New
Jersey Department of Education Link to School Report Card
DISTRICT REPORT CARD NARRATIVE
Community members and parents can be assured that global priorities,
goals, outcomes, and a strategic plan are the overriding guidelines
for the establishment of a first class educational environment
for the children of Hasbrouck Heights.
The first priority
is the safety and health of the children. The
physical plants (two elementary schools, a middle school, and a
high school) are well maintained by an efficient custodial and
maintenance staff under the supervision of a director of maintenance
and the school business administrator. Students are comfortable
in buildings where physical aspects not only are functional but
also are aesthetically pleasing. Safety is assured by the
thorough monitoring of halls and entryways. Programs that
encourage satisfactory peer relationships and that discourage bullying
and other negative behaviors are sought and sponsored by principals,
teachers, a student-assistance counselor, and parent/teacher associations. A
full time school nurse is present in each building. A certified
medical professional is required for overnight trips. In addition,
many field trip destinations have certified medical personnel on
the site and a Board approved nurse is present on many field trips. A
certified sports trainer and/or health teacher is also on staff
and present during the school day. To assist working parents
and guardians, the district sponsors the Keys program, a before
and after school program, thus extending the school safe environment
beyond the typical school day. To address emergency situations,
a crisis management plan has been designed through collaboration
between the Borough police department and the Board of Education.
The plan addresses unforeseen emergency situations that might require
evacuation of a building or a lock down. Periodically throughout
the school year, all schools conduct drills to assure the preparedness
of teachers and students for an emergency occurrence.
With safety
assured, educational priorities, goals and outcomes then become
the primary concerns. To achieve these objectives,
the following is the list of priorities adopted by the Board of
Education.
ADOPTED PRIORITIES
- Adapt instruction and support services to meet the changing
needs of students in an information-driven society.
- Identify indicators and various strategies that can be used
to assess progress toward student learning and an environment
for excellence.
- Explore, design, and implement elements of school-centered
decision-making.
The global goals and objectives of the District are expressed
in the mission and outcome statements that follows:
The mission
of the Hasbrouck Heights School District is to provide each student
a diverse education in a safe, supportive environment that promotes
self-discipline, motivation, and excellence in learning. The
Hasbrouck Heights team joins the parents and community to assist
the students in developing skills to become independent and self-sufficient
adults who will succeed and contribute responsibly in a global
community.
OUTCOME STATEMENTS
Student Learning: All students will demonstrate
progressive development of the knowledge, abilities, and values
needed to function effectively in an increasingly technological
world. These include:
- Command of all subject areas as addressed in the New Jersey
Core Curriculum Standards
- Self-esteem and respect for others;
- Critical thinking, problem-solving and decision-making skills,
and intellectual curiosity;
- Ability to gather, process, and communicate information through
reading, written and oral expression, and active listening;
- Mathematical concepts and processes;
- Cultural, scientific, and technological literacy;
- Physical and emotional well-being.
Adapting instruction to meet the changing needs of students in
an information-driven society and assuring that all students have
a command of all subject areas as addressed in the New Jersey Core
Course Curriculum Standards are the two educational goals that
are the foundation for the District strategic plan. The District
curriculum development, implementation of standards, assessment
program and staff development all evolve from this plan.
Curriculum
is developed and revised by committee and then individuals, usually
during the summer and according to a 5-year rotation. A
7-year schedule which itemizes the timing of subject area revisions
has been adopted by the Board of Education. A companion schedule
of textbook adoption has also been adopted. Curriculum revision
and textbook adoption is under the direction and guidance of the
elementary principals for grades K-5 and of the Director of Curriculum
and instructional supervisors for grades 6 through 12. Most
recently, major curriculum revisions of language arts (grades K
through 12) and mathematics (grades 6 through 12) have taken place. Vertical
and horizontal articulation meetings between administrators and
teachers of all grade levels provide continuity of curriculum in
grades K through 8. Continuity in grades 6 through 12 is
assured through a departmentalized structure. Students
in grades 6, 7, and 8 receive a minimum of 90 minutes per day of
language arts lessons to move forward their reading, comprehension,
and composition skills. They also receive a minimum of 90 minutes
per day of mathematics lessons so as to learn all aspects required
of the Core Standards and to be proficient in and confident of
their mathematical skills.
The three priorities
in curriculum development are readiness of students, needs of
students, and Core Curriculum Content Standards. Alignment
of curriculum to the Standards addresses all three of these priorities. Therefore,
the District’s entire curriculum is aligned to the Standards
and as the Standards are revised by the State for each area, the
District’s curriculum is also aligned and revised.
During curriculum
revision and as an ongoing process, the technological needs of
students and teachers are a major focus. The District
has formed a technology committee, consisting of administrators,
teachers, and community members, to assess the needs of the students
and the methods for addressing those needs. Through a 5-year
technology plan, the number of computers and peripheral equipment
items available to students and teachers will increase, staff development
in the use of technology will take place, and the educational use
of technology will be explored and implemented.
Assurance that the Standards are implemented is accomplished in
three ways. First, all curricula (content, activities, etc.)
are specifically aligned to the Standards and that alignment is
distributed to all teachers. Secondly, all teachers are required
to indicate in their lesson plans the exact standard indicator
being addressed. Thirdly, a supervisor of testing conducts
an extensive student assessment program, modeled after the State’s
assessment program. This enables the District to analyze
student achievement in the Core Standards.
To enable teachers
to effectively and efficiently create a motivating educational
experience for students and to address the Standards, the Board
of Education supports an extensive staff development program. Teachers participate in a full day in-service program
organized by the South Bergen County Jointure Commission. Teachers
also participate in a full-day program conducted by this District. Additionally,
teachers are encouraged to attend various conferences and institutes
that are specific to their needs. Administrative and supervisory
personnel articulate with teachers to encourage attendance at programs
geared for new teachers and for the teaching of the Standards.
Safe schools,
curriculum suited to the needs of students as promulgated by
the State, a staff proficient in the delivery of that curriculum
and adequate assessment to assure measurable results are the
necessary facets of a high achieving school district. With
the encouragement of the Board of Education, the District fulfills
the responsibility placed on it by the members of the community.
Joseph C. Luongo
Superintendent of Schools