The New Jersey Student Learning Assessments for English Language Arts/Literacy (NJSLA-ELA) and for Mathematics (NJSLA-M) measures the extent to which students are, or on track to being college or career ready in each of the two respective areas. The test in English Language Arts/Literacy assesses student proficiency in reading and comprehending a range of grade appropriate material independently. It also provides a measure of how effectively a student writes when using and/or analyzing sources. The test in Mathematics measures student competencies in the major and additional/supporting content in mathematics for grade or course, as well as student grade-appropriate mathematical reasoning and modeling skills.


    Students’ performance levels are recorded as follows:

    • Level 5 – Exceeded Expectations

    • Level 4 – Met Expectations

    • Level 3 – Approached Expectations

    • Level 2 – Partially Met Expectations

    • Level 1 – Did Not Yet Meet Expectations


    The following sub-claims are assessed in Mathematics:

    • Sub-Claim A – Major Content

    • Sub-Claim B – Supporting and Additional Content

    • Sub-Claim C – Reasoning

    • Sub-Claim D – Modeling


    District Common Assessments:

    District Common Assessments are assessments district-wide that serve as an essential component of instruction. They are developed by content specialists and vetted by all mathematics teachers at specified grade levels.  These assessments are administered to all students in the grade-level content or course across the district and are directly connected to the curriculum units of study.  Teachers utilize the data from these assessments to guide and tailor their instruction daily, weekly, and/or by unit to meet the academic needs of their students.  In addition, the district common assessments provide parents, students, teachers, and administrators with information on how well the students develop an understanding of mathematical concepts, obtain proficiency in standards, and progress through the learning expectations.  This information is used for multiple purposes, such as: for grading, to improve student learning, to improve teaching practices and curriculum materials.


    Formative Assessments:

    Teams of teachers during Common Planning Time as well as Vertical Articulation Meetings will work collaboratively across grade levels in Mathematics to determine learning progressions across content and grade-levels to ensure that the curricula are aligned with expected learning outcomes.