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K-5 Report Card Information

Click here to view the presentation from our Parent Information Session from December 15, 2015.

 

K-5 Standards-Based Report Card Rubrics

Kindergarten  Report Card Rubric
First Grade  Report Card Rubric
Second Grade  Report Card Rubric
Third Grade  Report Card Rubric
Fourth Grade  Report Card Rubric
Fifth Grade  Report Card

ELA Rubric

Math Rubric

Science Rubric

Social Studies Rubric

 

 

Frequently Asked Questions

 

What is the purpose of the standards-based report card?

Whereas traditional report cards measure students' growth in general academic areas, a standards-based report card focuses on children's progress with specific skills toward academic targets. These targets, reflecting the New Jersey Student Learning Standards adopted by New Jersey, have been identified as particularly important for student’s success as they continue through school.

 

What are the advantages of a standards-based report card for a parent?

The standards-based report card will provide you with in-depth information about your child’s achievement in school. Through more specific feedback based on standards, both teachers and parents will be able to better focus on helping students meet grade-level targets rather than simply on earning grades. In addition, the standards-based report cards and the accompanying rubrics allow for more consistency in proficiency reporting from one teacher to another.

 

What are the proficiency levels on the report cards?

On our standards-based report cards, teachers report students’ progress using the following developmental progress codes, which are also listed on the report cards themselves:

4 = Student is consistently exceeding the standard for the grade level.  Student grasps, applies, and independently extends key concepts, processes, and skills.

3 = Student is meeting the standard.  Demonstrates proficiency and with limited errors, grasps and applies concepts, processes, and skills.

2 = Student is making progress towards the standard for the grade level.  The student is beginning to grasp and apply key concepts, processes, and skills.

1 = Student is making minimal progress towards the standard for the grade level.  The student is working below grade level.  Improvement is needed.

It is important to remember that a "4" on the standards-based report card does not equal an "A" in the traditional grading method. The proficiency levels reflect whether a child’s performance on key assignments typically exceed, meet, fall somewhat below, or fall significantly below standards. In prior reporting an "A" may have meant that a child met all the standards for the test or assignment; in the new report card, this would be represented by a "3." A "4" on the new report card means that a student is regularly able to demonstrate a level of skill and understanding beyond the proficiency standard for his or her grade level.

 

How do the teachers determine students' proficiency levels?

Throughout the year, our teachers use multiple types of assessments in order to determine students’ progress toward the grade-level standards. In order to determine students’ proficiency levels and the accompanying development progress codes, teachers utilize our district-created rubrics. These rubrics clearly delineate what a child needs to know or be able to do in order to earn a 4, 3, 2, or 1 on his or her report card. These rubrics align to the New Jersey Student Learning Standards and are available for you to read on this webpage (see above).

 

Can I see the New Jersey Student Learning Standards to which my child’s report card is aligned?

Of course! Visit https://www.nj.gov/education/cccs/ to read the standards.

 

How should I share my child’s report card with him or her?

Exactly how you share the report card with your child is up to you and your family, but we recommend that you focus on a few strengths and weaknesses with your child rather than looking over the entire report card together. Having a more focused conversation with your child about the areas where he or she excels and where he or she can continue to work will help your child set more targeted goals for his or her own learning.

 

Adapted from: Vatterott, Cathy. Rethinking Grading: Meaningful Assessment for Standards-Based Learning. Alexandria, VA.: ASCD Member Books, 2010.