2005-2006 No Child Left Behind - Blue Ribbon Schools Program

*U.S. Department of Education* **Revised 3/23/06**

**Cover Sheet** Type of School: (Check all that apply) \_\_ Elementary
\_\_ Middle \_x\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mrs. Patricia Cosgrove]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [Bergen County Academies]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_\_\_[200 Hackensack
Avenue\_\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(If address is P.O. Box, also include street address)

\_\_\_\_[\_\_\_Hackensack]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[New
Jersey\_\_\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_[07601-6110\_\_]{.underline}\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_\_\_\_\_[Bergen\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*\_\_[03-0290-020]{.underline} \_\_\_\_\_\_\_\_\_\_\_

Telephone [( 201 ) 343-6000 2279]{.underline} Fax [( 201 )
343-8884]{.underline}

Website/URL [www.bergen.org]{.underline} E-mail
[patcos@bergen.org]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Mr. Robert Aloia]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [Bergen County Technical Schools]{.underline}
Tel.[(201)343-6000]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board Mr. Jack Drakeford

President/Chairperson

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: \_\_0\_\_ Elementary schools

\_\_0\_\_\_ Middle schools

\_\_0\_\_\_ Junior high schools

\_\_4\_\_\_ High schools

\_\_\_\_\_ Other

\_\_4\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_[16,704]{.underline}\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_[12,972]{.underline}\_\_\_\_\_

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ X\] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [4]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**                                                  **7**                             

  **K**                                                     **8**                             

  **1**                                                     **9**       140       111         251

  **2**                                                     **10**      149       151         300

  **3**                                                     **11**      149       145         294

  **4**                                                     **12**      118       142         260

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   1,105
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

***\[Throughout the document, round numbers to avoid decimals.\]***

6\. Racial/ethnic composition of [52]{.underline} % White

the students in the school: [2]{.underline} % Black or African American

[5]{.underline} % Hispanic or Latino

[41]{.underline} % Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[1]{.underline}\_\_\_\_\_%

> \[This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.\]

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      0
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      6
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    6
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 1122
                            the school as of October 1  

  **(5)**                   Total transferred students  .0053
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           1
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_[0\_\_]{.underline}\_\_%

\_\_\_\_[4\_]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: \_\_[3\_]{.underline}\_\_\_\_\_

Specify languages: Korean, Kannada, Cantonese

9\. Students eligible for free/reduced-priced meals:
\_\_[2\_\_\_\_]{.underline}\_%

Total number students who qualify: \_\_\_\_[17\_]{.underline}\_\_\_

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services:
\_\_\_1[\_]{.underline}\_\_\_%

\_\_\_[\_\_9]{.underline}\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_[1]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_4_Specific Learning Disability

\_\_1_Emotional Disturbance \_\_1_Speech or Language Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) \_\_[\_2\_\_]{.underline}\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_[95\_\_]{.underline}\_
\_\_\_[\_2\_\_]{.underline}\_

Special resource teachers/specialists \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[9\_\_]{.underline}\_ \_\_[\_ 1]{.underline}\_\_\_
>
> Total number [106\_\_]{.underline}\_\_ \_\_[\_3\_]{.underline}\_\_\_

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
\_[12:1]{.underline}\_\_\_

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance   97%         96%         96%         96%         95%

  Daily teacher attendance   98%         98%         98%         98%         98%

  Teacher turnover rate      15%         11%         \%          \%          \%

  Student dropout rate       0%          0%          0%          0%          0%
  (middle/high)                                                              

  Student drop-off rate      1%          1%          2%          \%          \%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

+--------------------------------------------------------+-------------+
| Graduating class size                                  | > \_        |
|                                                        | \_278\_\_\_ |
+--------------------------------------------------------+-------------+
| Enrolled in a 4-year college or university             | > \_\_\_95% |
+--------------------------------------------------------+-------------+
| Enrolled in a community college                        | > \_\_\_1%  |
+--------------------------------------------------------+-------------+
| Enrolled in vocational training                        | > \_\_\_\_% |
+--------------------------------------------------------+-------------+
| Found employment                                       | > \_\_\_1%  |
+--------------------------------------------------------+-------------+
| Military service                                       | > \_\_\_1%  |
+--------------------------------------------------------+-------------+
| Other (travel, staying home, etc.)                     | > \_\_\_\_% |
+--------------------------------------------------------+-------------+
| Unknown                                                | > \_\_\_2%  |
+--------------------------------------------------------+-------------+
| **Total**                                              | > 100 %     |
+--------------------------------------------------------+-------------+

**PART III ‑ SUMMARY**

The Bergen County Academies, began in 1992 as the Academy for the
Advancement of Science and Technology (AAST) and became the model for
the six additional magnet high school programs as follows: Academy for
Business and Finance (ABF), Academy for Culinary Arts & Hotel
Administration (ACAHA), Academy for Engineering and Design Technology
(AEDT), Academy for Medical Science Technology (AMST), Academy for
Telecommunications & Computer Science (ATCS), and the Academy for Visual
& Performing Arts (AVPA). The Academy mission is to serve as an
educational model for innovation and reform in the 21^st^ century. In
summary, we are a learning community comprised of individual
career-focused academies that provide a dynamic, specialized, student
centered environment that embraces the whole person. We encourage
independent learning and creative problem solving at every level.
Teachers serve as mentors in the learning process.

The Academies have been accepted by the International Baccalaureate
organization. This program, with its emphasis on recent trends in the
business world, is a natural fit for our *Academy for Business and
Finance*, where students take seven courses across all disciplines, each
leading to an audit style assessment that consists of both internal and
external evaluations.

In 2004, the district began a new initiative, *Global Leadership
Exchange (GLE*), with a focus on biotechnology. This unique learning
experience offers students cutting edge, web-based technology and
connects them to the global community and the workplace of tomorrow.
Program highlights include an accelerated curriculum, a virtual language
immersion experience, courses in essential 21^st^ century leadership
skills, college study, and a new family hub curriculum enabling parents
to communicate with teachers and students. Many of the exciting
components of this program will be integrated into the Academies.

In June 2001, all seven BCA programs graduated their first class of 200
students and received acceptances into every school in the Ivy League.
Last year's graduating class, the Class of 2005 collectively received
offers of over 14 million dollars in scholarships not related to
financial aid. Since 1992, the 1507 Academy graduates have received 415
acceptances into the Ivy League.

Each Academy prepares its students to meet the academic rigor of college
and the corporate world beyond, through a specialized blend of
professional, technical, and academic courses. To further connect with
the world of work, each senior is required to complete a career-focused
internship one-day per week called *Senior Experience*.

*Bergen County Academies* has an extended school day that officially is
in session from 8:00 a.m. until 4:10 p.m., but frequently extends
beyond, for student projects and sports. The year is divided into
trimesters of equal length. Courses are scheduled in blocks of up to 60
minutes and generally meet twice per week on a Monday -- Thursday or
Tuesday -- Friday cycle. Wednesday afternoon is devoted to all-school
transdisciplinary projects, research, clubs, and *Senior Experience* for
twelfth graders.

Instructors hold Master Degrees or higher -- 20% hold PhD's. Teachers
are selected to serve on the Faculty Advisory Team and to participate in
the governance of the Academy. Each department has representation on the
Advisory Team which meets with the administration to review curriculum,
scheduling, teacher recruitment and professional development needs. The
course of study for all students in the seven academies is rigorous,
project-driven, non-traditional, and requires motivation and commitment.
Over 15 information technology suites augment student learning. Each
program has distinct requirements in science, but all require the
following: four years English, mathematics, physical education; three
years social studies, science and world language; two years technology
and art/music. In addition, students take three years of formalized
projects and clubs, which are part of the school day each Wednesday.
*Bergen County Academies* offer over one hundred (100) electives, some
of which are required pre-requisites for specialized programs; most,
however, are open to all Academy students. A *Senior Experience*
internship in 12th grade, HSPT pass, and 40 hours of community service
are also required for graduation. BCA students share in a rich learning
environment which offers each the chance to participate in independent
study, technical, athletic and academic competitions, and summer
research experiences. BCA's innovative approach to learning and an
enviable record of student success has set the standard for educational
reform in our county and beyond.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

**1. Assessment Results**

SAT Scores

For the Class of 2005, the average SAT score was 1958.25 out of a
possible 2400. The Mathematics average was 679.68, the Reading average
was 638.58 and the Writing average was 639.99 each out of a possible
800. Our students scored a total of 8 perfect scores in Reading, 15
perfect scores in Mathematics, and 3 perfect scores in Writing.

The Class of 2004 posted an average Mathematics SAT score of 677 out of
a possible 800 and an average Verbal score of 645, also out of a
possible 800. The state average for Mathematics was 516, while the state
Verbal average was 500.

The Class of 2003 results show an average Mathematics SAT score of 677
out of a possible 800 and an average Verbal score of 645 out of a
possible 800. The state averages were 516 and 500 respectively.

PSAT Scores

For the 2005-2006 school year the average PSAT for 10^th^ graders was
62.71 for Mathematics, 58.5 for Reading, and 62.58 for Writing , and the
average for 11^th^ graders was 67.54 for Mathematics , 63.47 for Reading
and 66.57 for Writing.

For the 2004-2005 school year the average PSAT for 10^th^ graders was
61.24 for Mathematics, 55.99 for Reading, and 62.63 for Writing. The
average for 11^th^ graders was 65.03 for Mathematics, 61.15 for Reading
and 66.32 for Writing.

For the 2003-2004 school year the average PSAT for 10^th^ graders was
60.1 for Mathematics, 57.2 for Reading and 59.95 for Writing, and the
average for 11^th^ graders was 65.2 for Mathematics, 60.85 for Reading
and 63.35 for Writing.

**2. Using Assessment Results**

We use a multitude of assessments such as Advanced Placement tests,
NOCTI, post secondary follow-ups as well as course related internal
assessments, and college acceptances to determine student and school
performance. Although our students are extremely successful and their
test results reflect this, we are however, always reflecting on how to
improve our programs. Based on our fact finding analysis, we are now in
the process of offering International Baccalaureate electives to
students from all academies, in English, History, and World Languages.
Additionally, we offer support workshops for students who score below
the approximate state average on the PSAT tests.

In the past, AP classes were not offered in the arts and humanities due
to a lack of faculty support for the curricula constraints and lack of
assessment authenticity. The International Baccalaureate offered our
students accelerated classes in these areas while still providing our
teachers with options in selecting topics that address the needs of our
community. In addition, the inclusion of performance and product
assessment in the IB evaluation will better prepare our students for the
future.

Additionally, for the 2005-2006 school year, the English department, in
conjunction with the Director of Curriculum, is in the process of
developing a five year plan to enhance the writing, reading and speaking
skills of our students. A rigorous academic literacy course will be
integrated throughout the 9-12 English curriculum.

Finally, we continually educate our staff to provide our students with
high level instruction. We promote and encourage our faculty to take
advantage of continuing education opportunities as well as AP and IB
training.

**3. Communicating Assessment Results**

The Academy believes in a triad comprised of students, parents and
faculty. Communication is paramount and therefore, students and parents
are notified via mail of PSAT, SAT, and HSPA test results. Guidance
personnel are always available for parents and students to discuss these
results.

In addition to the above, the community is notified of outstanding test
scores through the Principal's newsletter, *Its and Bits*, as well as
through our Parent Partnership Organization's monthly *Connections*
publication. Students are recognized by the school community at various
honors assemblies, breakfasts and meetings throughout the school year.
Student success is celebrated with the inside as well as the outside
communities.

Additionally, our assessment results are published in our literature for
incoming students as well as in the local newspapers. Our successful
assessments are recognized by outside agencies such as DECA, Skills USA,
NCSSSMST, USA Physics and Biology Olympiads to name just a few.

We also believe in sharing our successful strategies with surrounding
high schools by inviting them to visit, and meet with our
administration.

**4. Sharing Success**

The Bergen County Academies shares its success with other schools and
the community through participation in various organizations such as
VICA, Skills USA, Physics Olympiad, Math Olympiad, Model United Nations,
Mock Trial, National Honor Society, French Honor Society, Spanish Honor
Society and Habitat for Humanity to name just a few. We also reach out
to middle school students through our *Academy After Hours* program
which incorporates fall, spring and summer activities for elementary and
middle-school students. Additionally, we work with *Tomorrows Childrens
Fund*, and a plethora of community service and philanthropic endeavors
in an effort to build strong citizenship.

Open Houses, conducted each fall for prospective students provide an
avenue for us to share our successful methodologies, activities and
career-focused programs.

Faculty, as well as administration, shares in the students successes in
many international forums. For example, during the summer of 2005,
Principal Patricia Cosgrove presented at the Summer Oxford Roundtable.
She highlighted a new initiative, the Global Leadership Exchange
program, and how to implement it, with other educators.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum**

There are many aspects of the Academy curriculum that distinguish us
from a comprehensive high school. Our extended school day runs from 8:00
am -- 4:10 pm and our curriculum reflects a university model which
places students in a small school within a school, but gives them the
choices and resources of a large school. Our student requirements
surpass the state levels by one year in mathematics, world languages and
science. Students complete honors level course work linked to their
specific academies, studied simultaneously with a rigorous academic
curriculum in mathematics, humanities, foreign languages and the arts.
Students complement their studies with electives and clubs, which cross
academy boundaries. Students participate in interdisciplinary and
class-wide projects. Following are the distinguishing curriculum
features per academy:

Academy for the Advancement of Science and Technology -- The program of
study includes a strong core curriculum that includes three sciences
studied simultaneously with a rigorous academic program in mathematics,
humanities, foreign language and the arts. Students in the science track
take three years each of chemistry, biology and physics. There is an
emphasis on research projects and science competitions.

Academy for Engineering and Design Technology -- This curriculum offers
a specific concentration in the engineering sciences including design
technology, computer science, architecture, electronics and biomedical
engineering. Projects include product development, civil or
architectural designs and robotic competitions. Articulation agreements
with universities enable AEDT students to receive college credit for
some of the core courses taken in this program.

Academy for Business and Finance (International Baccalaureate) --
Students learn basic business principles in multiple high-level core
courses such as ethics, business law, finance, management, economics and
marketing. Technologies from SAP and Oracle, leading providers of
e-business solutions have been incorporated into the curriculum.
Students in this IB academy are required to take seven courses across
all disciplines each leading to an audit style assessment that consists
of both internal and external evaluations. All ABF students are required
to complete a senior thesis as well as requirements in the arts,
community service and athletics.

Academy for Culinary Arts and Hotel Administration -- Students in the
ACAHA train in a sophisticated culinary facility that rivals many
professional restaurant sites. The curriculum includes the study of
entrepreneurship and business aspects of hotel and restaurant
management. Electives in economics, culinary enterprises, and the
hospitality industry are emphasized. Students are offered articulation
agreements and participate in Skills USA where they are the current
national champions in several categories.

Academy for Medical Science Technology -- Students take four years of
biology, two years of chemistry and physics as well as anatomy and
physiology. Students are engaged in research projects that reflect and
demonstrate an advanced level of knowledge in the medical field. Course
highlights include the opportunities to perform medical diagnostic
procedures for doing research in clinical laboratories, exploring legal
and moral issues in bio-ethics, learning the theory and physical
principles that govern diagnostic protocols in imaging science, and
investigating the role of pharmaceuticals in clinical research through
the study of pharmacology.

Academy for Telecommunications and Computer Science -- This academy
offers a curriculum centered on the technology that has driven us into
the Information Age: computer architecture, computer programming,
computer applications, and the networking that joins everyone into a
global community. Partnerships include Cisco, Dell, Microsoft, Sun,
Adobe and Hewlett Packard and universities such as NJIT. ACTS prepares
students for certification in industry standards such as Cisco CCNA and
Panduit Voice and Data Cabling.

Academy for Visual and Performing Arts -- (visual arts, music or theatre
arts)

Visual students study every essential aspect of the visual art field
through immersion in a curriculum that embraces new technology while
still emphasizing traditional skills and principals of art and design.
Classes focus on integrating technology, art and printing.

Music students study in an academic, honors-level curriculum with a
focus on music. They are offered AP level courses and participate in
various academy wide ensembles.

Theatre Arts students study acting, theatre history, voice and speech,
directing and writing. The program utilizes guest teachers in the study
of dance, musical theatre, performance for the screen and the business
of theatre. Students participate as either performers or technicians in
our major Academy theatrical productions.

**2. English Curriculum**

The sequence for English curriculum at the Academy is as follows: 9^th^
graders study American Literature I, 10^th^ graders study American
Literature II, 11^th^ graders take World Literature I and 12^th^ graders
take World Literature II.

Collectively, the English department recommends augmenting the
curriculum by enrollment in elective offerings. Some of our electives
are Arthurian Literature, Classical Philosophy, Creative Writing, Early
Modern Philosophy, Great Problems in Philosophy, Humanity and the
Absurd, Medieval Philosophy, Non-musical Play Production, One Act Plays,
Shakespeare through Film, Shakespeare's Tragedies, Shakespeare's
Comedies, Shakespeare's Sonnets, Short Stories, Women in Film, Women in
Literature, Word Etymologies, and Writing Lab.

Several of our Wednesday projects (grades 9 -11) focus on English based
courses such as The Shakespeare Project, The Harlem Renaissance, and a
Poetry Workshop.

Presently, the English department is developing a five year plan which
will reinforce reading strategies, writing for idea development, and
persuasive speaking throughout the curriculum.

**3. Mathematics, Science, Art, Etc.**

Our mathematics curriculum is unique, rigorous and challenging to even
the brightest students. With the exception of those students enrolled in
The Academy of Business and Finance, which follows the International
Baccalaureate program of study, students are recommended to a particular
class through placement tests. The sequence begins with either Algebra 2
and Trigonometry, Analysis I or Advanced Analysis I and continues to
Analysis II, or Advanced Analysis II, Calculus I, or AB or BC Calculus,
or Analytical Calculus and concludes with Calculus II or Monovariate
Calculus, Multivariate Calculus, Statistics or AP Statistics or Data
Structures or Linear Alg/Diff Equations.

International Baccalaureate students start with integrated math, a two
year sequence which prepares them to take International Baccalaureate
Math HL (higher level) during their junior and senior years.

In addition to course work, students are encouraged to join our
nationally recognized Math Team which sent a student to the US Team at
the International Math Olympiad, and which has accumulated a plethora of
accolades from a variety of international and national competitions.

These classes correspond to our mission that believes in offering
demanding course work that addresses creative problem solving and
independent learning. As stated in our Mission Statement, the Academy
exists "as a unique opportunity for motivated learners to experience
intellectual, social, ethical and emotional growth.

**4. Instructional Methods**

The Academy employs a variety of instructional methods all of which
include a performance/product assessment. Each department's goal is to
create an assessment scheme that contains multiple evaluative
instruments, each geared towards a different kind of learner.
Instructional methods as well as assessments are traditional,
collaborative and project based depending on the course.

As a member of the Coalition of Essential Schools, we embrace their
principles to help students to learn to use their minds well, to
personalize teaching and learning, embrace the metaphor of 'student-as
worker' and to require students to demonstrate mastery through
exhibition. These are the cornerstones of the Bergen County Academies.

Additionally, an important part of our program is for teachers to
outreach to industry and post secondary institutions for the purpose of
updating our curriculum and creating partnerships that assure our
students are learning the most recent trends in curriculum areas.

**5. Professional Development**

The Bergen County Academies recognizes the importance of promoting staff
development. We have made a commitment to initiate workshops and
seminars to enhance the skills of our faculty. Therefore, in the past we
have provided a variety of opportunities for teachers to update their
technology skills. Currently we are in the process of developing a
schedule that facilitates a common meeting time for each department to
meet to address curriculum and student related issues.

Each year the school's Professional Development Committee offers a
variety of after school courses to teachers in an effort to enhance
their skills in the classroom. The content of these courses is developed
based on teacher input, as well as from data collected from classroom
observations by administration. Courses include but are not limited to:
Promoting Emotional Intelligence, Differentiating Instruction for all
Students, Building a Teacher Web Page, etc. An evaluative instrument is
provided to all participants at the conclusion of the course in an
effort to improve the quality of professional development instruction
provided.

As a vocational/technical high school our faculty meets with advisory
board members twice a year. These professionals review curriculum and
share future trends with staff. This in turn has a positive impact on
what we teach our students. There is a direct and positive correlation
between the world of work and classroom learning. For example,
physicians from local hospitals are invited to collaborate with our
faculty to create courses such as "Topics in Oncology". In the
performing arts, nationally recognized actors, dancers, set designers
etc, partner with our teachers to provide professional level training
for our students. Our Senior Experience Coordinator receives ongoing
Professional Development from industry professional in addition to the
state standards in work-place readiness skills. Again, there is a clear
connection between staff development and student performance.

**PART VII - ASSESSMENT RESULTS**

**HSPA Scores**

For the 2004-2005 school year, on the HSPA Language Arts section, 25% of
the Academy students were proficient while 75% were advanced. The
necessary score to be designated advanced was 250 and our mean score was
255.2.

For the 2003-2004 school year, the Academy students scored 43.1%
proficient and 56.9% advanced compared to only 17% advanced scoring for
the state average.

All of our students passed the assessment.

In the Mathematics section, for 2004-2005, 7.7 % of the Academy students
were proficient and 92.3% were advanced. The necessary score to be
designated advanced was 250 and our mean score was 263.5. The highest
possible score is 300 and we had 8 students attain a perfect score.

For the 2003-2004 school year, 7.5% scored proficient in Mathematics and
92.1% scored advanced compared to 24.5% advanced scoring for the state
average.

All of our students passed the assessment.

The HSPA is a state test given to students in the eleventh grade to
measure whether they have

gained the knowledge and skills identified in the Core Curriculum
Content Standards. These standards, adopted by the State Board of
Education, identify what students should know and be able to do at the
end of various benchmark years. The HSPA replaces the Grade 11 High
School Proficiency Test (HSPT11), which was administered from 1993 to
2001. The HSPA will help determine whether students are making
satisfactory progress toward mastering the skills they will need to
graduate from high school.

Students who enter the eleventh grade on or after September 1, 2001,
must pass the HSPA as a graduation requirement. The HSPA measures
eleventh-grade achievement of the Core Curriculum Content Standards. In
March 2006, all first-time eleventh-grade students will take the HSPA
and receive test scores in Mathematics and Language Arts Literacy.

**More information on the HSPA is available at:**

<http://www.state.nj.us/njded/assessment/hs/hspa_guide_english.pdf>

**STATE CRITERION-REFERENCED TESTS**

Subject\_\_\_Language Arts\_\_\_\_\_\_\_\_\_\_\_\_ Grade\_\_\_11\_\_\_
Test[\_\_ HSPA
\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_\_\_\_\_\_ Publisher\_\_Measurement
Inc.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month **March**                                                              

  **SCHOOL SCORES\***                                                                  

  \% At or Above Meets State           100         100         100                     
  Standards**\***                                                                      

  \% At Exceeds State Standards**\***  75%         57%         57%                     

  Number of students tested            260         253         281                     

  Percent of total students tested     100%        100%        100%                    

  Number of students alternatively     0           0           0                       
  assessed                                                                             

  Percent of students alternatively    0           0           0                       
  assessed                                                                             

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject\_\_\_Math\_\_\_\_\_\_\_\_\_\_\_\_ Grade\_\_\_11\_\_\_ Test[\_\_
HSPA \_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_\_\_\_\_\_ Publisher\_\_Measurement
Inc.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month **March**                                                              

  **SCHOOL SCORES\***                                                                  

  \% At or Above Meets State           100         100         99                      
  Standards**\***                                                                      

  \% At Exceeds State Standards**\***  93%         92%         76%                     

  Number of students tested            260         253         281                     

  Percent of total students tested     100         100         100                     

  Number of students alternatively     0           0           0                       
  assessed                                                                             

  Percent of students alternatively    0           0           0                       
  assessed                                                                             
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate table for each test and grade level, and place it on
a separate page. Explain any alternative assessments.

Subject\_\_Math\_\_\_\_\_\_\_\_\_\_\_ Grade\_\_11\_\_\_\_ Test\_\_HSPA
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_\_\_\_\_\_ Publisher\_\_\_\_\_Measurement
Inc\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_x\_\_ Percentiles\_\_\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month March           |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 264  | [    |      |      |      |
|                                 |      | 264] |      |      |      |
|                                 |      | {.un |      |      |      |
|                                 |      | derl |      |      |      |
|                                 |      | ine} |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 260  | 253  |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  |      |      |      |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    |      |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    |      |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1.\_\_\                       |      |      |      |      |      |
| _\_Economic\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 2.\_                          | 263  | 263  |      |      |      |
| \_\_White\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 129  | 128  |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 3.\_                          | 266  | 268  |      |      |      |
| \_\_Asian\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 105  | 105  |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 4.\_\                         | 258  | 254  |      |      |      |
| _Hispanic\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 18   | 14   |      |      |      |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.
>
> **MATH**

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**          224         218         215                     

  **NATIONAL STANDARD DEVIATION**  33          35          34                      
  -------------------------------- ----------- ----------- ----------- ----------- -----------

Subject\_\_\_Language Arts\_\_\_\_\_\_\_\_\_\_\_ Grade\_\_11\_\_\_\_
Test\_\_HSPA \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_\_\_\_\_ Publisher\_\_\_\_\_Measurement
Inc\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_x\_\_ Percentiles\_\_\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month March           |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 255  | 250  |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 260  | 253  |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  |      |      |      |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    |      |      |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    |      |      |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1.\_\_\                       |      |      |      |      |      |
| _\_Economic\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 2.\_                          | 255  | 250  |      |      |      |
| \_\_White\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 129  | 128  |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 3.\_                          | 256  | 252  |      |      |      |
| \_\_Asian\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 105  | 105  |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 4.\_\                         | 253  | 246  |      |      |      |
| _Hispanic\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 18   | 14   |      |      |      |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.
>
> **Language Arts**

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**          224         222         220                     

  **NATIONAL STANDARD DEVIATION**  31          32          34                      
  -------------------------------- ----------- ----------- ----------- ----------- -----------

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