Eighth Grade Exit Requirements

Language Arts:

Students will be required to take and pass a two-part test in Language Arts by a grade of at least 80 percent. Part One of the Exit Exam will consist of short reading passages and questions, both multiple choice and open ended. Part Two of the Exit Exam will be a multiple choice test about literary terms.


Pass with 70% proficiency a Grade 8 Mathematics Multiple Choice Test. The NJ Core Curriculum categories to be tested include Number and Number Sense, Computation and Estimation, Measurement/Geometry, Probability/Statistics, and Patterns, Functions, and Algebra. Complete an end-of-year unit project in which students apply their understanding of mathematical concepts in a real-world situation. The project provides students with an opportunity to think more deeply about concepts learned throughout the year. Students are to investigate a situation, collect and analyze data, and look for pattern and make a report/presentation.

Social Studies: 

All 8th graders must show proficiency in writing a critical thinking, 5 to 7 page paper. They must use at least two books and only one internet source. The topic MUST be approved by Mrs. Thomas. They must present their paper (with a project approved by Mrs. Thomas) in a creative way and be able to answer questions relating to the topic by an exiting committee.


All 8th students should know the seven continents, the oceans and fill in a blank map of the United States (85% proficiency.)

They should know the 3 branches of government, and be able to explain how our government works.

They need to recognize and understand what The Bill of Rights is.

They must have a general knowledge of the history of the US from Colonial Times

through WWII.

 How a Bill Becomes a Law

 Branches of Government


They must name:

the current Governor of NJ,

the current President of the US

the current Vice President of the US


Students will be responsible for researching and conducting their own inquiry lab.  They will begin this lab by first researching a topic they are interested in, and then developing a testable problem and hypothesis.  This problem and hypothesis must be approved by Mrs. Bloom.  The student will then use the scientific method to conduct the experiment with a workable procedure using materials they supply.  The experiment should be completed three times to insure a sound conclusion and accurate results. A data table must be included in the observation.  Pictures and graphs are a DEFINITE PLUS!  Students must use full sentences and a good 8th grade science vocabulary when describing their work.

Health & Physical Education:

Before an 8th grade student can graduate TCCS they must have a general knowledge in Physical Education and Health. Students must demonstrate knowledge (75% proficiency) of the benefits of physical fitness and ways physical fitness can be tested. They must know the benefits of good nutrition, the components of the food pyramid, calorie counting as it relates to weight control, and they must give an example of a balanced meal. Students must also demonstrate understanding of the physical and mental dangers of substance abuse, types of drugs, common side effects of substance abuse and an explanation of the term addiction. They must choose a sport and explain the necessary skills, rules, strategy, and equipment. The final assessment will be a fitness test that will be administered twice a year students must show marked improvement in five of the seven areas by the final test.


Identify four major units of study for the year. Provide culminating activity and list skills that this activity demonstrates. Singing Year long unit that requires practice and self discipline, Rhythm, Feeling Beats and use of rhythmic notation, Music Appreciation, Listening and responding to music from different eras. Composition / Music Theory Process for creating songs using standard notation Research paper on a Composer from the Classical, Romantic, Impressionist, Contempory and Jazz Periods.


At the conclusion of 8th Grade, in a culminating oral and performance presentation, all graduating students will be required to demonstrate knowledge, comprehension and use of skills and abilities in two (2) of the following areas plus performing arts:

Paints and Painting – Students will define and discuss the properties of at least three types of commonly used paints, as well as explain and /or demonstrate the process, tools and techniques or steps required to complete a piece of art using these materials. This includes identifying the colors on the color wheel, mixing colors to make other colors, modeling shapes, showing depth and representing an object or theme realistically or abstractly.
Drawing – Students will explain the 5 Basic Elements of Shape, the Elements and Principles of Design and how they are used to create a drawing. This includes understanding line, shape, texture, contrast, pattern, balance, etc. They will also discuss the use of foreground, mid-ground and background, shading vs. highlighting, as well as identify at least three (3) or more materials that can be used in drawing.
Sculpture – Students will identify at least three (3) types of sculpture, including the materials which are commonly used in each type, as well as those materials which can be substituted. They will also describe and demonstrate how to simple clay sculptures using pinch pot, coiled pot and/ or slab pot techniques.
Performing Arts – Students will describe three types of performing arts modalities, as well as the various roles which can be part of each modality. In addition, students will write, recite, arrange or choreograph and perform a short piece in one of the modalities from beginning to end.
Related rubrics and assessment tools  
- Expand knowledge for organizing and creating art
- Develop strategies for imagining and implementing images
- Explore a variety of solutions in solving creative problems
- Understanding and discuss how ideas from reality and fantasy may be used to create original art
- Demonstrate the development of ideas across time
- Recognize and discuss the multiple uses of the senses in visual and performing arts
- Plan and organize unique and original solutions
- Use techniques and processes that allow working with a variety of materials
- Recognize and apply the elements and principles of design
- Understand and appreciate the aesthetic diversity of various cultures
- Understand how art fulfils its intended purpose
- Recognize how art elements and design principles relate to all art areas
- Examine and estimate the impact of the future technology on the arts
- Recognize art as a vocation or avocation
- Seek inspiration from other artists
- Use increasingly complex ideas and original expressions
- Discuss the history, purpose and function of visual arts
- Evaluate the effectiveness of a work of art
- Examine and critique a work of art
- Assess the ways in which art enhances all aspects of life
Method of Delivery
Students will give an oral presentation of the above visual material, and create a short piece for the performance module, to be presented to the art teacher and another objective instructor in a closed session.
The base line for passing this exam is 80%


Students will be taking a two part final exam in Spanish. One part will be a written and the other will be oral. The written section will determine if the student can translate vocabulary, conjugate verbs, read a brief story in Spanish and answer questions related to the story in Spanish and answer open ended questions on cultural Holidays. The oral section will evaluate if the student can hold an every day life conversation in Spanish. Mrs. Brownridge will ask questions like: Where are you from? What is your phone number? Do you have siblings? The student will hear her read a passage from a Spanish book and they will have to explain what she read. The passing score will be 70.