g., figurative, connotative meanings) or demonstrate understanding of nuances in word meanings used in context and the impact of those word choices on meaning and tone.","*","*","(Literary Text) LANGUAGE USE: Interpret or analyze the figurative language use (e.g., figurative, connotative meanings) or interpret figures of speech (e.g., euphemism, oxymoron, hyperbole, paradox) used in context and the impact of those word choices on meaning and tone.","+","="]
[null,"Writing",null,null,"Writing",null,null,"Writing",null,null,"Writing",null,null,"Writing",null,null,"Writing",null,null,"Writing"]
[null,"WRITE/REVISE BRIEF TEXTS: Write or revise one or more informational paragraphs demonstrating ability to organize ideas by stating a focus (main idea), including appropriate transitional strategies for coherence, or supporting details, or an appropriate conclusion.","-","-","WRITE/REVISE BRIEF TEXTS: Write/Revise one or more informational paragraphs demonstrating ability to organize ideas by stating a focus (main idea), including appropriate transitional strategies for coherence, or supporting evidence and elaboration, or writing body paragraphs, or a conclusion that is appropriate to purpose and audience and related to the information or explanation presented.","+","+","WRITE/REVISE BRIEF TEXTS: Write/Revise one or more informational paragraphs demonstrating ability to organize ideas by stating a focus (main idea), including appropriate transitional strategies for coherence, or supporting evidence and elaboration, or writing body paragraphs, or a conclusion that is appropriate to purpose and audience and related to the information or explanation presented.","+","=","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing/revising one or more paragraphs of explanatory text: organizing ideas by stating and maintaining a focus (thesis)/tone, providing appropriate transitional strategies for coherence, developing a topic including relevant supporting evidence/vocabulary and elaboration, or providing a conclusion that is appropriate to purpose and audience and follows from the information or explanation presented.","=","=","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing/revising one or more paragraphs of explanatory text: organizing ideas by stating and maintaining a focus (thesis)/tone, providing appropriate transitional strategies for coherence, developing a topic including relevant supporting evidence/vocabulary and elaboration, or providing a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented.","=","=","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing/revising one or more paragraphs of explanatory text: organizing ideas by stating and maintaining a focus (thesis) tone, providing appropriate transitional strategies for coherence, developing a topic including relevant supporting evidence/vocabulary and elaboration, or providing a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented.","=","=","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing/revising one or more paragraphs of explanatory text: organizing ideas by stating and maintaining a focus/tone; providing appropriate transitional strategies for coherence; developing a complex topic and subtopics, including relevant supporting evidence/vocabulary and elaboration; or providing a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented (e.g., articulating implications or the significance of a topic).","=","-"]
[null,"COMPOSE FULL TEXTS: Write full informational texts on a topic using a complete writing process attending to purpose and audience: organize ideas by stating a focus (main idea); include text structures and appropriate transitional strategies for coherence; include elaboration and supporting evidence from sources and an appropriate conclusion.","-","=","COMPOSE FULL TEXTS: Write full informational texts on a topic using a complete writing process attending to purpose and audience: organize ideas by stating a focus (main idea); include text structures and appropriate transitional strategies for coherence; include elaboration and supporting evidence from sources; and develop an appropriate conclusion related to the information or explanation presented.","=","=","COMPOSE FULL TEXTS: Write full informational texts on a topic using a complete writing process attending to purpose and audience: organize ideas by stating a focus (main idea); include text structures and appropriate transitional strategies for coherence; include elaboration and supporting evidence from sources; and develop an appropriate conclusion related to the information or explanation presented.","+","+","COMPOSE FULL TEXTS: Write full explanatory texts using a complete writing process attending to purpose and audience: organize ideas by stating a thesis/controlling idea and maintaining a focus/tone; develop a topic including elaboration and citing relevant supporting evidence from sources, with appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented.","=","=","COMPOSE FULL TEXTS: Write full explanatory texts using a complete writing process attending to purpose and audience: organize ideas by stating a thesis/controlling idea and maintaining a focus/tone; develop a topic including elaboration and citing relevant supporting evidence from sources, with appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented.","+","+","COMPOSE FULL TEXTS: Write full explanatory texts using a complete writing process attending to purpose and audience: organize ideas by stating a thesis/controlling idea and maintaining a focus/tone; develop a topic including elaboration and citing relevant supporting evidence from sources, with appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented.","=","=","COMPOSE FULL TEXTS: Write full explanatory texts using a complete writing process attending to purpose and audience: organize ideas by stating a thesis and maintaining a focus/tone; develop a complex topic and subtopics, including elaboration and citing relevant supporting evidence from sources, with appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented (e.g., articulate implications or the significance of a topic).","+","+"]
[null,"WRITE/REVISE BRIEF TEXTS: Write or revise one or more paragraphs demonstrating specific narrative techniques (use of dialogue, description), chronology, appropriate transitional strategies for coherence, or authors’ craft appropriate to purpose (closure, detailing characters, plot, setting, or an event).","+","+","WRITE/REVISE BRIEF TEXTS: Write/Revise one or more paragraphs demonstrating specific narrative techniques (use of dialogue, sensory or concrete details, description), chronology, appropriate transitional strategies for coherence, or authors’ craft appropriate to purpose (closure, detailing characters, plot, setting, or an event).","=","=","WRITE/REVISE BRIEF TEXTS: Write/Revise one or more paragraphs demonstrating specific narrative techniques (use of dialogue, sensory or concrete details, description), chronology, appropriate transitional strategies for coherence, or authors’ craft appropriate to purpose (closure, detailing characters, plot, setting, or an event).","+","=","WRITE/REVISE BRIEF TEXTS: Apply narrative techniques (e.g., dialogue, description) and appropriate text structures and transitional strategies for coherence when writing/revising one or more paragraphs of narrative text (e.g., closure, introduce narrator or use dialogue when describing an event).","=","-","WRITE/REVISE BRIEF TEXTS: Apply narrative techniques (e.g., dialogue, description) and appropriate text structures and transitional strategies for coherence when writing/revising one or more paragraphs of narrative text (e.g., closure, introduce narrator or use dialogue when describing an event).","=","-","WRITE/REVISE BRIEF TEXTS: Apply narrative techniques (e.g., dialogue, description, pacing) and appropriate text structures and transitional strategies for coherence when writing/revising one or more paragraphs of narrative text (e.g., closure, introduce narrator or use dialogue when describing an event).","=","+","WRITE/REVISE BRIEF TEXTS: Apply narrative techniques (e.g., dialogue, description, pacing) and appropriate text structures and transitional strategies for coherence when writing/revising one or more paragraphs of narrative text (e.g., closure, introducing narrator’s point of view, or using dialogue when describing an event or to advance action).","+","="]
[null,"COMPOSE FULL TEXTS: Write full narrative texts using a complete writing process demonstrating narrative techniques (dialogue, description), text structures, appropriate transitional strategies for coherence, and author’s craft appropriate to purpose (closure, detailing characters, plot, setting, and events).","+","=","COMPOSE FULL TEXTS: Write full narrative texts using a complete writing process demonstrating narrative techniques (dialogue, sensory or concrete details, description), text structures, appropriate transitional strategies for coherence, and author's craft appropriate to purpose (closure, detailing characters, plot, setting, and events).","=","=","COMPOSE FULL TEXTS: Write full narrative texts using a complete writing process demonstrating narrative techniques (dialogue, sensory or concrete details, description, pacing), text structures, appropriate transitional strategies for coherence, and author’s craft appropriate to purpose (closure, detailing characters, plot, setting, and events).","+","+","COMPOSE FULL TEXTS: Write full narrative texts using a complete writing process demonstrating narrative strategies, text structures, and transitional strategies for coherence, closure, and author’s craft—all appropriate to purpose (style or point of view in a short story).","=","=","COMPOSE FULL TEXTS: Write full narrative texts using a complete writing process demonstrating narrative strategies, text structures, and transitional strategies for coherence, closure, and author’s craft—all appropriate to purpose (style or point of view in a short story).","=","=","COMPOSE FULL TEXTS: Write full narrative texts using a complete writing process demonstrating narrative strategies, text structures, and transitional strategies for coherence, closure, and author’s craft—all appropriate to purpose (style or point of view in a short story).","=","=","COMPOSE FULL TEXTS: The CCSS places low instructional emphasis (20%) on narrative writing at high school. Developing full narrative compositions will not be required in the Smarter Balanced Summative Assessment; however, the use of narrative strategies may be included as a scoring criterion when evaluating writing for other purposes in high school.","*","*"]
[null,"WRITE/REVISE TEXTS: Write or revise one or more paragraphs demonstrating ability to state opinions about topics or sources; set a context, organize ideas, develop supporting reasons, or provide an appropriate conclusion.","=","=","WRITE/REVISE TEXTS: Write/Revise one or more paragraphs demonstrating ability to state an opinion about topics or sources; set a context, organize ideas, develop supporting evidence/reasons and elaboration, or develop a conclusion that is appropriate to purpose and audience and related to the opinion presented.","=","=","WRITE/REVISE TEXTS: Write/Revise one or more paragraphs demonstrating ability to state an opinion about topics or sources; set a context, organize ideas, develop supporting evidence/reasons and elaboration, or develop a conclusion that is appropriate to purpose and audience and related to the opinion presented.","+","+","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing/revising one or more paragraphs of text that express arguments about topics or sources: establishing and supporting a claim, organizing and citing supporting evidence using credible sources, providing appropriate transitional strategies for coherence, appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience and follows from the argument(s) presented.","=","=","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing or revising one or more paragraphs of text that express arguments about topics or sources: establishing and supporting a claim, organizing and citing supporting evidence using credible sources, providing appropriate transitional strategies for coherence, appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.","=","=","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing or revising one or more paragraphs of text that express arguments about topics or sources: establishing and supporting a claim, organizing and citing supporting evidence using credible sources, providing appropriate transitional strategies for coherence, appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.","=","=","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing/revising one or more paragraphs of text that express arguments about topics or sources: establishing and supporting a precise claim, organizing and citing supporting evidence and counterclaims using credible sources, providing appropriate transitional strategies for coherence, using appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.","+","="]
[null,"COMPOSE FULL TEXTS: Write full opinion pieces about topics using a complete writing process attending to purpose and audience: organize ideas by stating a context and focus (opinion), include structures and appropriate transitional strategies for coherence, elaborate and include supporting reasons from sources and an appropriate conclusion.","+","+","COMPOSE FULL TEXTS: Write full opinion pieces about topics using a complete writing process attending to purpose and audience: organize ideas by stating a context and focus (opinion), include structures and appropriate transitional strategies for coherence, elaborate and include supporting evidence/reasons from sources; and develop an appropriate conclusion related to the opinion presented.","=","=","COMPOSE FULL TEXTS: Write full opinion pieces about topics using a complete writing process attending to purpose and audience: organize ideas by stating a context and focus (opinion), include structures and appropriate transitional strategies for coherence, elaborate and include supporting evidence/reasons from sources; and develop an appropriate conclusion related to the opinion presented.","+","+","COMPOSE FULL TEXTS: Write full arguments about topics using a complete writing process attending to purpose and audience: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources; provide appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.","=","-","COMPOSE FULL TEXTS: Write full arguments about topics using the complete writing process attending to purpose and audience: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources; provide appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.","+","+","COMPOSE FULL TEXTS: Write full arguments about topics using the complete writing process: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources; provide appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows and supports the argument(s) presented.","+","+","COMPOSE FULL TEXTS: Write full arguments about topics using a complete writing process attending to purpose and audience: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources; provide appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.","+","+"]
[null,"LANGUAGE & VOCABULARY USE: Accurately use language and vocabulary (including academic or domain-specific vocabulary) appropriate to the purpose and audience when revising or composing texts.","=","+","LANGUAGE & VOCABULARY USE: Strategically use language and vocabulary (including academic or domain-specific vocabulary) appropriate to the purpose and audience when revising or composing texts.","=","=","LANGUAGE & VOCABULARY USE: Strategically use language and vocabulary (including academic or domain-specific vocabulary) appropriate to the purpose and audience when revising or composing texts.","+","+","LANGUAGE & VOCABULARY USE: Strategically use precise language and vocabulary (including academic words, domain-specific vocabulary, and figurative language) and style appropriate to the purpose and audience when revising or composing texts.","+","+","LANGUAGE & VOCABULARY USE: Strategically use precise language and vocabulary (including academic words, domain-specific vocabulary, and figurative language) and style appropriate to the purpose and audience when revising or composing texts.","+","+","LANGUAGE & VOCABULARY USE: Strategically use precise language and vocabulary (including academic or domain-specific vocabulary) appropriate to the purpose and audience when revising or composing texts.","+","+","LANGUAGE & VOCABULARY USE: Strategically use precise language and vocabulary (including academic and domain-specific vocabulary and figurative language) and style appropriate to the purpose and audience when revising or composing texts.","+","+"]
[null,"EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, informational, and opinion texts.","=","=","EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, informational, and opinion texts.","-","-","EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, informational, and opinion texts.","=","-","EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, explanatory, and argumentative texts.","=","-","EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, explanatory, and argumentative texts.","-","-","EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, explanatory, and argumentative texts.","=","=","EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, explanatory, and argumentative texts.","=","-"]
[null,"Listening",null,null,"Listening",null,null,"Listening",null,null,"Listening",null,null,"Listening",null,null,"Listening",null,null,"Listening"]
[null,"LISTEN/INTERPRET: Interpret and use information delivered orally.","=","=","LISTEN/INTERPRET: Interpret and use information delivered orally.","+","+","LISTEN/INTERPRET: Interpret and use information delivered orally.","+","=","LISTEN/INTERPRET: Analyze, interpret, and use information delivered orally.","+","+","LISTEN/INTERPRET: Analyze, interpret, and use information delivered orally.","+","=","LISTEN/INTERPRET: Analyze, interpret, and use information delivered orally.","=","=","LISTEN/INTERPRET: Analyze, interpret, and use information delivered orally.","=","="]
[null,"Research / Inquiry",null,null,"Research / Inquiry",null,null,"Research / Inquiry",null,null,"Research / Inquiry",null,null,"Research / Inquiry",null,null,"Research / Inquiry",null,null,"Research / Inquiry"]
[null,"INTERPRET & INTEGRATE INFORMATION: Locate information to support central ideas and key details that are provided; select information from data or print and non-print text sources for a given purpose.","=","=","INTERPRET & INTEGRATE INFORMATION: Locate information to support central ideas and subtopics that are provided; select and integrate information from data or print and non-print text sources for a given purpose.","=","-","INTERPRET & INTEGRATE INFORMATION: Locate information to support central ideas and subtopics that are provided; select and integrate information from data or print and non-print text source for a given purpose.","=","-","ANALYZE/INTEGRATE INFORMATION: Analyze information within and among sources of information (print and non-print texts, data sets, conducting procedures, etc.).","=","=","ANALYZE/INTEGRATE INFORMATION: Analyze information within and among sources of information (print and non-print texts, data sets, conducting procedures, etc.).","=","-","ANALYZE/INTEGRATE INFORMATION: Analyze information within and among sources of information (print and non-print texts, data sets, conducting procedures, etc.).","=","=","ANALYZE/INTEGRATE INFORMATION: Gather, analyze, and integrate multiple sources of information/evidence to support a presentation on a topic.","=","="]
[null,"ANALYZE INFORMATION/SOURCES: Distinguish relevant/irrelevant information.","=","=","ANALYZE INFORMATION/SOURCES: Distinguish relevant/irrelevant information.","=","=","ANALYZE INFORMATION/SOURCES: Distinguish relevant/irrelevant information.","=","-","EVALUATE INFORMATION/SOURCES: Use reasoning, evaluation, and evidence to assess the credibility and accuracy of each source in order to gather and select information to support analysis, reflection, and research.","=","=","EVALUATE INFORMATION/SOURCES: Use reasoning, evaluation, and evidence to assess the credibility and accuracy of each source in order to gather and select information to support analysis, reflection, and research.","-","-","EVALUATE INFORMATION/SOURCES: Use reasoning, evaluation, and evidence to assess the credibility and accuracy of each source in order to gather and select information to support analysis, reflection, and research.","-","-","EVALUATE INFORMATION/SOURCES: Use reasoning, evaluation, and evidence to assess the credibility and accuracy of each source in order to gather and select information to support analysis, reflection, and research. Evaluate relevance, accuracy, and completeness of information from multiple sources.","=","="]
[null,"USE EVIDENCE: Cite evidence to support opinions and ideas.","=","-","USE EVIDENCE: Cite evidence to support opinions, ideas, or analyses.","=","-","USE EVIDENCE: Cite evidence to support opinions, ideas, or analyses.","+","=","USE EVIDENCE: Cite evidence to support arguments, ideas, or analyses.","+","=","USE EVIDENCE: Cite evidence to support arguments, ideas, or analyses.","=","=","USE EVIDENCE: Cite evidence to support arguments, ideas, or analyses.","=","=","USE EVIDENCE: Cite evidence to support arguments, ideas, analyses, hypotheses, or conjectures.","=","-"]
[]
[null,"Grade 3",null,null,"Grade 4",null,null,"Grade 5",null,null,"Grade 6",null,null,"Grade 7",null,null,"Grade 8",null,null,"High School"]
["2021-2022","Reading",null,null,"Reading",null,null,"Reading",null,null,"Reading",null,null,"Reading",null,null,"Reading",null,null,"Reading"]
[null,"(Informational Text) WORD MEANINGS: Determine intended meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary) with primary focus on the academic vocabulary common to complex texts in all disciplines.","-","+","(Informational Text) WORD MEANINGS: Determine intended meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., synonyms, antonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary) with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","-","=","(Informational Text) WORD MEANINGS: Determine intended meanings of words including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., synonyms, antonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","+","+","(Informational Text) WORD MEANINGS: Determine intended meanings of words including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., connotations, denotations), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary) with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","-","=","(Informational Text) WORD MEANINGS: Determine intended meanings of words including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., synonym, antonym, analogy, connotations, denotations), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","+","+","(Informational Text) WORD MEANINGS: Determine intended meanings of words including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., connotation, denotation), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","-","=","(Informational Text) WORD MEANINGS: Determine intended meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings based on context, word relationships (e.g., connotation, denotation), word patterns, etymology, or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","+","-"]
[null,"(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., events, ideas, concepts, procedures; point of view; use of information from illustrations; compare and contrast points or key details) and use supporting evidence as justification/explanation.","+","=","(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., events, procedures, ideas, or concepts; firsthand and secondhand accounts of events or topics; use of information presented in charts/graphs/diagrams/timelines/animations; reasoning and evidence to support points) and use supporting evidence as justification/explanation.","+","+","(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., relationships or interactions between individuals, events, ideas, or concepts; points of view; use of information from multiple print; reasoning and evidence to support points) and use supporting evidence as justification/explanation.","+","+","(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., how a key individual, event, or idea is introduced, illustrated, and elaborated in a text; author’s point of view/purpose; use of media or formats; trace and evaluate the argument and specific claims) and use supporting evidence as justification/explanation.","-","-","(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., interaction between individuals, events and ideas; author’s point of view/purpose; use of media or formats; trace and evaluate the argument and specific claims) and use supporting evidence as justification/explanation.","+","-","(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., connections or distinctions between individuals, ideas, or events; author’s point of view/purpose/conflicting viewpoints; evaluate multiple sources of information presented in different media or formats; delineate and evaluate the argument and specific claims) and use supporting evidence as justification/explanation.","+","+","(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., development of individuals, ideas or events; author's point of view/purpose/author's differing points of view; evaluate multiple sources of information presented in different media or formats; delineate and evaluate the author's premises and specific claims) and use supporting evidence as justification/explanation.","+","-"]
[null,"(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Describe information within or across texts (e.g., events, ideas, concepts, procedures, sequence or cause/effect) or distinguish the author's point of view.","-","=","(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Interpret and explain how information is presented within or across texts (e.g., events, procedures, ideas, concepts) or compare/contrast the author's point of view within or across texts.","+","=","(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Interpret and explain how information is presented within or across texts (e.g. individuals, events, ideas, concepts) or how information reveals author's point of view.","+","+","(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze how information is presented within or across texts (e.g. individuals, events, or ideas) or determine how information within or across texts reveals author's point of view or purpose.","+","+","(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze how information is presented within or across texts (e.g. interactions between individuals, events, or ideas) or determine how information within or across texts reveals author's point of view or purpose.","+","+","(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze or compare connections within or across texts (e.g. individuals, ideas, or events), or how information within or across texts reveals author's point of view or purpose.","+","+","(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze and explain how connections are made within or across texts (individuals, ideas, events), or how information within or across texts reveals author's point of view or purpose.","+","+"]
[null,"(Informational Text) TEXT STRUCTURES OR FEATURES: Relate knowledge of text features (e.g., maps, photographs) to demonstrate understanding of the text.","-","-","(Informational Text) TEXT STRUCTURES OR TEXT FEATURES: Relate knowledge of text structures (e.g., chronology, comparison, cause/effect, problem/solution) or text features (e.g., charts, graphs, diagrams, time lines, animations) to interpret or explain information.","=","-","(Informational Text) TEXT STRUCTURES OR TEXT FEATURES: Relate knowledge of text structures (e.g., chronology, comparison, cause/effect, problem/solution) to interpret or explain information.","-","=","(Informational Text) TEXT STRUCTURES OR TEXT FEATURES: Relate knowledge of text structures (e.g. sentence, paragraph) or text features to analyze or integrate the impact of those choices on meaning or presentation.","-","-","(Informational Text) TEXT STRUCTURES OR TEXT FEATURES: Relate knowledge of text structures (e.g. organization of a text) or text features to analyze or compare the impact of those choices on meaning or presentation.","+","+","(Informational Text) TEXT STRUCTURES OR TEXT FEATURES: Relate knowledge of text structures (e.g. organization of a paragraph) or text features to analyze the impact (advantages/disadvantages) of those choices on meaning or presentation.","+","+","(Informational Text) TEXT STRUCTURES OR TEXT FEATURES: Relate knowledge of text structures (e.g. key sentences, paragraphs) or text features to analyze and evaluate the impact (e.g., multiple sources with diverse formats) of those choices on meaning or presentation.","+","+"]
[null,"(Informational Text) LANGUAGE USE: Demonstrate understanding of word relationships and nuances, literal and non-literal words and phrases used in context, or identify connections between words and their uses.","=","=","(Informational Text) LANGUAGE USE: Demonstrate understanding of figurative language, word relationships, and nuances of words and phrases used in context (e.g., similes, metaphors, idioms, adages, proverbs).","-","-","(Informational Text) LANGUAGE USE: Interpret understanding of figurative language, word relationships, and nuances of words and phrases used in context (e.g., similes, metaphors, idioms, adages, proverbs) and the impact of those word choices on meaning.","+","+","(Informational Text) LANGUAGE USE: Interpret understanding of figurative language, word relationships, nuances of words and phrases, or figures of speech (e.g., personification) used in context and the impact of those word choices on meaning.","-","+","(Informational Text) LANGUAGE USE: Interpret understanding of figurative language, word relationships, nuances of words and phrases, or figures of speech (e.g., literary, mythological allusions) used in context and the impact of those word choices on meaning.","-","+","(Informational Text) LANGUAGE USE: Interpret understanding of figurative language, word relationships, nuances of words and phrases, or figures of speech (e.g., verbal irony, puns) used in context and the impact of those word choices on meaning.","+","+","(Informational Text) LANGUAGE USE: Interpret understanding of figurative language, word relationships, nuances of words and phrases, or figures of speech (e.g., euphemism, oxymoron, hyperbole, paradox) used in context and analyze the impact of those word choices on meaning.","+","+"]
[null,"(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","-","+","(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","=","=","(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","+","+","(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","-","+","(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","-","-","(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","-","-","(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","+","-"]
[null,"(Informational Text) CENTRAL IDEAS: Identify or determine a main idea and the key details that support it.","+","+","(Informational Text) CENTRAL IDEAS: Identify or determine a main idea and the key details that support it, or summarize key details using evidence from the text.","+","-","(Informational Text) CENTRAL IDEAS: Identify or determine a main idea and the key details that support it, or summarize key details using evidence from the text.","+","-","(Informational Text) CENTRAL IDEAS: Determine a central idea and the key details that support it, or provide a summary of the text distinct from personal opinions or judgement.","-","-","(Informational Text) CENTRAL IDEAS: Determine a central idea and the key details that support it, or provide an objective summary of the text.","-","-","(Informational Text) CENTRAL IDEAS: Determine a central idea and the key details that support it, or provide an objective summary of the text.","+","+","(Informational Text) CENTRAL IDEAS: Determine a central idea and the key details that support it, or provide an objective summary of the text.","=","-"]
[null,"(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","=","-","(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","-","+","(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","+","+","(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","=","=","(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","+","-","(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","-","=","(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","+","-"]
[null,"(Literary Text) CENTRAL IDEAS: Identify or determine a central message, lesson or moral and explain how it is conveyed in the text through key details, key events, or the sequence of events.","-","+","(Literary Text) CENTRAL IDEAS: Identify or determine a theme or central idea from details in the text, or summarize the text.","-","-","(Literary Text) CENTRAL IDEAS: Identify or determine a theme or central idea from details in the text, or summarize the text.","+","+","(Literary Text) CENTRAL IDEAS: Determine a theme or central idea from details in the text, or provide a summary distinct from personal opinions or judgment.","-","-","(Literary Text) CENTRAL IDEAS: Determine a theme or central idea from evidence in the text, or provide an objective summary of the text.","=","-","(Literary Text) CENTRAL IDEAS: Determine a theme or central idea from evidence in the text, or provide an objective summary of the text.","-","-","(Literary Text) CENTRAL IDEAS: Determine a theme or central idea from evidence in the text, or provide an objective summary of the text.","+","+"]
[null,"(Literary Text) WORD MEANINGS: Determine intended meanings of words, including words with multiple meanings (academic/tier 2 words), based on context, word relationships, word structure (e.g., common roots, affixes), or use of reference materials (e.g., beginning dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","-","-","(Literary Text) WORD MEANINGS: Determine intended meanings of words, including words with multiple meanings (academic/tier 2 words), based on context, word relationships (e.g., antonyms, synonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","-","+","(Literary Text) WORD MEANINGS: Determine intended or precise meanings of words, including words with multiple meanings (academic/tier 2 words), based on context, figurative language such as metaphors and similes, word relationships (e.g., antonyms, synonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","-","=","(Literary Text) WORD MEANINGS: Determine intended or precise meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., connotations, denotations), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary) with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","-","-","(Literary Text) WORD MEANINGS: Determine intended or precise meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., synonyms, antonyms, analogy, connotations, denotations), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","-","-","(Literary Text) WORD MEANINGS: Determine intended or precise meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., connotations, denotations), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","-","+","(Literary Text) WORD MEANINGS: Determine intended meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings based on context, word relationships (e.g. denotation), word patterns, etymology, or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","+","-"]
[null,"(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., characters, point of view, themes, setting, plot) and use supporting evidence as justification/explanation.","+","+","(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., characters, setting, events, point of view, themes, topics) and use supporting evidence as justification/explanation.","+","-","(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., characters, setting, events, point of view, themes, topics) and use supporting evidence as justification/explanation.","+","+","(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., character development, plot, point of view, themes, topics) and use supporting evidence as justification/explanation.","-","-","(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., character development, setting, plot, point of view, or fictional portrayal of time, place or character) and use supporting evidence as justification/explanation.","-","-","(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., dialogue, plot, character development, points of view, themes) and use supporting evidence as justification/explanation.","+","-","(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., setting, action, character introduction/development, point of view, themes, topics) and use supporting evidence as justification/explanation.","+","="]
[null,"(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Describe and explain relationships among literary elements (e.g., characters) within or across texts or distinguish the narrator or characters' point of view.","-","+","(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Describe and explain relationships among literary elements (e.g., character, setting, event) within or across texts or compare/contrast the narrator or characters' point of view within or across texts.","-","-","(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Compare and explain relationships among literary elements (e.g., characters, setting, events) within or across texts or describe the narrator or speakers' point of view within or across texts.","-","=","(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Describe and explain relationships among literary elements (e.g., plot, character, resolution) within or across texts or explain how the author develops the narrator or speakers' point of view within or across texts.","-","=","(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze relationships among literary elements (e.g., setting, characters, plot) within or across texts or analyze how an author develops the narrator or characters' point of view within or across texts.","+","+","(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze relationships among literary elements (e.g., dialogue, advancing action, character actions/interactions) within or across texts or analyze differences in point of view within or across texts.","+","+","(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze interrelationships among literary elements (e.g., setting, order of actions, characters) within or across texts or analyze and distinguish point of view within or across texts.","+","="]
[null,"(Literary Text) TEXT STRUCTURES & FEATURES: Relate knowledge of text structures (building upon earlier sections) or text features (e.g., illustrations) to explain information within the text.","+","+","(Literary Text) TEXT STRUCTURES & FEATURES: Relate knowledge of text structures (e.g., differences between poem, drama, prose) to explain information within the text.","-","+","(Literary Text) TEXT STRUCTURES & FEATURES: Analyze text structures to explain information within the text.","=","=","(Literary Text) TEXT STRUCTURES & FEATURES: Analyze text structures and the impact of those choices on meaning or presentation.","-","-","(Literary Text) TEXT STRUCTURES & FEATURES: Analyze text structures and the impact of those choices on meaning or presentation.","+","+","(Literary Text) TEXT STRUCTURES & FEATURES: Analyze text structures and the impact of those choices on meaning or presentation.","+","=","(Literary Text) TEXT STRUCTURES & FEATURES: Analyze text structures and the impact of those choices on meaning or presentation.","+","+"]
[null,"(Literary Text) LANGUAGE USE: Determine use of language by distinguishing literal from non-literal meanings of words and phrases used in context, or demonstrate understanding of nuances in word meanings used in context.","-","+","(Literary Text) LANGUAGE USE: Determine the meaning of words and phrases by demonstrating understanding of figurative language and nuances in word meanings used in context.","-","+","(Literary Text) LANGUAGE USE: Determine the meaning of words and phrases including figurative language (e.g., metaphors, similes) or demonstrate understanding of nuances in word meanings used in context.","-","=","(Literary Text) LANGUAGE USE: Interpret and analyze figurative language use (e.g., figurative, connotative meanings) or demonstrate understanding of nuances in word meanings used in context and the impact of those word choices on meaning and tone.","-","=","(Literary Text) LANGUAGE USE: Interpret and analyze figurative language use (e.g., figurative, connotative meanings) or demonstrate understanding of nuances in word meanings used in context and the impact of those word choices on meaning and tone.","-","+","(Literary Text) LANGUAGE USE: Interpret and analyze figurative language use (e.g., figurative, connotative meanings) or demonstrate understanding of nuances in word meanings used in context and the impact of those word choices on meaning and tone.","-","-","(Literary Text) LANGUAGE USE: Interpret or analyze the figurative language use (e.g., figurative, connotative meanings) or interpret figures of speech (e.g., euphemism, oxymoron, hyperbole, paradox) used in context and the impact of those word choices on meaning and tone.","+","+"]
[null,"Writing",null,null,"Writing",null,null,"Writing",null,null,"Writing",null,null,"Writing",null,null,"Writing",null,null,"Writing"]
[null,"WRITE/REVISE BRIEF TEXTS: Write or revise one or more informational paragraphs demonstrating ability to organize ideas by stating a focus (main idea), including appropriate transitional strategies for coherence, or supporting details, or an appropriate conclusion.","-","+","WRITE/REVISE BRIEF TEXTS: Write/Revise one or more informational paragraphs demonstrating ability to organize ideas by stating a focus (main idea), including appropriate transitional strategies for coherence, or supporting evidence and elaboration, or writing body paragraphs, or a conclusion that is appropriate to purpose and audience and related to the information or explanation presented.","-","-","WRITE/REVISE BRIEF TEXTS: Write/Revise one or more informational paragraphs demonstrating ability to organize ideas by stating a focus (main idea), including appropriate transitional strategies for coherence, or supporting evidence and elaboration, or writing body paragraphs, or a conclusion that is appropriate to purpose and audience and related to the information or explanation presented.","+","=","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing/revising one or more paragraphs of explanatory text: organizing ideas by stating and maintaining a focus (thesis)/tone, providing appropriate transitional strategies for coherence, developing a topic including relevant supporting evidence/vocabulary and elaboration, or providing a conclusion that is appropriate to purpose and audience and follows from the information or explanation presented.","-","-","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing/revising one or more paragraphs of explanatory text: organizing ideas by stating and maintaining a focus (thesis)/tone, providing appropriate transitional strategies for coherence, developing a topic including relevant supporting evidence/vocabulary and elaboration, or providing a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented.","-","-","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing/revising one or more paragraphs of explanatory text: organizing ideas by stating and maintaining a focus (thesis) tone, providing appropriate transitional strategies for coherence, developing a topic including relevant supporting evidence/vocabulary and elaboration, or providing a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented.","=","-","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing/revising one or more paragraphs of explanatory text: organizing ideas by stating and maintaining a focus/tone; providing appropriate transitional strategies for coherence; developing a complex topic and subtopics, including relevant supporting evidence/vocabulary and elaboration; or providing a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented (e.g., articulating implications or the significance of a topic).","+","-"]
[null,"COMPOSE FULL TEXTS: Write full informational texts on a topic using a complete writing process attending to purpose and audience: organize ideas by stating a focus (main idea); include text structures and appropriate transitional strategies for coherence; include elaboration and supporting evidence from sources and an appropriate conclusion.","-","-","COMPOSE FULL TEXTS: Write full informational texts on a topic using a complete writing process attending to purpose and audience: organize ideas by stating a focus (main idea); include text structures and appropriate transitional strategies for coherence; include elaboration and supporting evidence from sources; and develop an appropriate conclusion related to the information or explanation presented.","-","+","COMPOSE FULL TEXTS: Write full informational texts on a topic using a complete writing process attending to purpose and audience: organize ideas by stating a focus (main idea); include text structures and appropriate transitional strategies for coherence; include elaboration and supporting evidence from sources; and develop an appropriate conclusion related to the information or explanation presented.","=","+","COMPOSE FULL TEXTS: Write full explanatory texts using a complete writing process attending to purpose and audience: organize ideas by stating a thesis/controlling idea and maintaining a focus/tone; develop a topic including elaboration and citing relevant supporting evidence from sources, with appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented.","-","-","COMPOSE FULL TEXTS: Write full explanatory texts using a complete writing process attending to purpose and audience: organize ideas by stating a thesis/controlling idea and maintaining a focus/tone; develop a topic including elaboration and citing relevant supporting evidence from sources, with appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented.","+","+","COMPOSE FULL TEXTS: Write full explanatory texts using a complete writing process attending to purpose and audience: organize ideas by stating a thesis/controlling idea and maintaining a focus/tone; develop a topic including elaboration and citing relevant supporting evidence from sources, with appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented.","-","+","COMPOSE FULL TEXTS: Write full explanatory texts using a complete writing process attending to purpose and audience: organize ideas by stating a thesis and maintaining a focus/tone; develop a complex topic and subtopics, including elaboration and citing relevant supporting evidence from sources, with appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented (e.g., articulate implications or the significance of a topic).","+","+"]
[null,"WRITE/REVISE BRIEF TEXTS: Write or revise one or more paragraphs demonstrating specific narrative techniques (use of dialogue, description), chronology, appropriate transitional strategies for coherence, or authors’ craft appropriate to purpose (closure, detailing characters, plot, setting, or an event).","-","=","WRITE/REVISE BRIEF TEXTS: Write/Revise one or more paragraphs demonstrating specific narrative techniques (use of dialogue, sensory or concrete details, description), chronology, appropriate transitional strategies for coherence, or authors’ craft appropriate to purpose (closure, detailing characters, plot, setting, or an event).","-","=","WRITE/REVISE BRIEF TEXTS: Write/Revise one or more paragraphs demonstrating specific narrative techniques (use of dialogue, sensory or concrete details, description), chronology, appropriate transitional strategies for coherence, or authors’ craft appropriate to purpose (closure, detailing characters, plot, setting, or an event).","-","+","WRITE/REVISE BRIEF TEXTS: Apply narrative techniques (e.g., dialogue, description) and appropriate text structures and transitional strategies for coherence when writing/revising one or more paragraphs of narrative text (e.g., closure, introduce narrator or use dialogue when describing an event).","-","-","WRITE/REVISE BRIEF TEXTS: Apply narrative techniques (e.g., dialogue, description) and appropriate text structures and transitional strategies for coherence when writing/revising one or more paragraphs of narrative text (e.g., closure, introduce narrator or use dialogue when describing an event).","-","-","WRITE/REVISE BRIEF TEXTS: Apply narrative techniques (e.g., dialogue, description, pacing) and appropriate text structures and transitional strategies for coherence when writing/revising one or more paragraphs of narrative text (e.g., closure, introduce narrator or use dialogue when describing an event).","-","-","WRITE/REVISE BRIEF TEXTS: Apply narrative techniques (e.g., dialogue, description, pacing) and appropriate text structures and transitional strategies for coherence when writing/revising one or more paragraphs of narrative text (e.g., closure, introducing narrator’s point of view, or using dialogue when describing an event or to advance action).","=","-"]
[null,"COMPOSE FULL TEXTS: Write full narrative texts using a complete writing process demonstrating narrative techniques (dialogue, description), text structures, appropriate transitional strategies for coherence, and author’s craft appropriate to purpose (closure, detailing characters, plot, setting, and events).","+","=","COMPOSE FULL TEXTS: Write full narrative texts using a complete writing process demonstrating narrative techniques (dialogue, sensory or concrete details, description), text structures, appropriate transitional strategies for coherence, and author's craft appropriate to purpose (closure, detailing characters, plot, setting, and events).","-","-","COMPOSE FULL TEXTS: Write full narrative texts using a complete writing process demonstrating narrative techniques (dialogue, sensory or concrete details, description, pacing), text structures, appropriate transitional strategies for coherence, and author’s craft appropriate to purpose (closure, detailing characters, plot, setting, and events).","-","-","COMPOSE FULL TEXTS: Write full narrative texts using a complete writing process demonstrating narrative strategies, text structures, and transitional strategies for coherence, closure, and author’s craft—all appropriate to purpose (style or point of view in a short story).","-","-","COMPOSE FULL TEXTS: Write full narrative texts using a complete writing process demonstrating narrative strategies, text structures, and transitional strategies for coherence, closure, and author’s craft—all appropriate to purpose (style or point of view in a short story).","=","=","COMPOSE FULL TEXTS: Write full narrative texts using a complete writing process demonstrating narrative strategies, text structures, and transitional strategies for coherence, closure, and author’s craft—all appropriate to purpose (style or point of view in a short story).","=","+","COMPOSE FULL TEXTS: The CCSS places low instructional emphasis (20%) on narrative writing at high school. Developing full narrative compositions will not be required in the Smarter Balanced Summative Assessment; however, the use of narrative strategies may be included as a scoring criterion when evaluating writing for other purposes in high school.","*","*"]
[null,"WRITE/REVISE TEXTS: Write or revise one or more paragraphs demonstrating ability to state opinions about topics or sources; set a context, organize ideas, develop supporting reasons, or provide an appropriate conclusion.","-","=","WRITE/REVISE TEXTS: Write/Revise one or more paragraphs demonstrating ability to state an opinion about topics or sources; set a context, organize ideas, develop supporting evidence/reasons and elaboration, or develop a conclusion that is appropriate to purpose and audience and related to the opinion presented.","-","-","WRITE/REVISE TEXTS: Write/Revise one or more paragraphs demonstrating ability to state an opinion about topics or sources; set a context, organize ideas, develop supporting evidence/reasons and elaboration, or develop a conclusion that is appropriate to purpose and audience and related to the opinion presented.","-","+","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing/revising one or more paragraphs of text that express arguments about topics or sources: establishing and supporting a claim, organizing and citing supporting evidence using credible sources, providing appropriate transitional strategies for coherence, appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience and follows from the argument(s) presented.","-","=","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing or revising one or more paragraphs of text that express arguments about topics or sources: establishing and supporting a claim, organizing and citing supporting evidence using credible sources, providing appropriate transitional strategies for coherence, appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.","-","-","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing or revising one or more paragraphs of text that express arguments about topics or sources: establishing and supporting a claim, organizing and citing supporting evidence using credible sources, providing appropriate transitional strategies for coherence, appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.","-","-","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing/revising one or more paragraphs of text that express arguments about topics or sources: establishing and supporting a precise claim, organizing and citing supporting evidence and counterclaims using credible sources, providing appropriate transitional strategies for coherence, using appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.","-","-"]
[null,"COMPOSE FULL TEXTS: Write full opinion pieces about topics using a complete writing process attending to purpose and audience: organize ideas by stating a context and focus (opinion), include structures and appropriate transitional strategies for coherence, elaborate and include supporting reasons from sources and an appropriate conclusion.","+","+","COMPOSE FULL TEXTS: Write full opinion pieces about topics using a complete writing process attending to purpose and audience: organize ideas by stating a context and focus (opinion), include structures and appropriate transitional strategies for coherence, elaborate and include supporting evidence/reasons from sources; and develop an appropriate conclusion related to the opinion presented.","+","+","COMPOSE FULL TEXTS: Write full opinion pieces about topics using a complete writing process attending to purpose and audience: organize ideas by stating a context and focus (opinion), include structures and appropriate transitional strategies for coherence, elaborate and include supporting evidence/reasons from sources; and develop an appropriate conclusion related to the opinion presented.","+","+","COMPOSE FULL TEXTS: Write full arguments about topics using a complete writing process attending to purpose and audience: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources; provide appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.","-","-","COMPOSE FULL TEXTS: Write full arguments about topics using the complete writing process attending to purpose and audience: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources; provide appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.","+","+","COMPOSE FULL TEXTS: Write full arguments about topics using the complete writing process: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources; provide appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows and supports the argument(s) presented.","-","+","COMPOSE FULL TEXTS: Write full arguments about topics using a complete writing process attending to purpose and audience: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources; provide appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.","+","+"]
[null,"LANGUAGE & VOCABULARY USE: Accurately use language and vocabulary (including academic or domain-specific vocabulary) appropriate to the purpose and audience when revising or composing texts.","-","-","LANGUAGE & VOCABULARY USE: Strategically use language and vocabulary (including academic or domain-specific vocabulary) appropriate to the purpose and audience when revising or composing texts.","-","-","LANGUAGE & VOCABULARY USE: Strategically use language and vocabulary (including academic or domain-specific vocabulary) appropriate to the purpose and audience when revising or composing texts.","-","-","LANGUAGE & VOCABULARY USE: Strategically use precise language and vocabulary (including academic words, domain-specific vocabulary, and figurative language) and style appropriate to the purpose and audience when revising or composing texts.","-","-","LANGUAGE & VOCABULARY USE: Strategically use precise language and vocabulary (including academic words, domain-specific vocabulary, and figurative language) and style appropriate to the purpose and audience when revising or composing texts.","+","+","LANGUAGE & VOCABULARY USE: Strategically use precise language and vocabulary (including academic or domain-specific vocabulary) appropriate to the purpose and audience when revising or composing texts.","+","+","LANGUAGE & VOCABULARY USE: Strategically use precise language and vocabulary (including academic and domain-specific vocabulary and figurative language) and style appropriate to the purpose and audience when revising or composing texts.","+","+"]
[null,"EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, informational, and opinion texts.","-","-","EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, informational, and opinion texts.","-","-","EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, informational, and opinion texts.","-","-","EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, explanatory, and argumentative texts.","-","-","EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, explanatory, and argumentative texts.","-","-","EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, explanatory, and argumentative texts.","-","-","EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, explanatory, and argumentative texts.","+","-"]
[null,"Listening",null,null,"Listening",null,null,"Listening",null,null,"Listening",null,null,"Listening",null,null,"Listening",null,null,"Listening"]
[null,"LISTEN/INTERPRET: Interpret and use information delivered orally.","+","+","LISTEN/INTERPRET: Interpret and use information delivered orally.","+","+","LISTEN/INTERPRET: Interpret and use information delivered orally.","-","-","LISTEN/INTERPRET: Analyze, interpret, and use information delivered orally.","-","+","LISTEN/INTERPRET: Analyze, interpret, and use information delivered orally.","+","+","LISTEN/INTERPRET: Analyze, interpret, and use information delivered orally.","+","+","LISTEN/INTERPRET: Analyze, interpret, and use information delivered orally.","+","+"]
[null,"Research / Inquiry",null,null,"Research / Inquiry",null,null,"Research / Inquiry",null,null,"Research / Inquiry",null,null,"Research / Inquiry",null,null,"Research / Inquiry",null,null,"Research / Inquiry"]
[null,"INTERPRET & INTEGRATE INFORMATION: Locate information to support central ideas and key details that are provided; select information from data or print and non-print text sources for a given purpose.","-","-","INTERPRET & INTEGRATE INFORMATION: Locate information to support central ideas and subtopics that are provided; select and integrate information from data or print and non-print text sources for a given purpose.","-","-","INTERPRET & INTEGRATE INFORMATION: Locate information to support central ideas and subtopics that are provided; select and integrate information from data or print and non-print text source for a given purpose.","-","-","ANALYZE/INTEGRATE INFORMATION: Analyze information within and among sources of information (print and non-print texts, data sets, conducting procedures, etc.).","-","+","ANALYZE/INTEGRATE INFORMATION: Analyze information within and among sources of information (print and non-print texts, data sets, conducting procedures, etc.).","+","=","ANALYZE/INTEGRATE INFORMATION: Analyze information within and among sources of information (print and non-print texts, data sets, conducting procedures, etc.).","=","-","ANALYZE/INTEGRATE INFORMATION: Gather, analyze, and integrate multiple sources of information/evidence to support a presentation on a topic.","+","+"]
[null,"ANALYZE INFORMATION/SOURCES: Distinguish relevant/irrelevant information.","-","-","ANALYZE INFORMATION/SOURCES: Distinguish relevant/irrelevant information.","-","-","ANALYZE INFORMATION/SOURCES: Distinguish relevant/irrelevant information.","=","+","EVALUATE INFORMATION/SOURCES: Use reasoning, evaluation, and evidence to assess the credibility and accuracy of each source in order to gather and select information to support analysis, reflection, and research.","-","+","EVALUATE INFORMATION/SOURCES: Use reasoning, evaluation, and evidence to assess the credibility and accuracy of each source in order to gather and select information to support analysis, reflection, and research.","-","-","EVALUATE INFORMATION/SOURCES: Use reasoning, evaluation, and evidence to assess the credibility and accuracy of each source in order to gather and select information to support analysis, reflection, and research.","-","-","EVALUATE INFORMATION/SOURCES: Use reasoning, evaluation, and evidence to assess the credibility and accuracy of each source in order to gather and select information to support analysis, reflection, and research. Evaluate relevance, accuracy, and completeness of information from multiple sources.","+","+"]
[null,"USE EVIDENCE: Cite evidence to support opinions and ideas.","-","-","USE EVIDENCE: Cite evidence to support opinions, ideas, or analyses.","-","-","USE EVIDENCE: Cite evidence to support opinions, ideas, or analyses.","-","-","USE EVIDENCE: Cite evidence to support arguments, ideas, or analyses.","+","+","USE EVIDENCE: Cite evidence to support arguments, ideas, or analyses.","+","=","USE EVIDENCE: Cite evidence to support arguments, ideas, or analyses.","+","-","USE EVIDENCE: Cite evidence to support arguments, ideas, analyses, hypotheses, or conjectures.","+","-"]
[]
[null,"Grade 3",null,null,"Grade 4",null,null,"Grade 5",null,null,"Grade 6",null,null,"Grade 7",null,null,"Grade 8",null,null,"High School"]
["2022-2023","Reading",null,null,"Reading",null,null,"Reading",null,null,"Reading",null,null,"Reading",null,null,"Reading",null,null,"Reading"]
[null,"(Informational Text) WORD MEANINGS: Determine intended meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary) with primary focus on the academic vocabulary common to complex texts in all disciplines.","-","+","(Informational Text) WORD MEANINGS: Determine intended meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., synonyms, antonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary) with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","-","=","(Informational Text) WORD MEANINGS: Determine intended meanings of words including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., synonyms, antonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","-","+","(Informational Text) WORD MEANINGS: Determine intended meanings of words including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., connotations, denotations), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary) with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","-","-","(Informational Text) WORD MEANINGS: Determine intended meanings of words including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., synonym, antonym, analogy, connotations, denotations), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","+","+","(Informational Text) WORD MEANINGS: Determine intended meanings of words including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., connotation, denotation), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","-","+","(Informational Text) WORD MEANINGS: Determine intended meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings based on context, word relationships (e.g., connotation, denotation), word patterns, etymology, or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","+","-"]
[null,"(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., events, ideas, concepts, procedures; point of view; use of information from illustrations; compare and contrast points or key details) and use supporting evidence as justification/explanation.","+","+","(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., events, procedures, ideas, or concepts; firsthand and secondhand accounts of events or topics; use of information presented in charts/graphs/diagrams/timelines/animations; reasoning and evidence to support points) and use supporting evidence as justification/explanation.","+","+","(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., relationships or interactions between individuals, events, ideas, or concepts; points of view; use of information from multiple print; reasoning and evidence to support points) and use supporting evidence as justification/explanation.","+","=","(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., how a key individual, event, or idea is introduced, illustrated, and elaborated in a text; author’s point of view/purpose; use of media or formats; trace and evaluate the argument and specific claims) and use supporting evidence as justification/explanation.","=","-","(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., interaction between individuals, events and ideas; author’s point of view/purpose; use of media or formats; trace and evaluate the argument and specific claims) and use supporting evidence as justification/explanation.","+","-","(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., connections or distinctions between individuals, ideas, or events; author’s point of view/purpose/conflicting viewpoints; evaluate multiple sources of information presented in different media or formats; delineate and evaluate the argument and specific claims) and use supporting evidence as justification/explanation.","+","+","(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., development of individuals, ideas or events; author's point of view/purpose/author's differing points of view; evaluate multiple sources of information presented in different media or formats; delineate and evaluate the author's premises and specific claims) and use supporting evidence as justification/explanation.","+","-"]
[null,"(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Describe information within or across texts (e.g., events, ideas, concepts, procedures, sequence or cause/effect) or distinguish the author's point of view.","-","=","(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Interpret and explain how information is presented within or across texts (e.g., events, procedures, ideas, concepts) or compare/contrast the author's point of view within or across texts.","+","-","(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Interpret and explain how information is presented within or across texts (e.g. individuals, events, ideas, concepts) or how information reveals author's point of view.","+","+","(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze how information is presented within or across texts (e.g. individuals, events, or ideas) or determine how information within or across texts reveals author's point of view or purpose.","-","-","(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze how information is presented within or across texts (e.g. interactions between individuals, events, or ideas) or determine how information within or across texts reveals author's point of view or purpose.","+","+","(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze or compare connections within or across texts (e.g. individuals, ideas, or events), or how information within or across texts reveals author's point of view or purpose.","+","+","(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze and explain how connections are made within or across texts (individuals, ideas, events), or how information within or across texts reveals author's point of view or purpose.","+","+"]
[null,"(Informational Text) TEXT STRUCTURES OR FEATURES: Relate knowledge of text features (e.g., maps, photographs) to demonstrate understanding of the text.","-","-","(Informational Text) TEXT STRUCTURES OR TEXT FEATURES: Relate knowledge of text structures (e.g., chronology, comparison, cause/effect, problem/solution) or text features (e.g., charts, graphs, diagrams, time lines, animations) to interpret or explain information.","-","-","(Informational Text) TEXT STRUCTURES OR TEXT FEATURES: Relate knowledge of text structures (e.g., chronology, comparison, cause/effect, problem/solution) to interpret or explain information.","-","+","(Informational Text) TEXT STRUCTURES OR TEXT FEATURES: Relate knowledge of text structures (e.g. sentence, paragraph) or text features to analyze or integrate the impact of those choices on meaning or presentation.","-","-","(Informational Text) TEXT STRUCTURES OR TEXT FEATURES: Relate knowledge of text structures (e.g. organization of a text) or text features to analyze or compare the impact of those choices on meaning or presentation.","+","+","(Informational Text) TEXT STRUCTURES OR TEXT FEATURES: Relate knowledge of text structures (e.g. organization of a paragraph) or text features to analyze the impact (advantages/disadvantages) of those choices on meaning or presentation.","+","+","(Informational Text) TEXT STRUCTURES OR TEXT FEATURES: Relate knowledge of text structures (e.g. key sentences, paragraphs) or text features to analyze and evaluate the impact (e.g., multiple sources with diverse formats) of those choices on meaning or presentation.","+","+"]
[null,"(Informational Text) LANGUAGE USE: Demonstrate understanding of word relationships and nuances, literal and non-literal words and phrases used in context, or identify connections between words and their uses.","-","-","(Informational Text) LANGUAGE USE: Demonstrate understanding of figurative language, word relationships, and nuances of words and phrases used in context (e.g., similes, metaphors, idioms, adages, proverbs).","-","-","(Informational Text) LANGUAGE USE: Interpret understanding of figurative language, word relationships, and nuances of words and phrases used in context (e.g., similes, metaphors, idioms, adages, proverbs) and the impact of those word choices on meaning.","+","+","(Informational Text) LANGUAGE USE: Interpret understanding of figurative language, word relationships, nuances of words and phrases, or figures of speech (e.g., personification) used in context and the impact of those word choices on meaning.","-","-","(Informational Text) LANGUAGE USE: Interpret understanding of figurative language, word relationships, nuances of words and phrases, or figures of speech (e.g., literary, mythological allusions) used in context and the impact of those word choices on meaning.","-","=","(Informational Text) LANGUAGE USE: Interpret understanding of figurative language, word relationships, nuances of words and phrases, or figures of speech (e.g., verbal irony, puns) used in context and the impact of those word choices on meaning.","-","+","(Informational Text) LANGUAGE USE: Interpret understanding of figurative language, word relationships, nuances of words and phrases, or figures of speech (e.g., euphemism, oxymoron, hyperbole, paradox) used in context and analyze the impact of those word choices on meaning.","+","+"]
[null,"(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","-","+","(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","+","=","(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","-","-","(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","-","=","(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","-","-","(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","-","-","(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","+","-"]
[null,"(Informational Text) CENTRAL IDEAS: Identify or determine a main idea and the key details that support it.","+","+","(Informational Text) CENTRAL IDEAS: Identify or determine a main idea and the key details that support it, or summarize key details using evidence from the text.","+","=","(Informational Text) CENTRAL IDEAS: Identify or determine a main idea and the key details that support it, or summarize key details using evidence from the text.","=","-","(Informational Text) CENTRAL IDEAS: Determine a central idea and the key details that support it, or provide a summary of the text distinct from personal opinions or judgement.","-","-","(Informational Text) CENTRAL IDEAS: Determine a central idea and the key details that support it, or provide an objective summary of the text.","-","-","(Informational Text) CENTRAL IDEAS: Determine a central idea and the key details that support it, or provide an objective summary of the text.","+","+","(Informational Text) CENTRAL IDEAS: Determine a central idea and the key details that support it, or provide an objective summary of the text.","-","-"]
[null,"(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","=","-","(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","-","=","(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","=","+","(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","+","+","(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","+","=","(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","-","-","(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","+","-"]
[null,"(Literary Text) CENTRAL IDEAS: Identify or determine a central message, lesson or moral and explain how it is conveyed in the text through key details, key events, or the sequence of events.","-","=","(Literary Text) CENTRAL IDEAS: Identify or determine a theme or central idea from details in the text, or summarize the text.","-","-","(Literary Text) CENTRAL IDEAS: Identify or determine a theme or central idea from details in the text, or summarize the text.","+","+","(Literary Text) CENTRAL IDEAS: Determine a theme or central idea from details in the text, or provide a summary distinct from personal opinions or judgment.","-","-","(Literary Text) CENTRAL IDEAS: Determine a theme or central idea from evidence in the text, or provide an objective summary of the text.","-","-","(Literary Text) CENTRAL IDEAS: Determine a theme or central idea from evidence in the text, or provide an objective summary of the text.","-","-","(Literary Text) CENTRAL IDEAS: Determine a theme or central idea from evidence in the text, or provide an objective summary of the text.","+","-"]
[null,"(Literary Text) WORD MEANINGS: Determine intended meanings of words, including words with multiple meanings (academic/tier 2 words), based on context, word relationships, word structure (e.g., common roots, affixes), or use of reference materials (e.g., beginning dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","-","-","(Literary Text) WORD MEANINGS: Determine intended meanings of words, including words with multiple meanings (academic/tier 2 words), based on context, word relationships (e.g., antonyms, synonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","-","+","(Literary Text) WORD MEANINGS: Determine intended or precise meanings of words, including words with multiple meanings (academic/tier 2 words), based on context, figurative language such as metaphors and similes, word relationships (e.g., antonyms, synonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","-","+","(Literary Text) WORD MEANINGS: Determine intended or precise meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., connotations, denotations), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary) with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","-","-","(Literary Text) WORD MEANINGS: Determine intended or precise meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., synonyms, antonyms, analogy, connotations, denotations), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","-","-","(Literary Text) WORD MEANINGS: Determine intended or precise meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., connotations, denotations), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","-","-","(Literary Text) WORD MEANINGS: Determine intended meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings based on context, word relationships (e.g. denotation), word patterns, etymology, or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","+","="]
[null,"(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., characters, point of view, themes, setting, plot) and use supporting evidence as justification/explanation.","+","+","(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., characters, setting, events, point of view, themes, topics) and use supporting evidence as justification/explanation.","=","-","(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., characters, setting, events, point of view, themes, topics) and use supporting evidence as justification/explanation.","-","+","(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., character development, plot, point of view, themes, topics) and use supporting evidence as justification/explanation.","-","-","(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., character development, setting, plot, point of view, or fictional portrayal of time, place or character) and use supporting evidence as justification/explanation.","-","-","(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., dialogue, plot, character development, points of view, themes) and use supporting evidence as justification/explanation.","+","-","(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., setting, action, character introduction/development, point of view, themes, topics) and use supporting evidence as justification/explanation.","+","+"]
[null,"(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Describe and explain relationships among literary elements (e.g., characters) within or across texts or distinguish the narrator or characters' point of view.","-","=","(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Describe and explain relationships among literary elements (e.g., character, setting, event) within or across texts or compare/contrast the narrator or characters' point of view within or across texts.","-","-","(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Compare and explain relationships among literary elements (e.g., characters, setting, events) within or across texts or describe the narrator or speakers' point of view within or across texts.","-","+","(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Describe and explain relationships among literary elements (e.g., plot, character, resolution) within or across texts or explain how the author develops the narrator or speakers' point of view within or across texts.","-","-","(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze relationships among literary elements (e.g., setting, characters, plot) within or across texts or analyze how an author develops the narrator or characters' point of view within or across texts.","+","+","(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze relationships among literary elements (e.g., dialogue, advancing action, character actions/interactions) within or across texts or analyze differences in point of view within or across texts.","+","+","(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze interrelationships among literary elements (e.g., setting, order of actions, characters) within or across texts or analyze and distinguish point of view within or across texts.","+","-"]
[null,"(Literary Text) TEXT STRUCTURES & FEATURES: Relate knowledge of text structures (building upon earlier sections) or text features (e.g., illustrations) to explain information within the text.","-","+","(Literary Text) TEXT STRUCTURES & FEATURES: Relate knowledge of text structures (e.g., differences between poem, drama, prose) to explain information within the text.","-","+","(Literary Text) TEXT STRUCTURES & FEATURES: Analyze text structures to explain information within the text.","-","-","(Literary Text) TEXT STRUCTURES & FEATURES: Analyze text structures and the impact of those choices on meaning or presentation.","-","-","(Literary Text) TEXT STRUCTURES & FEATURES: Analyze text structures and the impact of those choices on meaning or presentation.","+","+","(Literary Text) TEXT STRUCTURES & FEATURES: Analyze text structures and the impact of those choices on meaning or presentation.","-","=","(Literary Text) TEXT STRUCTURES & FEATURES: Analyze text structures and the impact of those choices on meaning or presentation.","+","+"]
[null,"(Literary Text) LANGUAGE USE: Determine use of language by distinguishing literal from non-literal meanings of words and phrases used in context, or demonstrate understanding of nuances in word meanings used in context.","-","+","(Literary Text) LANGUAGE USE: Determine the meaning of words and phrases by demonstrating understanding of figurative language and nuances in word meanings used in context.","-","=","(Literary Text) LANGUAGE USE: Determine the meaning of words and phrases including figurative language (e.g., metaphors, similes) or demonstrate understanding of nuances in word meanings used in context.","-","-","(Literary Text) LANGUAGE USE: Interpret and analyze figurative language use (e.g., figurative, connotative meanings) or demonstrate understanding of nuances in word meanings used in context and the impact of those word choices on meaning and tone.","-","+","(Literary Text) LANGUAGE USE: Interpret and analyze figurative language use (e.g., figurative, connotative meanings) or demonstrate understanding of nuances in word meanings used in context and the impact of those word choices on meaning and tone.","-","+","(Literary Text) LANGUAGE USE: Interpret and analyze figurative language use (e.g., figurative, connotative meanings) or demonstrate understanding of nuances in word meanings used in context and the impact of those word choices on meaning and tone.","-","-","(Literary Text) LANGUAGE USE: Interpret or analyze the figurative language use (e.g., figurative, connotative meanings) or interpret figures of speech (e.g., euphemism, oxymoron, hyperbole, paradox) used in context and the impact of those word choices on meaning and tone.","+","="]
[null,"Writing",null,null,"Writing",null,null,"Writing",null,null,"Writing",null,null,"Writing",null,null,"Writing",null,null,"Writing"]
[null,"WRITE/REVISE BRIEF TEXTS: Write or revise one or more informational paragraphs demonstrating ability to organize ideas by stating a focus (main idea), including appropriate transitional strategies for coherence, or supporting details, or an appropriate conclusion.","-","=","WRITE/REVISE BRIEF TEXTS: Write/Revise one or more informational paragraphs demonstrating ability to organize ideas by stating a focus (main idea), including appropriate transitional strategies for coherence, or supporting evidence and elaboration, or writing body paragraphs, or a conclusion that is appropriate to purpose and audience and related to the information or explanation presented.","-","-","WRITE/REVISE BRIEF TEXTS: Write/Revise one or more informational paragraphs demonstrating ability to organize ideas by stating a focus (main idea), including appropriate transitional strategies for coherence, or supporting evidence and elaboration, or writing body paragraphs, or a conclusion that is appropriate to purpose and audience and related to the information or explanation presented.","-","-","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing/revising one or more paragraphs of explanatory text: organizing ideas by stating and maintaining a focus (thesis)/tone, providing appropriate transitional strategies for coherence, developing a topic including relevant supporting evidence/vocabulary and elaboration, or providing a conclusion that is appropriate to purpose and audience and follows from the information or explanation presented.","-","-","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing/revising one or more paragraphs of explanatory text: organizing ideas by stating and maintaining a focus (thesis)/tone, providing appropriate transitional strategies for coherence, developing a topic including relevant supporting evidence/vocabulary and elaboration, or providing a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented.","-","-","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing/revising one or more paragraphs of explanatory text: organizing ideas by stating and maintaining a focus (thesis) tone, providing appropriate transitional strategies for coherence, developing a topic including relevant supporting evidence/vocabulary and elaboration, or providing a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented.","+","=","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing/revising one or more paragraphs of explanatory text: organizing ideas by stating and maintaining a focus/tone; providing appropriate transitional strategies for coherence; developing a complex topic and subtopics, including relevant supporting evidence/vocabulary and elaboration; or providing a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented (e.g., articulating implications or the significance of a topic).","+","-"]
[null,"COMPOSE FULL TEXTS: Write full informational texts on a topic using a complete writing process attending to purpose and audience: organize ideas by stating a focus (main idea); include text structures and appropriate transitional strategies for coherence; include elaboration and supporting evidence from sources and an appropriate conclusion.","-","-","COMPOSE FULL TEXTS: Write full informational texts on a topic using a complete writing process attending to purpose and audience: organize ideas by stating a focus (main idea); include text structures and appropriate transitional strategies for coherence; include elaboration and supporting evidence from sources; and develop an appropriate conclusion related to the information or explanation presented.","-","+","COMPOSE FULL TEXTS: Write full informational texts on a topic using a complete writing process attending to purpose and audience: organize ideas by stating a focus (main idea); include text structures and appropriate transitional strategies for coherence; include elaboration and supporting evidence from sources; and develop an appropriate conclusion related to the information or explanation presented.","=","+","COMPOSE FULL TEXTS: Write full explanatory texts using a complete writing process attending to purpose and audience: organize ideas by stating a thesis/controlling idea and maintaining a focus/tone; develop a topic including elaboration and citing relevant supporting evidence from sources, with appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented.","-","+","COMPOSE FULL TEXTS: Write full explanatory texts using a complete writing process attending to purpose and audience: organize ideas by stating a thesis/controlling idea and maintaining a focus/tone; develop a topic including elaboration and citing relevant supporting evidence from sources, with appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented.","+","+","COMPOSE FULL TEXTS: Write full explanatory texts using a complete writing process attending to purpose and audience: organize ideas by stating a thesis/controlling idea and maintaining a focus/tone; develop a topic including elaboration and citing relevant supporting evidence from sources, with appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented.","-","+","COMPOSE FULL TEXTS: Write full explanatory texts using a complete writing process attending to purpose and audience: organize ideas by stating a thesis and maintaining a focus/tone; develop a complex topic and subtopics, including elaboration and citing relevant supporting evidence from sources, with appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented (e.g., articulate implications or the significance of a topic).","+","+"]
[null,"WRITE/REVISE BRIEF TEXTS: Write or revise one or more paragraphs demonstrating specific narrative techniques (use of dialogue, description), chronology, appropriate transitional strategies for coherence, or authors’ craft appropriate to purpose (closure, detailing characters, plot, setting, or an event).","-","=","WRITE/REVISE BRIEF TEXTS: Write/Revise one or more paragraphs demonstrating specific narrative techniques (use of dialogue, sensory or concrete details, description), chronology, appropriate transitional strategies for coherence, or authors’ craft appropriate to purpose (closure, detailing characters, plot, setting, or an event).","-","=","WRITE/REVISE BRIEF TEXTS: Write/Revise one or more paragraphs demonstrating specific narrative techniques (use of dialogue, sensory or concrete details, description), chronology, appropriate transitional strategies for coherence, or authors’ craft appropriate to purpose (closure, detailing characters, plot, setting, or an event).","-","+","WRITE/REVISE BRIEF TEXTS: Apply narrative techniques (e.g., dialogue, description) and appropriate text structures and transitional strategies for coherence when writing/revising one or more paragraphs of narrative text (e.g., closure, introduce narrator or use dialogue when describing an event).","-","-","WRITE/REVISE BRIEF TEXTS: Apply narrative techniques (e.g., dialogue, description) and appropriate text structures and transitional strategies for coherence when writing/revising one or more paragraphs of narrative text (e.g., closure, introduce narrator or use dialogue when describing an event).","=","-","WRITE/REVISE BRIEF TEXTS: Apply narrative techniques (e.g., dialogue, description, pacing) and appropriate text structures and transitional strategies for coherence when writing/revising one or more paragraphs of narrative text (e.g., closure, introduce narrator or use dialogue when describing an event).","-","-","WRITE/REVISE BRIEF TEXTS: Apply narrative techniques (e.g., dialogue, description, pacing) and appropriate text structures and transitional strategies for coherence when writing/revising one or more paragraphs of narrative text (e.g., closure, introducing narrator’s point of view, or using dialogue when describing an event or to advance action).","-","-"]
[null,"COMPOSE FULL TEXTS: Write full narrative texts using a complete writing process demonstrating narrative techniques (dialogue, description), text structures, appropriate transitional strategies for coherence, and author’s craft appropriate to purpose (closure, detailing characters, plot, setting, and events).","+","+","COMPOSE FULL TEXTS: Write full narrative texts using a complete writing process demonstrating narrative techniques (dialogue, sensory or concrete details, description), text structures, appropriate transitional strategies for coherence, and author's craft appropriate to purpose (closure, detailing characters, plot, setting, and events).","-","=","COMPOSE FULL TEXTS: Write full narrative texts using a complete writing process demonstrating narrative techniques (dialogue, sensory or concrete details, description, pacing), text structures, appropriate transitional strategies for coherence, and author’s craft appropriate to purpose (closure, detailing characters, plot, setting, and events).","-","-","COMPOSE FULL TEXTS: Write full narrative texts using a complete writing process demonstrating narrative strategies, text structures, and transitional strategies for coherence, closure, and author’s craft—all appropriate to purpose (style or point of view in a short story).","-","-","COMPOSE FULL TEXTS: Write full narrative texts using a complete writing process demonstrating narrative strategies, text structures, and transitional strategies for coherence, closure, and author’s craft—all appropriate to purpose (style or point of view in a short story).","+","+","COMPOSE FULL TEXTS: Write full narrative texts using a complete writing process demonstrating narrative strategies, text structures, and transitional strategies for coherence, closure, and author’s craft—all appropriate to purpose (style or point of view in a short story).","-","-","COMPOSE FULL TEXTS: The CCSS places low instructional emphasis (20%) on narrative writing at high school. Developing full narrative compositions will not be required in the Smarter Balanced Summative Assessment; however, the use of narrative strategies may be included as a scoring criterion when evaluating writing for other purposes in high school.","*","*"]
[null,"WRITE/REVISE TEXTS: Write or revise one or more paragraphs demonstrating ability to state opinions about topics or sources; set a context, organize ideas, develop supporting reasons, or provide an appropriate conclusion.","-","+","WRITE/REVISE TEXTS: Write/Revise one or more paragraphs demonstrating ability to state an opinion about topics or sources; set a context, organize ideas, develop supporting evidence/reasons and elaboration, or develop a conclusion that is appropriate to purpose and audience and related to the opinion presented.","-","-","WRITE/REVISE TEXTS: Write/Revise one or more paragraphs demonstrating ability to state an opinion about topics or sources; set a context, organize ideas, develop supporting evidence/reasons and elaboration, or develop a conclusion that is appropriate to purpose and audience and related to the opinion presented.","=","+","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing/revising one or more paragraphs of text that express arguments about topics or sources: establishing and supporting a claim, organizing and citing supporting evidence using credible sources, providing appropriate transitional strategies for coherence, appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience and follows from the argument(s) presented.","=","+","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing or revising one or more paragraphs of text that express arguments about topics or sources: establishing and supporting a claim, organizing and citing supporting evidence using credible sources, providing appropriate transitional strategies for coherence, appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.","-","-","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing or revising one or more paragraphs of text that express arguments about topics or sources: establishing and supporting a claim, organizing and citing supporting evidence using credible sources, providing appropriate transitional strategies for coherence, appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.","-","-","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing/revising one or more paragraphs of text that express arguments about topics or sources: establishing and supporting a precise claim, organizing and citing supporting evidence and counterclaims using credible sources, providing appropriate transitional strategies for coherence, using appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.","-","-"]
[null,"COMPOSE FULL TEXTS: Write full opinion pieces about topics using a complete writing process attending to purpose and audience: organize ideas by stating a context and focus (opinion), include structures and appropriate transitional strategies for coherence, elaborate and include supporting reasons from sources and an appropriate conclusion.","+","+","COMPOSE FULL TEXTS: Write full opinion pieces about topics using a complete writing process attending to purpose and audience: organize ideas by stating a context and focus (opinion), include structures and appropriate transitional strategies for coherence, elaborate and include supporting evidence/reasons from sources; and develop an appropriate conclusion related to the opinion presented.","+","+","COMPOSE FULL TEXTS: Write full opinion pieces about topics using a complete writing process attending to purpose and audience: organize ideas by stating a context and focus (opinion), include structures and appropriate transitional strategies for coherence, elaborate and include supporting evidence/reasons from sources; and develop an appropriate conclusion related to the opinion presented.","+","+","COMPOSE FULL TEXTS: Write full arguments about topics using a complete writing process attending to purpose and audience: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources; provide appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.","-","-","COMPOSE FULL TEXTS: Write full arguments about topics using the complete writing process attending to purpose and audience: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources; provide appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.","+","+","COMPOSE FULL TEXTS: Write full arguments about topics using the complete writing process: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources; provide appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows and supports the argument(s) presented.","-","+","COMPOSE FULL TEXTS: Write full arguments about topics using a complete writing process attending to purpose and audience: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources; provide appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.","+","+"]
[null,"LANGUAGE & VOCABULARY USE: Accurately use language and vocabulary (including academic or domain-specific vocabulary) appropriate to the purpose and audience when revising or composing texts.","-","-","LANGUAGE & VOCABULARY USE: Strategically use language and vocabulary (including academic or domain-specific vocabulary) appropriate to the purpose and audience when revising or composing texts.","-","-","LANGUAGE & VOCABULARY USE: Strategically use language and vocabulary (including academic or domain-specific vocabulary) appropriate to the purpose and audience when revising or composing texts.","-","+","LANGUAGE & VOCABULARY USE: Strategically use precise language and vocabulary (including academic words, domain-specific vocabulary, and figurative language) and style appropriate to the purpose and audience when revising or composing texts.","-","-","LANGUAGE & VOCABULARY USE: Strategically use precise language and vocabulary (including academic words, domain-specific vocabulary, and figurative language) and style appropriate to the purpose and audience when revising or composing texts.","+","+","LANGUAGE & VOCABULARY USE: Strategically use precise language and vocabulary (including academic or domain-specific vocabulary) appropriate to the purpose and audience when revising or composing texts.","+","+","LANGUAGE & VOCABULARY USE: Strategically use precise language and vocabulary (including academic and domain-specific vocabulary and figurative language) and style appropriate to the purpose and audience when revising or composing texts.","+","+"]
[null,"EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, informational, and opinion texts.","-","-","EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, informational, and opinion texts.","-","-","EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, informational, and opinion texts.","-","-","EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, explanatory, and argumentative texts.","-","-","EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, explanatory, and argumentative texts.","-","-","EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, explanatory, and argumentative texts.","-","-","EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, explanatory, and argumentative texts.","+","-"]
[null,"Listening",null,null,"Listening",null,null,"Listening",null,null,"Listening",null,null,"Listening",null,null,"Listening",null,null,"Listening"]
[null,"LISTEN/INTERPRET: Interpret and use information delivered orally.","+","+","LISTEN/INTERPRET: Interpret and use information delivered orally.","+","+","LISTEN/INTERPRET: Interpret and use information delivered orally.","-","-","LISTEN/INTERPRET: Analyze, interpret, and use information delivered orally.","-","+","LISTEN/INTERPRET: Analyze, interpret, and use information delivered orally.","=","+","LISTEN/INTERPRET: Analyze, interpret, and use information delivered orally.","-","+","LISTEN/INTERPRET: Analyze, interpret, and use information delivered orally.","+","="]
[null,"Research / Inquiry",null,null,"Research / Inquiry",null,null,"Research / Inquiry",null,null,"Research / Inquiry",null,null,"Research / Inquiry",null,null,"Research / Inquiry",null,null,"Research / Inquiry"]
[null,"INTERPRET & INTEGRATE INFORMATION: Locate information to support central ideas and key details that are provided; select information from data or print and non-print text sources for a given purpose.","-","-","INTERPRET & INTEGRATE INFORMATION: Locate information to support central ideas and subtopics that are provided; select and integrate information from data or print and non-print text sources for a given purpose.","-","-","INTERPRET & INTEGRATE INFORMATION: Locate information to support central ideas and subtopics that are provided; select and integrate information from data or print and non-print text source for a given purpose.","-","-","ANALYZE/INTEGRATE INFORMATION: Analyze information within and among sources of information (print and non-print texts, data sets, conducting procedures, etc.).","-","+","ANALYZE/INTEGRATE INFORMATION: Analyze information within and among sources of information (print and non-print texts, data sets, conducting procedures, etc.).","-","-","ANALYZE/INTEGRATE INFORMATION: Analyze information within and among sources of information (print and non-print texts, data sets, conducting procedures, etc.).","-","-","ANALYZE/INTEGRATE INFORMATION: Gather, analyze, and integrate multiple sources of information/evidence to support a presentation on a topic.","+","+"]
[null,"ANALYZE INFORMATION/SOURCES: Distinguish relevant/irrelevant information.","-","=","ANALYZE INFORMATION/SOURCES: Distinguish relevant/irrelevant information.","-","-","ANALYZE INFORMATION/SOURCES: Distinguish relevant/irrelevant information.","=","+","EVALUATE INFORMATION/SOURCES: Use reasoning, evaluation, and evidence to assess the credibility and accuracy of each source in order to gather and select information to support analysis, reflection, and research.","-","+","EVALUATE INFORMATION/SOURCES: Use reasoning, evaluation, and evidence to assess the credibility and accuracy of each source in order to gather and select information to support analysis, reflection, and research.","-","-","EVALUATE INFORMATION/SOURCES: Use reasoning, evaluation, and evidence to assess the credibility and accuracy of each source in order to gather and select information to support analysis, reflection, and research.","-","-","EVALUATE INFORMATION/SOURCES: Use reasoning, evaluation, and evidence to assess the credibility and accuracy of each source in order to gather and select information to support analysis, reflection, and research. Evaluate relevance, accuracy, and completeness of information from multiple sources.","+","="]
[null,"USE EVIDENCE: Cite evidence to support opinions and ideas.","-","-","USE EVIDENCE: Cite evidence to support opinions, ideas, or analyses.","-","-","USE EVIDENCE: Cite evidence to support opinions, ideas, or analyses.","-","-","USE EVIDENCE: Cite evidence to support arguments, ideas, or analyses.","=","+","USE EVIDENCE: Cite evidence to support arguments, ideas, or analyses.","+","-","USE EVIDENCE: Cite evidence to support arguments, ideas, or analyses.","+","+","USE EVIDENCE: Cite evidence to support arguments, ideas, analyses, hypotheses, or conjectures.","+","+"]

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["3rd Grade English Language Arts",{"$f":"'ENTER DATA HERE'!C3","v":"2020-2021"},null,null,{"$f":"'ENTER DATA HERE'!D3","v":"2021-2022"},null,null,{"$f":"'ENTER DATA HERE'!E3","v":"2022-2023"},null,null,null,null,null,"3rd Grade English Language Arts",{"$f":"'ENTER DATA HERE'!C3","v":"2020-2021"},null,null,{"$f":"'ENTER DATA HERE'!D3","v":"2021-2022"},null,null,{"$f":"'ENTER DATA HERE'!E3","v":"2022-2023"}]
[{"$f":"'ENTER DATA HERE'!B1","v":"Sample School District"},{"$f":"CONCATENATE('ENTER DATA HERE'!C4,\"% of students proficient\")","v":"43% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!D4,\"% of students proficient\")","v":"57% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!E4,\"% of students proficient\")","v":"53% of students proficient"},null,null,null,null,null,{"$f":"'ENTER DATA HERE'!B1","v":"Sample School District"},{"$f":"CONCATENATE('ENTER DATA HERE'!C4,\"% of students proficient\")","v":"43% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!D4,\"% of students proficient\")","v":"57% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!E4,\"% of students proficient\")","v":"53% of students proficient"}]
["Claim 1: Reading","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value",null,"Claim 2: Writing","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value"]
["(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.",{"$f":"CONCATENATE(C4,\" \",D4)","v":"- -"},{"$f":"'ENTER DATA HERE'!C20","v":"-"},{"$f":"'ENTER DATA HERE'!D20","v":"-"},{"$f":"CONCATENATE(F4,\" \",G4)","v":"- +"},{"$f":"'ENTER DATA HERE'!C52","v":"-"},{"$f":"'ENTER DATA HERE'!D52","v":"+"},{"$f":"CONCATENATE(I4,\" \",J4)","v":"- +"},{"$f":"'ENTER DATA HERE'!C84","v":"-"},{"$f":"'ENTER DATA HERE'!D84","v":"+"},{"$f":"VLOOKUP(B4,$C$21:$D$29,2,)+VLOOKUP(E4,$C$21:$D$29,2,)+VLOOKUP(H4,$C$21:$D$29,2,)","v":1},{"$f":"(K4/3)","v":0.33333333333333331},"(Revise)","WRITE/REVISE BRIEF TEXTS: Write or revise one or more paragraphs demonstrating specific narrative techniques (use of dialogue, description), chronology, appropriate transitional strategies for coherence, or authors’ craft appropriate to purpose (closure, detailing characters, plot, setting, or an event).",{"$f":"CONCATENATE(P4,\" \",Q4)","v":"+ +"},{"$f":"'ENTER DATA HERE'!C32","v":"+"},{"$f":"'ENTER DATA HERE'!D32","v":"+"},{"$f":"CONCATENATE(S4,\" \",T4)","v":"- ="},{"$f":"'ENTER DATA HERE'!C64","v":"-"},{"$f":"'ENTER DATA HERE'!D64","v":"="},{"$f":"CONCATENATE(V4,\" \",W4)","v":"- ="},{"$f":"'ENTER DATA HERE'!C96","v":"-"},{"$f":"'ENTER DATA HERE'!D96","v":"="},{"$f":"VLOOKUP(O4,$C$21:$D$29,2,)+VLOOKUP(R4,$C$21:$D$29,2,)+VLOOKUP(U4,$C$21:$D$29,2,)","v":2.5},{"$f":"(X4/3)","v":0.83333333333333337}]
["(Informational Text) CENTRAL IDEAS: Identify or determine a main idea and the key details that support it.","= =",{"$f":"'ENTER DATA HERE'!C21","v":"="},{"$f":"'ENTER DATA HERE'!D21","v":"="},"+ +",{"$f":"'ENTER DATA HERE'!C53","v":"+"},{"$f":"'ENTER DATA HERE'!D53","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!C85","v":"+"},{"$f":"'ENTER DATA HERE'!D85","v":"+"},5,{"$f":"(K5/3)","v":1.6666666666666667},null,"COMPOSE FULL TEXTS: Write full narrative texts using a complete writing process demonstrating narrative techniques (dialogue, description), text structures, appropriate transitional strategies for coherence, and author’s craft appropriate to purpose (closure, detailing characters, plot, setting, and events).","+ =",{"$f":"'ENTER DATA HERE'!C33","v":"+"},{"$f":"'ENTER DATA HERE'!D33","v":"="},"+ =",{"$f":"'ENTER DATA HERE'!C65","v":"+"},{"$f":"'ENTER DATA HERE'!D65","v":"="},"+ +",{"$f":"'ENTER DATA HERE'!C97","v":"+"},{"$f":"'ENTER DATA HERE'!D97","v":"+"},5.5,1.8333333333333333]
["(Informational Text) WORD MEANINGS: Determine intended meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary) with primary focus on the academic vocabulary common to complex texts in all disciplines.","- =",{"$f":"'ENTER DATA HERE'!C15","v":"-"},{"$f":"'ENTER DATA HERE'!D15","v":"="},"- +",{"$f":"'ENTER DATA HERE'!C47","v":"-"},{"$f":"'ENTER DATA HERE'!D47","v":"+"},"- +",{"$f":"'ENTER DATA HERE'!C79","v":"-"},{"$f":"'ENTER DATA HERE'!D79","v":"+"},1.25,0.41666666666666669,"(Revise)","WRITE/REVISE BRIEF TEXTS: Write or revise one or more informational paragraphs demonstrating ability to organize ideas by stating a focus (main idea), including appropriate transitional strategies for coherence, or supporting details, or an appropriate conclusion.","- -",{"$f":"'ENTER DATA HERE'!C30","v":"-"},{"$f":"'ENTER DATA HERE'!D30","v":"-"},"- +",{"$f":"'ENTER DATA HERE'!C62","v":"-"},{"$f":"'ENTER DATA HERE'!D62","v":"+"},"- =",{"$f":"'ENTER DATA HERE'!C94","v":"-"},{"$f":"'ENTER DATA HERE'!D94","v":"="},0.75,0.25]
["(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., events, ideas, concepts, procedures; point of view; use of information from illustrations; compare and contrast points or key details) and use supporting evidence as justification/explanation.","= =",{"$f":"'ENTER DATA HERE'!C16","v":"="},{"$f":"'ENTER DATA HERE'!D16","v":"="},"+ =",{"$f":"'ENTER DATA HERE'!C48","v":"+"},{"$f":"'ENTER DATA HERE'!D48","v":"="},"+ +",{"$f":"'ENTER DATA HERE'!C80","v":"+"},{"$f":"'ENTER DATA HERE'!D80","v":"+"},4.75,1.5833333333333333,null,"COMPOSE FULL TEXTS: Write full informational texts on a topic using a complete writing process attending to purpose and audience: organize ideas by stating a focus (main idea); include text structures and appropriate transitional strategies for coherence; include elaboration and supporting evidence from sources and an appropriate conclusion.","- =",{"$f":"'ENTER DATA HERE'!C31","v":"-"},{"$f":"'ENTER DATA HERE'!D31","v":"="},"- -",{"$f":"'ENTER DATA HERE'!C63","v":"-"},{"$f":"'ENTER DATA HERE'!D63","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!C95","v":"-"},{"$f":"'ENTER DATA HERE'!D95","v":"-"},0.25,8.3333333333333329E-2]
["(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Describe information within or across texts (e.g., events, ideas, concepts, procedures, sequence or cause/effect) or distinguish the author's point of view.","* *",{"$f":"'ENTER DATA HERE'!C17","v":"*"},{"$f":"'ENTER DATA HERE'!D17","v":"*"},"- =",{"$f":"'ENTER DATA HERE'!C49","v":"-"},{"$f":"'ENTER DATA HERE'!D49","v":"="},"- =",{"$f":"'ENTER DATA HERE'!C81","v":"-"},{"$f":"'ENTER DATA HERE'!D81","v":"="},0.5,0.16666666666666666,"(Revise)","WRITE/REVISE TEXTS: Write or revise one or more paragraphs demonstrating ability to state opinions about topics or sources; set a context, organize ideas, develop supporting reasons, or provide an appropriate conclusion.","= =",{"$f":"'ENTER DATA HERE'!C34","v":"="},{"$f":"'ENTER DATA HERE'!D34","v":"="},"- =",{"$f":"'ENTER DATA HERE'!C66","v":"-"},{"$f":"'ENTER DATA HERE'!D66","v":"="},"- +",{"$f":"'ENTER DATA HERE'!C98","v":"-"},{"$f":"'ENTER DATA HERE'!D98","v":"+"},1.75,0.58333333333333337]
["(Informational Text) TEXT STRUCTURES OR FEATURES: Relate knowledge of text features (e.g., maps, photographs) to demonstrate understanding of the text.","= =",{"$f":"'ENTER DATA HERE'!C18","v":"="},{"$f":"'ENTER DATA HERE'!D18","v":"="},"- -",{"$f":"'ENTER DATA HERE'!C50","v":"-"},{"$f":"'ENTER DATA HERE'!D50","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!C82","v":"-"},{"$f":"'ENTER DATA HERE'!D82","v":"-"},1,0.33333333333333331,null,"COMPOSE FULL TEXTS: Write full opinion pieces about topics using a complete writing process attending to purpose and audience: organize ideas by stating a context and focus (opinion), include structures and appropriate transitional strategies for coherence, elaborate and include supporting reasons from sources and an appropriate conclusion.","+ +",{"$f":"'ENTER DATA HERE'!C35","v":"+"},{"$f":"'ENTER DATA HERE'!D35","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!C67","v":"+"},{"$f":"'ENTER DATA HERE'!D67","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!C99","v":"+"},{"$f":"'ENTER DATA HERE'!D99","v":"+"},6,2]
["(Informational Text) LANGUAGE USE: Demonstrate understanding of word relationships and nuances, literal and non-literal words and phrases used in context, or identify connections between words and their uses.","= =",{"$f":"'ENTER DATA HERE'!C19","v":"="},{"$f":"'ENTER DATA HERE'!D19","v":"="},"= =",{"$f":"'ENTER DATA HERE'!C51","v":"="},{"$f":"'ENTER DATA HERE'!D51","v":"="},"- -",{"$f":"'ENTER DATA HERE'!C83","v":"-"},{"$f":"'ENTER DATA HERE'!D83","v":"-"},2,0.66666666666666663,null,"LANGUAGE & VOCABULARY USE: Accurately use language and vocabulary (including academic or domain-specific vocabulary) appropriate to the purpose and audience when revising or composing texts.","= +",{"$f":"'ENTER DATA HERE'!C36","v":"="},{"$f":"'ENTER DATA HERE'!D36","v":"+"},"- -",{"$f":"'ENTER DATA HERE'!C68","v":"-"},{"$f":"'ENTER DATA HERE'!D68","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!C100","v":"-"},{"$f":"'ENTER DATA HERE'!D100","v":"-"},1.25,0.41666666666666669]
["(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","= =",{"$f":"'ENTER DATA HERE'!C22","v":"="},{"$f":"'ENTER DATA HERE'!D22","v":"="},"= -",{"$f":"'ENTER DATA HERE'!C54","v":"="},{"$f":"'ENTER DATA HERE'!D54","v":"-"},"= -",{"$f":"'ENTER DATA HERE'!C86","v":"="},{"$f":"'ENTER DATA HERE'!D86","v":"-"},2.5,0.83333333333333337,null,"EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, informational, and opinion texts.","= =",{"$f":"'ENTER DATA HERE'!C37","v":"="},{"$f":"'ENTER DATA HERE'!D37","v":"="},"- -",{"$f":"'ENTER DATA HERE'!C69","v":"-"},{"$f":"'ENTER DATA HERE'!D69","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!C101","v":"-"},{"$f":"'ENTER DATA HERE'!D101","v":"-"},1,0.33333333333333331]
["(Literary Text) CENTRAL IDEAS: Identify or determine a central message, lesson or moral and explain how it is conveyed in the text through key details, key events, or the sequence of events.","= =",{"$f":"'ENTER DATA HERE'!C23","v":"="},{"$f":"'ENTER DATA HERE'!D23","v":"="},"- +",{"$f":"'ENTER DATA HERE'!C55","v":"-"},{"$f":"'ENTER DATA HERE'!D55","v":"+"},"- =",{"$f":"'ENTER DATA HERE'!C87","v":"-"},{"$f":"'ENTER DATA HERE'!D87","v":"="},1.75,0.58333333333333337,null,"Listening","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value"]
["(Literary Text) WORD MEANINGS: Determine intended meanings of words, including words with multiple meanings (academic/tier 2 words), based on context, word relationships, word structure (e.g., common roots, affixes), or use of reference materials (e.g., beginning dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","- =",{"$f":"'ENTER DATA HERE'!C24","v":"-"},{"$f":"'ENTER DATA HERE'!D24","v":"="},"- -",{"$f":"'ENTER DATA HERE'!C56","v":"-"},{"$f":"'ENTER DATA HERE'!D56","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!C88","v":"-"},{"$f":"'ENTER DATA HERE'!D88","v":"-"},0.25,8.3333333333333329E-2,null,"LISTEN/INTERPRET: Interpret and use information delivered orally.",{"$f":"CONCATENATE(P13,\" \",Q13)","v":"= ="},{"$f":"'ENTER DATA HERE'!C39","v":"="},{"$f":"'ENTER DATA HERE'!D39","v":"="},{"$f":"CONCATENATE(S13,\" \",T13)","v":"+ +"},{"$f":"'ENTER DATA HERE'!C71","v":"+"},{"$f":"'ENTER DATA HERE'!D71","v":"+"},{"$f":"CONCATENATE(V13,\" \",W13)","v":"+ +"},{"$f":"'ENTER DATA HERE'!C103","v":"+"},{"$f":"'ENTER DATA HERE'!D103","v":"+"},{"$f":"VLOOKUP(O13,$C$21:$D$29,2,)+VLOOKUP(R13,$C$21:$D$29,2,)+VLOOKUP(U13,$C$21:$D$29,2,)","v":5},1.6666666666666667]
["(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., characters, point of view, themes, setting, plot) and use supporting evidence as justification/explanation.","= =",{"$f":"'ENTER DATA HERE'!C25","v":"="},{"$f":"'ENTER DATA HERE'!D25","v":"="},"+ +",{"$f":"'ENTER DATA HERE'!C57","v":"+"},{"$f":"'ENTER DATA HERE'!D57","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!C89","v":"+"},{"$f":"'ENTER DATA HERE'!D89","v":"+"},5,1.6666666666666667,null,"Claim 4: Research","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value"]
["(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Describe and explain relationships among literary elements (e.g., characters) within or across texts or distinguish the narrator or characters' point of view.","* *",{"$f":"'ENTER DATA HERE'!C26","v":"*"},{"$f":"'ENTER DATA HERE'!D26","v":"*"},"- +",{"$f":"'ENTER DATA HERE'!C58","v":"-"},{"$f":"'ENTER DATA HERE'!D58","v":"+"},"- =",{"$f":"'ENTER DATA HERE'!C90","v":"-"},{"$f":"'ENTER DATA HERE'!D90","v":"="},0.75,0.25,null,"INTERPRET & INTEGRATE INFORMATION: Locate information to support central ideas and key details that are provided; select information from data or print and non-print text sources for a given purpose.",{"$f":"CONCATENATE(P15,\" \",Q15)","v":"= ="},{"$f":"'ENTER DATA HERE'!C41","v":"="},{"$f":"'ENTER DATA HERE'!D41","v":"="},{"$f":"CONCATENATE(S15,\" \",T15)","v":"- -"},{"$f":"'ENTER DATA HERE'!C73","v":"-"},{"$f":"'ENTER DATA HERE'!D73","v":"-"},{"$f":"CONCATENATE(V15,\" \",W15)","v":"- -"},{"$f":"'ENTER DATA HERE'!C105","v":"-"},{"$f":"'ENTER DATA HERE'!D105","v":"-"},{"$f":"VLOOKUP(O15,$C$21:$D$29,2,)+VLOOKUP(R15,$C$21:$D$29,2,)+VLOOKUP(U15,$C$21:$D$29,2,)","v":1},0.33333333333333331]
["(Literary Text) TEXT STRUCTURES & FEATURES: Relate knowledge of text structures (building upon earlier sections) or text features (e.g., illustrations) to explain information within the text.","= +",{"$f":"'ENTER DATA HERE'!C27","v":"="},{"$f":"'ENTER DATA HERE'!D27","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!C59","v":"+"},{"$f":"'ENTER DATA HERE'!D59","v":"+"},"- +",{"$f":"'ENTER DATA HERE'!C91","v":"-"},{"$f":"'ENTER DATA HERE'!D91","v":"+"},3.75,1.25,null,"ANALYZE INFORMATION/SOURCES: Distinguish relevant/irrelevant information.",{"$f":"CONCATENATE(P16,\" \",Q16)","v":"= ="},{"$f":"'ENTER DATA HERE'!C42","v":"="},{"$f":"'ENTER DATA HERE'!D42","v":"="},{"$f":"CONCATENATE(S16,\" \",T16)","v":"- -"},{"$f":"'ENTER DATA HERE'!C74","v":"-"},{"$f":"'ENTER DATA HERE'!D74","v":"-"},{"$f":"CONCATENATE(V16,\" \",W16)","v":"- ="},{"$f":"'ENTER DATA HERE'!C106","v":"-"},{"$f":"'ENTER DATA HERE'!D106","v":"="},{"$f":"VLOOKUP(O16,$C$21:$D$29,2,)+VLOOKUP(R16,$C$21:$D$29,2,)+VLOOKUP(U16,$C$21:$D$29,2,)","v":1.25},0.41666666666666669]
["(Literary Text) LANGUAGE USE: Determine use of language by distinguishing literal from non-literal meanings of words and phrases used in context, or demonstrate understanding of nuances in word meanings used in context.","- =",{"$f":"'ENTER DATA HERE'!C28","v":"-"},{"$f":"'ENTER DATA HERE'!D28","v":"="},"- +",{"$f":"'ENTER DATA HERE'!C60","v":"-"},{"$f":"'ENTER DATA HERE'!D60","v":"+"},"- +",{"$f":"'ENTER DATA HERE'!C92","v":"-"},{"$f":"'ENTER DATA HERE'!D92","v":"+"},1.25,0.41666666666666669,null,"USE EVIDENCE: Cite evidence to support opinions and ideas.",{"$f":"CONCATENATE(P17,\" \",Q17)","v":"= -"},{"$f":"'ENTER DATA HERE'!C43","v":"="},{"$f":"'ENTER DATA HERE'!D43","v":"-"},{"$f":"CONCATENATE(S17,\" \",T17)","v":"- -"},{"$f":"'ENTER DATA HERE'!C75","v":"-"},{"$f":"'ENTER DATA HERE'!D75","v":"-"},{"$f":"CONCATENATE(V17,\" \",W17)","v":"- -"},{"$f":"'ENTER DATA HERE'!C107","v":"-"},{"$f":"'ENTER DATA HERE'!D107","v":"-"},{"$f":"VLOOKUP(O17,$C$21:$D$29,2,)+VLOOKUP(R17,$C$21:$D$29,2,)+VLOOKUP(U17,$C$21:$D$29,2,)","v":0.75},0.25]
[]
[]
["Color-coding is intended to quickly indicate high-priority targets for which more systems-level information is needed. \n\nDo our instructional resources provide students the opportunity to learn the knowledge and skills aligned to standards? \n\nIs our pacing adequate? \n\nAre we engaging students with high-level instructional practices?",null,"Key:",null,null,"Performance Relative to Proficiency",null,null,null,null,null,null,null,"Access the ELA Crosswalk Companions for connections among Claims, Targets, Standards, and Achievement Level Descriptors","Other Quick Links",null,null,"Performance Relative to Proficiency"]
[null,null,"- -",0,null,"+","Performance is above the Proficiency Standard",null,null,null,null,null,null,null,null,null,null,"+","Performance is above the Proficiency Standard"]
[null,null,"- =",0.25,null,"=","Performance is near the Proficiency Standard",null,null,null,null,null,null,null,null,null,null,"=","Performance is near the Proficiency Standard"]
[null,null,"- +",0.5,null,"-","Performance is below the Proficiency Standard",null,null,null,null,null,null,"Grade 3 ALDs","Grade 3 Threshold Descriptors",null,null,"-","Performance is below the Proficiency Standard"]
[null,null,"= -",0.75,null,"*","Insufficient Information",null,null,null,null,null,null,"Grade 4 ALDs",null,null,null,"*","Insufficient Information"]
[null,null,"= =",1,null,"Performance Relative to the Test as a Whole",null,null,null,null,null,null,null,"Grade 5 ALDs",null,null,null,"Performance Relative to the Test as a Whole"]
[null,null,"= +",1.25,null,"+","Performance is better than on the rest of the test",null,null,null,null,null,null,"Grade 6 ALDs","SDDOE Assessment Home",null,null,"+","Performance is better than on the rest of the test"]
[null,null,"+ -",1.5,null,"=","Performance is similar to performance on the test as a whole",null,null,null,null,null,null,"Grade 7 ALDs",null,null,null,"=","Performance is similar to performance on the test as a whole"]
[null,null,"+ =",1.75,null,"-","Performance is worse than on the rest of the test",null,null,null,null,null,null,"Grade 8 ALDs",null,null,null,"-","Performance is worse than on the rest of the test"]
[null,null,"+ +",2,null,"*","Insufficient Information",null,null,null,null,null,null,"High School ALDs",null,null,null,"*","Insufficient Information"]
[]
["List the two Claim 1 Reading Targets as priorities.",null,null,null,"List which standards are associated with each English Language Arts Target identified.",null,null,null,null,null,null,null,null,"List the two Claim 2 Writing Targets as priorities.",null,null,null,"List which standards are associated with each English Language Arts Target identified."]
[1,null,null,null,null,null,null,null,null,null,null,null,null,1]
[]
[]
[2,null,null,null,null,null,null,null,null,null,null,null,null,2]
[]
[]
[]
["Top 3 Uses for Target Reports: Guiding Questions",null,null,null,null,null,null,null,null,null,null,null,null,"Top 3 Uses for Target Reports: Guiding Questions"]
["Is our assessment system aligned to the standards?","Is our pacing appropriate?",null,null,null,null,null,"Is our instruction effective?",null,null,null,null,null,"Is our assessment system aligned to the standards?","Is our pacing appropriate?",null,null,null,null,null,"Is our instruction effective?"]
["Target reports provide an opportunity to evaluate instructional materials and district/school assessment systems for alignment to the South Dakota Common Core State Standards.","Target reports can indicate whether inadequate or inconsistent amounts of instructional time are dedicated to associated standards.",null,null,null,null,null,"Target reports can be used by Professional Learning Teams (PLTs) to analyze the effectiveness of instructional practices.",null,null,null,null,null,"Target reports provide an opportunity to evaluate instructional materials and district/school assessment systems for alignment to the South Dakota Common Core State Standards.","Target reports can indicate whether inadequate or inconsistent amounts of instructional time are dedicated to associated standards.",null,null,null,null,null,"Target reports can be used by Professional Learning Teams (PLTs) to analyze the effectiveness of instructional practices."]
[]
["What actions and professional development can we develop to support improvement on the identified targets and how will we monitor progress in supporting instructional practices?",null,null,null,null,null,null,null,null,null,null,null,null,"What actions and professional development can we develop to support improvement on the identified targets and how will we monitor progress in supporting instructional practices?"]
["Actions","Professional Development",null,null,null,null,null,"Monitor",null,null,null,null,null,"Actions","Professional Development",null,null,null,null,null,"Monitor"]

{"sheet":"4th Grade ELA","index":2,"n_rows":44,"n_cols":25,"rows_kept":44,"cut":false,"hidden":false,"merged":[[42,0,42,11],[42,13,42,24],[43,1,43,6],[43,7,43,11],[43,14,43,19],[43,20,43,24],[30,17,30,24],[31,13,33,16],[31,17,33,24],[34,13,36,16],[34,17,36,24],[30,13,30,16],[38,13,38,24],[39,14,39,19],[39,20,39,24],[40,1,40,6],[38,0,38,11],[39,1,39,6],[39,7,39,11],[40,7,40,11],[40,14,40,19],[40,20,40,24],[30,0,30,3],[30,4,30,11],[31,0,33,3],[31,4,33,11],[34,0,36,3],[34,4,36,11],[0,20,0,22],[0,23,1,24],[1,1,1,3],[1,4,1,6],[1,7,1,9],[1,14,1,16],[1,17,1,19],[1,20,1,22],[0,1,0,3],[0,4,0,6],[0,7,0,9],[0,10,1,11],[0,14,0,16],[0,17,0,19],[19,13,21,13],[19,14,21,15],[19,17,19,21],[20,6,20,9],[20,18,20,21],[21,6,21,9],[21,18,21,21],[19,0,28,1],[19,2,19,3],[19,5,19,9],[22,6,22,9],[28,6,28,9],[22,18,22,21],[23,6,23,9],[23,18,23,21],[24,5,24,9],[24,17,24,21],[22,14,24,15],[28,18,28,21],[25,6,25,9],[25,18,25,21],[26,6,26,9],[26,18,26,21],[27,6,27,9],[27,18,27,21],[25,14,28,15]]}
["4th Grade English Language Arts",{"$f":"'ENTER DATA HERE'!C3","v":"2020-2021"},null,null,{"$f":"'ENTER DATA HERE'!D3","v":"2021-2022"},null,null,{"$f":"'ENTER DATA HERE'!E3","v":"2022-2023"},null,null,null,null,null,"4th Grade English Language Arts",{"$f":"'ENTER DATA HERE'!C3","v":"2020-2021"},null,null,{"$f":"'ENTER DATA HERE'!D3","v":"2021-2022"},null,null,{"$f":"'ENTER DATA HERE'!E3","v":"2022-2023"}]
[{"$f":"'ENTER DATA HERE'!B1","v":"Sample School District"},{"$f":"CONCATENATE('ENTER DATA HERE'!C5,\"% of students proficient\")","v":"60% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!D5,\"% of students proficient\")","v":"38% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!E5,\"% of students proficient\")","v":"47% of students proficient"},null,null,null,null,null,{"$f":"'ENTER DATA HERE'!B1","v":"Sample School District"},{"$f":"CONCATENATE('ENTER DATA HERE'!C5,\"% of students proficient\")","v":"60% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!D5,\"% of students proficient\")","v":"38% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!E5,\"% of students proficient\")","v":"47% of students proficient"}]
["Claim 1: Reading","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value",null,"Claim 2: Writing","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value"]
["(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.",{"$f":"CONCATENATE(C4,\" \",D4)","v":"= ="},{"$f":"'ENTER DATA HERE'!F20","v":"="},{"$f":"'ENTER DATA HERE'!G20","v":"="},{"$f":"CONCATENATE(F4,\" \",G4)","v":"= ="},{"$f":"'ENTER DATA HERE'!F52","v":"="},{"$f":"'ENTER DATA HERE'!G52","v":"="},{"$f":"CONCATENATE(I4,\" \",J4)","v":"+ ="},{"$f":"'ENTER DATA HERE'!F84","v":"+"},{"$f":"'ENTER DATA HERE'!G84","v":"="},{"$f":"VLOOKUP(B4,$C$21:$D$29,2,)+VLOOKUP(E4,$C$21:$D$29,2,)+VLOOKUP(H4,$C$21:$D$29,2,)","v":3.75},{"$f":"(K4/3)","v":1.25},"(Revise)","WRITE/REVISE BRIEF TEXTS: Write/Revise one or more paragraphs demonstrating specific narrative techniques (use of dialogue, sensory or concrete details, description), chronology, appropriate transitional strategies for coherence, or authors’ craft appropriate to purpose (closure, detailing characters, plot, setting, or an event).",{"$f":"CONCATENATE(P4,\" \",Q4)","v":"= ="},{"$f":"'ENTER DATA HERE'!F32","v":"="},{"$f":"'ENTER DATA HERE'!G32","v":"="},{"$f":"CONCATENATE(S4,\" \",T4)","v":"- ="},{"$f":"'ENTER DATA HERE'!F64","v":"-"},{"$f":"'ENTER DATA HERE'!G64","v":"="},{"$f":"CONCATENATE(V4,\" \",W4)","v":"- ="},{"$f":"'ENTER DATA HERE'!F96","v":"-"},{"$f":"'ENTER DATA HERE'!G96","v":"="},{"$f":"VLOOKUP(O4,$C$21:$D$29,2,)+VLOOKUP(R4,$C$21:$D$29,2,)+VLOOKUP(U4,$C$21:$D$29,2,)","v":1.5},{"$f":"(X4/3)","v":0.5}]
["(Informational Text) CENTRAL IDEAS: Identify or determine a main idea and the key details that support it, or summarize key details using evidence from the text.","+ =",{"$f":"'ENTER DATA HERE'!F21","v":"+"},{"$f":"'ENTER DATA HERE'!G21","v":"="},"+ -",{"$f":"'ENTER DATA HERE'!F53","v":"+"},{"$f":"'ENTER DATA HERE'!G53","v":"-"},"+ =",{"$f":"'ENTER DATA HERE'!F85","v":"+"},{"$f":"'ENTER DATA HERE'!G85","v":"="},5,{"$f":"(K5/3)","v":1.6666666666666667},null,"COMPOSE FULL TEXTS: Write full narrative texts using a complete writing process demonstrating narrative techniques (dialogue, sensory or concrete details, description), text structures, appropriate transitional strategies for coherence, and author's craft appropriate to purpose (closure, detailing characters, plot, setting, and events).","= =",{"$f":"'ENTER DATA HERE'!F33","v":"="},{"$f":"'ENTER DATA HERE'!G33","v":"="},"- -",{"$f":"'ENTER DATA HERE'!F65","v":"-"},{"$f":"'ENTER DATA HERE'!G65","v":"-"},"- =",{"$f":"'ENTER DATA HERE'!F97","v":"-"},{"$f":"'ENTER DATA HERE'!G97","v":"="},1.25,0.41666666666666669]
["(Informational Text) WORD MEANINGS: Determine intended meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., synonyms, antonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary) with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","= =",{"$f":"'ENTER DATA HERE'!F15","v":"="},{"$f":"'ENTER DATA HERE'!G15","v":"="},"- =",{"$f":"'ENTER DATA HERE'!F47","v":"-"},{"$f":"'ENTER DATA HERE'!G47","v":"="},"- =",{"$f":"'ENTER DATA HERE'!F79","v":"-"},{"$f":"'ENTER DATA HERE'!G79","v":"="},1.5,0.5,"(Revise)","WRITE/REVISE BRIEF TEXTS: Write/Revise one or more informational paragraphs demonstrating ability to organize ideas by stating a focus (main idea), including appropriate transitional strategies for coherence, or supporting evidence and elaboration, or writing body paragraphs, or a conclusion that is appropriate to purpose and audience and related to the information or explanation presented.","+ +",{"$f":"'ENTER DATA HERE'!F30","v":"+"},{"$f":"'ENTER DATA HERE'!G30","v":"+"},"- -",{"$f":"'ENTER DATA HERE'!F62","v":"-"},{"$f":"'ENTER DATA HERE'!G62","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!F94","v":"-"},{"$f":"'ENTER DATA HERE'!G94","v":"-"},2,0.66666666666666663]
["(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., events, procedures, ideas, or concepts; firsthand and secondhand accounts of events or topics; use of information presented in charts/graphs/diagrams/timelines/animations; reasoning and evidence to support points) and use supporting evidence as justification/explanation.","+ +",{"$f":"'ENTER DATA HERE'!F16","v":"+"},{"$f":"'ENTER DATA HERE'!G16","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!F48","v":"+"},{"$f":"'ENTER DATA HERE'!G48","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!F80","v":"+"},{"$f":"'ENTER DATA HERE'!G80","v":"+"},6,2,null,"COMPOSE FULL TEXTS: Write full informational texts on a topic using a complete writing process attending to purpose and audience: organize ideas by stating a focus (main idea); include text structures and appropriate transitional strategies for coherence; include elaboration and supporting evidence from sources; and develop an appropriate conclusion related to the information or explanation presented.","= =",{"$f":"'ENTER DATA HERE'!F31","v":"="},{"$f":"'ENTER DATA HERE'!G31","v":"="},"- +",{"$f":"'ENTER DATA HERE'!F63","v":"-"},{"$f":"'ENTER DATA HERE'!G63","v":"+"},"- +",{"$f":"'ENTER DATA HERE'!F95","v":"-"},{"$f":"'ENTER DATA HERE'!G95","v":"+"},2,0.66666666666666663]
["(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Interpret and explain how information is presented within or across texts (e.g., events, procedures, ideas, concepts) or compare/contrast the author's point of view within or across texts.","* *",{"$f":"'ENTER DATA HERE'!F17","v":"*"},{"$f":"'ENTER DATA HERE'!G17","v":"*"},"+ =",{"$f":"'ENTER DATA HERE'!F49","v":"+"},{"$f":"'ENTER DATA HERE'!G49","v":"="},"+ -",{"$f":"'ENTER DATA HERE'!F81","v":"+"},{"$f":"'ENTER DATA HERE'!G81","v":"-"},3.25,1.0833333333333333,"(Revise)","WRITE/REVISE TEXTS: Write/Revise one or more paragraphs demonstrating ability to state an opinion about topics or sources; set a context, organize ideas, develop supporting evidence/reasons and elaboration, or develop a conclusion that is appropriate to purpose and audience and related to the opinion presented.","= =",{"$f":"'ENTER DATA HERE'!F34","v":"="},{"$f":"'ENTER DATA HERE'!G34","v":"="},"- -",{"$f":"'ENTER DATA HERE'!F66","v":"-"},{"$f":"'ENTER DATA HERE'!G66","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!F98","v":"-"},{"$f":"'ENTER DATA HERE'!G98","v":"-"},1,0.33333333333333331]
["(Informational Text) TEXT STRUCTURES OR TEXT FEATURES: Relate knowledge of text structures (e.g., chronology, comparison, cause/effect, problem/solution) or text features (e.g., charts, graphs, diagrams, time lines, animations) to interpret or explain information.","= =",{"$f":"'ENTER DATA HERE'!F18","v":"="},{"$f":"'ENTER DATA HERE'!G18","v":"="},"= -",{"$f":"'ENTER DATA HERE'!F50","v":"="},{"$f":"'ENTER DATA HERE'!G50","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!F82","v":"-"},{"$f":"'ENTER DATA HERE'!G82","v":"-"},1.75,0.58333333333333337,null,"COMPOSE FULL TEXTS: Write full opinion pieces about topics using a complete writing process attending to purpose and audience: organize ideas by stating a context and focus (opinion), include structures and appropriate transitional strategies for coherence, elaborate and include supporting evidence/reasons from sources; and develop an appropriate conclusion related to the opinion presented.","= =",{"$f":"'ENTER DATA HERE'!F35","v":"="},{"$f":"'ENTER DATA HERE'!G35","v":"="},"+ +",{"$f":"'ENTER DATA HERE'!F67","v":"+"},{"$f":"'ENTER DATA HERE'!G67","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!F99","v":"+"},{"$f":"'ENTER DATA HERE'!G99","v":"+"},5,1.6666666666666667]
["(Informational Text) LANGUAGE USE: Demonstrate understanding of figurative language, word relationships, and nuances of words and phrases used in context (e.g., similes, metaphors, idioms, adages, proverbs).","+ +",{"$f":"'ENTER DATA HERE'!F19","v":"+"},{"$f":"'ENTER DATA HERE'!G19","v":"+"},"- -",{"$f":"'ENTER DATA HERE'!F51","v":"-"},{"$f":"'ENTER DATA HERE'!G51","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!F83","v":"-"},{"$f":"'ENTER DATA HERE'!G83","v":"-"},2,0.66666666666666663,null,"LANGUAGE & VOCABULARY USE: Strategically use language and vocabulary (including academic or domain-specific vocabulary) appropriate to the purpose and audience when revising or composing texts.","= =",{"$f":"'ENTER DATA HERE'!F36","v":"="},{"$f":"'ENTER DATA HERE'!G36","v":"="},"- -",{"$f":"'ENTER DATA HERE'!F68","v":"-"},{"$f":"'ENTER DATA HERE'!G68","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!F100","v":"-"},{"$f":"'ENTER DATA HERE'!G100","v":"-"},1,0.33333333333333331]
["(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","= =",{"$f":"'ENTER DATA HERE'!F22","v":"="},{"$f":"'ENTER DATA HERE'!G22","v":"="},"- +",{"$f":"'ENTER DATA HERE'!F54","v":"-"},{"$f":"'ENTER DATA HERE'!G54","v":"+"},"- =",{"$f":"'ENTER DATA HERE'!F86","v":"-"},{"$f":"'ENTER DATA HERE'!G86","v":"="},1.75,0.58333333333333337,null,"EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, informational, and opinion texts.","- -",{"$f":"'ENTER DATA HERE'!F37","v":"-"},{"$f":"'ENTER DATA HERE'!G37","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!F69","v":"-"},{"$f":"'ENTER DATA HERE'!G69","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!F101","v":"-"},{"$f":"'ENTER DATA HERE'!G101","v":"-"},0,0]
["(Literary Text) CENTRAL IDEAS: Identify or determine a theme or central idea from details in the text, or summarize the text.","= =",{"$f":"'ENTER DATA HERE'!F23","v":"="},{"$f":"'ENTER DATA HERE'!G23","v":"="},"- -",{"$f":"'ENTER DATA HERE'!F55","v":"-"},{"$f":"'ENTER DATA HERE'!G55","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!F87","v":"-"},{"$f":"'ENTER DATA HERE'!G87","v":"-"},1,0.33333333333333331,null,"Listening","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value"]
["(Literary Text) WORD MEANINGS: Determine intended meanings of words, including words with multiple meanings (academic/tier 2 words), based on context, word relationships (e.g., antonyms, synonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","- -",{"$f":"'ENTER DATA HERE'!F24","v":"-"},{"$f":"'ENTER DATA HERE'!G24","v":"-"},"- +",{"$f":"'ENTER DATA HERE'!F56","v":"-"},{"$f":"'ENTER DATA HERE'!G56","v":"+"},"- +",{"$f":"'ENTER DATA HERE'!F88","v":"-"},{"$f":"'ENTER DATA HERE'!G88","v":"+"},1,0.33333333333333331,null,"LISTEN/INTERPRET: Interpret and use information delivered orally.",{"$f":"CONCATENATE(P13,\" \",Q13)","v":"+ +"},{"$f":"'ENTER DATA HERE'!F39","v":"+"},{"$f":"'ENTER DATA HERE'!G39","v":"+"},{"$f":"CONCATENATE(S13,\" \",T13)","v":"+ +"},{"$f":"'ENTER DATA HERE'!F71","v":"+"},{"$f":"'ENTER DATA HERE'!G71","v":"+"},{"$f":"CONCATENATE(V13,\" \",W13)","v":"+ +"},{"$f":"'ENTER DATA HERE'!F103","v":"+"},{"$f":"'ENTER DATA HERE'!G103","v":"+"},{"$f":"VLOOKUP(O13,$C$21:$D$29,2,)+VLOOKUP(R13,$C$21:$D$29,2,)+VLOOKUP(U13,$C$21:$D$29,2,)","v":6},2]
["(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., characters, setting, events, point of view, themes, topics) and use supporting evidence as justification/explanation.","+ =",{"$f":"'ENTER DATA HERE'!F25","v":"+"},{"$f":"'ENTER DATA HERE'!G25","v":"="},"+ -",{"$f":"'ENTER DATA HERE'!F57","v":"+"},{"$f":"'ENTER DATA HERE'!G57","v":"-"},"= -",{"$f":"'ENTER DATA HERE'!F89","v":"="},{"$f":"'ENTER DATA HERE'!G89","v":"-"},4,1.3333333333333333,null,"Claim 4: Research","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value"]
["(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Describe and explain relationships among literary elements (e.g., character, setting, event) within or across texts or compare/contrast the narrator or characters' point of view within or across texts.","* *",{"$f":"'ENTER DATA HERE'!F26","v":"*"},{"$f":"'ENTER DATA HERE'!G26","v":"*"},"- -",{"$f":"'ENTER DATA HERE'!F58","v":"-"},{"$f":"'ENTER DATA HERE'!G58","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!F90","v":"-"},{"$f":"'ENTER DATA HERE'!G90","v":"-"},0,0,null,"INTERPRET & INTEGRATE INFORMATION: Locate information to support central ideas and subtopics that are provided; select and integrate information from data or print and non-print text sources for a given purpose.",{"$f":"CONCATENATE(P15,\" \",Q15)","v":"= -"},{"$f":"'ENTER DATA HERE'!F41","v":"="},{"$f":"'ENTER DATA HERE'!G41","v":"-"},{"$f":"CONCATENATE(S15,\" \",T15)","v":"- -"},{"$f":"'ENTER DATA HERE'!F73","v":"-"},{"$f":"'ENTER DATA HERE'!G73","v":"-"},{"$f":"CONCATENATE(V15,\" \",W15)","v":"- -"},{"$f":"'ENTER DATA HERE'!F105","v":"-"},{"$f":"'ENTER DATA HERE'!G105","v":"-"},{"$f":"VLOOKUP(O15,$C$21:$D$29,2,)+VLOOKUP(R15,$C$21:$D$29,2,)+VLOOKUP(U15,$C$21:$D$29,2,)","v":0.75},0.25]
["(Literary Text) TEXT STRUCTURES & FEATURES: Relate knowledge of text structures (e.g., differences between poem, drama, prose) to explain information within the text.","= =",{"$f":"'ENTER DATA HERE'!F27","v":"="},{"$f":"'ENTER DATA HERE'!G27","v":"="},"- +",{"$f":"'ENTER DATA HERE'!F59","v":"-"},{"$f":"'ENTER DATA HERE'!G59","v":"+"},"- +",{"$f":"'ENTER DATA HERE'!F91","v":"-"},{"$f":"'ENTER DATA HERE'!G91","v":"+"},2,0.66666666666666663,null,"ANALYZE INFORMATION/SOURCES: Distinguish relevant/irrelevant information.",{"$f":"CONCATENATE(P16,\" \",Q16)","v":"= ="},{"$f":"'ENTER DATA HERE'!F42","v":"="},{"$f":"'ENTER DATA HERE'!G42","v":"="},{"$f":"CONCATENATE(S16,\" \",T16)","v":"- -"},{"$f":"'ENTER DATA HERE'!F74","v":"-"},{"$f":"'ENTER DATA HERE'!G74","v":"-"},{"$f":"CONCATENATE(V16,\" \",W16)","v":"- -"},{"$f":"'ENTER DATA HERE'!F106","v":"-"},{"$f":"'ENTER DATA HERE'!G106","v":"-"},{"$f":"VLOOKUP(O16,$C$21:$D$29,2,)+VLOOKUP(R16,$C$21:$D$29,2,)+VLOOKUP(U16,$C$21:$D$29,2,)","v":1},0.33333333333333331]
["(Literary Text) LANGUAGE USE: Determine the meaning of words and phrases by demonstrating understanding of figurative language and nuances in word meanings used in context.","= =",{"$f":"'ENTER DATA HERE'!F28","v":"="},{"$f":"'ENTER DATA HERE'!G28","v":"="},"- +",{"$f":"'ENTER DATA HERE'!F60","v":"-"},{"$f":"'ENTER DATA HERE'!G60","v":"+"},"- =",{"$f":"'ENTER DATA HERE'!F92","v":"-"},{"$f":"'ENTER DATA HERE'!G92","v":"="},1.75,0.58333333333333337,null,"USE EVIDENCE: Cite evidence to support opinions, ideas, or analyses.",{"$f":"CONCATENATE(P17,\" \",Q17)","v":"= -"},{"$f":"'ENTER DATA HERE'!F43","v":"="},{"$f":"'ENTER DATA HERE'!G43","v":"-"},{"$f":"CONCATENATE(S17,\" \",T17)","v":"- -"},{"$f":"'ENTER DATA HERE'!F75","v":"-"},{"$f":"'ENTER DATA HERE'!G75","v":"-"},{"$f":"CONCATENATE(V17,\" \",W17)","v":"- -"},{"$f":"'ENTER DATA HERE'!F107","v":"-"},{"$f":"'ENTER DATA HERE'!G107","v":"-"},{"$f":"VLOOKUP(O17,$C$21:$D$29,2,)+VLOOKUP(R17,$C$21:$D$29,2,)+VLOOKUP(U17,$C$21:$D$29,2,)","v":0.75},0.25]
[]
[]
["Color-coding is intended to quickly indicate high-priority targets for which more systems-level information is needed. \n\nDo our instructional resources provide students the opportunity to learn the knowledge and skills aligned to standards? \n\nIs our pacing adequate? \n\nAre we engaging students with high-level instructional practices?",null,"Key:",null,null,"Performance Relative to Proficiency",null,null,null,null,null,null,null,"Access the ELA Crosswalk Companions for connections among Claims, Targets, Standards, and Achievement Level Descriptors","Other Quick Links",null,null,"Performance Relative to Proficiency"]
[null,null,"- -",0,null,"+","Performance is above the Proficiency Standard",null,null,null,null,null,null,null,null,null,null,"+","Performance is above the Proficiency Standard"]
[null,null,"- =",0.25,null,"=","Performance is near the Proficiency Standard",null,null,null,null,null,null,null,null,null,null,"=","Performance is near the Proficiency Standard"]
[null,null,"- +",0.5,null,"-","Performance is below the Proficiency Standard",null,null,null,null,null,null,"Grade 3 ALDs","Grade 4 Threshold Descriptors",null,null,"-","Performance is below the Proficiency Standard"]
[null,null,"= -",0.75,null,"*","Insufficient Information",null,null,null,null,null,null,"Grade 4 ALDs",null,null,null,"*","Insufficient Information"]
[null,null,"= =",1,null,"Performance Relative to the Test as a Whole",null,null,null,null,null,null,null,"Grade 5 ALDs",null,null,null,"Performance Relative to the Test as a Whole"]
[null,null,"= +",1.25,null,"+","Performance is better than on the rest of the test",null,null,null,null,null,null,"Grade 6 ALDs","SDDOE Assessment Home",null,null,"+","Performance is better than on the rest of the test"]
[null,null,"+ -",1.5,null,"=","Performance is similar to performance on the test as a whole",null,null,null,null,null,null,"Grade 7 ALDs",null,null,null,"=","Performance is similar to performance on the test as a whole"]
[null,null,"+ =",1.75,null,"-","Performance is worse than on the rest of the test",null,null,null,null,null,null,"Grade 8 ALDs",null,null,null,"-","Performance is worse than on the rest of the test"]
[null,null,"+ +",2,null,"*","Insufficient Information",null,null,null,null,null,null,"High School ALDs",null,null,null,"*","Insufficient Information"]
[]
["List the two Claim 1 Reading Targets as priorities.",null,null,null,"List which standards are associated with each English Language Arts Target identified.",null,null,null,null,null,null,null,null,"List the two Claim 2 Writing Targets as priorities.",null,null,null,"List which standards are associated with each English Language Arts Target identified."]
[1,null,null,null,null,null,null,null,null,null,null,null,null,1]
[]
[]
[2,null,null,null,null,null,null,null,null,null,null,null,null,2]
[]
[]
[]
["Top 3 Uses for Target Reports: Guiding Questions",null,null,null,null,null,null,null,null,null,null,null,null,"Top 3 Uses for Target Reports: Guiding Questions"]
["Is our assessment system aligned to the standards?","Is our pacing appropriate?",null,null,null,null,null,"Is our instruction effective?",null,null,null,null,null,"Is our assessment system aligned to the standards?","Is our pacing appropriate?",null,null,null,null,null,"Is our instruction effective?"]
["Target reports provide an opportunity to evaluate instructional materials and district/school assessment systems for alignment to the South Dakota Common Core State Standards.","Target reports can indicate whether inadequate or inconsistent amounts of instructional time are dedicated to associated standards.",null,null,null,null,null,"Target reports can be used by Professional Learning Teams (PLTs) to analyze the effectiveness of instructional practices.",null,null,null,null,null,"Target reports provide an opportunity to evaluate instructional materials and district/school assessment systems for alignment to the South Dakota Common Core State Standards.","Target reports can indicate whether inadequate or inconsistent amounts of instructional time are dedicated to associated standards.",null,null,null,null,null,"Target reports can be used by Professional Learning Teams (PLTs) to analyze the effectiveness of instructional practices."]
[]
["What actions and professional development can we develop to support improvement on the identified targets and how will we monitor progress in supporting instructional practices?",null,null,null,null,null,null,null,null,null,null,null,null,"What actions and professional development can we develop to support improvement on the identified targets and how will we monitor progress in supporting instructional practices?"]
["Actions","Professional Development",null,null,null,null,null,"Monitor",null,null,null,null,null,"Actions","Professional Development",null,null,null,null,null,"Monitor"]

{"sheet":"5th Grade ELA","index":3,"n_rows":44,"n_cols":25,"rows_kept":44,"cut":false,"hidden":false,"merged":[[42,0,42,11],[42,13,42,24],[43,1,43,6],[43,7,43,11],[43,14,43,19],[43,20,43,24],[39,1,39,6],[39,7,39,11],[39,14,39,19],[39,20,39,24],[40,1,40,6],[40,7,40,11],[40,14,40,19],[40,20,40,24],[34,0,36,3],[34,4,36,11],[34,13,36,16],[34,17,36,24],[38,0,38,11],[38,13,38,24],[30,0,30,3],[30,4,30,11],[30,13,30,16],[30,17,30,24],[31,0,33,3],[31,4,33,11],[31,13,33,16],[31,17,33,24],[0,20,0,22],[0,23,1,24],[1,1,1,3],[1,4,1,6],[1,7,1,9],[1,14,1,16],[1,17,1,19],[1,20,1,22],[0,1,0,3],[0,4,0,6],[0,7,0,9],[0,10,1,11],[0,14,0,16],[0,17,0,19],[19,13,21,13],[19,14,21,15],[19,17,19,21],[20,6,20,9],[20,18,20,21],[21,6,21,9],[21,18,21,21],[19,0,28,1],[19,2,19,3],[19,5,19,9],[22,6,22,9],[28,6,28,9],[22,18,22,21],[23,6,23,9],[23,18,23,21],[24,5,24,9],[24,17,24,21],[22,14,24,15],[28,18,28,21],[25,6,25,9],[25,18,25,21],[26,6,26,9],[26,18,26,21],[27,6,27,9],[27,18,27,21],[25,14,28,15]]}
["5th Grade English Language Arts",{"$f":"'ENTER DATA HERE'!C3","v":"2020-2021"},null,null,{"$f":"'ENTER DATA HERE'!D3","v":"2021-2022"},null,null,{"$f":"'ENTER DATA HERE'!E3","v":"2022-2023"},null,null,null,null,null,"5th Grade English Language Arts",{"$f":"'ENTER DATA HERE'!C3","v":"2020-2021"},null,null,{"$f":"'ENTER DATA HERE'!D3","v":"2021-2022"},null,null,{"$f":"'ENTER DATA HERE'!E3","v":"2022-2023"}]
[{"$f":"'ENTER DATA HERE'!B1","v":"Sample School District"},{"$f":"CONCATENATE('ENTER DATA HERE'!C6,\"% of students proficient\")","v":"68% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!D6,\"% of students proficient\")","v":"52% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!E6,\"% of students proficient\")","v":"64% of students proficient"},null,null,null,null,null,{"$f":"'ENTER DATA HERE'!B1","v":"Sample School District"},{"$f":"CONCATENATE('ENTER DATA HERE'!C6,\"% of students proficient\")","v":"68% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!D6,\"% of students proficient\")","v":"52% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!E6,\"% of students proficient\")","v":"64% of students proficient"}]
["Claim 1: Reading","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value",null,"Claim 2: Writing","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value"]
["(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.",{"$f":"CONCATENATE(C4,\" \",D4)","v":"+ ="},{"$f":"'ENTER DATA HERE'!I20","v":"+"},{"$f":"'ENTER DATA HERE'!J20","v":"="},{"$f":"CONCATENATE(F4,\" \",G4)","v":"+ +"},{"$f":"'ENTER DATA HERE'!I52","v":"+"},{"$f":"'ENTER DATA HERE'!J52","v":"+"},{"$f":"CONCATENATE(I4,\" \",J4)","v":"- -"},{"$f":"'ENTER DATA HERE'!I84","v":"-"},{"$f":"'ENTER DATA HERE'!J84","v":"-"},{"$f":"VLOOKUP(B4,$C$21:$D$29,2,)+VLOOKUP(E4,$C$21:$D$29,2,)+VLOOKUP(H4,$C$21:$D$29,2,)","v":3.75},{"$f":"(K4/3)","v":1.25},"(Revise)","WRITE/REVISE BRIEF TEXTS: Write/Revise one or more paragraphs demonstrating specific narrative techniques (use of dialogue, sensory or concrete details, description), chronology, appropriate transitional strategies for coherence, or authors’ craft appropriate to purpose (closure, detailing characters, plot, setting, or an event).",{"$f":"CONCATENATE(P4,\" \",Q4)","v":"+ ="},{"$f":"'ENTER DATA HERE'!I32","v":"+"},{"$f":"'ENTER DATA HERE'!J32","v":"="},{"$f":"CONCATENATE(S4,\" \",T4)","v":"- +"},{"$f":"'ENTER DATA HERE'!I64","v":"-"},{"$f":"'ENTER DATA HERE'!J64","v":"+"},{"$f":"CONCATENATE(V4,\" \",W4)","v":"- +"},{"$f":"'ENTER DATA HERE'!I96","v":"-"},{"$f":"'ENTER DATA HERE'!J96","v":"+"},{"$f":"VLOOKUP(O4,$C$21:$D$29,2,)+VLOOKUP(R4,$C$21:$D$29,2,)+VLOOKUP(U4,$C$21:$D$29,2,)","v":2.75},{"$f":"(X4/3)","v":0.91666666666666663}]
["(Informational Text) CENTRAL IDEAS: Identify or determine a main idea and the key details that support it, or summarize key details using evidence from the text.","+ =",{"$f":"'ENTER DATA HERE'!I21","v":"+"},{"$f":"'ENTER DATA HERE'!J21","v":"="},"+ -",{"$f":"'ENTER DATA HERE'!I53","v":"+"},{"$f":"'ENTER DATA HERE'!J53","v":"-"},"= -",{"$f":"'ENTER DATA HERE'!I85","v":"="},{"$f":"'ENTER DATA HERE'!J85","v":"-"},4,{"$f":"(K5/3)","v":1.3333333333333333},null,"COMPOSE FULL TEXTS: Write full narrative texts using a complete writing process demonstrating narrative techniques (dialogue, sensory or concrete details, description, pacing), text structures, appropriate transitional strategies for coherence, and author’s craft appropriate to purpose (closure, detailing characters, plot, setting, and events).","+ +",{"$f":"'ENTER DATA HERE'!I33","v":"+"},{"$f":"'ENTER DATA HERE'!J33","v":"+"},"- -",{"$f":"'ENTER DATA HERE'!I65","v":"-"},{"$f":"'ENTER DATA HERE'!J65","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!I97","v":"-"},{"$f":"'ENTER DATA HERE'!J97","v":"-"},2,0.66666666666666663]
["(Informational Text) WORD MEANINGS: Determine intended meanings of words including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., synonyms, antonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","+ =",{"$f":"'ENTER DATA HERE'!I15","v":"+"},{"$f":"'ENTER DATA HERE'!J15","v":"="},"+ +",{"$f":"'ENTER DATA HERE'!I47","v":"+"},{"$f":"'ENTER DATA HERE'!J47","v":"+"},"- +",{"$f":"'ENTER DATA HERE'!I79","v":"-"},{"$f":"'ENTER DATA HERE'!J79","v":"+"},4.25,1.4166666666666667,"(Revise)","WRITE/REVISE BRIEF TEXTS: Write/Revise one or more informational paragraphs demonstrating ability to organize ideas by stating a focus (main idea), including appropriate transitional strategies for coherence, or supporting evidence and elaboration, or writing body paragraphs, or a conclusion that is appropriate to purpose and audience and related to the information or explanation presented.","+ =",{"$f":"'ENTER DATA HERE'!I30","v":"+"},{"$f":"'ENTER DATA HERE'!J30","v":"="},"+ =",{"$f":"'ENTER DATA HERE'!I62","v":"+"},{"$f":"'ENTER DATA HERE'!J62","v":"="},"- -",{"$f":"'ENTER DATA HERE'!I94","v":"-"},{"$f":"'ENTER DATA HERE'!J94","v":"-"},3.5,1.1666666666666667]
["(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., relationships or interactions between individuals, events, ideas, or concepts; points of view; use of information from multiple print; reasoning and evidence to support points) and use supporting evidence as justification/explanation.","+ =",{"$f":"'ENTER DATA HERE'!I16","v":"+"},{"$f":"'ENTER DATA HERE'!J16","v":"="},"+ +",{"$f":"'ENTER DATA HERE'!I48","v":"+"},{"$f":"'ENTER DATA HERE'!J48","v":"+"},"+ =",{"$f":"'ENTER DATA HERE'!I80","v":"+"},{"$f":"'ENTER DATA HERE'!J80","v":"="},5.5,1.8333333333333333,null,"COMPOSE FULL TEXTS: Write full informational texts on a topic using a complete writing process attending to purpose and audience: organize ideas by stating a focus (main idea); include text structures and appropriate transitional strategies for coherence; include elaboration and supporting evidence from sources; and develop an appropriate conclusion related to the information or explanation presented.","+ +",{"$f":"'ENTER DATA HERE'!I31","v":"+"},{"$f":"'ENTER DATA HERE'!J31","v":"+"},"= +",{"$f":"'ENTER DATA HERE'!I63","v":"="},{"$f":"'ENTER DATA HERE'!J63","v":"+"},"= +",{"$f":"'ENTER DATA HERE'!I95","v":"="},{"$f":"'ENTER DATA HERE'!J95","v":"+"},4.5,1.5]
["(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Interpret and explain how information is presented within or across texts (e.g. individuals, events, ideas, concepts) or how information reveals author's point of view.","= =",{"$f":"'ENTER DATA HERE'!I17","v":"="},{"$f":"'ENTER DATA HERE'!J17","v":"="},"+ +",{"$f":"'ENTER DATA HERE'!I49","v":"+"},{"$f":"'ENTER DATA HERE'!J49","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!I81","v":"+"},{"$f":"'ENTER DATA HERE'!J81","v":"+"},5,1.6666666666666667,"(Revise)","WRITE/REVISE TEXTS: Write/Revise one or more paragraphs demonstrating ability to state an opinion about topics or sources; set a context, organize ideas, develop supporting evidence/reasons and elaboration, or develop a conclusion that is appropriate to purpose and audience and related to the opinion presented.","+ +",{"$f":"'ENTER DATA HERE'!I34","v":"+"},{"$f":"'ENTER DATA HERE'!J34","v":"+"},"- +",{"$f":"'ENTER DATA HERE'!I66","v":"-"},{"$f":"'ENTER DATA HERE'!J66","v":"+"},"= +",{"$f":"'ENTER DATA HERE'!I98","v":"="},{"$f":"'ENTER DATA HERE'!J98","v":"+"},3.75,1.25]
["(Informational Text) TEXT STRUCTURES OR TEXT FEATURES: Relate knowledge of text structures (e.g., chronology, comparison, cause/effect, problem/solution) to interpret or explain information.","= =",{"$f":"'ENTER DATA HERE'!I18","v":"="},{"$f":"'ENTER DATA HERE'!J18","v":"="},"- =",{"$f":"'ENTER DATA HERE'!I50","v":"-"},{"$f":"'ENTER DATA HERE'!J50","v":"="},"- +",{"$f":"'ENTER DATA HERE'!I82","v":"-"},{"$f":"'ENTER DATA HERE'!J82","v":"+"},1.75,0.58333333333333337,null,"COMPOSE FULL TEXTS: Write full opinion pieces about topics using a complete writing process attending to purpose and audience: organize ideas by stating a context and focus (opinion), include structures and appropriate transitional strategies for coherence, elaborate and include supporting evidence/reasons from sources; and develop an appropriate conclusion related to the opinion presented.","+ +",{"$f":"'ENTER DATA HERE'!I35","v":"+"},{"$f":"'ENTER DATA HERE'!J35","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!I67","v":"+"},{"$f":"'ENTER DATA HERE'!J67","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!I99","v":"+"},{"$f":"'ENTER DATA HERE'!J99","v":"+"},6,2]
["(Informational Text) LANGUAGE USE: Interpret understanding of figurative language, word relationships, and nuances of words and phrases used in context (e.g., similes, metaphors, idioms, adages, proverbs) and the impact of those word choices on meaning.","+ +",{"$f":"'ENTER DATA HERE'!I19","v":"+"},{"$f":"'ENTER DATA HERE'!J19","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!I51","v":"+"},{"$f":"'ENTER DATA HERE'!J51","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!I83","v":"+"},{"$f":"'ENTER DATA HERE'!J83","v":"+"},6,2,null,"LANGUAGE & VOCABULARY USE: Strategically use language and vocabulary (including academic or domain-specific vocabulary) appropriate to the purpose and audience when revising or composing texts.","+ +",{"$f":"'ENTER DATA HERE'!I36","v":"+"},{"$f":"'ENTER DATA HERE'!J36","v":"+"},"- -",{"$f":"'ENTER DATA HERE'!I68","v":"-"},{"$f":"'ENTER DATA HERE'!J68","v":"-"},"- +",{"$f":"'ENTER DATA HERE'!I100","v":"-"},{"$f":"'ENTER DATA HERE'!J100","v":"+"},2.5,0.83333333333333337]
["(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","= -",{"$f":"'ENTER DATA HERE'!I22","v":"="},{"$f":"'ENTER DATA HERE'!J22","v":"-"},"+ +",{"$f":"'ENTER DATA HERE'!I54","v":"+"},{"$f":"'ENTER DATA HERE'!J54","v":"+"},"= +",{"$f":"'ENTER DATA HERE'!I86","v":"="},{"$f":"'ENTER DATA HERE'!J86","v":"+"},4,1.3333333333333333,null,"EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, informational, and opinion texts.","= -",{"$f":"'ENTER DATA HERE'!I37","v":"="},{"$f":"'ENTER DATA HERE'!J37","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!I69","v":"-"},{"$f":"'ENTER DATA HERE'!J69","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!I101","v":"-"},{"$f":"'ENTER DATA HERE'!J101","v":"-"},0.75,0.25]
["(Literary Text) CENTRAL IDEAS: Identify or determine a theme or central idea from details in the text, or summarize the text.","+ =",{"$f":"'ENTER DATA HERE'!I23","v":"+"},{"$f":"'ENTER DATA HERE'!J23","v":"="},"+ +",{"$f":"'ENTER DATA HERE'!I55","v":"+"},{"$f":"'ENTER DATA HERE'!J55","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!I87","v":"+"},{"$f":"'ENTER DATA HERE'!J87","v":"+"},5.75,1.9166666666666667,null,"Listening","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value"]
["(Literary Text) WORD MEANINGS: Determine intended or precise meanings of words, including words with multiple meanings (academic/tier 2 words), based on context, figurative language such as metaphors and similes, word relationships (e.g., antonyms, synonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","= -",{"$f":"'ENTER DATA HERE'!I24","v":"="},{"$f":"'ENTER DATA HERE'!J24","v":"-"},"- =",{"$f":"'ENTER DATA HERE'!I56","v":"-"},{"$f":"'ENTER DATA HERE'!J56","v":"="},"- +",{"$f":"'ENTER DATA HERE'!I88","v":"-"},{"$f":"'ENTER DATA HERE'!J88","v":"+"},1.5,0.5,null,"LISTEN/INTERPRET: Interpret and use information delivered orally.",{"$f":"CONCATENATE(P13,\" \",Q13)","v":"+ ="},{"$f":"'ENTER DATA HERE'!I39","v":"+"},{"$f":"'ENTER DATA HERE'!J39","v":"="},{"$f":"CONCATENATE(S13,\" \",T13)","v":"- -"},{"$f":"'ENTER DATA HERE'!I71","v":"-"},{"$f":"'ENTER DATA HERE'!J71","v":"-"},{"$f":"CONCATENATE(V13,\" \",W13)","v":"- -"},{"$f":"'ENTER DATA HERE'!I103","v":"-"},{"$f":"'ENTER DATA HERE'!J103","v":"-"},{"$f":"VLOOKUP(O13,$C$21:$D$29,2,)+VLOOKUP(R13,$C$21:$D$29,2,)+VLOOKUP(U13,$C$21:$D$29,2,)","v":1.75},0.58333333333333337]
["(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., characters, setting, events, point of view, themes, topics) and use supporting evidence as justification/explanation.","= =",{"$f":"'ENTER DATA HERE'!I25","v":"="},{"$f":"'ENTER DATA HERE'!J25","v":"="},"+ +",{"$f":"'ENTER DATA HERE'!I57","v":"+"},{"$f":"'ENTER DATA HERE'!J57","v":"+"},"- +",{"$f":"'ENTER DATA HERE'!I89","v":"-"},{"$f":"'ENTER DATA HERE'!J89","v":"+"},3.5,1.1666666666666667,null,"Claim 4: Research","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value"]
["(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Compare and explain relationships among literary elements (e.g., characters, setting, events) within or across texts or describe the narrator or speakers' point of view within or across texts.","* =",{"$f":"'ENTER DATA HERE'!I26","v":"*"},{"$f":"'ENTER DATA HERE'!J26","v":"="},"- =",{"$f":"'ENTER DATA HERE'!I58","v":"-"},{"$f":"'ENTER DATA HERE'!J58","v":"="},"- +",{"$f":"'ENTER DATA HERE'!I90","v":"-"},{"$f":"'ENTER DATA HERE'!J90","v":"+"},1,0.33333333333333331,null,"INTERPRET & INTEGRATE INFORMATION: Locate information to support central ideas and subtopics that are provided; select and integrate information from data or print and non-print text source for a given purpose.",{"$f":"CONCATENATE(P15,\" \",Q15)","v":"= -"},{"$f":"'ENTER DATA HERE'!I41","v":"="},{"$f":"'ENTER DATA HERE'!J41","v":"-"},{"$f":"CONCATENATE(S15,\" \",T15)","v":"- -"},{"$f":"'ENTER DATA HERE'!I73","v":"-"},{"$f":"'ENTER DATA HERE'!J73","v":"-"},{"$f":"CONCATENATE(V15,\" \",W15)","v":"- -"},{"$f":"'ENTER DATA HERE'!I105","v":"-"},{"$f":"'ENTER DATA HERE'!J105","v":"-"},{"$f":"VLOOKUP(O15,$C$21:$D$29,2,)+VLOOKUP(R15,$C$21:$D$29,2,)+VLOOKUP(U15,$C$21:$D$29,2,)","v":0.75},0.25]
["(Literary Text) TEXT STRUCTURES & FEATURES: Analyze text structures to explain information within the text.","= =",{"$f":"'ENTER DATA HERE'!I27","v":"="},{"$f":"'ENTER DATA HERE'!J27","v":"="},"= =",{"$f":"'ENTER DATA HERE'!I59","v":"="},{"$f":"'ENTER DATA HERE'!J59","v":"="},"- -",{"$f":"'ENTER DATA HERE'!I91","v":"-"},{"$f":"'ENTER DATA HERE'!J91","v":"-"},2,0.66666666666666663,null,"ANALYZE INFORMATION/SOURCES: Distinguish relevant/irrelevant information.",{"$f":"CONCATENATE(P16,\" \",Q16)","v":"= -"},{"$f":"'ENTER DATA HERE'!I42","v":"="},{"$f":"'ENTER DATA HERE'!J42","v":"-"},{"$f":"CONCATENATE(S16,\" \",T16)","v":"= +"},{"$f":"'ENTER DATA HERE'!I74","v":"="},{"$f":"'ENTER DATA HERE'!J74","v":"+"},{"$f":"CONCATENATE(V16,\" \",W16)","v":"= +"},{"$f":"'ENTER DATA HERE'!I106","v":"="},{"$f":"'ENTER DATA HERE'!J106","v":"+"},{"$f":"VLOOKUP(O16,$C$21:$D$29,2,)+VLOOKUP(R16,$C$21:$D$29,2,)+VLOOKUP(U16,$C$21:$D$29,2,)","v":3.25},1.0833333333333333]
["(Literary Text) LANGUAGE USE: Determine the meaning of words and phrases including figurative language (e.g., metaphors, similes) or demonstrate understanding of nuances in word meanings used in context.","= -",{"$f":"'ENTER DATA HERE'!I28","v":"="},{"$f":"'ENTER DATA HERE'!J28","v":"-"},"- =",{"$f":"'ENTER DATA HERE'!I60","v":"-"},{"$f":"'ENTER DATA HERE'!J60","v":"="},"- -",{"$f":"'ENTER DATA HERE'!I92","v":"-"},{"$f":"'ENTER DATA HERE'!J92","v":"-"},1,0.33333333333333331,null,"USE EVIDENCE: Cite evidence to support opinions, ideas, or analyses.",{"$f":"CONCATENATE(P17,\" \",Q17)","v":"+ ="},{"$f":"'ENTER DATA HERE'!I43","v":"+"},{"$f":"'ENTER DATA HERE'!J43","v":"="},{"$f":"CONCATENATE(S17,\" \",T17)","v":"- -"},{"$f":"'ENTER DATA HERE'!I75","v":"-"},{"$f":"'ENTER DATA HERE'!J75","v":"-"},{"$f":"CONCATENATE(V17,\" \",W17)","v":"- -"},{"$f":"'ENTER DATA HERE'!I107","v":"-"},{"$f":"'ENTER DATA HERE'!J107","v":"-"},{"$f":"VLOOKUP(O17,$C$21:$D$29,2,)+VLOOKUP(R17,$C$21:$D$29,2,)+VLOOKUP(U17,$C$21:$D$29,2,)","v":1.75},0.58333333333333337]
[]
[]
["Color-coding is intended to quickly indicate high-priority targets for which more systems-level information is needed. \n\nDo our instructional resources provide students the opportunity to learn the knowledge and skills aligned to standards? \n\nIs our pacing adequate? \n\nAre we engaging students with high-level instructional practices?",null,"Key:",null,null,"Performance Relative to Proficiency",null,null,null,null,null,null,null,"Access the ELA Crosswalk Companions for connections among Claims, Targets, Standards, and Achievement Level Descriptors","Other Quick Links",null,null,"Performance Relative to Proficiency"]
[null,null,"- -",0,null,"+","Performance is above the Proficiency Standard",null,null,null,null,null,null,null,null,null,null,"+","Performance is above the Proficiency Standard"]
[null,null,"- =",0.25,null,"=","Performance is near the Proficiency Standard",null,null,null,null,null,null,null,null,null,null,"=","Performance is near the Proficiency Standard"]
[null,null,"- +",0.5,null,"-","Performance is below the Proficiency Standard",null,null,null,null,null,null,"Grade 3 ALDs","Grade 5 Threshold Descriptors",null,null,"-","Performance is below the Proficiency Standard"]
[null,null,"= -",0.75,null,"*","Insufficient Information",null,null,null,null,null,null,"Grade 4 ALDs",null,null,null,"*","Insufficient Information"]
[null,null,"= =",1,null,"Performance Relative to the Test as a Whole",null,null,null,null,null,null,null,"Grade 5 ALDs",null,null,null,"Performance Relative to the Test as a Whole"]
[null,null,"= +",1.25,null,"+","Performance is better than on the rest of the test",null,null,null,null,null,null,"Grade 6 ALDs","SDDOE Assessment Home",null,null,"+","Performance is better than on the rest of the test"]
[null,null,"+ -",1.5,null,"=","Performance is similar to performance on the test as a whole",null,null,null,null,null,null,"Grade 7 ALDs",null,null,null,"=","Performance is similar to performance on the test as a whole"]
[null,null,"+ =",1.75,null,"-","Performance is worse than on the rest of the test",null,null,null,null,null,null,"Grade 8 ALDs",null,null,null,"-","Performance is worse than on the rest of the test"]
[null,null,"+ +",2,null,"*","Insufficient Information",null,null,null,null,null,null,"High School ALDs",null,null,null,"*","Insufficient Information"]
[]
["List the two Claim 1 Reading Targets as priorities.",null,null,null,"List which standards are associated with each English Language Arts Target identified.",null,null,null,null,null,null,null,null,"List the two Claim 2 Writing Targets as priorities.",null,null,null,"List which standards are associated with each English Language Arts Target identified."]
[1,null,null,null,null,null,null,null,null,null,null,null,null,1]
[]
[]
[2,null,null,null,null,null,null,null,null,null,null,null,null,2]
[]
[]
[]
["Top 3 Uses for Target Reports: Guiding Questions",null,null,null,null,null,null,null,null,null,null,null,null,"Top 3 Uses for Target Reports: Guiding Questions"]
["Is our assessment system aligned to the standards?","Is our pacing appropriate?",null,null,null,null,null,"Is our instruction effective?",null,null,null,null,null,"Is our assessment system aligned to the standards?","Is our pacing appropriate?",null,null,null,null,null,"Is our instruction effective?"]
["Target reports provide an opportunity to evaluate instructional materials and district/school assessment systems for alignment to the South Dakota Common Core State Standards.","Target reports can indicate whether inadequate or inconsistent amounts of instructional time are dedicated to associated standards.",null,null,null,null,null,"Target reports can be used by Professional Learning Teams (PLTs) to analyze the effectiveness of instructional practices.",null,null,null,null,null,"Target reports provide an opportunity to evaluate instructional materials and district/school assessment systems for alignment to the South Dakota Common Core State Standards.","Target reports can indicate whether inadequate or inconsistent amounts of instructional time are dedicated to associated standards.",null,null,null,null,null,"Target reports can be used by Professional Learning Teams (PLTs) to analyze the effectiveness of instructional practices."]
[]
["What actions and professional development can we develop to support improvement on the identified targets and how will we monitor progress in supporting instructional practices?",null,null,null,null,null,null,null,null,null,null,null,null,"What actions and professional development can we develop to support improvement on the identified targets and how will we monitor progress in supporting instructional practices?"]
["Actions","Professional Development",null,null,null,null,null,"Monitor",null,null,null,null,null,"Actions","Professional Development",null,null,null,null,null,"Monitor"]

{"sheet":"6th Grade ELA","index":4,"n_rows":44,"n_cols":25,"rows_kept":44,"cut":false,"hidden":false,"merged":[[42,0,42,11],[42,13,42,24],[43,1,43,6],[43,7,43,11],[43,14,43,19],[43,20,43,24],[39,1,39,6],[39,7,39,11],[39,14,39,19],[39,20,39,24],[40,1,40,6],[40,7,40,11],[40,14,40,19],[40,20,40,24],[34,0,36,3],[34,4,36,11],[34,13,36,16],[34,17,36,24],[38,0,38,11],[38,13,38,24],[30,0,30,3],[30,4,30,11],[30,13,30,16],[30,17,30,24],[31,0,33,3],[31,4,33,11],[31,13,33,16],[31,17,33,24],[0,20,0,22],[0,23,1,24],[1,1,1,3],[1,4,1,6],[1,7,1,9],[1,14,1,16],[1,17,1,19],[1,20,1,22],[0,1,0,3],[0,4,0,6],[0,7,0,9],[0,10,1,11],[0,14,0,16],[0,17,0,19],[19,13,21,13],[19,14,21,15],[19,17,19,21],[20,6,20,9],[20,18,20,21],[21,6,21,9],[21,18,21,21],[19,0,28,1],[19,2,19,3],[19,5,19,9],[22,6,22,9],[28,6,28,9],[22,18,22,21],[23,6,23,9],[23,18,23,21],[24,5,24,9],[24,17,24,21],[22,14,24,15],[28,18,28,21],[25,6,25,9],[25,18,25,21],[26,6,26,9],[26,18,26,21],[27,6,27,9],[27,18,27,21],[25,14,28,15]]}
["6th Grade English Language Arts",{"$f":"'ENTER DATA HERE'!C3","v":"2020-2021"},null,null,{"$f":"'ENTER DATA HERE'!D3","v":"2021-2022"},null,null,{"$f":"'ENTER DATA HERE'!E3","v":"2022-2023"},null,null,null,null,null,"6th Grade English Language Arts",{"$f":"'ENTER DATA HERE'!C3","v":"2020-2021"},null,null,{"$f":"'ENTER DATA HERE'!D3","v":"2021-2022"},null,null,{"$f":"'ENTER DATA HERE'!E3","v":"2022-2023"}]
[{"$f":"'ENTER DATA HERE'!B1","v":"Sample School District"},{"$f":"CONCATENATE('ENTER DATA HERE'!C7,\"% of students proficient\")","v":"60% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!D7,\"% of students proficient\")","v":"49% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!E7,\"% of students proficient\")","v":"58% of students proficient"},null,null,null,null,null,{"$f":"'ENTER DATA HERE'!B1","v":"Sample School District"},{"$f":"CONCATENATE('ENTER DATA HERE'!C7,\"% of students proficient\")","v":"60% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!D7,\"% of students proficient\")","v":"49% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!E7,\"% of students proficient\")","v":"58% of students proficient"}]
["Claim 1: Reading","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value",null,"Claim 2: Writing","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value"]
["(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.",{"$f":"CONCATENATE(C4,\" \",D4)","v":"- -"},{"$f":"'ENTER DATA HERE'!L20","v":"-"},{"$f":"'ENTER DATA HERE'!M20","v":"-"},{"$f":"CONCATENATE(F4,\" \",G4)","v":"- +"},{"$f":"'ENTER DATA HERE'!L52","v":"-"},{"$f":"'ENTER DATA HERE'!M52","v":"+"},{"$f":"CONCATENATE(I4,\" \",J4)","v":"- ="},{"$f":"'ENTER DATA HERE'!L84","v":"-"},{"$f":"'ENTER DATA HERE'!M84","v":"="},{"$f":"VLOOKUP(B4,$C$21:$D$29,2,)+VLOOKUP(E4,$C$21:$D$29,2,)+VLOOKUP(H4,$C$21:$D$29,2,)","v":0.75},{"$f":"(K4/3)","v":0.25},"(Revise)","WRITE/REVISE BRIEF TEXTS: Apply narrative techniques (e.g., dialogue, description) and appropriate text structures and transitional strategies for coherence when writing/revising one or more paragraphs of narrative text (e.g., closure, introduce narrator or use dialogue when describing an event).",{"$f":"CONCATENATE(P4,\" \",Q4)","v":"= -"},{"$f":"'ENTER DATA HERE'!L32","v":"="},{"$f":"'ENTER DATA HERE'!M32","v":"-"},{"$f":"CONCATENATE(S4,\" \",T4)","v":"- -"},{"$f":"'ENTER DATA HERE'!L64","v":"-"},{"$f":"'ENTER DATA HERE'!M64","v":"-"},{"$f":"CONCATENATE(V4,\" \",W4)","v":"- -"},{"$f":"'ENTER DATA HERE'!L96","v":"-"},{"$f":"'ENTER DATA HERE'!M96","v":"-"},{"$f":"VLOOKUP(O4,$C$21:$D$29,2,)+VLOOKUP(R4,$C$21:$D$29,2,)+VLOOKUP(U4,$C$21:$D$29,2,)","v":0.75},{"$f":"(X4/3)","v":0.25}]
["(Informational Text) CENTRAL IDEAS: Determine a central idea and the key details that support it, or provide a summary of the text distinct from personal opinions or judgement.","+ +",{"$f":"'ENTER DATA HERE'!L21","v":"+"},{"$f":"'ENTER DATA HERE'!M21","v":"+"},"- -",{"$f":"'ENTER DATA HERE'!L53","v":"-"},{"$f":"'ENTER DATA HERE'!M53","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!L85","v":"-"},{"$f":"'ENTER DATA HERE'!M85","v":"-"},2,{"$f":"(K5/3)","v":0.66666666666666663},null,"COMPOSE FULL TEXTS: Write full narrative texts using a complete writing process demonstrating narrative strategies, text structures, and transitional strategies for coherence, closure, and author’s craft—all appropriate to purpose (style or point of view in a short story).","= =",{"$f":"'ENTER DATA HERE'!L33","v":"="},{"$f":"'ENTER DATA HERE'!M33","v":"="},"- -",{"$f":"'ENTER DATA HERE'!L65","v":"-"},{"$f":"'ENTER DATA HERE'!M65","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!L97","v":"-"},{"$f":"'ENTER DATA HERE'!M97","v":"-"},1,0.33333333333333331]
["(Informational Text) WORD MEANINGS: Determine intended meanings of words including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., connotations, denotations), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary) with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","+ +",{"$f":"'ENTER DATA HERE'!L15","v":"+"},{"$f":"'ENTER DATA HERE'!M15","v":"+"},"- =",{"$f":"'ENTER DATA HERE'!L47","v":"-"},{"$f":"'ENTER DATA HERE'!M47","v":"="},"- -",{"$f":"'ENTER DATA HERE'!L79","v":"-"},{"$f":"'ENTER DATA HERE'!M79","v":"-"},2.25,0.75,"(Revise)","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing/revising one or more paragraphs of explanatory text: organizing ideas by stating and maintaining a focus (thesis)/tone, providing appropriate transitional strategies for coherence, developing a topic including relevant supporting evidence/vocabulary and elaboration, or providing a conclusion that is appropriate to purpose and audience and follows from the information or explanation presented.","= =",{"$f":"'ENTER DATA HERE'!L30","v":"="},{"$f":"'ENTER DATA HERE'!M30","v":"="},"- -",{"$f":"'ENTER DATA HERE'!L62","v":"-"},{"$f":"'ENTER DATA HERE'!M62","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!L94","v":"-"},{"$f":"'ENTER DATA HERE'!M94","v":"-"},1,0.33333333333333331]
["(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., how a key individual, event, or idea is introduced, illustrated, and elaborated in a text; author’s point of view/purpose; use of media or formats; trace and evaluate the argument and specific claims) and use supporting evidence as justification/explanation.","= =",{"$f":"'ENTER DATA HERE'!L16","v":"="},{"$f":"'ENTER DATA HERE'!M16","v":"="},"- -",{"$f":"'ENTER DATA HERE'!L48","v":"-"},{"$f":"'ENTER DATA HERE'!M48","v":"-"},"= -",{"$f":"'ENTER DATA HERE'!L80","v":"="},{"$f":"'ENTER DATA HERE'!M80","v":"-"},1.75,0.58333333333333337,null,"COMPOSE FULL TEXTS: Write full explanatory texts using a complete writing process attending to purpose and audience: organize ideas by stating a thesis/controlling idea and maintaining a focus/tone; develop a topic including elaboration and citing relevant supporting evidence from sources, with appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented.","= =",{"$f":"'ENTER DATA HERE'!L31","v":"="},{"$f":"'ENTER DATA HERE'!M31","v":"="},"- -",{"$f":"'ENTER DATA HERE'!L63","v":"-"},{"$f":"'ENTER DATA HERE'!M63","v":"-"},"- +",{"$f":"'ENTER DATA HERE'!L95","v":"-"},{"$f":"'ENTER DATA HERE'!M95","v":"+"},1.5,0.5]
["(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze how information is presented within or across texts (e.g. individuals, events, or ideas) or determine how information within or across texts reveals author's point of view or purpose.","= =",{"$f":"'ENTER DATA HERE'!L17","v":"="},{"$f":"'ENTER DATA HERE'!M17","v":"="},"+ +",{"$f":"'ENTER DATA HERE'!L49","v":"+"},{"$f":"'ENTER DATA HERE'!M49","v":"+"},"- -",{"$f":"'ENTER DATA HERE'!L81","v":"-"},{"$f":"'ENTER DATA HERE'!M81","v":"-"},3,1,"(Revise)","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing/revising one or more paragraphs of text that express arguments about topics or sources: establishing and supporting a claim, organizing and citing supporting evidence using credible sources, providing appropriate transitional strategies for coherence, appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience and follows from the argument(s) presented.","= =",{"$f":"'ENTER DATA HERE'!L34","v":"="},{"$f":"'ENTER DATA HERE'!M34","v":"="},"- =",{"$f":"'ENTER DATA HERE'!L66","v":"-"},{"$f":"'ENTER DATA HERE'!M66","v":"="},"= +",{"$f":"'ENTER DATA HERE'!L98","v":"="},{"$f":"'ENTER DATA HERE'!M98","v":"+"},2.5,0.83333333333333337]
["(Informational Text) TEXT STRUCTURES OR TEXT FEATURES: Relate knowledge of text structures (e.g. sentence, paragraph) or text features to analyze or integrate the impact of those choices on meaning or presentation.","= =",{"$f":"'ENTER DATA HERE'!L18","v":"="},{"$f":"'ENTER DATA HERE'!M18","v":"="},"- -",{"$f":"'ENTER DATA HERE'!L50","v":"-"},{"$f":"'ENTER DATA HERE'!M50","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!L82","v":"-"},{"$f":"'ENTER DATA HERE'!M82","v":"-"},1,0.33333333333333331,null,"COMPOSE FULL TEXTS: Write full arguments about topics using a complete writing process attending to purpose and audience: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources; provide appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.","= -",{"$f":"'ENTER DATA HERE'!L35","v":"="},{"$f":"'ENTER DATA HERE'!M35","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!L67","v":"-"},{"$f":"'ENTER DATA HERE'!M67","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!L99","v":"-"},{"$f":"'ENTER DATA HERE'!M99","v":"-"},0.75,0.25]
["(Informational Text) LANGUAGE USE: Interpret understanding of figurative language, word relationships, nuances of words and phrases, or figures of speech (e.g., personification) used in context and the impact of those word choices on meaning.","= =",{"$f":"'ENTER DATA HERE'!L19","v":"="},{"$f":"'ENTER DATA HERE'!M19","v":"="},"- +",{"$f":"'ENTER DATA HERE'!L51","v":"-"},{"$f":"'ENTER DATA HERE'!M51","v":"+"},"- -",{"$f":"'ENTER DATA HERE'!L83","v":"-"},{"$f":"'ENTER DATA HERE'!M83","v":"-"},1.5,0.5,null,"LANGUAGE & VOCABULARY USE: Strategically use precise language and vocabulary (including academic words, domain-specific vocabulary, and figurative language) and style appropriate to the purpose and audience when revising or composing texts.","+ +",{"$f":"'ENTER DATA HERE'!L36","v":"+"},{"$f":"'ENTER DATA HERE'!M36","v":"+"},"- -",{"$f":"'ENTER DATA HERE'!L68","v":"-"},{"$f":"'ENTER DATA HERE'!M68","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!L100","v":"-"},{"$f":"'ENTER DATA HERE'!M100","v":"-"},2,0.66666666666666663]
["(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","= =",{"$f":"'ENTER DATA HERE'!L22","v":"="},{"$f":"'ENTER DATA HERE'!M22","v":"="},"= =",{"$f":"'ENTER DATA HERE'!L54","v":"="},{"$f":"'ENTER DATA HERE'!M54","v":"="},"+ +",{"$f":"'ENTER DATA HERE'!L86","v":"+"},{"$f":"'ENTER DATA HERE'!M86","v":"+"},4,1.3333333333333333,null,"EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, explanatory, and argumentative texts.","= -",{"$f":"'ENTER DATA HERE'!L37","v":"="},{"$f":"'ENTER DATA HERE'!M37","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!L69","v":"-"},{"$f":"'ENTER DATA HERE'!M69","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!L101","v":"-"},{"$f":"'ENTER DATA HERE'!M101","v":"-"},0.75,0.25]
["(Literary Text) CENTRAL IDEAS: Determine a theme or central idea from details in the text, or provide a summary distinct from personal opinions or judgment.","= =",{"$f":"'ENTER DATA HERE'!L23","v":"="},{"$f":"'ENTER DATA HERE'!M23","v":"="},"- -",{"$f":"'ENTER DATA HERE'!L55","v":"-"},{"$f":"'ENTER DATA HERE'!M55","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!L87","v":"-"},{"$f":"'ENTER DATA HERE'!M87","v":"-"},1,0.33333333333333331,null,"Listening","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value"]
["(Literary Text) WORD MEANINGS: Determine intended or precise meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., connotations, denotations), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary) with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","- -",{"$f":"'ENTER DATA HERE'!L24","v":"-"},{"$f":"'ENTER DATA HERE'!M24","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!L56","v":"-"},{"$f":"'ENTER DATA HERE'!M56","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!L88","v":"-"},{"$f":"'ENTER DATA HERE'!M88","v":"-"},0,0,null,"LISTEN/INTERPRET: Interpret and use information delivered orally.",{"$f":"CONCATENATE(P13,\" \",Q13)","v":"+ +"},{"$f":"'ENTER DATA HERE'!L39","v":"+"},{"$f":"'ENTER DATA HERE'!M39","v":"+"},{"$f":"CONCATENATE(S13,\" \",T13)","v":"- +"},{"$f":"'ENTER DATA HERE'!L71","v":"-"},{"$f":"'ENTER DATA HERE'!M71","v":"+"},{"$f":"CONCATENATE(V13,\" \",W13)","v":"- +"},{"$f":"'ENTER DATA HERE'!L103","v":"-"},{"$f":"'ENTER DATA HERE'!M103","v":"+"},{"$f":"VLOOKUP(O13,$C$21:$D$29,2,)+VLOOKUP(R13,$C$21:$D$29,2,)+VLOOKUP(U13,$C$21:$D$29,2,)","v":3},1]
["(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., character development, plot, point of view, themes, topics) and use supporting evidence as justification/explanation.","= =",{"$f":"'ENTER DATA HERE'!L25","v":"="},{"$f":"'ENTER DATA HERE'!M25","v":"="},"- -",{"$f":"'ENTER DATA HERE'!L57","v":"-"},{"$f":"'ENTER DATA HERE'!M57","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!L89","v":"-"},{"$f":"'ENTER DATA HERE'!M89","v":"-"},1,0.33333333333333331,null,"Claim 4: Research","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value"]
["(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Describe and explain relationships among literary elements (e.g., plot, character, resolution) within or across texts or explain how the author develops the narrator or speakers' point of view within or across texts.","* *",{"$f":"'ENTER DATA HERE'!L26","v":"*"},{"$f":"'ENTER DATA HERE'!M26","v":"*"},"- =",{"$f":"'ENTER DATA HERE'!L58","v":"-"},{"$f":"'ENTER DATA HERE'!M58","v":"="},"- -",{"$f":"'ENTER DATA HERE'!L90","v":"-"},{"$f":"'ENTER DATA HERE'!M90","v":"-"},0.25,8.3333333333333329E-2,null,"ANALYZE/INTEGRATE INFORMATION: Analyze information within and among sources of information (print and non-print texts, data sets, conducting procedures, etc.).",{"$f":"CONCATENATE(P15,\" \",Q15)","v":"= ="},{"$f":"'ENTER DATA HERE'!L41","v":"="},{"$f":"'ENTER DATA HERE'!M41","v":"="},{"$f":"CONCATENATE(S15,\" \",T15)","v":"- +"},{"$f":"'ENTER DATA HERE'!L73","v":"-"},{"$f":"'ENTER DATA HERE'!M73","v":"+"},{"$f":"CONCATENATE(V15,\" \",W15)","v":"- +"},{"$f":"'ENTER DATA HERE'!L105","v":"-"},{"$f":"'ENTER DATA HERE'!M105","v":"+"},{"$f":"VLOOKUP(O15,$C$21:$D$29,2,)+VLOOKUP(R15,$C$21:$D$29,2,)+VLOOKUP(U15,$C$21:$D$29,2,)","v":2},0.66666666666666663]
["(Literary Text) TEXT STRUCTURES & FEATURES: Analyze text structures and the impact of those choices on meaning or presentation.","- -",{"$f":"'ENTER DATA HERE'!L27","v":"-"},{"$f":"'ENTER DATA HERE'!M27","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!L59","v":"-"},{"$f":"'ENTER DATA HERE'!M59","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!L91","v":"-"},{"$f":"'ENTER DATA HERE'!M91","v":"-"},0,0,null,"EVALUATE INFORMATION/SOURCES: Use reasoning, evaluation, and evidence to assess the credibility and accuracy of each source in order to gather and select information to support analysis, reflection, and research.",{"$f":"CONCATENATE(P16,\" \",Q16)","v":"= ="},{"$f":"'ENTER DATA HERE'!L42","v":"="},{"$f":"'ENTER DATA HERE'!M42","v":"="},{"$f":"CONCATENATE(S16,\" \",T16)","v":"- +"},{"$f":"'ENTER DATA HERE'!L74","v":"-"},{"$f":"'ENTER DATA HERE'!M74","v":"+"},{"$f":"CONCATENATE(V16,\" \",W16)","v":"- +"},{"$f":"'ENTER DATA HERE'!L106","v":"-"},{"$f":"'ENTER DATA HERE'!M106","v":"+"},{"$f":"VLOOKUP(O16,$C$21:$D$29,2,)+VLOOKUP(R16,$C$21:$D$29,2,)+VLOOKUP(U16,$C$21:$D$29,2,)","v":2},0.66666666666666663]
["(Literary Text) LANGUAGE USE: Interpret and analyze figurative language use (e.g., figurative, connotative meanings) or demonstrate understanding of nuances in word meanings used in context and the impact of those word choices on meaning and tone.","* *",{"$f":"'ENTER DATA HERE'!L28","v":"*"},{"$f":"'ENTER DATA HERE'!M28","v":"*"},"- =",{"$f":"'ENTER DATA HERE'!L60","v":"-"},{"$f":"'ENTER DATA HERE'!M60","v":"="},"- +",{"$f":"'ENTER DATA HERE'!L92","v":"-"},{"$f":"'ENTER DATA HERE'!M92","v":"+"},0.75,0.25,null,"USE EVIDENCE: Cite evidence to support arguments, ideas, or analyses.",{"$f":"CONCATENATE(P17,\" \",Q17)","v":"+ ="},{"$f":"'ENTER DATA HERE'!L43","v":"+"},{"$f":"'ENTER DATA HERE'!M43","v":"="},{"$f":"CONCATENATE(S17,\" \",T17)","v":"+ +"},{"$f":"'ENTER DATA HERE'!L75","v":"+"},{"$f":"'ENTER DATA HERE'!M75","v":"+"},{"$f":"CONCATENATE(V17,\" \",W17)","v":"= +"},{"$f":"'ENTER DATA HERE'!L107","v":"="},{"$f":"'ENTER DATA HERE'!M107","v":"+"},{"$f":"VLOOKUP(O17,$C$21:$D$29,2,)+VLOOKUP(R17,$C$21:$D$29,2,)+VLOOKUP(U17,$C$21:$D$29,2,)","v":5},1.6666666666666667]
[]
[]
["Color-coding is intended to quickly indicate high-priority targets for which more systems-level information is needed. \n\nDo our instructional resources provide students the opportunity to learn the knowledge and skills aligned to standards? \n\nIs our pacing adequate? \n\nAre we engaging students with high-level instructional practices?",null,"Key:",null,null,"Performance Relative to Proficiency",null,null,null,null,null,null,null,"Access the ELA Crosswalk Companions for connections among Claims, Targets, Standards, and Achievement Level Descriptors","Other Quick Links",null,null,"Performance Relative to Proficiency"]
[null,null,"- -",0,null,"+","Performance is above the Proficiency Standard",null,null,null,null,null,null,null,null,null,null,"+","Performance is above the Proficiency Standard"]
[null,null,"- =",0.25,null,"=","Performance is near the Proficiency Standard",null,null,null,null,null,null,null,null,null,null,"=","Performance is near the Proficiency Standard"]
[null,null,"- +",0.5,null,"-","Performance is below the Proficiency Standard",null,null,null,null,null,null,"Grade 3 ALDs","Grade 6 Threshold Descriptors",null,null,"-","Performance is below the Proficiency Standard"]
[null,null,"= -",0.75,null,"*","Insufficient Information",null,null,null,null,null,null,"Grade 4 ALDs",null,null,null,"*","Insufficient Information"]
[null,null,"= =",1,null,"Performance Relative to the Test as a Whole",null,null,null,null,null,null,null,"Grade 5 ALDs",null,null,null,"Performance Relative to the Test as a Whole"]
[null,null,"= +",1.25,null,"+","Performance is better than on the rest of the test",null,null,null,null,null,null,"Grade 6 ALDs","SDDOE Assessment Home",null,null,"+","Performance is better than on the rest of the test"]
[null,null,"+ -",1.5,null,"=","Performance is similar to performance on the test as a whole",null,null,null,null,null,null,"Grade 7 ALDs",null,null,null,"=","Performance is similar to performance on the test as a whole"]
[null,null,"+ =",1.75,null,"-","Performance is worse than on the rest of the test",null,null,null,null,null,null,"Grade 8 ALDs",null,null,null,"-","Performance is worse than on the rest of the test"]
[null,null,"+ +",2,null,"*","Insufficient Information",null,null,null,null,null,null,"High School ALDs",null,null,null,"*","Insufficient Information"]
[]
["List the two Claim 1 Reading Targets as priorities.",null,null,null,"List which standards are associated with each English Language Arts Target identified.",null,null,null,null,null,null,null,null,"List the two Claim 2 Writing Targets as priorities.",null,null,null,"List which standards are associated with each English Language Arts Target identified."]
[1,null,null,null,null,null,null,null,null,null,null,null,null,1]
[]
[]
[2,null,null,null,null,null,null,null,null,null,null,null,null,2]
[]
[]
[]
["Top 3 Uses for Target Reports: Guiding Questions",null,null,null,null,null,null,null,null,null,null,null,null,"Top 3 Uses for Target Reports: Guiding Questions"]
["Is our assessment system aligned to the standards?","Is our pacing appropriate?",null,null,null,null,null,"Is our instruction effective?",null,null,null,null,null,"Is our assessment system aligned to the standards?","Is our pacing appropriate?",null,null,null,null,null,"Is our instruction effective?"]
["Target reports provide an opportunity to evaluate instructional materials and district/school assessment systems for alignment to the South Dakota Common Core State Standards.","Target reports can indicate whether inadequate or inconsistent amounts of instructional time are dedicated to associated standards.",null,null,null,null,null,"Target reports can be used by Professional Learning Teams (PLTs) to analyze the effectiveness of instructional practices.",null,null,null,null,null,"Target reports provide an opportunity to evaluate instructional materials and district/school assessment systems for alignment to the South Dakota Common Core State Standards.","Target reports can indicate whether inadequate or inconsistent amounts of instructional time are dedicated to associated standards.",null,null,null,null,null,"Target reports can be used by Professional Learning Teams (PLTs) to analyze the effectiveness of instructional practices."]
[]
["What actions and professional development can we develop to support improvement on the identified targets and how will we monitor progress in supporting instructional practices?",null,null,null,null,null,null,null,null,null,null,null,null,"What actions and professional development can we develop to support improvement on the identified targets and how will we monitor progress in supporting instructional practices?"]
["Actions","Professional Development",null,null,null,null,null,"Monitor",null,null,null,null,null,"Actions","Professional Development",null,null,null,null,null,"Monitor"]

{"sheet":"7th Grade ELA","index":5,"n_rows":44,"n_cols":25,"rows_kept":44,"cut":false,"hidden":false,"merged":[[42,0,42,11],[42,13,42,24],[43,1,43,6],[43,7,43,11],[43,14,43,19],[43,20,43,24],[39,1,39,6],[39,7,39,11],[39,14,39,19],[39,20,39,24],[40,1,40,6],[40,7,40,11],[40,14,40,19],[40,20,40,24],[34,0,36,3],[34,4,36,11],[34,13,36,16],[34,17,36,24],[38,0,38,11],[38,13,38,24],[30,0,30,3],[30,4,30,11],[30,13,30,16],[30,17,30,24],[31,0,33,3],[31,4,33,11],[31,13,33,16],[31,17,33,24],[0,20,0,22],[0,23,1,24],[1,1,1,3],[1,4,1,6],[1,7,1,9],[1,14,1,16],[1,17,1,19],[1,20,1,22],[0,1,0,3],[0,4,0,6],[0,7,0,9],[0,10,1,11],[0,14,0,16],[0,17,0,19],[19,13,21,13],[19,14,21,15],[19,17,19,21],[20,6,20,9],[20,18,20,21],[21,6,21,9],[21,18,21,21],[19,0,28,1],[19,2,19,3],[19,5,19,9],[22,6,22,9],[28,6,28,9],[22,18,22,21],[23,6,23,9],[23,18,23,21],[24,5,24,9],[24,17,24,21],[22,14,24,15],[28,18,28,21],[25,6,25,9],[25,18,25,21],[26,6,26,9],[26,18,26,21],[27,6,27,9],[27,18,27,21],[25,14,28,15]]}
["7th Grade English Language Arts",{"$f":"'ENTER DATA HERE'!C3","v":"2020-2021"},null,null,{"$f":"'ENTER DATA HERE'!D3","v":"2021-2022"},null,null,{"$f":"'ENTER DATA HERE'!E3","v":"2022-2023"},null,null,null,null,null,"7th Grade English Language Arts",{"$f":"'ENTER DATA HERE'!C3","v":"2020-2021"},null,null,{"$f":"'ENTER DATA HERE'!D3","v":"2021-2022"},null,null,{"$f":"'ENTER DATA HERE'!E3","v":"2022-2023"}]
[{"$f":"'ENTER DATA HERE'!B1","v":"Sample School District"},{"$f":"CONCATENATE('ENTER DATA HERE'!C8,\"% of students proficient\")","v":"53% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!D8,\"% of students proficient\")","v":"58% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!E8,\"% of students proficient\")","v":"49% of students proficient"},null,null,null,null,null,{"$f":"'ENTER DATA HERE'!B1","v":"Sample School District"},{"$f":"CONCATENATE('ENTER DATA HERE'!C8,\"% of students proficient\")","v":"53% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!D8,\"% of students proficient\")","v":"58% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!E8,\"% of students proficient\")","v":"49% of students proficient"}]
["Claim 1: Reading","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value",null,"Claim 2: Writing","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value"]
["(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.",{"$f":"CONCATENATE(C4,\" \",D4)","v":"= ="},{"$f":"'ENTER DATA HERE'!O20","v":"="},{"$f":"'ENTER DATA HERE'!P20","v":"="},{"$f":"CONCATENATE(F4,\" \",G4)","v":"- -"},{"$f":"'ENTER DATA HERE'!O52","v":"-"},{"$f":"'ENTER DATA HERE'!P52","v":"-"},{"$f":"CONCATENATE(I4,\" \",J4)","v":"- -"},{"$f":"'ENTER DATA HERE'!O84","v":"-"},{"$f":"'ENTER DATA HERE'!P84","v":"-"},{"$f":"VLOOKUP(B4,$C$21:$D$29,2,)+VLOOKUP(E4,$C$21:$D$29,2,)+VLOOKUP(H4,$C$21:$D$29,2,)","v":1},{"$f":"(K4/3)","v":0.33333333333333331},"(Revise)","WRITE/REVISE BRIEF TEXTS: Apply narrative techniques (e.g., dialogue, description) and appropriate text structures and transitional strategies for coherence when writing/revising one or more paragraphs of narrative text (e.g., closure, introduce narrator or use dialogue when describing an event).",{"$f":"CONCATENATE(P4,\" \",Q4)","v":"= -"},{"$f":"'ENTER DATA HERE'!O32","v":"="},{"$f":"'ENTER DATA HERE'!P32","v":"-"},{"$f":"CONCATENATE(S4,\" \",T4)","v":"- -"},{"$f":"'ENTER DATA HERE'!O64","v":"-"},{"$f":"'ENTER DATA HERE'!P64","v":"-"},{"$f":"CONCATENATE(V4,\" \",W4)","v":"= -"},{"$f":"'ENTER DATA HERE'!O96","v":"="},{"$f":"'ENTER DATA HERE'!P96","v":"-"},{"$f":"VLOOKUP(O4,$C$21:$D$29,2,)+VLOOKUP(R4,$C$21:$D$29,2,)+VLOOKUP(U4,$C$21:$D$29,2,)","v":1.5},{"$f":"(X4/3)","v":0.5}]
["(Informational Text) CENTRAL IDEAS: Determine a central idea and the key details that support it, or provide an objective summary of the text.","= =",{"$f":"'ENTER DATA HERE'!O21","v":"="},{"$f":"'ENTER DATA HERE'!P21","v":"="},"- -",{"$f":"'ENTER DATA HERE'!O53","v":"-"},{"$f":"'ENTER DATA HERE'!P53","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!O85","v":"-"},{"$f":"'ENTER DATA HERE'!P85","v":"-"},1,{"$f":"(K5/3)","v":0.33333333333333331},null,"COMPOSE FULL TEXTS: Write full narrative texts using a complete writing process demonstrating narrative strategies, text structures, and transitional strategies for coherence, closure, and author’s craft—all appropriate to purpose (style or point of view in a short story).","= =",{"$f":"'ENTER DATA HERE'!O33","v":"="},{"$f":"'ENTER DATA HERE'!P33","v":"="},"= =",{"$f":"'ENTER DATA HERE'!O65","v":"="},{"$f":"'ENTER DATA HERE'!P65","v":"="},"+ +",{"$f":"'ENTER DATA HERE'!O97","v":"+"},{"$f":"'ENTER DATA HERE'!P97","v":"+"},4,1.3333333333333333]
["(Informational Text) WORD MEANINGS: Determine intended meanings of words including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., synonym, antonym, analogy, connotations, denotations), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","= -",{"$f":"'ENTER DATA HERE'!O15","v":"="},{"$f":"'ENTER DATA HERE'!P15","v":"-"},"+ +",{"$f":"'ENTER DATA HERE'!O47","v":"+"},{"$f":"'ENTER DATA HERE'!P47","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!O79","v":"+"},{"$f":"'ENTER DATA HERE'!P79","v":"+"},4.75,1.5833333333333333,"(Revise)","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing/revising one or more paragraphs of explanatory text: organizing ideas by stating and maintaining a focus (thesis)/tone, providing appropriate transitional strategies for coherence, developing a topic including relevant supporting evidence/vocabulary and elaboration, or providing a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented.","= =",{"$f":"'ENTER DATA HERE'!O30","v":"="},{"$f":"'ENTER DATA HERE'!P30","v":"="},"- -",{"$f":"'ENTER DATA HERE'!O62","v":"-"},{"$f":"'ENTER DATA HERE'!P62","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!O94","v":"-"},{"$f":"'ENTER DATA HERE'!P94","v":"-"},1,0.33333333333333331]
["(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., interaction between individuals, events and ideas; author’s point of view/purpose; use of media or formats; trace and evaluate the argument and specific claims) and use supporting evidence as justification/explanation.","+ +",{"$f":"'ENTER DATA HERE'!O16","v":"+"},{"$f":"'ENTER DATA HERE'!P16","v":"+"},"+ -",{"$f":"'ENTER DATA HERE'!O48","v":"+"},{"$f":"'ENTER DATA HERE'!P48","v":"-"},"+ -",{"$f":"'ENTER DATA HERE'!O80","v":"+"},{"$f":"'ENTER DATA HERE'!P80","v":"-"},5,1.6666666666666667,null,"COMPOSE FULL TEXTS: Write full explanatory texts using a complete writing process attending to purpose and audience: organize ideas by stating a thesis/controlling idea and maintaining a focus/tone; develop a topic including elaboration and citing relevant supporting evidence from sources, with appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented.","+ +",{"$f":"'ENTER DATA HERE'!O31","v":"+"},{"$f":"'ENTER DATA HERE'!P31","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!O63","v":"+"},{"$f":"'ENTER DATA HERE'!P63","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!O95","v":"+"},{"$f":"'ENTER DATA HERE'!P95","v":"+"},6,2]
["(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze how information is presented within or across texts (e.g. interactions between individuals, events, or ideas) or determine how information within or across texts reveals author's point of view or purpose.","= =",{"$f":"'ENTER DATA HERE'!O17","v":"="},{"$f":"'ENTER DATA HERE'!P17","v":"="},"+ +",{"$f":"'ENTER DATA HERE'!O49","v":"+"},{"$f":"'ENTER DATA HERE'!P49","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!O81","v":"+"},{"$f":"'ENTER DATA HERE'!P81","v":"+"},5,1.6666666666666667,"(Revise)","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing or revising one or more paragraphs of text that express arguments about topics or sources: establishing and supporting a claim, organizing and citing supporting evidence using credible sources, providing appropriate transitional strategies for coherence, appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.","= =",{"$f":"'ENTER DATA HERE'!O34","v":"="},{"$f":"'ENTER DATA HERE'!P34","v":"="},"- -",{"$f":"'ENTER DATA HERE'!O66","v":"-"},{"$f":"'ENTER DATA HERE'!P66","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!O98","v":"-"},{"$f":"'ENTER DATA HERE'!P98","v":"-"},1,0.33333333333333331]
["(Informational Text) TEXT STRUCTURES OR TEXT FEATURES: Relate knowledge of text structures (e.g. organization of a text) or text features to analyze or compare the impact of those choices on meaning or presentation.","= -",{"$f":"'ENTER DATA HERE'!O18","v":"="},{"$f":"'ENTER DATA HERE'!P18","v":"-"},"+ +",{"$f":"'ENTER DATA HERE'!O50","v":"+"},{"$f":"'ENTER DATA HERE'!P50","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!O82","v":"+"},{"$f":"'ENTER DATA HERE'!P82","v":"+"},4.75,1.5833333333333333,null,"COMPOSE FULL TEXTS: Write full arguments about topics using the complete writing process attending to purpose and audience: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources; provide appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.","+ +",{"$f":"'ENTER DATA HERE'!O35","v":"+"},{"$f":"'ENTER DATA HERE'!P35","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!O67","v":"+"},{"$f":"'ENTER DATA HERE'!P67","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!O99","v":"+"},{"$f":"'ENTER DATA HERE'!P99","v":"+"},6,2]
["(Informational Text) LANGUAGE USE: Interpret understanding of figurative language, word relationships, nuances of words and phrases, or figures of speech (e.g., literary, mythological allusions) used in context and the impact of those word choices on meaning.","= =",{"$f":"'ENTER DATA HERE'!O19","v":"="},{"$f":"'ENTER DATA HERE'!P19","v":"="},"- +",{"$f":"'ENTER DATA HERE'!O51","v":"-"},{"$f":"'ENTER DATA HERE'!P51","v":"+"},"- =",{"$f":"'ENTER DATA HERE'!O83","v":"-"},{"$f":"'ENTER DATA HERE'!P83","v":"="},1.75,0.58333333333333337,null,"LANGUAGE & VOCABULARY USE: Strategically use precise language and vocabulary (including academic words, domain-specific vocabulary, and figurative language) and style appropriate to the purpose and audience when revising or composing texts.","+ +",{"$f":"'ENTER DATA HERE'!O36","v":"+"},{"$f":"'ENTER DATA HERE'!P36","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!O68","v":"+"},{"$f":"'ENTER DATA HERE'!P68","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!O100","v":"+"},{"$f":"'ENTER DATA HERE'!P100","v":"+"},6,2]
["(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","= =",{"$f":"'ENTER DATA HERE'!O22","v":"="},{"$f":"'ENTER DATA HERE'!P22","v":"="},"+ -",{"$f":"'ENTER DATA HERE'!O54","v":"+"},{"$f":"'ENTER DATA HERE'!P54","v":"-"},"+ =",{"$f":"'ENTER DATA HERE'!O86","v":"+"},{"$f":"'ENTER DATA HERE'!P86","v":"="},4.25,1.4166666666666667,null,"EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, explanatory, and argumentative texts.","- -",{"$f":"'ENTER DATA HERE'!O37","v":"-"},{"$f":"'ENTER DATA HERE'!P37","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!O69","v":"-"},{"$f":"'ENTER DATA HERE'!P69","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!O101","v":"-"},{"$f":"'ENTER DATA HERE'!P101","v":"-"},0,0]
["(Literary Text) CENTRAL IDEAS: Determine a theme or central idea from evidence in the text, or provide an objective summary of the text.","+ +",{"$f":"'ENTER DATA HERE'!O23","v":"+"},{"$f":"'ENTER DATA HERE'!P23","v":"+"},"= -",{"$f":"'ENTER DATA HERE'!O55","v":"="},{"$f":"'ENTER DATA HERE'!P55","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!O87","v":"-"},{"$f":"'ENTER DATA HERE'!P87","v":"-"},2.75,0.91666666666666663,null,"Listening","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value"]
["(Literary Text) WORD MEANINGS: Determine intended or precise meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., synonyms, antonyms, analogy, connotations, denotations), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","- -",{"$f":"'ENTER DATA HERE'!O24","v":"-"},{"$f":"'ENTER DATA HERE'!P24","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!O56","v":"-"},{"$f":"'ENTER DATA HERE'!P56","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!O88","v":"-"},{"$f":"'ENTER DATA HERE'!P88","v":"-"},0,0,null,"LISTEN/INTERPRET: Interpret and use information delivered orally.",{"$f":"CONCATENATE(P13,\" \",Q13)","v":"+ ="},{"$f":"'ENTER DATA HERE'!O39","v":"+"},{"$f":"'ENTER DATA HERE'!P39","v":"="},{"$f":"CONCATENATE(S13,\" \",T13)","v":"+ +"},{"$f":"'ENTER DATA HERE'!O71","v":"+"},{"$f":"'ENTER DATA HERE'!P71","v":"+"},{"$f":"CONCATENATE(V13,\" \",W13)","v":"= +"},{"$f":"'ENTER DATA HERE'!O103","v":"="},{"$f":"'ENTER DATA HERE'!P103","v":"+"},{"$f":"VLOOKUP(O13,$C$21:$D$29,2,)+VLOOKUP(R13,$C$21:$D$29,2,)+VLOOKUP(U13,$C$21:$D$29,2,)","v":5},1.6666666666666667]
["(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., character development, setting, plot, point of view, or fictional portrayal of time, place or character) and use supporting evidence as justification/explanation.","= =",{"$f":"'ENTER DATA HERE'!O25","v":"="},{"$f":"'ENTER DATA HERE'!P25","v":"="},"- -",{"$f":"'ENTER DATA HERE'!O57","v":"-"},{"$f":"'ENTER DATA HERE'!P57","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!O89","v":"-"},{"$f":"'ENTER DATA HERE'!P89","v":"-"},1,0.33333333333333331,null,"Claim 4: Research","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value"]
["(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze relationships among literary elements (e.g., setting, characters, plot) within or across texts or analyze how an author develops the narrator or characters' point of view within or across texts.","* *",{"$f":"'ENTER DATA HERE'!O26","v":"*"},{"$f":"'ENTER DATA HERE'!P26","v":"*"},"+ +",{"$f":"'ENTER DATA HERE'!O58","v":"+"},{"$f":"'ENTER DATA HERE'!P58","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!O90","v":"+"},{"$f":"'ENTER DATA HERE'!P90","v":"+"},4,1.3333333333333333,null,"ANALYZE/INTEGRATE INFORMATION: Analyze information within and among sources of information (print and non-print texts, data sets, conducting procedures, etc.).",{"$f":"CONCATENATE(P15,\" \",Q15)","v":"= -"},{"$f":"'ENTER DATA HERE'!O41","v":"="},{"$f":"'ENTER DATA HERE'!P41","v":"-"},{"$f":"CONCATENATE(S15,\" \",T15)","v":"+ ="},{"$f":"'ENTER DATA HERE'!O73","v":"+"},{"$f":"'ENTER DATA HERE'!P73","v":"="},{"$f":"CONCATENATE(V15,\" \",W15)","v":"- -"},{"$f":"'ENTER DATA HERE'!O105","v":"-"},{"$f":"'ENTER DATA HERE'!P105","v":"-"},{"$f":"VLOOKUP(O15,$C$21:$D$29,2,)+VLOOKUP(R15,$C$21:$D$29,2,)+VLOOKUP(U15,$C$21:$D$29,2,)","v":2.5},0.83333333333333337]
["(Literary Text) TEXT STRUCTURES & FEATURES: Analyze text structures and the impact of those choices on meaning or presentation.","+ +",{"$f":"'ENTER DATA HERE'!O27","v":"+"},{"$f":"'ENTER DATA HERE'!P27","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!O59","v":"+"},{"$f":"'ENTER DATA HERE'!P59","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!O91","v":"+"},{"$f":"'ENTER DATA HERE'!P91","v":"+"},6,2,null,"EVALUATE INFORMATION/SOURCES: Use reasoning, evaluation, and evidence to assess the credibility and accuracy of each source in order to gather and select information to support analysis, reflection, and research.",{"$f":"CONCATENATE(P16,\" \",Q16)","v":"- -"},{"$f":"'ENTER DATA HERE'!O42","v":"-"},{"$f":"'ENTER DATA HERE'!P42","v":"-"},{"$f":"CONCATENATE(S16,\" \",T16)","v":"- -"},{"$f":"'ENTER DATA HERE'!O74","v":"-"},{"$f":"'ENTER DATA HERE'!P74","v":"-"},{"$f":"CONCATENATE(V16,\" \",W16)","v":"- -"},{"$f":"'ENTER DATA HERE'!O106","v":"-"},{"$f":"'ENTER DATA HERE'!P106","v":"-"},{"$f":"VLOOKUP(O16,$C$21:$D$29,2,)+VLOOKUP(R16,$C$21:$D$29,2,)+VLOOKUP(U16,$C$21:$D$29,2,)","v":0},0]
["(Literary Text) LANGUAGE USE: Interpret and analyze figurative language use (e.g., figurative, connotative meanings) or demonstrate understanding of nuances in word meanings used in context and the impact of those word choices on meaning and tone.","* *",{"$f":"'ENTER DATA HERE'!O28","v":"*"},{"$f":"'ENTER DATA HERE'!P28","v":"*"},"- +",{"$f":"'ENTER DATA HERE'!O60","v":"-"},{"$f":"'ENTER DATA HERE'!P60","v":"+"},"- +",{"$f":"'ENTER DATA HERE'!O92","v":"-"},{"$f":"'ENTER DATA HERE'!P92","v":"+"},1,0.33333333333333331,null,"USE EVIDENCE: Cite evidence to support arguments, ideas, or analyses.",{"$f":"CONCATENATE(P17,\" \",Q17)","v":"= ="},{"$f":"'ENTER DATA HERE'!O43","v":"="},{"$f":"'ENTER DATA HERE'!P43","v":"="},{"$f":"CONCATENATE(S17,\" \",T17)","v":"+ ="},{"$f":"'ENTER DATA HERE'!O75","v":"+"},{"$f":"'ENTER DATA HERE'!P75","v":"="},{"$f":"CONCATENATE(V17,\" \",W17)","v":"+ -"},{"$f":"'ENTER DATA HERE'!O107","v":"+"},{"$f":"'ENTER DATA HERE'!P107","v":"-"},{"$f":"VLOOKUP(O17,$C$21:$D$29,2,)+VLOOKUP(R17,$C$21:$D$29,2,)+VLOOKUP(U17,$C$21:$D$29,2,)","v":4.25},1.4166666666666667]
[]
[]
["Color-coding is intended to quickly indicate high-priority targets for which more systems-level information is needed. \n\nDo our instructional resources provide students the opportunity to learn the knowledge and skills aligned to standards? \n\nIs our pacing adequate? \n\nAre we engaging students with high-level instructional practices?",null,"Key:",null,null,"Performance Relative to Proficiency",null,null,null,null,null,null,null,"Access the ELA Crosswalk Companions for connections among Claims, Targets, Standards, and Achievement Level Descriptors","Other Quick Links",null,null,"Performance Relative to Proficiency"]
[null,null,"- -",0,null,"+","Performance is above the Proficiency Standard",null,null,null,null,null,null,null,null,null,null,"+","Performance is above the Proficiency Standard"]
[null,null,"- =",0.25,null,"=","Performance is near the Proficiency Standard",null,null,null,null,null,null,null,null,null,null,"=","Performance is near the Proficiency Standard"]
[null,null,"- +",0.5,null,"-","Performance is below the Proficiency Standard",null,null,null,null,null,null,"Grade 3 ALDs","Grade 7 Threshold Descriptors",null,null,"-","Performance is below the Proficiency Standard"]
[null,null,"= -",0.75,null,"*","Insufficient Information",null,null,null,null,null,null,"Grade 4 ALDs",null,null,null,"*","Insufficient Information"]
[null,null,"= =",1,null,"Performance Relative to the Test as a Whole",null,null,null,null,null,null,null,"Grade 5 ALDs",null,null,null,"Performance Relative to the Test as a Whole"]
[null,null,"= +",1.25,null,"+","Performance is better than on the rest of the test",null,null,null,null,null,null,"Grade 6 ALDs","SDDOE Assessment Home",null,null,"+","Performance is better than on the rest of the test"]
[null,null,"+ -",1.5,null,"=","Performance is similar to performance on the test as a whole",null,null,null,null,null,null,"Grade 7 ALDs",null,null,null,"=","Performance is similar to performance on the test as a whole"]
[null,null,"+ =",1.75,null,"-","Performance is worse than on the rest of the test",null,null,null,null,null,null,"Grade 8 ALDs",null,null,null,"-","Performance is worse than on the rest of the test"]
[null,null,"+ +",2,null,"*","Insufficient Information",null,null,null,null,null,null,"High School ALDs",null,null,null,"*","Insufficient Information"]
[]
["List the two Claim 1 Reading Targets as priorities.",null,null,null,"List which standards are associated with each English Language Arts Target identified.",null,null,null,null,null,null,null,null,"List the two Claim 2 Writing Targets as priorities.",null,null,null,"List which standards are associated with each English Language Arts Target identified."]
[1,null,null,null,null,null,null,null,null,null,null,null,null,1]
[]
[]
[2,null,null,null,null,null,null,null,null,null,null,null,null,2]
[]
[]
[]
["Top 3 Uses for Target Reports: Guiding Questions",null,null,null,null,null,null,null,null,null,null,null,null,"Top 3 Uses for Target Reports: Guiding Questions"]
["Is our assessment system aligned to the standards?","Is our pacing appropriate?",null,null,null,null,null,"Is our instruction effective?",null,null,null,null,null,"Is our assessment system aligned to the standards?","Is our pacing appropriate?",null,null,null,null,null,"Is our instruction effective?"]
["Target reports provide an opportunity to evaluate instructional materials and district/school assessment systems for alignment to the South Dakota Common Core State Standards.","Target reports can indicate whether inadequate or inconsistent amounts of instructional time are dedicated to associated standards.",null,null,null,null,null,"Target reports can be used by Professional Learning Teams (PLTs) to analyze the effectiveness of instructional practices.",null,null,null,null,null,"Target reports provide an opportunity to evaluate instructional materials and district/school assessment systems for alignment to the South Dakota Common Core State Standards.","Target reports can indicate whether inadequate or inconsistent amounts of instructional time are dedicated to associated standards.",null,null,null,null,null,"Target reports can be used by Professional Learning Teams (PLTs) to analyze the effectiveness of instructional practices."]
[]
["What actions and professional development can we develop to support improvement on the identified targets and how will we monitor progress in supporting instructional practices?",null,null,null,null,null,null,null,null,null,null,null,null,"What actions and professional development can we develop to support improvement on the identified targets and how will we monitor progress in supporting instructional practices?"]
["Actions","Professional Development",null,null,null,null,null,"Monitor",null,null,null,null,null,"Actions","Professional Development",null,null,null,null,null,"Monitor"]

{"sheet":"8th Grade ELA","index":6,"n_rows":44,"n_cols":25,"rows_kept":44,"cut":false,"hidden":false,"merged":[[42,0,42,11],[42,13,42,24],[43,1,43,6],[43,7,43,11],[43,14,43,19],[43,20,43,24],[39,1,39,6],[39,7,39,11],[39,14,39,19],[39,20,39,24],[40,1,40,6],[40,7,40,11],[40,14,40,19],[40,20,40,24],[34,0,36,3],[34,4,36,11],[34,13,36,16],[34,17,36,24],[38,0,38,11],[38,13,38,24],[30,0,30,3],[30,4,30,11],[30,13,30,16],[30,17,30,24],[31,0,33,3],[31,4,33,11],[31,13,33,16],[31,17,33,24],[0,20,0,22],[0,23,1,24],[1,1,1,3],[1,4,1,6],[1,7,1,9],[1,14,1,16],[1,17,1,19],[1,20,1,22],[0,1,0,3],[0,4,0,6],[0,7,0,9],[0,10,1,11],[0,14,0,16],[0,17,0,19],[19,13,21,13],[19,14,21,15],[19,17,19,21],[20,6,20,9],[20,18,20,21],[21,6,21,9],[21,18,21,21],[19,0,28,1],[19,2,19,3],[19,5,19,9],[22,6,22,9],[28,6,28,9],[22,18,22,21],[23,6,23,9],[23,18,23,21],[24,5,24,9],[24,17,24,21],[22,14,24,15],[28,18,28,21],[25,6,25,9],[25,18,25,21],[26,6,26,9],[26,18,26,21],[27,6,27,9],[27,18,27,21],[25,14,28,15]]}
["8th Grade English Language Arts",{"$f":"'ENTER DATA HERE'!C3","v":"2020-2021"},null,null,{"$f":"'ENTER DATA HERE'!D3","v":"2021-2022"},null,null,{"$f":"'ENTER DATA HERE'!E3","v":"2022-2023"},null,null,null,null,null,"8th Grade English Language Arts",{"$f":"'ENTER DATA HERE'!C3","v":"2020-2021"},null,null,{"$f":"'ENTER DATA HERE'!D3","v":"2021-2022"},null,null,{"$f":"'ENTER DATA HERE'!E3","v":"2022-2023"}]
[{"$f":"'ENTER DATA HERE'!B1","v":"Sample School District"},{"$f":"CONCATENATE('ENTER DATA HERE'!C9,\"% of students proficient\")","v":"51% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!D9,\"% of students proficient\")","v":"56% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!E9,\"% of students proficient\")","v":"61% of students proficient"},null,null,null,null,null,{"$f":"'ENTER DATA HERE'!B1","v":"Sample School District"},{"$f":"CONCATENATE('ENTER DATA HERE'!C9,\"% of students proficient\")","v":"51% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!D9,\"% of students proficient\")","v":"56% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!E9,\"% of students proficient\")","v":"61% of students proficient"}]
["Claim 1: Reading","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value",null,"Claim 2: Writing","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value"]
["(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.",{"$f":"CONCATENATE(C4,\" \",D4)","v":"= ="},{"$f":"'ENTER DATA HERE'!R20","v":"="},{"$f":"'ENTER DATA HERE'!S20","v":"="},{"$f":"CONCATENATE(F4,\" \",G4)","v":"- -"},{"$f":"'ENTER DATA HERE'!R52","v":"-"},{"$f":"'ENTER DATA HERE'!S52","v":"-"},{"$f":"CONCATENATE(I4,\" \",J4)","v":"- -"},{"$f":"'ENTER DATA HERE'!R84","v":"-"},{"$f":"'ENTER DATA HERE'!S84","v":"-"},{"$f":"VLOOKUP(B4,$C$21:$D$29,2,)+VLOOKUP(E4,$C$21:$D$29,2,)+VLOOKUP(H4,$C$21:$D$29,2,)","v":1},{"$f":"(K4/3)","v":0.33333333333333331},"(Revise)","WRITE/REVISE BRIEF TEXTS: Apply narrative techniques (e.g., dialogue, description, pacing) and appropriate text structures and transitional strategies for coherence when writing/revising one or more paragraphs of narrative text (e.g., closure, introduce narrator or use dialogue when describing an event).",{"$f":"CONCATENATE(P4,\" \",Q4)","v":"= +"},{"$f":"'ENTER DATA HERE'!R32","v":"="},{"$f":"'ENTER DATA HERE'!S32","v":"+"},{"$f":"CONCATENATE(S4,\" \",T4)","v":"- -"},{"$f":"'ENTER DATA HERE'!R64","v":"-"},{"$f":"'ENTER DATA HERE'!S64","v":"-"},{"$f":"CONCATENATE(V4,\" \",W4)","v":"- -"},{"$f":"'ENTER DATA HERE'!R96","v":"-"},{"$f":"'ENTER DATA HERE'!S96","v":"-"},{"$f":"VLOOKUP(O4,$C$21:$D$29,2,)+VLOOKUP(R4,$C$21:$D$29,2,)+VLOOKUP(U4,$C$21:$D$29,2,)","v":1.25},{"$f":"(X4/3)","v":0.41666666666666669}]
["(Informational Text) CENTRAL IDEAS: Determine a central idea and the key details that support it, or provide an objective summary of the text.","+ +",{"$f":"'ENTER DATA HERE'!R21","v":"+"},{"$f":"'ENTER DATA HERE'!S21","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!R53","v":"+"},{"$f":"'ENTER DATA HERE'!S53","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!R85","v":"+"},{"$f":"'ENTER DATA HERE'!S85","v":"+"},6,{"$f":"(K5/3)","v":2},null,"COMPOSE FULL TEXTS: Write full narrative texts using a complete writing process demonstrating narrative strategies, text structures, and transitional strategies for coherence, closure, and author’s craft—all appropriate to purpose (style or point of view in a short story).","= =",{"$f":"'ENTER DATA HERE'!R33","v":"="},{"$f":"'ENTER DATA HERE'!S33","v":"="},"= +",{"$f":"'ENTER DATA HERE'!R65","v":"="},{"$f":"'ENTER DATA HERE'!S65","v":"+"},"- -",{"$f":"'ENTER DATA HERE'!R97","v":"-"},{"$f":"'ENTER DATA HERE'!S97","v":"-"},2.25,0.75]
["(Informational Text) WORD MEANINGS: Determine intended meanings of words including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., connotation, denotation), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","= =",{"$f":"'ENTER DATA HERE'!R15","v":"="},{"$f":"'ENTER DATA HERE'!S15","v":"="},"- =",{"$f":"'ENTER DATA HERE'!R47","v":"-"},{"$f":"'ENTER DATA HERE'!S47","v":"="},"- +",{"$f":"'ENTER DATA HERE'!R79","v":"-"},{"$f":"'ENTER DATA HERE'!S79","v":"+"},1.75,0.58333333333333337,"(Revise)","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing/revising one or more paragraphs of explanatory text: organizing ideas by stating and maintaining a focus (thesis) tone, providing appropriate transitional strategies for coherence, developing a topic including relevant supporting evidence/vocabulary and elaboration, or providing a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented.","= =",{"$f":"'ENTER DATA HERE'!R30","v":"="},{"$f":"'ENTER DATA HERE'!S30","v":"="},"= -",{"$f":"'ENTER DATA HERE'!R62","v":"="},{"$f":"'ENTER DATA HERE'!S62","v":"-"},"+ =",{"$f":"'ENTER DATA HERE'!R94","v":"+"},{"$f":"'ENTER DATA HERE'!S94","v":"="},3.5,1.1666666666666667]
["(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., connections or distinctions between individuals, ideas, or events; author’s point of view/purpose/conflicting viewpoints; evaluate multiple sources of information presented in different media or formats; delineate and evaluate the argument and specific claims) and use supporting evidence as justification/explanation.","= =",{"$f":"'ENTER DATA HERE'!R16","v":"="},{"$f":"'ENTER DATA HERE'!S16","v":"="},"+ +",{"$f":"'ENTER DATA HERE'!R48","v":"+"},{"$f":"'ENTER DATA HERE'!S48","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!R80","v":"+"},{"$f":"'ENTER DATA HERE'!S80","v":"+"},5,1.6666666666666667,null,"COMPOSE FULL TEXTS: Write full explanatory texts using a complete writing process attending to purpose and audience: organize ideas by stating a thesis/controlling idea and maintaining a focus/tone; develop a topic including elaboration and citing relevant supporting evidence from sources, with appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented.","= =",{"$f":"'ENTER DATA HERE'!R31","v":"="},{"$f":"'ENTER DATA HERE'!S31","v":"="},"- +",{"$f":"'ENTER DATA HERE'!R63","v":"-"},{"$f":"'ENTER DATA HERE'!S63","v":"+"},"- +",{"$f":"'ENTER DATA HERE'!R95","v":"-"},{"$f":"'ENTER DATA HERE'!S95","v":"+"},2,0.66666666666666663]
["(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze or compare connections within or across texts (e.g. individuals, ideas, or events), or how information within or across texts reveals author's point of view or purpose.","= =",{"$f":"'ENTER DATA HERE'!R17","v":"="},{"$f":"'ENTER DATA HERE'!S17","v":"="},"+ +",{"$f":"'ENTER DATA HERE'!R49","v":"+"},{"$f":"'ENTER DATA HERE'!S49","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!R81","v":"+"},{"$f":"'ENTER DATA HERE'!S81","v":"+"},5,1.6666666666666667,"(Revise)","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing or revising one or more paragraphs of text that express arguments about topics or sources: establishing and supporting a claim, organizing and citing supporting evidence using credible sources, providing appropriate transitional strategies for coherence, appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.","= =",{"$f":"'ENTER DATA HERE'!R34","v":"="},{"$f":"'ENTER DATA HERE'!S34","v":"="},"- -",{"$f":"'ENTER DATA HERE'!R66","v":"-"},{"$f":"'ENTER DATA HERE'!S66","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!R98","v":"-"},{"$f":"'ENTER DATA HERE'!S98","v":"-"},1,0.33333333333333331]
["(Informational Text) TEXT STRUCTURES OR TEXT FEATURES: Relate knowledge of text structures (e.g. organization of a paragraph) or text features to analyze the impact (advantages/disadvantages) of those choices on meaning or presentation.","= =",{"$f":"'ENTER DATA HERE'!R18","v":"="},{"$f":"'ENTER DATA HERE'!S18","v":"="},"+ +",{"$f":"'ENTER DATA HERE'!R50","v":"+"},{"$f":"'ENTER DATA HERE'!S50","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!R82","v":"+"},{"$f":"'ENTER DATA HERE'!S82","v":"+"},5,1.6666666666666667,null,"COMPOSE FULL TEXTS: Write full arguments about topics using the complete writing process attending to purpose and audience: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources; provide appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows and supports the argument(s) presented.","+ +",{"$f":"'ENTER DATA HERE'!R35","v":"+"},{"$f":"'ENTER DATA HERE'!S35","v":"+"},"- +",{"$f":"'ENTER DATA HERE'!R67","v":"-"},{"$f":"'ENTER DATA HERE'!S67","v":"+"},"- +",{"$f":"'ENTER DATA HERE'!R99","v":"-"},{"$f":"'ENTER DATA HERE'!S99","v":"+"},3,1]
["(Informational Text) LANGUAGE USE: Interpret understanding of figurative language, word relationships, nuances of words and phrases, or figures of speech (e.g., verbal irony, puns) used in context and the impact of those word choices on meaning.","= =",{"$f":"'ENTER DATA HERE'!R19","v":"="},{"$f":"'ENTER DATA HERE'!S19","v":"="},"+ +",{"$f":"'ENTER DATA HERE'!R51","v":"+"},{"$f":"'ENTER DATA HERE'!S51","v":"+"},"- +",{"$f":"'ENTER DATA HERE'!R83","v":"-"},{"$f":"'ENTER DATA HERE'!S83","v":"+"},3.5,1.1666666666666667,null,"LANGUAGE & VOCABULARY USE: Strategically use precise language and vocabulary (including academic or domain-specific vocabulary) appropriate to the purpose and audience when revising or composing texts.","+ +",{"$f":"'ENTER DATA HERE'!R36","v":"+"},{"$f":"'ENTER DATA HERE'!S36","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!R68","v":"+"},{"$f":"'ENTER DATA HERE'!S68","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!R100","v":"+"},{"$f":"'ENTER DATA HERE'!S100","v":"+"},6,2]
["(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","= =",{"$f":"'ENTER DATA HERE'!R22","v":"="},{"$f":"'ENTER DATA HERE'!S22","v":"="},"- =",{"$f":"'ENTER DATA HERE'!R54","v":"-"},{"$f":"'ENTER DATA HERE'!S54","v":"="},"- -",{"$f":"'ENTER DATA HERE'!R86","v":"-"},{"$f":"'ENTER DATA HERE'!S86","v":"-"},1.25,0.41666666666666669,null,"EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, explanatory, and argumentative texts.","= =",{"$f":"'ENTER DATA HERE'!R37","v":"="},{"$f":"'ENTER DATA HERE'!S37","v":"="},"- -",{"$f":"'ENTER DATA HERE'!R69","v":"-"},{"$f":"'ENTER DATA HERE'!S69","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!R101","v":"-"},{"$f":"'ENTER DATA HERE'!S101","v":"-"},1,0.33333333333333331]
["(Literary Text) CENTRAL IDEAS: Determine a theme or central idea from evidence in the text, or provide an objective summary of the text.","= =",{"$f":"'ENTER DATA HERE'!R23","v":"="},{"$f":"'ENTER DATA HERE'!S23","v":"="},"- -",{"$f":"'ENTER DATA HERE'!R55","v":"-"},{"$f":"'ENTER DATA HERE'!S55","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!R87","v":"-"},{"$f":"'ENTER DATA HERE'!S87","v":"-"},1,0.33333333333333331,null,"Listening","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value"]
["(Literary Text) WORD MEANINGS: Determine intended or precise meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., connotations, denotations), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","- =",{"$f":"'ENTER DATA HERE'!R24","v":"-"},{"$f":"'ENTER DATA HERE'!S24","v":"="},"- +",{"$f":"'ENTER DATA HERE'!R56","v":"-"},{"$f":"'ENTER DATA HERE'!S56","v":"+"},"- -",{"$f":"'ENTER DATA HERE'!R88","v":"-"},{"$f":"'ENTER DATA HERE'!S88","v":"-"},0.75,0.25,null,"LISTEN/INTERPRET: Interpret and use information delivered orally.",{"$f":"CONCATENATE(P13,\" \",Q13)","v":"= ="},{"$f":"'ENTER DATA HERE'!R39","v":"="},{"$f":"'ENTER DATA HERE'!S39","v":"="},{"$f":"CONCATENATE(S13,\" \",T13)","v":"+ +"},{"$f":"'ENTER DATA HERE'!R71","v":"+"},{"$f":"'ENTER DATA HERE'!S71","v":"+"},{"$f":"CONCATENATE(V13,\" \",W13)","v":"- +"},{"$f":"'ENTER DATA HERE'!R103","v":"-"},{"$f":"'ENTER DATA HERE'!S103","v":"+"},{"$f":"VLOOKUP(O13,$C$21:$D$29,2,)+VLOOKUP(R13,$C$21:$D$29,2,)+VLOOKUP(U13,$C$21:$D$29,2,)","v":3.5},1.1666666666666667]
["(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., dialogue, plot, character development, points of view, themes) and use supporting evidence as justification/explanation.","= =",{"$f":"'ENTER DATA HERE'!R25","v":"="},{"$f":"'ENTER DATA HERE'!S25","v":"="},"+ -",{"$f":"'ENTER DATA HERE'!R57","v":"+"},{"$f":"'ENTER DATA HERE'!S57","v":"-"},"+ -",{"$f":"'ENTER DATA HERE'!R89","v":"+"},{"$f":"'ENTER DATA HERE'!S89","v":"-"},4,1.3333333333333333,null,"Claim 4: Research","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value"]
["(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze relationships among literary elements (e.g., dialogue, advancing action, character actions/interactions) within or across texts or analyze differences in point of view within or across texts.","* *",{"$f":"'ENTER DATA HERE'!R26","v":"*"},{"$f":"'ENTER DATA HERE'!S26","v":"*"},"+ +",{"$f":"'ENTER DATA HERE'!R58","v":"+"},{"$f":"'ENTER DATA HERE'!S58","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!R90","v":"+"},{"$f":"'ENTER DATA HERE'!S90","v":"+"},4,1.3333333333333333,null,"ANALYZE/INTEGRATE INFORMATION: Analyze information within and among sources of information (print and non-print texts, data sets, conducting procedures, etc.).",{"$f":"CONCATENATE(P15,\" \",Q15)","v":"= ="},{"$f":"'ENTER DATA HERE'!R41","v":"="},{"$f":"'ENTER DATA HERE'!S41","v":"="},{"$f":"CONCATENATE(S15,\" \",T15)","v":"= -"},{"$f":"'ENTER DATA HERE'!R73","v":"="},{"$f":"'ENTER DATA HERE'!S73","v":"-"},{"$f":"CONCATENATE(V15,\" \",W15)","v":"- -"},{"$f":"'ENTER DATA HERE'!R105","v":"-"},{"$f":"'ENTER DATA HERE'!S105","v":"-"},{"$f":"VLOOKUP(O15,$C$21:$D$29,2,)+VLOOKUP(R15,$C$21:$D$29,2,)+VLOOKUP(U15,$C$21:$D$29,2,)","v":1.75},0.58333333333333337]
["(Literary Text) TEXT STRUCTURES & FEATURES: Analyze text structures and the impact of those choices on meaning or presentation.","+ +",{"$f":"'ENTER DATA HERE'!R27","v":"+"},{"$f":"'ENTER DATA HERE'!S27","v":"+"},"+ =",{"$f":"'ENTER DATA HERE'!R59","v":"+"},{"$f":"'ENTER DATA HERE'!S59","v":"="},"- =",{"$f":"'ENTER DATA HERE'!R91","v":"-"},{"$f":"'ENTER DATA HERE'!S91","v":"="},4,1.3333333333333333,null,"EVALUATE INFORMATION/SOURCES: Use reasoning, evaluation, and evidence to assess the credibility and accuracy of each source in order to gather and select information to support analysis, reflection, and research.",{"$f":"CONCATENATE(P16,\" \",Q16)","v":"- -"},{"$f":"'ENTER DATA HERE'!R42","v":"-"},{"$f":"'ENTER DATA HERE'!S42","v":"-"},{"$f":"CONCATENATE(S16,\" \",T16)","v":"- -"},{"$f":"'ENTER DATA HERE'!R74","v":"-"},{"$f":"'ENTER DATA HERE'!S74","v":"-"},{"$f":"CONCATENATE(V16,\" \",W16)","v":"- -"},{"$f":"'ENTER DATA HERE'!R106","v":"-"},{"$f":"'ENTER DATA HERE'!S106","v":"-"},{"$f":"VLOOKUP(O16,$C$21:$D$29,2,)+VLOOKUP(R16,$C$21:$D$29,2,)+VLOOKUP(U16,$C$21:$D$29,2,)","v":0},0]
["(Literary Text) LANGUAGE USE: Interpret and analyze figurative language use (e.g., figurative, connotative meanings) or demonstrate understanding of nuances in word meanings used in context and the impact of those word choices on meaning and tone.","* *",{"$f":"'ENTER DATA HERE'!R28","v":"*"},{"$f":"'ENTER DATA HERE'!S28","v":"*"},"- -",{"$f":"'ENTER DATA HERE'!R60","v":"-"},{"$f":"'ENTER DATA HERE'!S60","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!R92","v":"-"},{"$f":"'ENTER DATA HERE'!S92","v":"-"},0,0,null,"USE EVIDENCE: Cite evidence to support arguments, ideas, or analyses.",{"$f":"CONCATENATE(P17,\" \",Q17)","v":"= ="},{"$f":"'ENTER DATA HERE'!R43","v":"="},{"$f":"'ENTER DATA HERE'!S43","v":"="},{"$f":"CONCATENATE(S17,\" \",T17)","v":"+ -"},{"$f":"'ENTER DATA HERE'!R75","v":"+"},{"$f":"'ENTER DATA HERE'!S75","v":"-"},{"$f":"CONCATENATE(V17,\" \",W17)","v":"+ +"},{"$f":"'ENTER DATA HERE'!R107","v":"+"},{"$f":"'ENTER DATA HERE'!S107","v":"+"},{"$f":"VLOOKUP(O17,$C$21:$D$29,2,)+VLOOKUP(R17,$C$21:$D$29,2,)+VLOOKUP(U17,$C$21:$D$29,2,)","v":4.5},1.5]
[]
[]
["Color-coding is intended to quickly indicate high-priority targets for which more systems-level information is needed. \n\nDo our instructional resources provide students the opportunity to learn the knowledge and skills aligned to standards? \n\nIs our pacing adequate? \n\nAre we engaging students with high-level instructional practices?",null,"Key:",null,null,"Performance Relative to Proficiency",null,null,null,null,null,null,null,"Access the ELA Crosswalk Companions for connections among Claims, Targets, Standards, and Achievement Level Descriptors","Other Quick Links",null,null,"Performance Relative to Proficiency"]
[null,null,"- -",0,null,"+","Performance is above the Proficiency Standard",null,null,null,null,null,null,null,null,null,null,"+","Performance is above the Proficiency Standard"]
[null,null,"- =",0.25,null,"=","Performance is near the Proficiency Standard",null,null,null,null,null,null,null,null,null,null,"=","Performance is near the Proficiency Standard"]
[null,null,"- +",0.5,null,"-","Performance is below the Proficiency Standard",null,null,null,null,null,null,"Grade 3 ALDs","Grade 8 Threshold Descriptors",null,null,"-","Performance is below the Proficiency Standard"]
[null,null,"= -",0.75,null,"*","Insufficient Information",null,null,null,null,null,null,"Grade 4 ALDs",null,null,null,"*","Insufficient Information"]
[null,null,"= =",1,null,"Performance Relative to the Test as a Whole",null,null,null,null,null,null,null,"Grade 5 ALDs",null,null,null,"Performance Relative to the Test as a Whole"]
[null,null,"= +",1.25,null,"+","Performance is better than on the rest of the test",null,null,null,null,null,null,"Grade 6 ALDs","SDDOE Assessment Home",null,null,"+","Performance is better than on the rest of the test"]
[null,null,"+ -",1.5,null,"=","Performance is similar to performance on the test as a whole",null,null,null,null,null,null,"Grade 7 ALDs",null,null,null,"=","Performance is similar to performance on the test as a whole"]
[null,null,"+ =",1.75,null,"-","Performance is worse than on the rest of the test",null,null,null,null,null,null,"Grade 8 ALDs",null,null,null,"-","Performance is worse than on the rest of the test"]
[null,null,"+ +",2,null,"*","Insufficient Information",null,null,null,null,null,null,"High School ALDs",null,null,null,"*","Insufficient Information"]
[]
["List the two Claim 1 Reading Targets as priorities.",null,null,null,"List which standards are associated with each English Language Arts Target identified.",null,null,null,null,null,null,null,null,"List the two Claim 2 Writing Targets as priorities.",null,null,null,"List which standards are associated with each English Language Arts Target identified."]
[1,null,null,null,null,null,null,null,null,null,null,null,null,1]
[]
[]
[2,null,null,null,null,null,null,null,null,null,null,null,null,2]
[]
[]
[]
["Top 3 Uses for Target Reports: Guiding Questions",null,null,null,null,null,null,null,null,null,null,null,null,"Top 3 Uses for Target Reports: Guiding Questions"]
["Is our assessment system aligned to the standards?","Is our pacing appropriate?",null,null,null,null,null,"Is our instruction effective?",null,null,null,null,null,"Is our assessment system aligned to the standards?","Is our pacing appropriate?",null,null,null,null,null,"Is our instruction effective?"]
["Target reports provide an opportunity to evaluate instructional materials and district/school assessment systems for alignment to the South Dakota Common Core State Standards.","Target reports can indicate whether inadequate or inconsistent amounts of instructional time are dedicated to associated standards.",null,null,null,null,null,"Target reports can be used by Professional Learning Teams (PLTs) to analyze the effectiveness of instructional practices.",null,null,null,null,null,"Target reports provide an opportunity to evaluate instructional materials and district/school assessment systems for alignment to the South Dakota Common Core State Standards.","Target reports can indicate whether inadequate or inconsistent amounts of instructional time are dedicated to associated standards.",null,null,null,null,null,"Target reports can be used by Professional Learning Teams (PLTs) to analyze the effectiveness of instructional practices."]
[]
["What actions and professional development can we develop to support improvement on the identified targets and how will we monitor progress in supporting instructional practices?",null,null,null,null,null,null,null,null,null,null,null,null,"What actions and professional development can we develop to support improvement on the identified targets and how will we monitor progress in supporting instructional practices?"]
["Actions","Professional Development",null,null,null,null,null,"Monitor",null,null,null,null,null,"Actions","Professional Development",null,null,null,null,null,"Monitor"]

{"sheet":"HS Grade ELA","index":7,"n_rows":44,"n_cols":25,"rows_kept":44,"cut":false,"hidden":false,"merged":[[42,0,42,11],[42,13,42,24],[43,1,43,6],[43,7,43,11],[43,14,43,19],[43,20,43,24],[39,1,39,6],[39,7,39,11],[39,14,39,19],[39,20,39,24],[40,1,40,6],[40,7,40,11],[40,14,40,19],[40,20,40,24],[34,0,36,3],[34,4,36,11],[34,13,36,16],[34,17,36,24],[38,0,38,11],[38,13,38,24],[30,0,30,3],[30,4,30,11],[30,13,30,16],[30,17,30,24],[31,0,33,3],[31,4,33,11],[31,13,33,16],[31,17,33,24],[0,20,0,22],[0,23,1,24],[1,1,1,3],[1,4,1,6],[1,7,1,9],[1,14,1,16],[1,17,1,19],[1,20,1,22],[0,1,0,3],[0,4,0,6],[0,7,0,9],[0,10,1,11],[0,14,0,16],[0,17,0,19],[19,13,21,13],[19,14,21,15],[19,17,19,21],[20,6,20,9],[20,18,20,21],[21,6,21,9],[21,18,21,21],[19,0,28,1],[19,2,19,3],[19,5,19,9],[22,6,22,9],[28,6,28,9],[22,18,22,21],[23,6,23,9],[23,18,23,21],[24,5,24,9],[24,17,24,21],[22,14,24,15],[28,18,28,21],[25,6,25,9],[25,18,25,21],[26,6,26,9],[26,18,26,21],[27,6,27,9],[27,18,27,21],[25,14,28,15]]}
["HS Grade English Language Arts",{"$f":"'ENTER DATA HERE'!C3","v":"2020-2021"},null,null,{"$f":"'ENTER DATA HERE'!D3","v":"2021-2022"},null,null,{"$f":"'ENTER DATA HERE'!E3","v":"2022-2023"},null,null,null,null,null,"HS Grade English Language Arts",{"$f":"'ENTER DATA HERE'!C3","v":"2020-2021"},null,null,{"$f":"'ENTER DATA HERE'!D3","v":"2021-2022"},null,null,{"$f":"'ENTER DATA HERE'!E3","v":"2022-2023"}]
[{"$f":"'ENTER DATA HERE'!B1","v":"Sample School District"},{"$f":"CONCATENATE('ENTER DATA HERE'!C10,\"% of students proficient\")","v":"69% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!D10,\"% of students proficient\")","v":"67% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!E10,\"% of students proficient\")","v":"59% of students proficient"},null,null,null,null,null,{"$f":"'ENTER DATA HERE'!B1","v":"Sample School District"},{"$f":"CONCATENATE('ENTER DATA HERE'!C10,\"% of students proficient\")","v":"69% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!D10,\"% of students proficient\")","v":"67% of students proficient"},null,null,{"$f":"CONCATENATE('ENTER DATA HERE'!E10,\"% of students proficient\")","v":"59% of students proficient"}]
["Claim 1: Reading","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value",null,"Claim 2: Writing","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value"]
["(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.",{"$f":"CONCATENATE(C4,\" \",D4)","v":"+ ="},{"$f":"'ENTER DATA HERE'!U20","v":"+"},{"$f":"'ENTER DATA HERE'!V20","v":"="},{"$f":"CONCATENATE(F4,\" \",G4)","v":"+ -"},{"$f":"'ENTER DATA HERE'!U52","v":"+"},{"$f":"'ENTER DATA HERE'!V52","v":"-"},{"$f":"CONCATENATE(I4,\" \",J4)","v":"+ -"},{"$f":"'ENTER DATA HERE'!U84","v":"+"},{"$f":"'ENTER DATA HERE'!V84","v":"-"},{"$f":"VLOOKUP(B4,$C$21:$D$29,2,)+VLOOKUP(E4,$C$21:$D$29,2,)+VLOOKUP(H4,$C$21:$D$29,2,)","v":4.75},{"$f":"(K4/3)","v":1.5833333333333333},"(Revise)","WRITE/REVISE BRIEF TEXTS: Apply narrative techniques (e.g., dialogue, description, pacing) and appropriate text structures and transitional strategies for coherence when writing/revising one or more paragraphs of narrative text (e.g., closure, introducing narrator’s point of view, or using dialogue when describing an event or to advance action).",{"$f":"CONCATENATE(P4,\" \",Q4)","v":"+ ="},{"$f":"'ENTER DATA HERE'!U32","v":"+"},{"$f":"'ENTER DATA HERE'!V32","v":"="},{"$f":"CONCATENATE(S4,\" \",T4)","v":"= -"},{"$f":"'ENTER DATA HERE'!U64","v":"="},{"$f":"'ENTER DATA HERE'!V64","v":"-"},{"$f":"CONCATENATE(V4,\" \",W4)","v":"- -"},{"$f":"'ENTER DATA HERE'!U96","v":"-"},{"$f":"'ENTER DATA HERE'!V96","v":"-"},{"$f":"VLOOKUP(O4,$C$21:$D$29,2,)+VLOOKUP(R4,$C$21:$D$29,2,)+VLOOKUP(U4,$C$21:$D$29,2,)","v":2.5},{"$f":"(X4/3)","v":0.83333333333333337}]
["(Informational Text) CENTRAL IDEAS: Determine a central idea and the key details that support it, or provide an objective summary of the text.","= -",{"$f":"'ENTER DATA HERE'!U21","v":"="},{"$f":"'ENTER DATA HERE'!V21","v":"-"},"= -",{"$f":"'ENTER DATA HERE'!U53","v":"="},{"$f":"'ENTER DATA HERE'!V53","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!U85","v":"-"},{"$f":"'ENTER DATA HERE'!V85","v":"-"},1.5,{"$f":"(K5/3)","v":0.5},null,"COMPOSE FULL TEXTS: The CCSS places low instructional emphasis (20%) on narrative writing at high school. Developing full narrative compositions will not be required in the Smarter Balanced Summative Assessment; however, the use of narrative strategies may be included as a scoring criterion when evaluating writing for other purposes in high school.","* *",{"$f":"'ENTER DATA HERE'!U33","v":"*"},{"$f":"'ENTER DATA HERE'!V33","v":"*"},"* *",{"$f":"'ENTER DATA HERE'!U65","v":"*"},{"$f":"'ENTER DATA HERE'!V65","v":"*"},"* *",{"$f":"'ENTER DATA HERE'!U97","v":"*"},{"$f":"'ENTER DATA HERE'!V97","v":"*"},0,0]
["(Informational Text) WORD MEANINGS: Determine intended meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings based on context, word relationships (e.g., connotation, denotation), word patterns, etymology, or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","= -",{"$f":"'ENTER DATA HERE'!U15","v":"="},{"$f":"'ENTER DATA HERE'!V15","v":"-"},"+ -",{"$f":"'ENTER DATA HERE'!U47","v":"+"},{"$f":"'ENTER DATA HERE'!V47","v":"-"},"+ -",{"$f":"'ENTER DATA HERE'!U79","v":"+"},{"$f":"'ENTER DATA HERE'!V79","v":"-"},3.75,1.25,"(Revise)","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing/revising one or more paragraphs of explanatory text: organizing ideas by stating and maintaining a focus/tone; providing appropriate transitional strategies for coherence; developing a complex topic and subtopics, including relevant supporting evidence/vocabulary and elaboration; or providing a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented (e.g., articulating implications or the significance of a topic).","= -",{"$f":"'ENTER DATA HERE'!U30","v":"="},{"$f":"'ENTER DATA HERE'!V30","v":"-"},"+ -",{"$f":"'ENTER DATA HERE'!U62","v":"+"},{"$f":"'ENTER DATA HERE'!V62","v":"-"},"+ -",{"$f":"'ENTER DATA HERE'!U94","v":"+"},{"$f":"'ENTER DATA HERE'!V94","v":"-"},3.75,1.25]
["(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., development of individuals, ideas or events; author's point of view/purpose/author's differing points of view; evaluate multiple sources of information presented in different media or formats; delineate and evaluate the author's premises and specific claims) and use supporting evidence as justification/explanation.","= =",{"$f":"'ENTER DATA HERE'!U16","v":"="},{"$f":"'ENTER DATA HERE'!V16","v":"="},"+ -",{"$f":"'ENTER DATA HERE'!U48","v":"+"},{"$f":"'ENTER DATA HERE'!V48","v":"-"},"+ -",{"$f":"'ENTER DATA HERE'!U80","v":"+"},{"$f":"'ENTER DATA HERE'!V80","v":"-"},4,1.3333333333333333,null,"COMPOSE FULL TEXTS: Write full explanatory texts using a complete writing process attending to purpose and audience: organize ideas by stating a thesis and maintaining a focus/tone; develop a complex topic and subtopics, including elaboration and citing relevant supporting evidence from sources, with appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented (e.g., articulate implications or the significance of a topic).","+ +",{"$f":"'ENTER DATA HERE'!U31","v":"+"},{"$f":"'ENTER DATA HERE'!V31","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!U63","v":"+"},{"$f":"'ENTER DATA HERE'!V63","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!U95","v":"+"},{"$f":"'ENTER DATA HERE'!V95","v":"+"},6,2]
["(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze and explain how connections are made within or across texts (individuals, ideas, events), or how information within or across texts reveals author's point of view or purpose.","+ =",{"$f":"'ENTER DATA HERE'!U17","v":"+"},{"$f":"'ENTER DATA HERE'!V17","v":"="},"+ +",{"$f":"'ENTER DATA HERE'!U49","v":"+"},{"$f":"'ENTER DATA HERE'!V49","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!U81","v":"+"},{"$f":"'ENTER DATA HERE'!V81","v":"+"},5.75,1.9166666666666667,"(Revise)","WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing/revising one or more paragraphs of text that express arguments about topics or sources: establishing and supporting a precise claim, organizing and citing supporting evidence and counterclaims using credible sources, providing appropriate transitional strategies for coherence, using appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.","+ =",{"$f":"'ENTER DATA HERE'!U34","v":"+"},{"$f":"'ENTER DATA HERE'!V34","v":"="},"- -",{"$f":"'ENTER DATA HERE'!U66","v":"-"},{"$f":"'ENTER DATA HERE'!V66","v":"-"},"- -",{"$f":"'ENTER DATA HERE'!U98","v":"-"},{"$f":"'ENTER DATA HERE'!V98","v":"-"},1.75,0.58333333333333337]
["(Informational Text) TEXT STRUCTURES OR TEXT FEATURES: Relate knowledge of text structures (e.g. key sentences, paragraphs) or text features to analyze and evaluate the impact (e.g., multiple sources with diverse formats) of those choices on meaning or presentation.","= =",{"$f":"'ENTER DATA HERE'!U18","v":"="},{"$f":"'ENTER DATA HERE'!V18","v":"="},"+ +",{"$f":"'ENTER DATA HERE'!U50","v":"+"},{"$f":"'ENTER DATA HERE'!V50","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!U82","v":"+"},{"$f":"'ENTER DATA HERE'!V82","v":"+"},5,1.6666666666666667,null,"COMPOSE FULL TEXTS: Write full arguments about topics using a complete writing process attending to purpose and audience: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources; provide appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.","+ +",{"$f":"'ENTER DATA HERE'!U35","v":"+"},{"$f":"'ENTER DATA HERE'!V35","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!U67","v":"+"},{"$f":"'ENTER DATA HERE'!V67","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!U99","v":"+"},{"$f":"'ENTER DATA HERE'!V99","v":"+"},6,2]
["(Informational Text) LANGUAGE USE: Interpret understanding of figurative language, word relationships, nuances of words and phrases, or figures of speech (e.g., euphemism, oxymoron, hyperbole, paradox) used in context and analyze the impact of those word choices on meaning.","= =",{"$f":"'ENTER DATA HERE'!U19","v":"="},{"$f":"'ENTER DATA HERE'!V19","v":"="},"+ +",{"$f":"'ENTER DATA HERE'!U51","v":"+"},{"$f":"'ENTER DATA HERE'!V51","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!U83","v":"+"},{"$f":"'ENTER DATA HERE'!V83","v":"+"},5,1.6666666666666667,null,"LANGUAGE & VOCABULARY USE: Strategically use precise language and vocabulary (including academic and domain-specific vocabulary and figurative language) and style appropriate to the purpose and audience when revising or composing texts.","+ +",{"$f":"'ENTER DATA HERE'!U36","v":"+"},{"$f":"'ENTER DATA HERE'!V36","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!U68","v":"+"},{"$f":"'ENTER DATA HERE'!V68","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!U100","v":"+"},{"$f":"'ENTER DATA HERE'!V100","v":"+"},6,2]
["(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.","= =",{"$f":"'ENTER DATA HERE'!U22","v":"="},{"$f":"'ENTER DATA HERE'!V22","v":"="},"+ -",{"$f":"'ENTER DATA HERE'!U54","v":"+"},{"$f":"'ENTER DATA HERE'!V54","v":"-"},"+ -",{"$f":"'ENTER DATA HERE'!U86","v":"+"},{"$f":"'ENTER DATA HERE'!V86","v":"-"},4,1.3333333333333333,null,"EDIT: Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, explanatory, and argumentative texts.","= -",{"$f":"'ENTER DATA HERE'!U37","v":"="},{"$f":"'ENTER DATA HERE'!V37","v":"-"},"+ -",{"$f":"'ENTER DATA HERE'!U69","v":"+"},{"$f":"'ENTER DATA HERE'!V69","v":"-"},"+ -",{"$f":"'ENTER DATA HERE'!U101","v":"+"},{"$f":"'ENTER DATA HERE'!V101","v":"-"},3.75,1.25]
["(Literary Text) CENTRAL IDEAS: Determine a theme or central idea from evidence in the text, or provide an objective summary of the text.","= =",{"$f":"'ENTER DATA HERE'!U23","v":"="},{"$f":"'ENTER DATA HERE'!V23","v":"="},"+ +",{"$f":"'ENTER DATA HERE'!U55","v":"+"},{"$f":"'ENTER DATA HERE'!V55","v":"+"},"+ -",{"$f":"'ENTER DATA HERE'!U87","v":"+"},{"$f":"'ENTER DATA HERE'!V87","v":"-"},4.5,1.5,null,"Listening","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value"]
["(Literary Text) WORD MEANINGS: Determine intended meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings based on context, word relationships (e.g. denotation), word patterns, etymology, or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.","- -",{"$f":"'ENTER DATA HERE'!U24","v":"-"},{"$f":"'ENTER DATA HERE'!V24","v":"-"},"+ -",{"$f":"'ENTER DATA HERE'!U56","v":"+"},{"$f":"'ENTER DATA HERE'!V56","v":"-"},"+ =",{"$f":"'ENTER DATA HERE'!U88","v":"+"},{"$f":"'ENTER DATA HERE'!V88","v":"="},3.25,1.0833333333333333,null,"LISTEN/INTERPRET: Interpret and use information delivered orally.",{"$f":"CONCATENATE(P13,\" \",Q13)","v":"= ="},{"$f":"'ENTER DATA HERE'!U39","v":"="},{"$f":"'ENTER DATA HERE'!V39","v":"="},{"$f":"CONCATENATE(S13,\" \",T13)","v":"+ +"},{"$f":"'ENTER DATA HERE'!U71","v":"+"},{"$f":"'ENTER DATA HERE'!V71","v":"+"},{"$f":"CONCATENATE(V13,\" \",W13)","v":"+ ="},{"$f":"'ENTER DATA HERE'!U103","v":"+"},{"$f":"'ENTER DATA HERE'!V103","v":"="},{"$f":"VLOOKUP(O13,$C$21:$D$29,2,)+VLOOKUP(R13,$C$21:$D$29,2,)+VLOOKUP(U13,$C$21:$D$29,2,)","v":4.75},1.5833333333333333]
["(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., setting, action, character introduction/development, point of view, themes, topics) and use supporting evidence as justification/explanation.","+ =",{"$f":"'ENTER DATA HERE'!U25","v":"+"},{"$f":"'ENTER DATA HERE'!V25","v":"="},"+ =",{"$f":"'ENTER DATA HERE'!U57","v":"+"},{"$f":"'ENTER DATA HERE'!V57","v":"="},"+ +",{"$f":"'ENTER DATA HERE'!U89","v":"+"},{"$f":"'ENTER DATA HERE'!V89","v":"+"},5.5,1.8333333333333333,null,"Claim 4: Research","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Overall Performance","Performance Relative to Proficiency","Performance Relative to the Test as a Whole","Combined Values","Avg. 3 Year Value"]
["(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Analyze interrelationships among literary elements (e.g., setting, order of actions, characters) within or across texts or analyze and distinguish point of view within or across texts.","- -",{"$f":"'ENTER DATA HERE'!U26","v":"-"},{"$f":"'ENTER DATA HERE'!V26","v":"-"},"+ =",{"$f":"'ENTER DATA HERE'!U58","v":"+"},{"$f":"'ENTER DATA HERE'!V58","v":"="},"+ -",{"$f":"'ENTER DATA HERE'!U90","v":"+"},{"$f":"'ENTER DATA HERE'!V90","v":"-"},3.25,1.0833333333333333,null,"ANALYZE/INTEGRATE INFORMATION: Gather, analyze, and integrate multiple sources of information/evidence to support a presentation on a topic.",{"$f":"CONCATENATE(P15,\" \",Q15)","v":"= ="},{"$f":"'ENTER DATA HERE'!U41","v":"="},{"$f":"'ENTER DATA HERE'!V41","v":"="},{"$f":"CONCATENATE(S15,\" \",T15)","v":"+ +"},{"$f":"'ENTER DATA HERE'!U73","v":"+"},{"$f":"'ENTER DATA HERE'!V73","v":"+"},{"$f":"CONCATENATE(V15,\" \",W15)","v":"+ +"},{"$f":"'ENTER DATA HERE'!U105","v":"+"},{"$f":"'ENTER DATA HERE'!V105","v":"+"},{"$f":"VLOOKUP(O15,$C$21:$D$29,2,)+VLOOKUP(R15,$C$21:$D$29,2,)+VLOOKUP(U15,$C$21:$D$29,2,)","v":5},1.6666666666666667]
["(Literary Text) TEXT STRUCTURES & FEATURES: Analyze text structures and the impact of those choices on meaning or presentation.","= =",{"$f":"'ENTER DATA HERE'!U27","v":"="},{"$f":"'ENTER DATA HERE'!V27","v":"="},"+ +",{"$f":"'ENTER DATA HERE'!U59","v":"+"},{"$f":"'ENTER DATA HERE'!V59","v":"+"},"+ +",{"$f":"'ENTER DATA HERE'!U91","v":"+"},{"$f":"'ENTER DATA HERE'!V91","v":"+"},5,1.6666666666666667,null,"EVALUATE INFORMATION/SOURCES: Use reasoning, evaluation, and evidence to assess the credibility and accuracy of each source in order to gather and select information to support analysis, reflection, and research. Evaluate relevance, accuracy, and completeness of information from multiple sources.",{"$f":"CONCATENATE(P16,\" \",Q16)","v":"= ="},{"$f":"'ENTER DATA HERE'!U42","v":"="},{"$f":"'ENTER DATA HERE'!V42","v":"="},{"$f":"CONCATENATE(S16,\" \",T16)","v":"+ +"},{"$f":"'ENTER DATA HERE'!U74","v":"+"},{"$f":"'ENTER DATA HERE'!V74","v":"+"},{"$f":"CONCATENATE(V16,\" \",W16)","v":"+ ="},{"$f":"'ENTER DATA HERE'!U106","v":"+"},{"$f":"'ENTER DATA HERE'!V106","v":"="},{"$f":"VLOOKUP(O16,$C$21:$D$29,2,)+VLOOKUP(R16,$C$21:$D$29,2,)+VLOOKUP(U16,$C$21:$D$29,2,)","v":4.75},1.5833333333333333]
["(Literary Text) LANGUAGE USE: Interpret or analyze the figurative language use (e.g., figurative, connotative meanings) or interpret figures of speech (e.g., euphemism, oxymoron, hyperbole, paradox) used in context and the impact of those word choices on meaning and tone.","+ =",{"$f":"'ENTER DATA HERE'!U28","v":"+"},{"$f":"'ENTER DATA HERE'!V28","v":"="},"+ +",{"$f":"'ENTER DATA HERE'!U60","v":"+"},{"$f":"'ENTER DATA HERE'!V60","v":"+"},"+ =",{"$f":"'ENTER DATA HERE'!U92","v":"+"},{"$f":"'ENTER DATA HERE'!V92","v":"="},5.5,1.8333333333333333,null,"USE EVIDENCE: Cite evidence to support arguments, ideas, analyses, hypotheses, or conjectures.",{"$f":"CONCATENATE(P17,\" \",Q17)","v":"= -"},{"$f":"'ENTER DATA HERE'!U43","v":"="},{"$f":"'ENTER DATA HERE'!V43","v":"-"},{"$f":"CONCATENATE(S17,\" \",T17)","v":"+ -"},{"$f":"'ENTER DATA HERE'!U75","v":"+"},{"$f":"'ENTER DATA HERE'!V75","v":"-"},{"$f":"CONCATENATE(V17,\" \",W17)","v":"+ +"},{"$f":"'ENTER DATA HERE'!U107","v":"+"},{"$f":"'ENTER DATA HERE'!V107","v":"+"},{"$f":"VLOOKUP(O17,$C$21:$D$29,2,)+VLOOKUP(R17,$C$21:$D$29,2,)+VLOOKUP(U17,$C$21:$D$29,2,)","v":4.25},1.4166666666666667]
[]
[]
["Color-coding is intended to quickly indicate high-priority targets for which more systems-level information is needed. \n\nDo our instructional resources provide students the opportunity to learn the knowledge and skills aligned to standards? \n\nIs our pacing adequate? \n\nAre we engaging students with high-level instructional practices?",null,"Key:",null,null,"Performance Relative to Proficiency",null,null,null,null,null,null,null,"Access the ELA Crosswalk Companions for connections among Claims, Targets, Standards, and Achievement Level Descriptors","Other Quick Links",null,null,"Performance Relative to Proficiency"]
[null,null,"- -",0,null,"+","Performance is above the Proficiency Standard",null,null,null,null,null,null,null,null,null,null,"+","Performance is above the Proficiency Standard"]
[null,null,"- =",0.25,null,"=","Performance is near the Proficiency Standard",null,null,null,null,null,null,null,null,null,null,"=","Performance is near the Proficiency Standard"]
[null,null,"- +",0.5,null,"-","Performance is below the Proficiency Standard",null,null,null,null,null,null,"Grade 3 ALDs","High School Threshold Descriptors",null,null,"-","Performance is below the Proficiency Standard"]
[null,null,"= -",0.75,null,"*","Insufficient Information",null,null,null,null,null,null,"Grade 4 ALDs",null,null,null,"*","Insufficient Information"]
[null,null,"= =",1,null,"Performance Relative to the Test as a Whole",null,null,null,null,null,null,null,"Grade 5 ALDs",null,null,null,"Performance Relative to the Test as a Whole"]
[null,null,"= +",1.25,null,"+","Performance is better than on the rest of the test",null,null,null,null,null,null,"Grade 6 ALDs","SDDOE Assessment Home",null,null,"+","Performance is better than on the rest of the test"]
[null,null,"+ -",1.5,null,"=","Performance is similar to performance on the test as a whole",null,null,null,null,null,null,"Grade 7 ALDs",null,null,null,"=","Performance is similar to performance on the test as a whole"]
[null,null,"+ =",1.75,null,"-","Performance is worse than on the rest of the test",null,null,null,null,null,null,"Grade 8 ALDs",null,null,null,"-","Performance is worse than on the rest of the test"]
[null,null,"+ +",2,null,"*","Insufficient Information",null,null,null,null,null,null,"High School ALDs",null,null,null,"*","Insufficient Information"]
[]
["List the two Claim 1 Reading Targets as priorities.",null,null,null,"List which standards are associated with each English Language Arts Target identified.",null,null,null,null,null,null,null,null,"List the two Claim 2 Writing Targets as priorities.",null,null,null,"List which standards are associated with each English Language Arts Target identified."]
[1,null,null,null,null,null,null,null,null,null,null,null,null,1]
[]
[]
[2,null,null,null,null,null,null,null,null,null,null,null,null,2]
[]
[]
[]
["Top 3 Uses for Target Reports: Guiding Questions",null,null,null,null,null,null,null,null,null,null,null,null,"Top 3 Uses for Target Reports: Guiding Questions"]
["Is our assessment system aligned to the standards?","Is our pacing appropriate?",null,null,null,null,null,"Is our instruction effective?",null,null,null,null,null,"Is our assessment system aligned to the standards?","Is our pacing appropriate?",null,null,null,null,null,"Is our instruction effective?"]
["Target reports provide an opportunity to evaluate instructional materials and district/school assessment systems for alignment to the South Dakota Common Core State Standards.","Target reports can indicate whether inadequate or inconsistent amounts of instructional time are dedicated to associated standards.",null,null,null,null,null,"Target reports can be used by Professional Learning Teams (PLTs) to analyze the effectiveness of instructional practices.",null,null,null,null,null,"Target reports provide an opportunity to evaluate instructional materials and district/school assessment systems for alignment to the South Dakota Common Core State Standards.","Target reports can indicate whether inadequate or inconsistent amounts of instructional time are dedicated to associated standards.",null,null,null,null,null,"Target reports can be used by Professional Learning Teams (PLTs) to analyze the effectiveness of instructional practices."]
[]
["What actions and professional development can we develop to support improvement on the identified targets and how will we monitor progress in supporting instructional practices?",null,null,null,null,null,null,null,null,null,null,null,null,"What actions and professional development can we develop to support improvement on the identified targets and how will we monitor progress in supporting instructional practices?"]
["Actions","Professional Development",null,null,null,null,null,"Monitor",null,null,null,null,null,"Actions","Professional Development",null,null,null,null,null,"Monitor"]