Curriculum , Instruction & Assessment
Welcome to the Curriculum, Instruction, & Assessment Home Page!
Merchantville School is committed to providing a high-quality, standards-based curriculum that supports the academic success of every student. We believe that strong partnerships with families begin with transparency and communication. This page provides an overview of our curriculum philosophy, guiding principles for curriculum development, and the key components of our curriculum documents.
To explore the curriculum for each grade level and content area, please select the Curriculum & Standards-Based Grading Rubrics tab under Curriculum & Instruction.
Guiding Principles for Curriculum:
- Be responsive to the educational and developmental needs of all students and educational personnel by providing an atmosphere in which everyone can strive to meet their individual potential now and in the future.
- Prepare students to meet and exceed the Common Core or subsequent current New Jersey State standards, utilizing a broad array of educational experiences.
- Assist students to learn integrity, responsibility, self-control, and empathy.
- Encourage students to develop respect for themselves, peers, and the community.
- Engage the Merchantville community as a whole, recognizing that an effective school/community partnership helps assure outcomes which both support our mission and benefit all Merchantville residents.
What is Curriculum?
Curriculum identifies "what" will be taught in each grade level with specific goals and objectives, identifies resources to be used as well as assessments and accommodations to be used. The curriculum is divided into different units across the grade level. The first thing that we create when writing curriculum is a scope and sequence. This identifies what students will learn during each unit.
Within the curriculum, we identify standards to be taught, skills that students should know, and do by the end of the unit based on the New Jersey Student Learning Standards. This document is a living document, meaning that it is continually being updated and revised.
- Assessments
- Curriculum & Standards-Based Rubrics
- GATE (Gifted and Talented Education)
- Reading Tips
- Remote Learning Program
- Summer Knights
- Summer Reading
- WIN Time
Assessments
Assessment Home
Assessments at Merchantville School
Assessments used at Merchantville school district are created according to the New Jersey Student Learning Standards and identify the level of proficiency for each standard. For an assessment to have a positive impact, teacher feedback must be provided in response to the assessment given. Therefore, providing immediate and specific feedback to students is crucial for students learning.
| "Good teaching starts from where the learner is, rather than where we would like her or him to be."
--Dylan William, 2020 |
As we create and analyze our assessment results, the following questions are asked to enhance Merchantville's creation of assessments, and curriculum as well as instructional practices across the district:
- What is it we expect our students to learn?
- How will we know if each student has learned it?
- How will we respond when some students do not learn it?
- How will we respond when some students already know it?
Assessment Calendar
Assessment Calendar 2026-2027
As required by the State of New Jersey, the Merchantville School District would like to provide you with some information on standardized state and national assessments which will be administered to your child(s) during the 2026-2027 school year. All accommodations per an IEP will be accessible; however, it is recommended that parents/guardians contact the guidance office or building administrator for additional details on accommodations and accessibility options.
| New Jersey State Assessments | ||||
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| Assessment | Subject | Grade Level | Date Range | Duration |
| NJSLA-A |
Mathematics & English Language Arts |
Grades 3-8 ELA & Math |
May 3-7
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ELA: 1 section 150 minutes Writing: 1 section 90 minutes Math: 1 section 150 minutes |
| NJSLA | Science | Grades 5 & 8 |
May 10 - 13 Make-Up Testing: May 17-21 |
Science: 4 units 45 minutes each |
| Locally Administered Assessments | ||||
| Acadience Benchmark Assessments |
Mathematics & English Language Arts |
Grades K-2 |
September |
5-10 minutes each |
| STAR Assessment | Mathematics & English Language Arts | Grades 1-8 | September January June |
20 minutes + |
| Writing Pre/Post Assessments | English Language Arts | Grades K-8 | September June |
45 minutes |
The STAR Diagnostic assessments allow us to monitor student progress toward grade-level standards. It is administered three times a year. September is to determine baseline data, January is to monitor student progress and April/May is to collect final progress toward grade-level standards.
The Acadience Assessment is a universal screener for students in grades K thru 2nd grade. This screener assesses core early literacy skills. It is administered three times a year. Data is used to target skills needed for instructional support and/or enrichment.
All local assessment results are located on Realtime. If you would like a copy of the results, please contact your child's classroom teacher.
Types of Assessments
Universal Screeners:
Universal Screeners play a very vital role in determining whether students are achieving mastery of the learning standards. Universal screeners are assessments that are administered to all students in grades K-8 and occur three times each school year. The screen tools used by Merchantvill School District are the STAR Reading and Math Benchmark Assessments and/or Acadience Benchmark Reading and Math Assessments. STAR is administered to students in grades 1-8. Acadience is administered to students in Kindergarten through third grades.
STAR Reading and Math Assessments:
The STAR Reading and Math Universal Screeners are adaptive assessments designed to quickly identify what students know, what they are ready to learn, and where they may need additional support. The assessments adjust to each student’s responses, providing an individualized measure of their current reading and math skills.
- Quick and Adaptable: Students complete the assessment in minutes, and the questions adjust based on their responses to provide an accurate picture of their current skills.
- Targeted Instruction: Results help teachers identify the specific skills students are ready to learn and provide information to support differentiated and targeted instruction.
- Meaningful Learning Support: Teachers can use assessment results to select instructional resources and learning activities that align with students’ identified needs.
- Monitor Student Growth: Progress is monitored throughout the school year, allowing teachers to track growth, identify areas for continued support, and adjust instruction to help each student make meaningful progress.
STAR assessments are one tool our teachers use, along with classroom performance and other measures, to better understand each student’s learning needs and plan effective instruction.
Acadience Reading and Math Assessments:
Acadience Benchmarks are administered to students in Grades K–2 to assess foundational skills in reading and mathematics. These brief assessments provide teachers with valuable information about each student’s current skills and progress, helping us identify areas of strength and determine where additional instruction or support may be beneficial.
In Reading, students are assessed in the following areas:
- Letter Naming Fluency
- First Sound Fluency
- Phoneme Segmentation Fluency
- Nonsense Word Fluency
- Oral Reading Fluency
In Math, students are assessed in:
- Beginning Quantity Discrimination
- Number Identification Fluency
- Next Number Fluency
- Advanced Quantity Discrimination
- Missing Number Fluency
- Computation
- Concepts and Applications
Students receive a performance rating for each area based on their results: Above Benchmark, At Benchmark, Below Benchmark, or Well Below Benchmark. An overall composite score is also provided.
Acadience results are one source of information teachers use to understand student learning. These results, combined with classroom observations, student work, and other assessments, help teachers individualize instruction, provide appropriate support, and monitor student growth throughout the year.
LinkIt! Summary Report
Understanding Your Child’s LinkIt! “Fingertip” ReportThe LinkIt! Fingertip Report provides families with a snapshot of their child’s academic progress over time. The report is designed to make assessment information easier to understand and provides a quick view of student performance across multiple assessment periods. The report will document results from both the 2025–2026 and 2026–2027 school years.
Understanding the Overall ScoreThe Overall Score provides a summary of your child’s performance on the assessment. This score gives families a general picture of how their child is performing in relation to the expected standards or benchmarks for their grade level. Throughout the school year, we expect students to demonstrate growth. By the end of the school year (Form C), our goal is for students to meet or exceed the identified standards/benchmarks. It is important to remember that a single assessment score does not tell the whole story of a child’s learning. Teachers consider assessment results alongside classroom performance, student work, observations, and other measures when determining instructional needs and supporting student growth. Sample LinkIt! Report: 
1: This shows the school year and the ELA assessment's name. The report will show the 2025-2026 school year and the 2026-2027 school year. The 2023-2024 report will show results from Forms A, B & C. The 2026-2027 report will show results only from Form A. This section shows the OVERALL Score for the assessment. By the end of the year or Form C, we'd like to see students meeting or exceeding the standards. #2: This shows the standards that are assessed for the benchmark. Next to each standard, you will see the score that your child receives for this specific standard. #3: This shows the specific topics that are addressed with all of the standards and the scores for each topic. #4: This shows the three assessments: Form A, Form B, and Form C. Don't forget for the 2026-2027 school year, this summary will only show your student's performance on Form A. #5: This shows the school year and the name of the assessment for Math. #6: This is the legend for the assessment. Sample Acadience Report: 
#1: This shows the school year and the name of the assessment for Reading or Math. The report will show the 2023-2024 school year and the 2024-2025 school year. The 2023-2024 report will show results from the Beginning of the Year (BOY), Middle of the Year (MOY), and End of the Year (EOY). The 2024-2025 report will show results only from BOY. This section shows the OVERALL or COMPOSITE Score for the assessment as well as the subtests for the grade level. #2: This shows the three assessments given- BOY, MOY, and EOY. Don't forget for the 2024-2025 school year, this summary will only show your student's performance on BOY. #3: This shows the score that students received on the assessment. Since there are a variety of scores for each assessment, pay attention to the color associated with the number. This will tell you whether they are above, at, below, or well below the benchmark for that specific skill. N/A means that skill was not assessed at that time. #4: This shows the composite and subtests for Math. #5: This is the legend for the assessment.
Kindergarten:
First Grade:
Second Grade:
Reading Subtests: 
Oral Reading Fluency: This assessment measures students' understanding of advanced phonics and word attack skills, accurate and fluent reading of connected text, and reading comprehension. Math Subtests: 
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First Sound Fluency: This assessment identifies a student's fluency in identifying the initial sounds in words. Curriculum & Standards-Based Rubrics
Merchantville School is dedicated to providing high-quality, rigorous instruction in every classroom by meeting the needs of individual students through differentiating instruction as well as teaching to the whole child. Our goal is to ensure that all students meet the standards set forth by the New Jersey Student Learning Standards. By doing this, we will create lifelong learners who are ready for the ever-changing and diverse world. To accomplish this task, we have developed educational curricula that address research-based best practices and address the diverse learning needs and backgrounds of all students.
Click here for the Merchantville School Curriculum
Curriculum Writing & Resource Adoption Cycle
Introduction & Rationale
The curriculum cycle below outlines the curricular planning for core curricular areas, which provides sufficient time to address the needs of the students of Merchantville School District to ensure that our students receive learning experiences that prepare all students for college and career readiness.
*Please note: The information above may change due to budgetary constraints and/or challenges that may arise during the school year.
Program Evaluation/Resource Review: Teachers and Curriculum Leads will work with the Director of Equity, Curriculum, and Instruction to evaluate the status of the curricula and resources to determine their effectiveness relevant to grade-level standards, new state mandates, and the impact that the curriculum has on student achievement according to state and local assessments as well as common formative and summative assessments to prepare for curriculum writing. This work will set the direction for curriculum development for the next five years.
Writing/Resource Purchase: Teachers and Curriculum Leads will work with the Director of Equity, Curriculum, and Instruction to write curricula over the summer and/or throughout the school year. This work will focus on creating a scope and sequence for the standards, creating student learning objectives, and common formative and summative assessments. The curricula will include essential questions, equity integrations, common assessments, interdisciplinary standards, career readiness practices, 21st-century skill integration, and technology integration. Additionally, resources that have been reviewed will be purchased for implementation.
Implementation/Adjustments: Curricula is a living document that should be continually updated based on student achievement data. Therefore, teachers will make minor adjustments to the curriculum during grade-level team meetings and data meetings.
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GATE (Gifted and Talented Education)
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Merchantville School District's Gifted and Talented Program (GATE) 
Merchantville School is committed to challenging students of all abilities in the classroom. While teachers are encouraged to differentiate in the classroom and meet the needs of our gifted students, we recognize that there is a need to enrich their education outside of the classroom. Additionally, we understand that giftedness can present itself in one or more subject areas or in ways that don’t align neatly with any specific subject and that giftedness may also be present in "twice exceptional" students, who are gifted while also having an Individual Education Plan (IEP). Therefore, we have developed a Gifted And Talented Education (GATE) program for all students. The program for the 2026-2027 school year will be embedded within the school day. GATE will start on Monday, September 14, 2026. Different grade-level bands will attend on different days (see schedule below). Tuesday: 2nd & 3rd grade Wednesday: 4th & 5th grade Thursday: 6th through 8th grade GATE Identification Process: All students must qualify for participation in our GATE (Gifted and Talented Education) program, based on requirements outlined in a rubric. The selection process is based on a point system based on multiple measures such as report card grades, teacher recommendations, and the Torrance Test of Creative Thinking (TTCT). Since we know that giftedness comes in many different forms, we utilize a variety of data points to identify students for our GATE program. Students in grades 1 and 5 will be administered the TTCT assessment in the Spring to determine if they qualify for the program. A student that qualifies for the GATE program in 2nd grade will remain enrolled in the program until grade 6 and then students will need to re-qualify in grade 6 for GATE. Similar to 2nd-grade students, 6th-grade students will remain in the program until graduation from Merchantville School. If a parent of students in grades 3, 4, 5, 7, or 8 would like to request the TTCT be administered to their child(ren) to see if they would qualify for the GATE program, they must make a written request to the Chief School Administrator by mid-September. Students must maintain their grades throughout the school year they are enrolled in GATE. If their report cards show a C the child will be placed on probation. If the following report card contains no C's then they will be removed from probation. Receiving continued C's will warrant removal from the program. If a student receives a D or F on their report card then they will automatically be removed from the program. Gifted and Talented Services: Real-World Project-Based LearningAs part of our Gifted and Talented (GATE) Program, students in Grades 2–8 will have opportunities to engage in meaningful, real-world projects that challenge them to think deeply, explore their interests, and apply their learning in creative ways. Students will work on projects over an extended period of time, allowing them to move beyond simply learning information and instead use what they know to solve problems, answer complex questions, and develop new ideas. Projects will encourage students to think critically, collaborate with others, make decisions, conduct research, and persevere through challenges. Throughout the project, students may have opportunities to:
At the conclusion of each project, students will share their learning with an authentic audience by creating a product, presentation, demonstration, or other meaningful outcome. The goal is not simply to complete a project, but to give students an opportunity to demonstrate what they have learned, explain their thinking, and showcase their creativity and problem-solving skills. Through these experiences, our GATE program seeks to provide students with opportunities to engage in appropriately challenging, student-centered learning that nurtures curiosity, creativity, critical thinking, and a deeper understanding of how their learning can make a difference beyond the classroom.  What is Giftedness? Giftedness, intelligence, and talent are fluid concepts and may look different in different contexts and cultures. Even within schools, you will find a range of beliefs about the word "gifted," which has become a term with multiple meanings and much nuance. Gifted children may develop asynchronously: their minds are often ahead of their physical growth, and specific cognitive and social-emotional functions can develop unevenly. Some gifted children with exceptional aptitude may not demonstrate outstanding levels of achievement due to environmental circumstances such as limited opportunities to learn as a result of poverty, discrimination, or cultural barriers; due to physical or learning disabilities; or due to motivational or emotional problems. This dichotomy between potential for and demonstrated achievement has implications for schools as they design programs and services for gifted students. NAGC does not subscribe to any one theory of the nature of human abilities or their origins. We assert that there are children who demonstrate high performance, or who have the potential to do so, and that we have a responsibility to provide optimal educational experiences to fully develop talents in as many children as possible, for the benefit of the individual and the community. Definitions of Giftedness Definitions provide the framework for gifted education programs and services and guide key decisions such as which students will qualify for services, the areas of giftedness to be addressed in programming (e.g., intellectual giftedness generally, specific abilities in math), when the services will be offered, and even why they will be provided. There is no universally accepted definition of giftedness. Common Characteristics of Gifted Individuals Because gifted children are so diverse, not all exhibit all characteristics all of the time. However, there are common characteristics that many gifted individuals share:
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Reading Tips
Remote Learning Program
Remote Learning Plan
Merchantville School is committed to ensuring that student learning continues without interruption during an unexpected school closure. In accordance with New Jersey Department of Education (NJDOE) requirements, school districts are required to develop and annually submit a Virtual or Remote Instruction Plan. The plan is designed to ensure that students have equitable access to meaningful, standards-based instruction if the district must temporarily close due to a qualifying emergency.
The Remote Learning Plan would be implemented if the district experiences a closure of more than three consecutive school days due to a declared state of emergency, declared public health emergency, or a directive from an appropriate health agency or official. An approved remote instruction day may count as a full day of school for purposes of meeting New Jersey's required school days.
Our plan outlines how Merchantville School will provide students with continued access to instruction, learning materials, technology, communication, and appropriate supports during a qualifying closure. It also addresses the needs of students receiving special education and related services and is designed to promote equitable access to learning for all students.
The Remote Learning Plan is a preparedness measure—it does not replace our commitment to full-time, in-person learning. Rather, it ensures that our school community is prepared to maintain continuity of learning should circumstances require a temporary transition to remote instruction.
View the Merchantville School Remote Learning Plan Below
Merchantville School District 26-27 Remote Learning Program
Merchantville School District 26-27 Remote Learning Program (Spanish)
Summer Knights
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Welcome to K-5 Summer Knights!
Summer Knights offers a variety of opportunities for students to continue their studies and expand their knowledge and skills in ELA, Math, and Science in a safe and fun learning environment over the summer. Students will be involved in hands-on learning activities focusing on problem-solving and critical thinking through fun and engaging activities. Our goal is to provide students with opportunities that reinforce the skills and strategies taught throughout the school year in a fun way and foster a love of learning. 
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Summer Reading
Why Summer Reading Matters at Merchantville School
At Merchantville School, we believe that reading is a skill that grows with practice. Continuing to read during the summer helps students maintain the skills they have developed throughout the school year while also building vocabulary, background knowledge, comprehension, and confidence as readers.
Summer reading is also an opportunity for students to read for enjoyment, explore new interests, and discover books that inspire their imagination and curiosity. Even a few minutes of reading each day can make a meaningful difference in helping students return to school ready to learn.
To support our students and families, Merchantville School has created engaging, grade-level summer reading activities designed to encourage reading while providing opportunities for students to practice and apply their skills.
📖 How Families Can Support Summer Reading
Families can help by making reading a regular and enjoyable part of the summer.
Consider:
- Setting aside time each day for reading.
- Allowing your child to choose books that interest them.
- Reading together and talking about what you are reading.
- Visiting the local library or exploring digital reading resources.
- Asking your child questions about their book and encouraging them to share their thinking.
- Encouraging your child to explore different genres, authors, and topics.
Most importantly, help your child see reading as something to enjoy—not just an assignment!
Please explore the grade-specific links below to find summer reading expectations, activities, and resources for your child. We look forward to hearing about the books our Knights discover this summer!
PreK-2 Summer Reading Project (Spanish)
3-5 Summer Reading Project (Spanish)
WIN Time
Home
| The goal of NJTSS (New Jersey Tiered Systems of Support) is to close any gaps that students have early in their learning to provide appropriate instruction based on grade-level standards. |
Merchantville School district has implemented a dedicated period for intervention and/or enrichment titled WIN Time in grades K-5. WIN Time is short for What I Need. Based on student progress on universal screeners such as Linkit Benchmarks and Acadience Benchmarks, students will either participate in enrichment activities or participate in research-based interventions.
All students receiving intervention will have a tailored goal and intervention based on their specific area(s) of need. Every 6 weeks, meetings will be held with interventionists to determine whether students need to continue with the intervention, change based on progress, or exit the intervention. Action plans will be developed every six weeks and sent home to families to let them know how their child is progressing in the intervention.
Mission Statement:
Merchantville School District aims to provide high-quality, rigorous instruction in every classroom by meeting the needs of individual students through differentiating instruction as well as teaching to the whole child. By doing this, we will not only close gaps in students’ learning, but we will also create lifelong learners.
Our goals:
· Meet individual students' needs by providing specific interventions
· Collect & use data to identify, progress monitor, and exit students from interventions
· Provide early intervention
· Use research-based intervention programs
· Increase the number of students who meet or exceed state standards
· Create lifelong learners
WIN Time Handbook
To access the W.I.N Time handbook, please click here.