NJASCS

NORTH JERSEY ARTS AND SCIENCE CHARTER SCHOOLS

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ARTS AND SCIENCE CHARTER SCHOOLS
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    • Teacher/Adm. Eval.
    • Prof. Developments

    Teacher/Adm. Eval.


    NJASCS Educator Evaluation System


    It is the view of the New Jersey Department of Education (NJDOE) that teachers and school leaders have the greatest influence on student learning. Since 2010, NJDOE has been working to improve educator evaluation and support. These efforts have resulted in 2012 TEACHNJ Act which mandates requirements for the new statewide educator evaluation system and links tenure decisions to evaluation ratings.

    Under the current law, there is no statutory requirement that an equivalent educator evaluation system as defined in 2012 TEACHNJ Act be established for charter schools. However, an effective educator evaluation system in charter schools is required and subject to the review and approval of the Office of Charter Schools.

    North Jersey Arts and Science Charter Schools (NJASCS) has taken a progressive look at educator evaluation systems and through the intense efforts of the district’s teacher/administrator evaluation committee, a high quality, rigorous educator evaluation system was research and implemented prior to the NJDOE cutoff date of June 30, 2013.

    The NJDOE and The Office of Charter Schools (OCS) recommends that the charter schools’ teacher evaluation system include the following components:

    • Multiple measures of performance to evaluate teachers including student achievement and teacher practice.
    • A method for calculating an overall (summative) evaluation rating that combines the multiple measures of teacher practice and student achievement.
    • Sample of the teacher practice instrument to be used in classroom observations.
    • Clear delineation of differences in the teacher evaluation system between tenured and non-tenured teachers including number of observations the charter school will require for tenured and non-tenured teachers.

    Based upon research and established education evaluation practices, the NJASCS teacher/administrator evaluation committee developed an in-house teacher evaluation model entitled the “North Jersey Arts and Science Teacher Evaluation System”. This model is in compliance with NJDOE and OCS recommendations and also includes the use of the “dual observer” model for teacher evaluation and a support system for providing assistance when needed.

    NJASCS has adopted “The Stronge Leader Effectiveness Performance Evaluation System (LEPES) as the tool for administrative evaluations. The LEPES includes the following distinguishing characteristics:

    • Benchmark behaviors for each of the administrator performance standards;
    • A focus on the relationship between administrative performance and improved student learning;
    • The use of multiple data sources for documenting performance, including opportunities for the administrator to present evidence of their own performance as well as student growth;
    • A procedure for conducting performance reviews that stress accountability, promotes professional improvement and increase administrative involvement in the evaluation process;
    • A support system for providing assistance when needed.
      It is the intent and direction of the North Jersey Arts and Science Charter Schools to provide a teacher and administrative evaluation system that is based on well-defined job expectations, uniform performance standards, flexibility and encouraging creativity and individual teacher and administrator initiative. Improving teacher and administrator performance simultaneously ensures that NJASCS is taking a comprehensive approach to raise student achievement.

    Teachscape Reflect Rutgers SSI Project
    Observation and Evaluation Management System School System Improvement (SSI) Project
    NJASCS uses Teachscape Reflect tool to evaluate our teachers’ performance. Teachscape Reflect is customized to fit our district’s own uses and processes. www.teachscape.com/products/reflect NJASCS is partnering with Rutgers and the US Department of Education (SSI/Rutgers Fund) for the SSI Project. The goal of SSI project is to increase number of effective teachers and effective principals and increase student growth in achievement. www.ssiproject.rutgers.edu
    Teachscape Reflect Guide for Observers
    Teachscape Reflect Guide for Teachers
    Read More

    Prof. Developments


    NJASCS Professional Development Philosophy


    The North Jersey Arts and Science Charter Schools’ mission as a school district is to ensure that all students learn. In order to achieve this mission, it is imperative that the district teaching staff continuously learn and develop their capacity to serve our diverse students and their families. Our district believes that to increase the learning of all students and close the achievement gap requires effective professional and staff development.

    In essence, NJASCS believes that effective professional development:
    • Focuses on and improves student learning;
    • Allows for collective study and implementation of research based practices;
    • Establishes a culture of quality for the work of adults and students;
    • Requires time and other resources devoted to professional learning;
    • Is active, collaborative, reflective and ongoing;
    • Demonstrates respect for teachers as professionals and as adult learners;
    • Is at the heart of continuous student, teacher, school and district improvement.

    The ultimate purpose and outcome of effective professional development is to increase student learning. Therefore, effective professional development involves collaborative and reflective examinations of formative and summative assessments, including student work, to understand students’ needs and interests related to rigorous academic learning including academic content standards.

    To achieve this challenging expectation, NJASCS has developed the following professional development model:
    • The North Jersey Arts and Science Charter Schools Summer Institute for Teaching and Learning: This two week summer training institute is offered to newly hired teaching staff members and offers professional learning in school and classroom climate, instructional planning practices and procedures, technology based instruction etc. A modified one week training program is offered during the institute to returning teaching staff members.
    • During the course of the school year, NJASCS offers monthly professional development programs that are either school based (addressing the needs of individual campuses) or district based (addressing the needs of the entire district).

    Effective professional development demonstrates respect for teachers and other staff as adult learners. It provides sufficient time and follow-up support for adults to master new content and strategies and to integrate them into their practice. The goals and direction of the NJASCS professional development program supports this notion. Our district believes that through professional development, we honor our teachers. NJASCS takes pride in being a learning institute that empowers its teaching and non-teaching staff to take responsibility for continuous learning through personal and professional development.


    Summer Institute 2014

    Tech. Orientation 2014

    Summer Institute 2013

    Tech. Orientation 2013
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    • Special Ed
    • ESL Program
    • Gifted Talented

    Special Ed


    Bergen Arts & Science Charter School (BASCS) believes that all students are capable of academic and social excellence. The school’s goal is to effectively collaborate with teachers and parents, to develop learning strategies and behavior intervention plans that help students reach their maximum potential. The special education department has enforced specific policies and procedures to ensure that all children with disabilities in the jurisdiction of BASCS, regardless of the severity of their disability or in need of special education/related services, are identified, located, and evaluated. BASCS continues to implement a comprehensive system of "Child Find" and the School’s personnel actively lookout for students with disabilities or developmental delays to ensure proper identification and evaluation.

    Generally, students who exhibit academic and/or behavioral difficulties are first brought to the attention of the Intervention and Referral Services (I&RS) team. The I&RS Team process is a collaborative school effort between administration, teachers and parents to intervene when a student has been identified as making minimal academic and/or emotional progress in the regular education setting.

    If the I&RS process exhausts all of the available school based regular education interventions with minimal success, often, the student is referred to the Child Study Team (CST) for a comprehensive psychological, educational, social and speech and language evaluations in order to gather additional information as well as to determine if the student is eligible for special education and related services. The recommendation for a CST evaluation could come directly from the I&RS team or from the parent at any time during the process. Prior to conducting any assessment as a part of initial evaluation, BASCS obtains consent to evaluate, if the parent refuses to provide consent to conduct an initial evaluation, BASCS considers the due process hearing pursuant to N.J.A.C.6A14-2.7 to compel to consent evaluation.

    If a child is found eligible for Special education services, development and implementation of the Individualized Educational Plan (IEP) for the student is completed within 90 calendar days. The IEP is developed by the IEP team according to N.J.A.C.6A:14-2.3(K). The plan is reviewed with the parent(s), student, and the class teacher, and will include specific learning and social and emotional goals for each student that correlates with the Core Curriculum Standards for his/her grade level. The student is then reevaluated every three years.

    For further details about the Special education policies and procedures as well as any questions around Special Education please contact the Department Director’s office at our central office.

    Useful Links:


    Intervention and Referral Services (I&RS): www.state.nj.us/education/students/irs
    State and Federal Regulations: www.state.nj.us/education
    NJ Dept of Education: www.nj.gov/education/specialed

    Parent resources:


    Early Intervention services: www.nj.gov/health/fhs/eiphone.html
    Learning disabilities website: www.ldonline.com
    CHADD-Children and Adults with Attention Deficit Hyperactivity Disorder: www.chadd.org
    SPAN parent Training & Information center: www.spannj.org
    Bergen county Family support organization: www.fsobergen.org Read More

    ESL Program


    Overview


    The Bergen Arts and Science Charter School (BASCS) specifically designed its English as a Second Language (ESL) Program for students whose native language is not English. Objectives include the development of grammar skills, while also improving speaking, listening, reading and writing skills, using second language acquisition teaching techniques and incorporating past and present cultural aspects of the pupils’ experience. A special emphasis is placed on the grammar/syntax of the English language. The WIDA- MODEL placement tests, teacher’s judgment, and student academic performance determine eligibility for these courses.

    The ESL Program is founded upon an understanding of children from diverse linguistic and cultural backgrounds, and the need to ensure that all English language learners (ELLs) have access to high quality instruction, and to provide better access for ELLs to the general education curriculum. In addition to the language proficiency needed for interpersonal, intercultural and instructional purposes, English language learners need to develop academic language in order to succeed in American society. This focus on academic language is supported by research on effective language instruction as well as the provisions of No Child Left Behind Act of 2001.

    Language acquisition is a long-term process involving progression through developmental stages of increasing language proficiency. Individual learners move through these stages at variable rates. Language learners vary in their productive and receptive skills. Receptive language skills generally develop prior to and often to a higher level than the productive language skills. Therefore, English language learners may not be at a uniform level of English language proficiency across the four language domains. The differential language acquisition of these students in the language domains must be taken into consideration for instructional planning and assessment. Attainment of academic standards for English Language Learners (ELLs) is possible if there is shared responsibility and collaboration based on common understanding and mutual goals among all teachers who serve English language learners.

    Identifying Limited English Proficient Students


    Bergen Arts & Science Charter School (BASCS) District provides an English as a Second Language (ESL) Program which ensures that all limited English proficient Limited English Proficient (LEP) students as defined in the NJAC 6A:16 are provided with a free, appropriate public education as defined in NJSA 18A:35-15 to 26. PASCS has developed a screening process, initiated by a home language survey, to determine which students in K to 9th grade must be tested to assess English language proficiency. Students in grades K to 9th who are not screened out must be tested with WIDA MODEL. In addition, the following indicators must be considered (multiple measures): level of reading in English; previous academic performance; achievement on standardized tests in English; and teacher’s judgment. Students who do not meet the Department standard on a Department-approved language proficiency test and who have at least one other indicator, are students of limited English proficiency. State and federal law require parental notification and consent for placement in a language assistance program.

    ESL-Only Program


    Bergen Arts and Science Charter School (BASCS) has implemented an ESL-Only Program which is a daily developmental second language program of up to two periods of instruction based on student language proficiency. The ESL-Only program teaches aural comprehension, speaking, reading and writing in English using second language teaching techniques, and incorporates the cultural aspects of the students' experiences in their ESL instruction. A period is the time allocated in the school schedule for instruction in core subjects. Students whose language proficiency levels are entering or emerging are pulled out from their content area class for ESL instruction. Inclusion support during the content area instruction is provided for students whose language proficiency levels are developing or expanding. Depending on the student’s English language proficiency they are either placed in an inclusion or pull-out program.

    Resources:


    www.nj.gov/education/code/current/title6a/chap15.pdf www.nj.gov/education/bilingual/resources/prof_tests.htm
    www.nj.gov/education/bilingual/resources/letter www.nj.gov/education/bilingual/title3/accountability/notification/letters www.nj.gov/education/bilingual/resources/prof_tests.htm
    Standards: WIDA English Language Development Standards www.wida.us
    Assessment: ACCESS for ELLs® English Proficiency Test www.nj.gov/education/bilingual/ells
    Accountability: Annual Measurable Achievement Objectives www.nj.gov/education
    Bilingual Education website: www.nj.gov/education/bilingual
    WIDA: www.wida.us
    NJTESOL-NJBE: www.njtesol-njbe.org
    Colorin Colorado: www.colorincolorado.org

    BILINGUAL/ESL THREE-YEAR PROGRAM PLAN SCHOOL YEARS 2014-2017

    Bergen-ASCS Passaic-ASCS Paterson-ASCS
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    Gifted Talented


    The NJASCS Gifted and Talented Program provides all identified students in kindergarten through eighth grade a broad range of enrichment experiences and opportunities. These activities are designed to foster higher order and critical thinking as an extension to classroom curriculum. Identified students will participate in weekly, after-school enrichment sessions that may explore topics in language arts, mathematics, science, and social studies beyond that which is covered in class.

    In the program’s first year, 2014-2015, all students will be evaluated to determine eligibility. Students are selected based on a point matrix that examines at least four major areas:

    • Kindergarten: Running Records, MAP testing, Benchmark Scores, and Report Card.
    • 1st -3rd Grades: Same as kindergarten, including STAR Assessment.
    • 4th-8th Grades: NJASK scores, MAP testing, STAR Assessment and Report Card.
    • In following years, eligibility will be as follows:
    • All Kindergartners will be evaluated at the end of the first marking period.
    • All 3rd graders will be evaluated at the beginning of the school year.
    • All 6th graders will be evaluated at the beginning of the school year.

    Students identified as gifted will remain eligible until the end of second grade, fifth grade, and eighth grade, respectively. However, students who show a decline in academic progress for at least 2 marking periods, will be placed on probation from the program pending administrative review. Those who exhibit inappropriate behavior may also be placed on probation. All new students will be evaluated upon entrance to NJASCS.

    Identification Matrix

    • Grade K
    • Grade 1
    • Grade 2
    • Grade 3
    • Grade 4
    • Grade 5
    • Grade 6
    • Grade 7
    • Grade 8
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    • After School Prg
    • St. Acad. for Exc.
    • School Plays
    • Competitions

    After School Program


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    Goals for after school program

      As per our mission: “NJASCS fosters an atmosphere that promotes enthusiasm on the part of the NJASCS teachers and students alike through the challenging academic program, interesting co-curricular activities, and positive rewards for success resulting in students who seek further challenges and have the desire to continue on the educational path.” Students in our K-3, 4-8 AND 9-12 schools have “electives”, such as foreign language, music, art, computer, health, character education, and physical education, expanding the learning horizon and giving our students a further outlet for expression through various humanities, technologies, and the arts. NJASCS’s after school clubs, while providing a top-quality education, are also look to grow upon this foundation, providing more opportunities for our students to explore new and exciting views of varied subjects. NJASCS’s hosted after school clubs, regardless of subject matter, have the priority to promote further awareness and knowledge of the subject matter, and to provide rigorous, challenging education in developing skills required for the course.

    Sample Clubs

    ELA- Poetry, Newspaper, Drama, Yearbook, Creative Writing MATH- Puzzles, Number Games, Statistics, Business
    • SCI: Garden, Astrology, Geology, Evolution Theory, Oceanography
    • SocStu: Politics, Court Studies, Student Government, Current Events
    • PE: Foreign Sports, Fitness, Track
    • MUS: Chorus, Percussion, Theatre, Dance, Guitar
    • ART: Set Design, Stage Crew, Pottery, Clay Workshop
    • COMP: Photography, Web Design, Typing, Movie Making
    Other ideas - Board Games, Karaoke, Pop Dancing, Fashion, Robotics, Cooking, Graduation Committee,

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    Payment policy

    NJASCS accepts checks, cash or money order. Please make checks payable to YOUR SCHOOL NAME. All payments must be made to school office at the first week of every month for that month. For shorter months payments will be adjusted 25%. Sibling Rates are NOT applied for the first sibling--only for additional siblings.

    Fee Schedule

    # Days
    Normal Fee (per month/per person) Sibling Rate
    5 days a week $75 $50
    4 days a week $60 $40
    3 days a week $50 $30
    2 days a week $40 $20
    1   day a week $20 $10
     

    Saturday Academy for Excellence (S.A.F.E)


    About the Program


    In coordination with Common Core Standards, the NJASCS Saturday Tutorial Program seeks to offer students a rich and rewarding learning experience. Modeling best practices in curriculum and instruction, the NJASCS staff works as a community to maximize potential in each student and foster a passion for lifelong learning.

    The Saturday Tutorial program is designed to provide more academic support for students in grades 3 through high school in ELA and Mathematics. Select third through high school students will be selected to attend Saturday tutorials.

    This program is dedicated to help prepare students for the PARCC. The purpose of the program is to ensure your child meets or exceeds the standards in Mathematics and English Language Arts. This is yet another way for us to show that we believe in your child and are willing to go the extra mile to help him/her reach their full potential. Please review the schedule below for a guideline on how the NJASCS Saturday Tutorial program will run. We strongly encourage you to take advantage of this opportunity. Your child’s success is our success. For additional information, contact the school office.

    Schedule

     
    Schedule Time
    Session One 9:00am-10:15am
    Break 10:15am-10:35am
    Session Two 10:35am-11:50am
    Dismissal 12:00pm

    Program Information and Policies


    • Admission

      Students must meet the criteria in order to participate in the program. This tutoring program will be offered to students at a cost of $50.00, which will be due with the registration form, no later than Monday, December 01, 2014. The Student Registration Form along with the $50.00 fee must be submitted to the homeroom teacher by the due date. Both cash and checks are accepted. Please make checks payable to your child’s school. Attendance Scholarships will be awarded to all students that have 100% attendance. All Attendance Scholarship recipients will be refunded the $50.00 fee.

      We do not discriminate on the basis of race, creed, color, gender or economics. Parents or guardians of a student are responsible for transportation of the child to and from the program site. NJASCS and its teachers are not responsible for children before or after class time.


    • Cancelled Classes or Changes

      The NJASCS Tutorial Program reserves the right to make teacher and class changes or cancellations as needed prior to the first Saturday of the session. We will contact parents or guardians upon cancellation.


    • Emergency Closing

      In case of severe weather or any unforeseen emergency, The NJASCS Tutorial Program reserves the right to cancel a class without a make-up class. Parents will receive a phone message. Check our website www.njascs.org for weather or emergency updates.


    • Student Arrival and Dismissal

      Classes begin and end on time. Please be prompt. Teachers reserve the right to dismiss students who demonstrate behavior or attendance problems from their classes. The NJASCS Tutorial Program coordinator will contact the child’s parents when a problem arises to provide an opportunity to resolve the situation and allow the child to remain in class.


    • Attendance

      Good attendance is expected. Attendance Scholarships will be awarded to all students that have 100% attendance. All Attendance Scholarship recipients will be refunded their $50.00 fee.

      If a student is late three times, he or she will receive and absence. There will be a $5.00 late for parents that do not pick up their children on time.

      Incentives: Half way through the program, all students that have not missed a day will receive two AMC movie tickets. At the end of the program, all student that have not missed more than one day, will be invited to attend the end of the program field trip to Dorney Park (free of charge).


    • Behavior on NJASCS Campuses

      We ask that students leave all toys and electronic devices, except for cell phones, at home. Cell phones must be turned off during class. In the classroom, students must be respectful of materials and follow the school’s policies.

      If a child’s behavior in class is particularly challenging and disruptive, our approach is as follows:
      1. Teacher has a discussion with the student.
      2. Teacher brings the problem to the attention of the program coordinator.
      3. If the issue persists, program coordinator will speak directly to the child and/or call home.


    • Questions?

      The best way to communicate your questions, comments or concerns is to email us at info.el@bergencharter.org, info.el@patersoncharter.org, or info.el@passaiccharter.org. Give your name, contact information and general question. A volunteer will return your call or email as soon as possible.

    • Download


      English Version Spanish Version Bergen - ASCS Form Passaic - ASCS Form Paterson - ASCS Form

    School Plays


    Competitions


    15870215895_8046221b9b_oNJASCS prides itself in participating in numerous competitions on the local, state and national level. We take every opportunity to participate in competition across all the different academic areas. We believe every student should be challenged and participating in the variety of competitions allows that to take place.

    Such competitions we participate in but are not limited to are as follows:


    • Campus Science Fair
    • NJASCS District Wide Science Fair
    • Science Olympiad
    • Robotics
    • Math Contest
    • SCRIPPS Spelling Bee
    • Geography Bee
    • Turkish Olympiad
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    • Asst. Prep. Protocol
    • PARCC
    • MAP Testing
    • Assm. Calendar

    Assessment Preparation Protocol


    A comprehensive, rigorous cycle of assessment is paramount to the mission and vision of NJASCS. In order to measure the effectiveness of the academic program and to monitor students’ progress towards achieving - and exceeding – grade-level standards, the establishment of a culture of data-driven instruction and assessment is paramount to the school’s mission and vision.

    By utilizing a combination of diagnostic, formative, summative, and performance-based assessments, (predominantly using computer-based assessment format, complimented by paper-based format for select assessments), clear, holistic, and accurate data is readily available; the assessment system serves as the key component to measure the effectiveness of the academic program and to monitor students’ progress towards achieving and exceeding grade-level standards. Frequent monitoring of student progress and the use of assessment data to set specific learning goals to prescribe individualized action plans for learning are both research-based best-practices.

    State-Mandated Assessments – 3-11


    Partnership for Assessment of Readiness for College and Careers (PARCC) Performance-Based Assessment (PBA), PARCC End-of-Year Assessment (EOY) PARCC Non-Summative Speaking and Listening Assessment (ELA/literacy only)NJASK Grade 4 Elementary-Level Science Test, NJASK Grade 8 Intermediate Science Test, WIDA ACCESS Test for English Language Learners.

    Optional State-Adopted Assessments:


    PARCC Diagnostic Assessment, PARCC Mid-Year Assessment (MYA) (2015-2016) College Board AP Exams.

    Note: PARCC will create Formative Assessment Tools in Grades K-1 that will be field tested in early 2015 and available for use in the 2015-16 school year. NJASCS intends to incorporate these resources into the testing protocol.

    NJASCS currently administers the MAP Diagnostic Assessment upon enrollment to measure the degree of mastery of the learning standards and to evaluate the academic needs of each incoming class. Results will be combined with students’ records from previous schools, along with student interviews and parent-provided data to establish individual student portfolios. Teachers will develop individual learning goals for each student and learning plans for each class based on the results of the MAP Diagnostic Assessment. Moreover, the administrative staff will adjust the curriculum pacing guides to best reflect the needs of the students. As per the NJ Department of Education, this information is vital to establish the targets in the goal-setting process for developing Student Growth Objectives (SGO’s) for the year.

    Likewise, the PARCC MYA will serve as a midpoint snapshot of student progress. This assessment will provide critical data along the continuum of grade-level expectations; data garnered from this assessment will be used to drive standards-based future instruction leading up to the PARCC EOY.

    Practice Assessments:


    Two Full-length, computer-based PARCC PBA and PARCC EOY simulations, one month prior to the testing window for the formal exam.

    Two full-length, computer-based practice assessments will mirror the format, content, and style of the PARCC EOY and the PARCC PBA. These exams will be developed in-house by content are-specialists in math, English, and science, with adaptive software (i.e., Pearson, People’s Education, and NWEA). These programs will allow for complete customization of assessments based upon curricula and the individualized needs of the students. As with PARCC, these practice assessments will include a range of item types, including innovative constructed response, extended performance tasks, and selected response tasks (all of which will be computer-based).

    School-Developed/Prescribed Local Assessments


    Benchmark assessments (unit, final exams), monthly writing exams, digital and traditional performance-based assessments, running records (reading fluency), IEP-referenced alternate assessments and diagnostic tools for students with disabilities (as developed in an IEP team with the student’s district of residence) such as student portfolio assessment, ELL assessments to determine proficiency in English (for identified students) , teacher observations, teacher-prepared assessments, writing portfolios.

    The comprehensive assessment program allows for all stakeholders to accurately measure if NJASCS is meeting its mission of academic success. This data, in turn, will inform the decision-making process at the school. Just as teachers use the information to gauge their students’ progress and identify areas of strength and areas for improvement, each school uses this information in the aggregate to do the same.

    Once tests are administered and results are available, a variety of software programs compile data into user-friendly reports which provide targeted analysis by grade, class, individual students, and by standard and/or question. The School Assessment Coordinator guides teachers through the compilation of all reports from school-wide assessments, and these reports are readily available to school administrators. Rubrics are employed for all tasks that are project-based in nature. These rubrics are developed by teacher teams under the guidance of administration to clearly reflect expectations of standards-mastery in alignment with the CCSS.

    Once provided with the data, the following questions to guide the instructional staff include, but are not limited to, the following:
    • How well did the class perform as a whole?
    • What are the strengths and weaknesses evidenced within specific standards/skills?
    • Do results differ depending on question types (multiple-choice vs. open-ended, comprehension vs. writing)?
    • Identify students performing at PARCC PLD’s; How can teachers best create flexible-skill groups for students that have distinguished, strong, moderate, or partial command of the learning standard?
    • How can we utilize our students to best support one another?
    • Targeted distractors: Did students all select the same incorrect answer?
    • Compare similar standards/skills; do results in one domain influence the others?
    • Unwrap each standard and defragment each skill; did students perform similarly on lower-order vs. higher-order questions?
    • Sort data by performance in specific items/specific-standards; do trends in the data emerge?
    • Examine data horizontally by student; are there any anomalies occurring with individual students?

    Following data analysis, each teacher (under the guidance of content-area specialists and school administrators) will design individualized, prescriptive action plans for improvement. Teachers will consider standards/skills (based upon the percentage of student mastery) for whole-group re-teach, small-group remediation, and for one-on-one instruction.

    Next, grade-level teams will complete similar grade-team action plans. In these team action plans, grade-level teachers will design and implement cross-curricular strategies to support students. Teachers of all content areas will use common academic and content-specific vocabulary in their lessons.

    Beginning in Kindergarten, efficacy will be ingrained in the student body. Students will take an active role in monitoring their progress by understanding the S.M.A.R.T. goals for their learning (specific, measurable, attainable, rigorous, and timely); these goals will be prescribed by their teachers. For example, students will be provided rubrics in student-friendly language and images that will clearly identify the necessary components to advance to the next level. Ongoing review of the holistic assessment program will include evaluation and feedback provided by content-area specialists, curriculum supervisors, administrators, teachers, student evaluation, and, where appropriate, peer-evaluation of student work. Centrally-designed benchmark examinations that align to the learning standards included within each unit will allow administration, faculty, students, and parents to track where student progress is being made, and where improvement is needed. As a point of focus, the Board of Trustees will use this data to monitor student progress in reaching the targeted academic goals set by the Board at the inception of the school year.

    NJASCS PARCC POLICY, SPRING 2015

    Dear Parents and Guardians,

    This year, a new computer-based test, the Partnership for Assessment of Readiness for College and Careers (PARCC) assessment, will replace the paper-and-pencil High School Proficiency Assessment (HSPA) and the New Jersey Assessment of Skills and Knowledge (NJASK) tests in English Language Arts and Mathematics. NJASCS will administer the two-part PARCC assessments in both March and May to all students in grades 3 through 11 in English Language Arts, and in grades 3-8 in mathematics, plus and end-of-course PARCC assessment for high school students enrolled in Algebra I, Algebra II, and Geometry. There will be no PARCC testing prior to 3rd grade.

    All NJASCS schools have prepared for the transition to PARCC by upgrading our technology, working closely with the teachers who will administer the test, and preparing students for the conversion to computer-based assessments. Our students and teachers in selected grades had previous experience with PARCC when the assessments were field-tested in both Bergen ASCS and Passaic ASCS middle school campuses last spring.

    The following pages include answers to questions received by both the New Jersey School Boards Association and NJASCS from parents regarding the new PARCC assessments. We have included information specific to our schools regarding testing dates and expectations of student participation. Please note that we have spaced the English and mathematics assessements into separate weeks so that your students would have a break between content-area sessions, and would be well-rested and prepared to do their very best. Rest assured that we have taken every step possible to ensure a smooth administration of the assessments for the educational benefit of your children.

    Should you have any additional questions or concerns, please do not hesitate to contact your school administration.

    The NJASCS Academic Team


    PARCC Assessments: What You Need to Know


    March Performance-Based Assessments (PBA)
    Grades 3-11
    All daily testing windows are from 8:15 a.m. – 12:45 p.m.

    MATH
    THURSDAY AND FRIDAY, MARCH 12TH AND 13TH

    ELA
    TUESDAY, WEDNESDAY, AND THURSDAY, MARCH 17TH, 18TH, AND 19TH

    MAKE-UP PARCC PBA TESTING WINDOW
    THURSDAY, MARCH 19TH -THURSDAY, MARCH 26TH

    May End-of-Year Assessments (EOY)
    Grades 3-8
    (Grades 9-11 EOY schedule to be released by March 15th, and is contingent upon College Board AP Exams)
      All daily testing windows are from 8:15 a.m. – 12:45 p.m.  

    MATH
    THURSDAY AND FRIDAY, MAY 7TH AND 8TH

    ELA
    TUESDAY AND WEDNESDAY, MAY 12TH AND 13TH

    MAKE-UP PARCC EOY TESTING WINDOW
    THURSDAY, MAY 14TH -THURSDAY, MAY 21ST

    How long will testing take?

    The state has set aside a total of 10 hours per year for PARCC testing. Most students are expected to complete PARCC testing in less than the 10 hours allotted. For example, statewide, over half of students in grades 6 through 11 are predicted to finish all PARCC testing in 7 hours, while most third graders are expected to complete testing in 6 hours. More time has been allocated for PARCC testing because the new assessments measure progress toward all of the standards, not just a sampling of standards, as was the case with NJASK.

    When will the state tests take place?

    The PARCC assessments will be administered to students in two windows, in March and May.

    In March, each child will participate in five testing sessions of 60 to 90 minutes each. The March tests, the Performance-Based (PBA) assessments, require written answers in which the students construct and explain their answers. While the tests will be taken on computers, children will have paper and pencil to use if they want to work out math problems, draft written answers, or outline essay responses before entering them on computers.

    In May, children will be given the End-of-Year (EOY) assessments, largely multiple-choice questions that assess their learning for the entire school year. These tests are shorter in duration and will take place in four sessions per student.

    How will NJASCS students take the test?

    The PARCC tests are designed to be taken on computer. This mirrors the national movement toward computer-based testing, which will also affect college admissions tests and high school equivalency exams in the future. In our district, students will mostly be using Chromebooks in grades 3-8; students at the high school will be using iPads with a Bluetooth keyboard. Students will enter responses on the device, but will have pencil and paper available in order to formulate responses beforehand if they choose to do so.

    How will NJASCS use the PARCC results?

    The PARCC results will enable our district to evaluate the effectiveness of its education program in mathematics and language arts and to consider adjustments.

    PARCC results will help teachers pinpoint areas in which an individual student needs more attention. For example, test data will enable an elementary school teacher to know if a student requires attention in a specific application, such as multiplication and division, in addition to his or her overall progress toward grade-level math standards. PARCC results can also guide teachers to individualize instruction for students who exceed grade-level standards, and may be used as a piece of supporting data in the holistic selection of students to participate in advanced coursework

    As has always been our district's practice, the state testing program will not be the sole factor in determining entry into gifted-and-talented programs, honors classes or advanced placement courses. Work done in class, teacher recommendations, and local assessment results are also major factors in determining your student's school program. Student progress demonstrated through the PARCC assessments will make up 10% of the information that goes into the evaluations of teachers in the subject areas and grade levels tested.

    In addition, "passing" the PARCC assessment will not be a high school graduation requirement for the classes of 2016, 2017 and 2018. For students beginning college, however, PARCC testing can eliminate the need to take additional placement tests before they start freshman year studies. Public colleges in many states, including all public colleges in New Jersey, will accept the PARCC results for student placement purposes.

    For parents, PARCC will provide individualized information on their children's progress toward meeting academic standards. The PARCC test results will not be used to determine promotion or be included in standard report card grades.

    Could personal information about my child obtained through PARCC be sold?

    No. Individual student results will remain confidential. Protections at the state and federal levels, and through all contracts and agreements, prevent student-identifiable data from being marketed or distributed. The selling of student data was never allowed in New Jersey under the NJASK or HSPA tests, and it is not permissible under the PARCC tests.

    What happens if I refuse to let my child take the PARCC assessment?

    The No Child Left Behind Act of 2001 requires schools with students in grades three through twelve to demonstrate Adequate Yearly Progress (AYP). In order to make AYP, a school must ensure that assessments have been taken by at least ninety-five percent (95%) of enrolled students in each subgroup, i.e., special education, English language learners, income-based, race/ethnicity. Federal funding of key education programs is dependent upon districts meeting this requirement.

    In compliance with this federal requirement, N.J.S.A. 18A:7C-1 requires the Commissioner of Education (Commissioner), with approval of the State Board of Education, to establish a program of standards for graduation from secondary school, and such a program shall include, “[t]he development of a Statewide assessment test in reading, writing, and computational skills to be administered to all secondary school pupils…” In addition, N.J.A.C. 6A:8-4.1(a) and (b) provides, “[t]he Commissioner…may implement assessment of student achievement in the State’s public schools in any grade(s) and by such assessments as he or she deems appropriate,” and the Commissioner “…shall define the scope and level of student performance on Statewide assessments that demonstrate thorough understanding of the knowledge and skills delineated by the CCCS at grade levels three through 12.” Subsection (c) further states that district boards of education “shall, according to a schedule prescribed by the Commissioner, administer the applicable Statewide assessments,” and subsection (d) confirms that “all students at grade levels three through 12, and at any other grade(s) designated by the Commissioner…shall take appropriate Statewide assessments as scheduled.”

    As outlined above, state regulations do not allow parents to opt their children out of state testing. If your child is not participating in the test, you are asked to keep your student home that day, and to email the administration with the reason for your child’s absence. This will count as an unexcused absence. The student will not be asked to participate again during the make-up testing window, because an initial refusal to test is considered sufficient.

    Should your child come to school the day of the scheduled assessment for his/her grade level and refuses to test, your child will be excused from the testing area and escorted to the office to call their parent/guardian to pick them up from school. The refusal to test is considered a “testing irregularity”, and state protocol indicates that this must be reported to the NJDOE within 48 hours. There will be no additional learning activities during the testing window provided for students who refuse to test, nor will these students be permitted to stay in the building during the testing window, as the state test is the learning activity planned for that time. We strongly encourage you to ensure that your child participates in PARCC. The information obtained through the assessment will determine how we can improve our school district's education program and help your child reach his or her full academic potential.

    • Other Resources +

      PARCC Social Media Blitz
      PARCC Computer-Based Sample Items
      PARCC 2014-2015 FACT SHEET
      Additional PARCC Resources For Parents
      Partnership for Assessment of Readiness for College and Careers (PARCC)
      15 Things Every Student, Teacher, and Administrator Should Know about the PARCC Assessment
    • 1

    MAP Testing


    Measures of Academic Progress® (MAP®) assessments create  personalized assessment experiences by adapting to each student’s learning level, providing assessment data—and essential information about what each student knows and is ready to learn following a computer adaptive, 60-minute assessment.  Teachers use this data to drive instructional planning in the classroom, ensuring each student is challenged and supported to meet or exceed grade-level expectations.

    ASSESSMENT TYPE: Computer adaptive interim assessment
    GRADE RANGE: 2-12
    SUBJECTS TESTED: Reading, Language Usage, Science, and Mathematics
    TEST TIME: Untimed, but a typical student completes in under 60 minutes

    Learn more at: https://www.nwea.org/assessments/map/#sthash.d4NKxRjl.dpuf

    Assm. Calendar


    • Overview
    • ELA
    • Mathematics
    • Balanced Lit.
    • Others

    Overview


    The NJASCS curriculum is a robust curriculum that was crafted to address the Common Core State Standards and prepare our students to be competitive in the 21st century. This curriculum, from our high quality kindergarten program through our highest-level high school courses, offers tremendous academic opportunities for our students. Supervisors and teachers work on an ongoing basis to upgrade and align the curriculum to ensure that it is meeting the ever-changing need of today’s learners. The most current curriculum standards that include technology and 21st century learning skills are continually incorporated into the curriculum and in the instructional design of all of our schools.

    This strategic integration of technology and the research and evidence based standards offers a framework that will assist students in grades K to 12 in meeting and exceeding the standards. At NJASCS, we understand that to succeed in a rapidly evolving world, all learners must have access to content-area information and interactive learning tools. From equipment acquisition to curriculum design and implementation to ongoing teacher professional development, NJASCS strives to increase student achievement and enthusiasm for learning through innovative and challenging academic practices.

    ELA


    NJASCS English Language Arts Curricula


    The NJASCS English Language Arts curricula in grades 4-12 has undergone the revision process in the summer of 2014 in order to better serve our student population in achieving academic growth and goals to meet the rigor and challenges of the Common Core State Standards (CCSS).

    These are living documents, offering opportunities for cross-curricular additions and modifications following collaboration across the disciplines and within our Professional Learning Community (PLC).

    Rationale


    Literacy objectives within the CCSS must be met to better prepare students for PARCC assessments, college acceptance, and workforce readiness. Summary writing, analysis of rich and varied literature and non-fiction text, critical research skills, and opinions supported by text-based evidence are the cornerstone elements of the CCSS. As 21st Century learners, students require greater exposure to tools used for digital composition and revision. In turn, teachers need tools to allow them to effectively provide valid, immediate feedback in accordance with writing rubrics aligned to the rigors of the CCSS.

    Elements of the Revised Program


    • Five novel-based, thematic units are the cornerstone in every grade level. There are three leveled novels per theme, allowing for literature circles/flexible skill grouping depending upon the reading levels of the students.
    • Increased non-fiction and mixed-media resources are embedded in curricula. Additional non-fiction, theme-based/web-based selections are easily accessible to the teacher via hyperlink to meet common core expectations of multiple authors’ perspectives. Research-based/citation enrichment is a specific focus in grades 9-12.
    • Writing styles are rich and varied; there is exposure and opportunities for practice in multiple genres. Digital monthly writing exams are administered, with a strong focus on summarization and text-based support. Computer-generated grading/coaching is provided prior or in addition to teacher conferencing/grading.
    • Academic vocabulary is clearly indicated in each unit, with text-based vocabulary being added to curricula as each group of students analyzes the text and identifies new vocabulary in context.
    • Digital assessment software paired with NWEA-style question banks will be used to develop benchmark exams, which are designed by a team of teachers and content specialists. These exams will align to specific skills identified within the CCSS. Performance-based, summative assessments are designed and administered at the end of each unit.

    Focus on Digital Learning


    One notable addition to the program is the purchase of a complete set of Chrome books per ELA classroom in grades 3-8; this will allow for the implementation of supplemental writing curricula, Pearson’s WriteToLearn program. This innovative program will also supplement our curricula for all students in grades 4-12, from emergent to advanced learners. Through web-based summary and essay writing activities that span the curriculum, students receive real-time, automated feedback on their reading comprehension and writing skills, enhancing the learning process so they see faster progress and improvement on their scores. With added content and built-in language support for English Language Learners, WriteToLearn offers increased support for ALL students.

    Additionally, to best serve diverse learners, a digital library of books per grade level is being made available by the school. Through the teaching of thematic units, students will now be assigned a text from a variety of full-length texts, aligned to their independent reading levels, in order to better individualize instruction.

    Because the selection of texts embedded within curricula is now increased to meet the needs of diverse learners, NJASCS has made the decision to move to the use of e-readers to allow for the tailored approach of ELA instruction to meet the needs of each student. E-readers allow for numbered pages, table of contents, pictures and graphics, exactly like a printed book. EBooks present many benefits and advantages; fonts in eBooks can be resized, making it easier to read for students with disabilities. With an additional software it is possible to turn some of the eBooks into audio books to again best serve our diverse learners.

    Diagnostic Assessments


    The administration of diagnostic assessments in order to best serve the needs of individual learners is paramount to the successful implementation of ELA curricula. The results of these exams allow teachers to design growth plans to support and accelerate the academic progress of every student.

    STAR Reading assessments are administered in September, January, and June. These assessments typically require 20-30 minutes, are computer adaptive, include new skills-based test items and new in-depth reports for screening, instructional planning, progress monitoring, and standards benchmarking. Educators have immediate access to skill-specific, actionable data to target instruction and practice, select students for intervention, and predict state-test performance. STAR Reading's research-based test items provide teachers data in four major skill areas:
    • Foundational Skills
    • Reading Informational Text
    • Reading: Literature
    • Language
    Measures of Academic Progress® (MAP®) assessments create personalized assessment experiences by adapting to each student’s learning level, providing assessment data—and essential information about what each student knows and is ready to learn following a computer adaptive, 50-minute assessment. Teachers use this data to drive instructional planning in the classroom, ensuring each student is challenged and supported to meet or exceed grade-level expectations.

    Digital Capstone Portfolio


    Additionally, a Digital Capstone Portfolio will be completed by each student. This writing portfolio will be added to on a monthly basis, and will showcase each student’s very best writing throughout the year. At the end of the project, students will complete a self-analysis of their growth shown over the course of the year.

    2014-2015 Academic Year - 4th Grade ELA Curriculum Download
    2014-2015 Academic Year - 5th Grade ELA Curriculum Download
    2014-2015 Academic Year - 6th Grade ELA Curriculum Download
    2014-2015 Academic Year - 7th Grade ELA Curriculum Download
    2014-2015 Academic Year - 8th Grade ELA Curriculum Download
    2014-2015 Academic Year - 9th Grade ELA Curriculum Download
    2014-2015 Academic Year - 10th Grade ELA Curriculum Download
    2014-2015 Academic Year - 11th Grade ELA Curriculum Download
    2014-2015 Academic Year - 12th Grade ELA Curriculum Download
    2014-2015 Academic Year - AP Literature ELA Curriculum Download
    2014-2015 Academic Year - AP Language ELA Curriculum Download

    Mathematics


    As North Jersey Arts and Science Charter Schools (NJASCS) Mathematics Department, our goal is to develop mathematically proficient students. These proficiencies are outlined as “Mathematical Practices” in the Common Core State Standards-CCSS (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) Creating opportunities for students to become mathematically proficient requires teaching practices that focus on helping students acquire these practices while simultaneously working on creating deep understanding of the content (Bay-Williams and McGatha, 2014)

    For the 2014-2015 school year, we decided to revise our mathematics curriculum according to the expectations of the PARCC Model Content Frameworks. Because PARCC Exams will be delivered electronically in New Jersey, we decided to support our curriculum with new online programs for student instruction and assignments. Under Pearson’s Realize platform that we purchased recently, our teachers and students will have access to rich, CCSS-aligned, engaging content, and embedded assessments with instant data. All mathematics teachers at NJASCS will have their own classroom set of Chromebooks. Whenever needed and instructed by their teacher, students will use their digital textbook and supporting materials to prepare for class, draw, type, or write their work using a keyboard; communicate with their teacher electronically and receive guidance and feedback on their assignments. The mathematics programs we will be using are designed for use with interactive whiteboards. Students will have the chance to interact with the content as it is expected of them on the new generation, computer-based assessments.

    In the summer of 2014, a group of our mathematics teachers revised the mathematics curriculum. Every unit plan included an interactive pacing guide as shown in the image below:


    Every lesson is aligned to the CCSS and the content was prioritized as suggested in the PARCC Model Content Frameworks. Each CCSS is broken down into local standards that are written in student friendly language. Resources needed (print or electronic) are hyperlinked for easy access. For the high school math courses, resources include the applications that are recommended for use with iPads, since we have a one-to-one iPad program at our high school. These resources also include high school-specific resources (such as classroom activities for Geometer’s Sketchpad, TI-nspire, GeoGebra, Desmos...etc.)

    With our new curriculum and the textbook program adopted, we are hoping to develop mathematically proficient students.

    • Grade 3 Curriculum +

      2014-2015 Academic Year Grade 3 Curriculum - Unit 1 Download
      2014-2015 Academic Year Grade 3 Curriculum - Unit 2 Download
      2014-2015 Academic Year Grade 3 Curriculum - Unit 3 Download
      2014-2015 Academic Year Grade 3 Curriculum - Unit 4 Download
      2014-2015 Academic Year Grade 3 Curriculum - Unit 5 Download
      2014-2015 Academic Year Grade 3 Curriculum - Unit 6 Download
      2014-2015 Academic Year Grade 3 Curriculum - Unit 7 Download
      2014-2015 Academic Year Grade 3 Curriculum - Unit 8 Download
      2014-2015 Academic Year Local Standards for Grade 3 Download
    • Grade 4 Curriculum +

      2014-2015 Academic Year Grade 4 Curriculum - Unit 1 Download
      2014-2015 Academic Year Grade 4 Curriculum - Unit 2 Download
      2014-2015 Academic Year Grade 4 Curriculum - Unit 3 Download
      2014-2015 Academic Year Grade 4 Curriculum - Unit 4 Download
      2014-2015 Academic Year Grade 4 Curriculum - Unit 5 Download
      2014-2015 Academic Year Grade 4 Curriculum - Unit 6 Download
      2014-2015 Academic Year Grade 4 Curriculum - Unit 7 Download
      2014-2015 Academic Year Grade 4 Curriculum - Unit 8 Download
      2014-2015 Academic Year Local Standards for Grade 4 Download
    • Grade 5 Curriculum +

      2014-2015 Academic Year Grade 5 Curriculum - Unit 1 Download
      2014-2015 Academic Year Grade 5 Curriculum - Unit 2 Download
      2014-2015 Academic Year Grade 5 Curriculum - Unit 3 Download
      2014-2015 Academic Year Grade 5 Curriculum - Unit 4 Download
      2014-2015 Academic Year Grade 5 Curriculum - Unit 5 Download
      2014-2015 Academic Year Local Standards for Grade 5 Download
    • Grade 6 Curriculum +

      2014-2015 Academic Year Grade 6 Curriculum - Unit 1 Download
      2014-2015 Academic Year Grade 6 Curriculum - Unit 2 Download
      2014-2015 Academic Year Grade 6 Curriculum - Unit 3 Download
      2014-2015 Academic Year Grade 6 Curriculum - Unit 4 Download
      2014-2015 Academic Year Grade 6 Curriculum - Unit 5 Download
      2014-2015 Academic Year Grade 6 Curriculum - Unit 6 Download
      2014-2015 Academic Year Local Standards for Grade 6 Download
    • Grade 7 Curriculum +

      2014-2015 Academic Year Grade 7 Curriculum - Unit 1 Download
      2014-2015 Academic Year Grade 7 Curriculum - Unit 2 Download
      2014-2015 Academic Year Grade 7 Curriculum - Unit 3 Download
      2014-2015 Academic Year Grade 7 Curriculum - Unit 4 Download
      2014-2015 Academic Year Grade 7 Curriculum - Unit 5 Download
      2014-2015 Academic Year Grade 7 Curriculum - Unit 6 Download
      2014-2015 Academic Year Local Standards for Grade 7 Download
    • Grade 8 Curriculum +

      2014-2015 Academic Year Grade 8 Curriculum - Unit 1 Download
      2014-2015 Academic Year Grade 8 Curriculum - Unit 2 Download
      2014-2015 Academic Year Grade 8 Curriculum - Unit 3 Download
      2014-2015 Academic Year Grade 8 Curriculum - Unit 4 Download
      2014-2015 Academic Year Grade 8 Curriculum - Unit 5 Download
      2014-2015 Academic Year Local Standards for Grade 8 Download
    • Algebra 1 Curriculum +

      2014-2015 Academic Year Algebra 1 Curriculum - Unit 1 Download
      2014-2015 Academic Year Algebra 1 Curriculum - Unit 2 Download
      2014-2015 Academic Year Algebra 1 Curriculum - Unit 3 Download
      2014-2015 Academic Year Algebra 1 Curriculum - Unit 4 Download
      2014-2015 Academic Year Algebra 1 Curriculum - Unit 5 Download
      2014-2015 Academic Year Local Standards for Algebra 1 Download
    • Algebra 2 Curriculum +

      2014-2015 Academic Year Algebra 2 Curriculum - Unit 1 Download
      2014-2015 Academic Year Algebra 2 Curriculum - Unit 2 Download
      2014-2015 Academic Year Algebra 2 Curriculum - Unit 3 Download
      2014-2015 Academic Year Algebra 2 Curriculum - Unit 4 Download
      2014-2015 Academic Year Algebra 2 Curriculum - Unit 5 Download
      2014-2015 Academic Year Local Standards for Algebra 2 Download
    • Geometry Curriculum +

      2014-2015 Academic Year Geometry Curriculum - Unit 1 Download
      2014-2015 Academic Year Geometry Curriculum - Unit 2 Download
      2014-2015 Academic Year Geometry Curriculum - Unit 3 Download
      2014-2015 Academic Year Geometry Curriculum - Unit 5 Download
      2014-2015 Academic Year Geometry Local Standards Unit 1 Download
      2014-2015 Academic Year Geometry Local Standards Unit 2 Download
      2014-2015 Academic Year Geometry Local Standards Unit 3 Download
      2014-2015 Academic Year Geometry Local Standards Unit 4 Download
      2014-2015 Academic Year Geometry Local Standards Unit 5 Download
      2014-2015 Academic Year Geometry Local Standards Unit 6 Download
      2014-2015 Academic Year Geometry Local Standards Unit 7 Download
    • 1

    Balanced Lit.


    NJASCS students are taught reading and writing through a Balanced Literacy approach that emphasizes individualized instruction and planning. NJASCS students’ reading levels are assessed monthly through Running Records, the data from which teachers use to drive instruction. Furthermore, NJASCS students participate in Reader’s and Writer’s Workshop during the morning, which prepares them to exit the elementary school years reading at or above grade level.



    NJASCS Balanced Literacy Curriculum Overview


    The North Jersey Arts and Science Charter School’s K-3 classrooms utilize a balanced literacy approach to ensure students are both challenged and supported to meet or exceed grade level ELA standards. Classrooms have leveled libraries and guided reading and writing instruction is also provided to ensure every student’s academic needs are bring met for all students to be proficient readers and writers.
    The 2014-2015 Balanced Literacy Curriculum was designed to ensure students exposed to and meet the ELA Common Core State Standards, with the following daily instructional components for balanced literacy: Word Study, Read Aloud, Reader’s Workshop, Writer’s Workshop.
    This curriculum exemplifies a holistic approach to literacy and learning. Each school’s monthly character education themes, social studies themes, and holidays are incorporated into the daily read alouds. Mentor Texts are identified for additional modeling and examples for students of sounds, words, and author’s crafts.
    This year, teachers and students will continue to ensure technology is part of their every day lives. Through the use of SMARTboards, document readers, keyboards, iPads, and listening centers, and computer programming sites like Scratch and Wix for website development, teachers will ensure students are mastering grade level curricula while also becoming technologically adept.

    2014-2015 Academic Year - Kindergarten Balanced Literacy Curriculum Download
    2014-2015 Academic Year - 1st Grade Balanced Literacy Curriculum Download
    2014-2015 Academic Year - 2nd Grade Balanced Literacy Curriculum Download
    2014-2015 Academic Year - 3rd Grade Balanced Literacy Curriculum Download
    ELA K-12 COMMON CORE IN STUDENT-FRIENDLY LANGUAGE Download

    Others


    Science Visual Arts Social Studies
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    • State Report Cards
    • Univ. Affiliations
    • Annual Reports

    State Report Cards

     

    State Official Report Cards

     
    YEARS Bergen-ASCS Passaic-ASCS Paterson-ASCS
    2013 - 2014 Download Download Download
    2012 - 2013 Download Download N/A
    2011 - 2012 Download Download N/A

    State Charter School Office Official Report Cards

     
    YEARS Bergen-ASCS Passaic-ASCS Paterson-ASCS
    2012 - 2013 Download Download N/A
    2011 - 2012 Download Download N/A

    NJASCS Proficiency Scores Over Years

     
    • Bergen Arts and Science Charter School +

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    • Passaic Arts and Science Charter School +

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    • Paterson Arts and Science Charter School +

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    • State NJASK Scores +

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    • 1
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    Univ. Affiliations


     
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    Annual Reports


    annualAccording to NJDOE charter School Office regulations a charter school is initially approved for four years (subsequently approved for five). In order to ensure each school is living up to its mission and meeting all academic, fiscal and organizational targets mutually agreed upon by the NJDOE and the school, charter schools are required to submit an annual report.

    These reports allow for the school to be measured against the Performance Framework on an annual basis and provide a comprehensive snapshot of overall school health and viability. This information is made public so that all school administrators, teachers and families are informed about school progress.

    YEARS Bergen-ASCS Passaic-ASCS Paterson-ASCS
      2013 - 2014 Download Download Download
      2012 - 2013 Download Download N/A
      2011 - 2012 Download Download  N/A
      2010 - 2011 Download N/A N/A
      2009 - 2010 Download N/A  N/A
      2008 - 2009 Download  N/A  N/A
      2007 - 2008 Download  N/A  N/A
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