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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. A standard tells teachers and parents what we want students to know by the time they have completed a school year. In each subject area (e.g., reading or math), there are several standards that describe exactly what a student will know and be able to do as a result of learning. These standards are specific to each grade. For instance, the standards for children in first grade (who are learning to read) have very different reading standards than fifth grade students.

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 and Mathematics. The benchmarks in each subject area will change in each grade level across marking periods.

It is important that parents and teachers 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. Attitudes are contagious and it is important that adults convey to the child that learning is a process that needs to be respected. A score of 2 is appropriate when learning a new skill or concept. A score of 3 is to be celebrated since the child is demonstrating mastery. A score of 4 indicates a strength being recognized that is above and beyond the grade level expectations.

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. 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 in specific content areas.

Through standards-based instructional methods of pre-assessments, teachers will know if students have already mastered concepts prior to a lesson or unit. Teachers will know early on to provide meaningful and challenging work for academically strong students since they individualize instruction so that students continue to grow and progress. This will be no different with the new reporting tool. In fact, more than ever, teachers will be able to see who really has mastered the standard and who needs additional instruction or intervention.

Teachers use a variety of methods and tools to assess students’ proficiency levels based on the standards for that grade level. 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 grade level standards.

Not all standards are taught during every trimester. Standards that have not yet been taught are indicated with NA (Not Addressed or Assessed) on the report card and are “greyed out” on the accompanying benchmark document.

Our new standards-based report card is based on three marking periods throughout the year. Each marking period is approximately 13 weeks long. 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 the proficiency of standards. Through formative assessments and the strategic placement of grade-wide benchmarks, teachers will consistently accrue and analyze key performance data.

The English Language Arts curriculum consists for 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. Mathematics curriculum (Brad must complete). The science curriculum assesses the same scientific skill sets that are presented in different contexts via learning modules.

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. 4 = Consistently Exceeds the Standard 3 = Meets the Standard 2 = Progressing toward Meeting the Standard 1 = Limited Progress toward Meeting the Standard