FAQs
Please reference our district's Frequently Asked Questions below on Standards Based Report Cards
FAQs
Why are only some of the standards listed on the progress reports and report card?
Teams of teachers reviewed the standards for each grade level in the process of developing the reporting system. In their review, the teachers chose the descriptors which were considered most significant for student growth in each subject area and at each grade level. These standards are often referred to as “Power Standards.” It does not mean that the other standards are less important, or that they will not be taught. In order to effectively communicate student progress, specific standards were selected to efficiently report growth during each of the three marking periods.
What should the expectations for my child be?
Remembering that every child learns differently, the goal for the students is to reach a level of 3 (meeting expectations) or higher when teacher has completed a topic.
Can a student perform at a Level 3 during one marking period and then receive a Level 2 or Level 1 in subsequent marking periods?
The expectations change from one marking period to another as the student moves toward the grade level goals for the end of the year. As such, a student may find that expectations have increased in each marking period. This may result in very different levels of proficiency. A student could receive a 3 in the first marking period, and then a level 2 or 1 in the subsequent marking periods if their performance doesn’t match the elevating levels of expectations.
Some areas of my child’s report card were not evaluated this marking period and the report card shows N/A. Why wasn’t this standard evaluated?
Some standards will be taught each marking period. These standards will be assessed more frequently, and progress will be reported every marking period. The level of difficulty in the task and/or text may change, or the level of text complexity may change, making the expectation more demanding. In other areas, the skill can progress to something more difficult. Other standards require an entire unit of study that may be unrelated to the current topic. In this case, the unit may be listed as N/A for a marking period since the skill may have have been assessed at that time. When the standard is taught, the standard is evaluated.
What are the New Jersey Student Learning Standards?
The New Jersey Student Learning Standards provide a national, consistent, clear understanding of what students are expected to learn. These standards help teachers and parents know what they need to do to help each child reach these benchmarks. The standards are designed to be robust and relevant to the real world, reflecting knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.
What is Standards-Based Education?
Standards are statements of what students should know and be able to do. In New Jersey, standards are written at each grade level and are developed in such a way so that one grade level builds on another. The sequential development forms a foundation for future learning. To best help our children, we need to help all students master the standards for that particular grade level so they can progress successfully to the next level. Student achievement is based on content standards with end-of-year expectations in mind.
What is a Standards-Based Report Card?
A report card that gives students, parents and teachers information about the many strengths and areas of need for individual students as they word through the grade-level standards during the school year. The purpose of grading and reporting in our elementary schools is to accurately reflect what students know and are able to do. We work hard to communicate student’s learning progress and expected learning outcomes to all families to maximize each child’s chance for success. A Standards-Based Report Card provides consistency in terms of what is expected of students.