Central Elementary School

Introduction

This guide has been prepared to provide parents/guardians with the following information about the Wall Township School District’s Standards-Based Report Cards (SBRC):

• The mission statement for our transition to the reporting system.

• An explanation of how to use and interpret the SBRC, including its connection to the New Jersey Student Learning Standards.

• An explanation of the learning behaviors required for each of the scores of 1, 2, 3, 4 for each standard.

• Answers to some of the most frequently asked questions about SBRC.

Mission Statement

Reporting student progress is an essential part of the communication and partnership between school and home. We believe that it is our professional responsibility to provide both students and parents with the most accurate report that reflects a student's level of performance and progress in meeting the academic grade level standards. This report card will provide that data to students and parents about a student's performance in independently meeting those standards.

New Jersey Student Learning Standards

The New Jersey Student Learning Standards (NJSLS) were officially adopted for the 2017-2018 school year and are closely aligned to the Common Core State Standards (CCSS) that New Jersey previously adopted. However, the NJSLS provide a more consistent, clear understanding of what students are expected to learn, so that teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world ensuring that students meet with success in each ensuing grade as they become prepared for college and careers.

Wall Township continues to update our curriculum and make the instructional shifts necessary to successfully implement the NJSLS. As a parent, it is important to recognize that these new standards have created shifts in the way that teachers deliver instruction, how and what students learn, and the depth of understanding that is required to achieve mastery.

Our district and staff look forward to a continued partnership with you as we prepare your child for future success. The state standards can be found at

http://www.state.nj.us/education/cccs/.

Learning Behaviors Relating to Assessment Scores

Four levels of progress are noted on the new report card using a numeric system of 4, 3, 2, 1 and N/A. A descriptor of each is provided below.

Scoring

On a standards based report card, a score of “3” is the expected goal for students, which indicates that  students are meeting the requirements of the academic standards for his/her grade level. Scores of “3” and “2” both indicate that students are working within the expectations of his/her grade level. The difference is the level of independence and support a student needs to demonstrate mastery. The expectation is that most students will score a “3” by the end of the year for each grade level standard.

4 - A score of “4” indicates that the student’s progress exceeds standards because he/she has demonstrated mastery in the terms of knowledge, and he/she applies that knowledge in ways that go beyond expectations. Instruction needs to be differentiated for this student because the student has demonstrated mastery of grade level expectations at this time. Students receiving a “4” demonstrate academic and social maturity beyond their years and those of their age/grade appropriate peers.

3 - A score of “3” indicates that a student's progress towards end of year standards meets the district’s expectations at this time. Students who, through assessment, classwork, and discussion, demonstrate independent understanding of key concepts and require little or no adult support to demonstrate proficiency after instruction has been delivered would see scores of “3”.  Students receiving  “3s” consistently demonstrate age/grade appropriate social and academic behaviors.

2 -A score of “2” indicates that the student’s progression of skills and information is in the expected range, but he/she still requires support and assistance to meet the requirements of the academic standard for his/her grade level at this time. In terms of behavior, a student would receive a “2” for any of the academic or social behaviors when he/she inconsistently demonstrates or needs reminders to meet the age/grade appropriate expectations as communicated by the teacher.

1 - A score of “1” indicates that the student is not meeting the requirements of the grade level standard at this time. His/her instructional level is characterized as requiring maximum teacher support and differentiation/accommodations or even modifications. In terms of behavior, the student who often demonstrates social and academic behaviors below what is expected for their age/grade receives a “1”. It is expected that teachers have had dialogue with parents prior to the distribution of the report card for any student receiving a “1” for any standard.

N/A -  “N/A” indicates that the standard has not been adequately introduced, covered, or assessed during the marking period. All standards on a grade-level report card will be addressed by the end of the school year.

Frequently Asked Questions

What are standards?

Standards are what students should know and be able to do at the end of each grade. It would be impossible to list every standard on the report card. The standards on the Wall Township School District report card are a snapshot, a “collapsed” version, of the NJSLS.

What is a standards-based report card?

A standards-based report card provides detailed information on how well your child is progressing towards mastery of year-end standards. In Wall Township, district curriculum leaders continue to identify the standards taught and district expectations for each marking period to inform instruction and assessment. Standards’ expectations change from one marking period to the next as students move toward the end-of-the-year grade level expectations. Learners are scored on their progress made toward mastery of those expectations set forth for each marking period.

What examples of data do teachers use to assign grades?

With a standards-based approach, teachers evaluate student learning in a variety of ways using classroom observations and classwork, along with formative and summative assessments. The combination of these pieces of evidence, when reviewed with parents, provides a more detailed picture of student progress towards grade level expectations.

Isn’t a “3” just another way of saying the student earned a “B”?

One of the biggest differences between a traditional letter grade 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 the NJSLS. A “B” is an average of the points earned on tests, quizzes, assignments, and so on but does not tell us what the student has really learned and achieved in terms of standards based expectations for a  specific grade level.

Is it possible for students to “drop” from one marking period to another?

It is important to note that the student does not necessarily drop a grade. The score is an indication of performance with expectations of difficulty that increases throughout the school year. In other words, the concepts increase in difficulty as the year progresses. Therefore, a student who demonstrates a score of “3” in one marking period could earn a “2” in the next marking period when the rigor of the standard has been increased. This shift from a “3” to a “2” indicates the student understands the major elements of the concept but may need more development of the details or application and more teacher support.

How do I help my child “get a 4?”

Remember, a mark of “3” indicates that a student is meeting grade-level expectations with independence and excellence. With high and challenging expectations, a “3” is exactly where a competent student should be. “Getting a 4” is not about what more a student does. It is what a student knows, and at what level he/she applies what he/she knows to new and higher-level situations that exceeds what is explicitly taught in class.

How does standards-based reporting align with Special Education?

Students with Individualized Education Programs (IEPs) must be provided with progress towards their appropriately assigned goals for learning.  Since special education students are a heterogeneous group with various disabilities which impact learning, some may not achieve certain grade-level standards without special services and supports. For students with accommodations, the content of the standard remains the same, but the method for learning and demonstrating mastery of a standard may be adjusted. Modifications, on the other hand, can mean changing the standard itself, identifying standards that are fundamentally related but also developmentally appropriate. The Child Study Team (CST) makes decisions regarding what content areas, if any, require modifications of the grade level standards. For all students with an IEP, a supplemental progress report is provided that identifies how students are performing on appropriately challenging learning tasks as outlined in the goals and objectives of their IEP.

How are English Language Learners (ELL) who are still acquiring English language speaking and literacy skills graded?

Students are assessed at their current grade level using the appropriate grade-level standard-based report card. During parent conferences, teachers will discuss with parents the following: the child’s current level of English proficiency; the child’s opportunity to learn the content, and/or ability to demonstrate the appropriate grade-level standards.

What happens when students transfer to another elementary school outside the district or transition to the middle school?

The standards-based report card contains a legend with a definition for each code. Many districts are transitioning to standards-based report cards and use similar performance codes. The Director of Curriculum will share the new report card with Wall Intermediate School and, as always, transition discussions will take place to help WIS with scheduling and placement decisions.

Are there other neighboring communities successfully using this model?

Yes. Many elementary school districts in this area, as well as across the country, have made the switch to a standards based grading system. This is a national movement based on years of research. According to their websites, the following communities in this area have implemented standards based report cards: Howell Township School District, Middletown Township School District, Wyckoff School District, West Caldwell School District, Tenafly School District, Mahwah Township School District, Monroe Township School District, West Windsor-Plainsboro School District, Red Bank Borough School District, Brick School District.