A standards-based grade reporting system is designed to inform parents about their child’s progress towards achieving specific learning standards. The New Jersey Student Learning Standards (NJSLS) establish high and challenging performance expectations for all students. They not only describe what students should know and be able to do by the end of the school year, NJSLS serve as the basis for the Mount Olive Township School District instruction and assessment model.

The Standards-Based Report Card:

• highlights most important student skills in each subject area and grade level

• assesses “how well a child mastered each skill” within a subject area

• identifies areas of student strength and weakness to better inform instruction

This report card allows parents and students to understand more clearly what is expected at each grade-level. With this understanding, parents will be better able to guide and support their child to be successful in a rigorous academic program.

Unlike the traditional report card, the Standards-Based Report Card:

• indicators for content areas are specified each marking period (trimester)

• a benchmark-based assessment rubric scale is used

• students are assessed based on grade-level standards

• each grade-level has its own unique report card

The state of New Jersey has “standards” in each of the core subject areas taught in our elementary schools. Teachers use these standards to determine what to teach over the course of the school year. In each subject area, there are several standards that describe exactly what students will understand and be able to apply as a result of their learning. These standards are specific to each grade. For instance, the standards for children in 1st grade who are learning to read have very different reading standards than 5th grade students. For more information on NJSLS, click here.

Our new standards-based report card is based on three marking periods, each approximately 13 weeks in length. The move to trimesters is seen as providing teachers with sufficient time to collect meaningful data about student-growth and enables students to explore the content and demonstrate their proficiency of standards. Through formative assessments and the strategic placement of grade-wide benchmarks, teachers will consistently accrue and analyze key performance data.

Trimester dates:

• 1st Trimester: 9/4/18 - 12/7/18

• 2nd Trimester: 12/8/18 - 3/15/19

• 3rd Trimester: 3/16/19 - 6/21/19

• A benchmark is an explicit set of criteria used for assessing student-performance of a specific skill.

• Benchmarks are developed for each skill in English Language Arts, Mathematics and Science.

• The benchmarks in the core content areas will change in each grade-level across marking periods.

Teachers use a variety of methods and tools to assess students’ performance levels based on the standards for that grade. They look at evidence of student-proficiency by analyzing work samples and reviewing student-performance on activities, projects and assessments, such as quizzes and tests, as well as collecting classroom participation and anecdotal notes. This collected evidence of a student’s learning is compared to what a student is expected to know or do according to the district’s grade-level standards.

One of the biggest differences between a traditional report card and a standards-based report card is assessing what students have “learned” not “earned” based on very clear and specific expectations defined by NJSLS. For example, a traditional “B” is an average of the points earned on tests, quizzes, assignments, and homework, along with effort and participation points. However, it does not clearly state what the student has really learned and achieved in terms of standards-based expectations for a specific grade-level, at a specific time, in the core content areas.

Therefore, it is important for parents to convey to their child that learning is a process that is developed over time. For example, “AS” is appropriate when learning a new skill or concept. A performance level of "MS" is to be celebrated since the child is demonstrating grade-level proficiency. “ES” indicates a strength being recognized that is above and beyond the grade-level expectations. It is important for parents and teachers to have honest conversations with students. While some concepts and skills are more difficult to grasp than others, students can continually challenge themselves given time and motivation.

Through standards-based instructional methods of pre-assessments, teachers will know if students have already met grade-level proficiency prior to a lesson or unit. As a result, teachers will know how to individualize instruction by providing meaningful and challenging work in order for all students to continue growing and progressing. This will be no different with the new reporting tool. In fact, more than ever, teachers will be able to see which students have met or exceeded the standard or who needs additional instruction or intervention. Therefore, the teachers can differentiate the instruction based on the learning needs of each student.

The learning outcome standards for all students are the same. However, students with IEPs have specific accommodations and/or modifications that enable a student to meet the standards. An accommodation does not change the standard, but provides the scaffolding and support necessary for that student to access and demonstrate knowledge of a standard. For more infomation on Special Education students, click here.

The English Language Arts curriculum consists of five major parent standards that include Reading, Writing, Speaking, Listening, and Language. Each trimester addresses a set of skills aligned with the standards that students are expected to meet. For each trimester, the standards increase in rigor and learning expectations.

The Mathematics curriculum consists of 5 parent standards and 7 process standards. The process standards are addressed as a part of instruction, while the parent standards are addressed at different times of the year. Not every standard will be addressed each trimester, some will be addressed several times throughout the year.

The Science curriculum assesses the same scientific skill sets each trimester, which are presented in different contexts via learning modules.

Not all standards are taught during every trimester. Standards that have not yet been taught are indicated with NA (Not Assessed) on the report card.

Each performance level describes students’ knowledge, skills, and practices, as well as the consistency with which they can demonstrate these. Performance levels use a scale of 1-4.

ES = Exceeds the Standard

MS = Meets the Standard

AS = Approaching the Standard

NS = Needs Support

For more information, click here.

Our Standards-Based Report Cards will continue to assess children's learning behaviors, however, in a separate area of the report card.

We decided to use a different scale for these characteristics because we expect students to show these positive behaviors throughout the entire school year in order to maximize their learning. Teachers will use Progress Indicators, such as, "All of the Time", "Most of the Time", "Some of the Time", and "With Support". For more information on the learning behaviors that are assessed, click here.