Frequently Asked Questions

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 areas in need of growth to better inform instruction

Why was the report card changed to the Standards-Based report card?

The report card was changed to provide more information to parents about student progress on the New Jersey Student Learning Standards. On a traditional report card, students receive one grade for reading, one for math, one for science and so on. On a standards-based report card, each of these subject areas is further expanded by a list of skills and knowledge students are responsible for learning. Students receive a separate mark for each indicator.

How does the Standards-Based report card compare to the Traditional Letter Grade system?

Letter grades tend to be subjective. A standards-based report card offers more detailed information. It measures how well an individual student is doing in relation to the grade level standards, not the work of other students. This will give parents a better understanding of their child’s progress and encourage all students to do their best.

What is the role of the Marking Period Benchmarks?

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

• Benchmarks are developed for each skill in all content areas.

• The benchmarks in each marking period may change based on content that is taught in each grade level.

What is the Assessment Scale?

Our Standards-Based benchmarks for all Content Areas, Grades K-6, and Related Arts Areas, Grades 3-6 are designed on a scale of 1-4.

4 - Exceeds Grade Level Standards

The student independently and consistently works beyond grade level marking period benchmark standards. Earning a “4” means the student has advanced understanding and exceeds grade-level expectations. A student receiving a “4” demonstrates academically superior skills in that specific area. This student shows initiative, challenges himself or herself, and demonstrates this advanced knowledge at school. A “4” indicates unusually high achievement.

3 - Securely Meets Grade Level Standards

The student meets marking period benchmark standards. Earning a “3” means the student has proficient understanding and meets grade-level expectations. We want all of our students to reach a level “3.” A student receiving a “3” is right on track with our high academic expectations. A “3” is something to be celebrated!

2 - Approaching Grade Level Standards

The student sometimes demonstrates progress toward meeting marking period benchmark standards. Earning a “2” means the student has basic understanding and partially meets grade-level expectations. A student receiving a “2” understands the basic concept or skill, but has not yet reached the proficient level. A “2” should indicate to parents that their child may need some extra help or extra time to practice/understand that concept or skill.

1 - Needs Support

Earning a “1” means the student does not meet the marking period benchmark standards. A student receiving a “1” demonstrates limited progress according to our district standards. A “1” indicates that a student requires support or intervention in that area.

What does an “N” mean on my child’s report card?

An “N” is used when the standard or skill is not assessed or taught during that marking period. An “N” is not a red flag or cause for concern. A child may receive an “N” for one indicator in marking period 1, but may receive a number rating for the same indicator in marking period 2.

How can parents explain to their children why they did not get a “4”?

It is important that parents and teachers have honest conversations with students. Some concepts and skills are more difficult to grasp than others, but given time and motivation, students can continually challenge themselves. Teachers and parents will convey to the students the meanings of the rubrics. A rating of “2” while learning a new skill or concept is appropriate. A rating of “3” demonstrating mastery is to be celebrated. A rating of “4” indicates a strength being recognized that is above and beyond the grade level expectations. Please do not place a burden on your child if he or she is not at a “4”. A “4” does not indicate an “A” grade. It indicates that your child has exceeded the grade level expectations; this may be something that occurs only in some standards but not all, and it may not happen until the very end of the school year.

Won’t the entire grade level receive the same ratings, mostly “2’s” and “3’s”?

Learning is a process and it should be expected that repeated exposure and experiences are necessary to gain ownership of new skills and strategies. An assessment rating of “2” indicates the student is progressing toward the standard. Once a student demonstrates thorough understanding of concepts and skills with a performance characterized by the ability to apply skills with accuracy and quality, he or she would receive a “3”. This move from a “2” to a “3” can take place at any point during the school year and is very student specific. Teachers will provide students with opportunities for enrichment and extended work beyond grade level expectations. There are students who will be motivated to rise to the occasion and obtain a 4.

How do teachers determine proficiency levels in Standards- Based Grading?

Throughout the marking period, teachers assess students. With the standards for that grade level in mind, they consider:

• Knowledge of the Child (How does this child learn best? In what way does this child communicate his/her learning?)

• Evidence of Student Performance (work samples that have been collected, performance on activities and assessments, teacher anecdotal notes)

• Knowledge of What the Child is Expected to Know or be Able to Do (District curriculum and standards, report card benchmarks)

After going through this process, the teacher assigns a proficiency level for each line of the report card.

My child has special needs and has an Individual Education Plan. How will he or she be assessed?

Modifications and accommodations in your child’s IEP are written to support his or her progress on grade level standards. Your child's progress will be assessed and reported using grade level standards, with the appropriate accommodations or modifications as outlined in the I.E.P. We strive through our district teaching and assessments to help all students master grade level curriculum standards. Different students make progress at different rates, so standards may be met in varying amounts of time, with varying amounts of teacher support.

How often will the report cards be posted online?

Our report cards will be posted on our Genesis Portal three times a year (November, March, June). Although the report cards will be posted three times a year, it is important that parents maintain awareness and understanding of their student’s performance. The report card is just one component of our reporting system. We encourage a strong home-school connection to keep you informed of your child’s progress.

Will this report card affect my child's placement in Middle School?

No, a standards-based report card will not affect a child’s placement in Middle School. Students in 5th and 6th Grade student will still receive a grade that will still be a composite of the activities and assessments in each subject area. In these two grade levels, we wanted to be consistent with the Middle School, so that there would be a common denominator about the placement of students. An advantage of this report card, is that along with giving grades for each subject area, teachers will also be giving ratings for the individual skills within each subject area. We will continue to stay in touch with Middle School Supervisors to explain our feedback system, so that we are all on the same page.