##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[ X \]
Elementary \[ \] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal [Ms. Deborah
Terrell\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [Harriet Tubman
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_\_[504 South 10^th^
Street]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

City\_\_[Newark]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
State\_\_\_[NJ]{.underline}\_\_\_\_ Zip Code+4
\_[07103-1802]{.underline}\_\_\_(9 digits total)

County \_\_[Essex]{.underline}\_\_\_\_\_\_\_\_\_\_\_ State School Code
Number\*\_\_[13-3570-455]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 973) 733-6934 \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Fax
(973) 733-8628]{.underline}

Web site/URL [http://www.nps.k12.nj.us/tubman/index.htm]{.underline}
[E-mail dterrell@nps.k12.nj.us]{.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\_\_[February 7, 2007]{.underline}\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Mrs. Marion A. Bolden]{.underline}

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

District Name [Newark Public Schools]{.underline} Tel. [( 973 )
733-7333\_\_\_\_\_\_\_\_\_\_\_\_]{.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\_\_\_[February 7, 2007]{.underline}\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board Mr. Felix Rouse

President/Chairperson
[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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\_\_\_\_\_[February 7, 2007]{.underline}\_\_\_\_\_\_\_\_ (School
Board President's/Chairperson's Signature)

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**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 on the same campus with one principal, even K-12 schools,
    must apply as an entire school.)

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  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
    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: 56 Elementary schools

5 Middle schools

0 Junior high schools

14 High schools

0 Other

75 TOTAL

2\. District Per Pupil Expenditure: \$17,974.00

Average State Per Pupil Expenditure: \$11,554.00

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

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

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

4\. 7 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**    10        05                     **15**       **7**       \-                    

  **K**       18        24                     **42**       **8**       \-                    

  **1**       20        19                     **39**       **9**       \-                    

  **2**       23        23                     **46**       **10**      \-                    

  **3**       24        20                     **44**       **11**      \-                    

  **4**       16        37                     **53**       **12**      \-                    

  **5**       10        12                     **22**       **Other**   \-                    

  **6**       10        11                     **21**                                         

                                    **TOTAL                                                   **282**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of [\_\_\_\_ 0\_]{.underline} % White

the school: [\_\_\_\_94\_]{.underline}% Black or African American

[\_\_\_ \_6\_]{.underline} % Hispanic or Latino

\_\_\_\_\_[0\_]{.underline} % Asian/Pacific Islander

[\_\_\_\_\_0\_]{.underline}% 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:
\_\_\_[10]{.underline}\_\_\_%

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

  ------------------------- --------------------------- ------------------
                            Number of students who      10
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

                            Number of students who      7
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

                            Total of all transferred    17
                            students \[sum of rows (1)  
                            and (2)\]                   

                            Total number of students in 282
                            the school as of October 1  

                            Total transferred students  0.1
                            in row (3) divided by total 
                            students in row (4)         

                            Amount in row (5)           10
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_\_ [0]{.underline}\_\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_[0]{.underline}\_\_\_\_\_

Specify languages: N/A

9\. Students eligible for free/reduced-priced meals:
\_\_[77]{.underline}\_\_\_\_%

Total number students who qualify: \_ [218]{.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:
\_\_\_\_[4]{.underline}\_\_\_\_%

\_\_\_\_[11]{.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.

\_\_[0]{.underline}\_Autism \_[0]{.underline}\_\_Orthopedic Impairment

\_\_[0]{.underline}\_Deafness \_[5]{.underline}\_\_Other Health Impaired

\_\_[0]{.underline}\_Deaf-Blindness \_[6]{.underline}\_\_Specific
Learning Disability

\_\_[0]{.underline}\_Emotional Disturbance \_[0]{.underline}\_\_Speech
or Language Impairment

\_\_[0]{.underline}\_Hearing Impairment \_[0]{.underline}\_\_Traumatic
Brain Injury

> \_\_[0]{.underline}\_Mental Retardation \_[0]{.underline}\_\_Visual
> Impairment Including Blindness
>
> \_\_[0]{.underline}\_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) \_\_\_[1]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_

Classroom teachers \_\_\_[16]{.underline}\_\_
\_\_\_\_[0]{.underline}\_\_\_

Special resource teachers/specialists \_\_\_[10]{.underline}\_\_
\_\_\_\_[2]{.underline}\_\_\_

Paraprofessionals \_\_\_\_[6]{.underline}\_\_
\_\_\_\_[0]{.underline}\_\_\_

> Support staff \_\_\_\_[3]{.underline}\_\_
> \_\_\_\_[0]{.underline}\_\_\_
>
> Total number \_\_\_\_[36]{.underline}\_ \_\_\_\_[2]{.underline}\_\_\_

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 \_\_[18:1]{.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. Also
explain a high teacher turnover rate.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

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

  Daily teacher attendance  93%         95%         93%         94%         94%

  Teacher turnover rate     12%         6%          15%         6%          6%

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

  Student drop-off rate     0%          0%          0%          0%          0%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

**HARRIET TUBMAN SCHOOL**

**"Excellence by Design"**

Harriet Tubman School, built in 1875, is a Pre-K---6 school located in
the Central Ward of Newark.  Our goal is to provide students with a
competitive education in preparation for a global society.   The mission
of Harriet Tubman School is to provide children with a quality
education, and to ensure that all students become lifelong learners who
are caring, productive and responsible citizens.  Harriet Tubman School
has been recognized by the Newark Public Schools for its consistent
academic achievement.  This accomplishment is a result of our persistent
commitment to high expectations; academic excellence and data-based
quality instruction provided by Highly Qualified Teachers and sustained
parental involvement.

            Our curriculum aligned to the New Jersey Core Content
Curriculum Standards offers students quality instruction in language
arts literacy, mathematics, social studies, science, computer
technology, physical education, health, Spanish and visual and
performing arts.  Our most impressive science/ technology program
provides students with high impact, student-centered, hands-on learning
instruction in well-equipped science and computer technology labs.  Our
instrumental music program provides students with the opportunity to
read music and play an instrument upon graduation.   Several classes
also participate in the New Jersey Symphony Orchestra's Early Childhood
Suzuki Strings Program.  The school traditionally maintains partnerships
with the Greater Newark Conservancy and an inclusion program with the
Montclair Museum.

Harriet Tubman School enjoys a local, state and national reputation for
educational innovation and academic excellence.  In 1993, the school was
awarded the prestigious *Redbook Award* as the best elementary school in
the state of New Jersey. Our Pre-K and one of our first grade classes
were designated as model classrooms for the Children's Literacy
Initiative program during the 2003-2004 school year. Our school motto,
"Excellence by Design," was validated by our 2003-2004, 2004-2005 and
2005-2006 standardized test scores (New Jersey Assessment of Skills &
Knowledge).  As reported by Newark Public Schools, Harriet Tubman ranked
among only eight Newark schools achieving Adequate Yearly Progress as
required by the federal mandate No Child Left Behind. In addition, the
school, staff and students take pride in being the recipients of various
local awards and recognition.  

            Student leadership is recognized and developed in a variety
of extra-curricular activities. There is student participation in the
Student Council, Peer Mediation Team, School Safety Patrols, Photography
Club, Harriet Tubman Dance Troupe, and the Harriet Tubman String
Ensemble and orchestra.  In addition, students participate on the girls'
and boys' basketball team, and cheerleader squad.  Students also
participate in the After-Care Enrichment Program, Project Pride and the
After-School Youth Development Program.

Active parental and community involvement is a critical component in
sustaining academic excellence at Harriet Tubman School.  Parents are
involved in the decision making process via our School Leadership
Council and PTA.  In addition, parent volunteerism is promoted through
the Parent Academy.  Monthly meetings, workshops and seminars keep
parents abreast of educational issues that offer them strategies and
techniques to assist in the academic and social development of their
children.  We believe that an empowered parent will have a direct impact
on student achievement.

The School Leadership Council plays a vital role in improving student
achievement.  This decision making team which includes administrators,
staff, parents, and community is responsible for the implementation of
the District's Curriculum. 

Harriet Tubman School provides students with a safe environment that
promotes academic excellence. 

Students, staff and parents are critical stakeholders who are
responsible and accountable for student

achievement.  The school's tradition for high expectations and academic
excellence is reflected in

the quality of the students that Tubman nurtures to become caring,
productive and responsible

citizens as stated in our mission.

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

1.  **Assessment Results:** The New Jersey Assessment of Skills and
    Knowledge (NJ ASK) is the state test administered in March of each
    year for grades 3 through 7. This assessment has been created to
    give schools information about how well children are achieving the
    New Jersey Core Curriculum Content Standards as measured in language
    arts literacy, mathematics and science. The Core Curriculum Content
    Standards identify what students should know and be able to do at
    the end of each grade level.

In NJ, as guided by the NCLB, making adequate yearly progress (AYP) is
based on the percentage of students passing the state assessments. The
benchmark for NJ ASK3, 4 and 5 for Language Arts Literacy is 75% of the
students passing, while the benchmark for Mathematics is 62% of students
passing. Cut-off scores (scale scores) are established by the New Jersey
Department of Education. To attain proficiency, the student needs to
score between 200 and 249, and to attain advanced proficiency the
student needs to score between 250 and 300.

Students at Harriet Tubman have surpassed the state benchmarks. For the
following analysis, we highlight the achievements of Total Students. The
category 'Total Student' includes the performance results for all
subgroups, including the Special Education population. The Mathematics
assessment of the NJASK3 2006, showed a passing rate of 92% for the
third graders. At the same time, the fourth grade students had a passing
rate of 84% for the NJASK4 Mathematics assessment. The 3^rd^ and 4^th^
graders exceeded the benchmark by 30% points and 22% points
respectively.

There was also growth in performance year over year. For example, the
3^rd^ graders showed growth in percentage passing from school year 2005
to 2006 in both subjects. In Language Arts Literacy, the passing rate
for the 3^rd^ graders was 78% in 2005 and 84% in 2006, an increase of 6%
points. For Mathematics, the passing rate of Total Students for 3^rd^
graders in 2005 was 82% and 92% in 2006, an 11% point increase. The
lowest performing group, the Special Education subgroup showed an
increase in Language Arts Literacy of 29% points from 2005 and 2006 and
an increase in 20% points in Mathematics for the NJASK3 over the same
time period.

There were also increases in the scale score means over the three year
span (2004-2006). As an example, for the 3^rd^ graders, the African
American subgroup increased their scale score in both subjects over this
period. Scale score means in Language Arts Literacy for the subgroup
increased from 214 in 2004 to 215 in 2005 and 217 in 2006. For
Mathematics, this subgroup increased from 222 in 2004 to 234 in 2005 and
242 in 2006.

The NJASK 5 and 6 were implemented in school year 2005-2006. For Grade 5
Total Students, the percentage passing for Language Arts Literacy was
86%, of which 10% were advanced proficient and for Mathematics, 76% of
students were proficient of which 29% were advanced proficient. In
NJASK6, students performed at 100% proficiency of which 6% were advanced
proficient for Language Arts Literacy and 100% demonstrated proficiency
in Mathematics, of which 35% were advanced proficient.

Information about the state assessment system may be found at:

> Web sites: <http://www.state.nj.us/education> or
> http://www.ets.org/njask

2.  **Using Assessment Results:** The principal and Curriculum
    Assessment and Instruction Sub-committee (CAIS) use data to identify
    areas for improvement and to develop a focus for the school's
    selection of educational programs, staff development and resource
    utilization.

Instructional staff, guided by the principal and CAIS, examine data
throughout the school year. As it pertains to the NJASK, each content
cluster in every tested area (language arts literacy, mathematics and
science) is analyzed. The task is to specifically identify the school's
strengths and areas in need of support. This determines how well
students performed including the percentage of students demonstrating
proficiency and advanced proficiency. An understanding of student and
staff needs becomes evident.

Performance results are discussed during vertical and horizontal grade
level meetings. These articulations depict performance trends across the
school population.

As a result, teachers develop a Progressive Data Analysis report to
identify areas in need of support and determine benchmarks with
timelines to address deficiencies.

\`

3\. **Communicating Assessment Results**: It is the school philosophy
that every person in the school influences student achievement. On
opening day, the principal and members of the CAIS present school
assessment results to the entire staff. This same information is
presented to a joint PTA and School Leadership Council forum at the
first school year meeting.

During Open House (September/October), the principal and CAIS provide an
assessment data overview to parents and community. This information is
also posted on a main bulletin board in the front hallway for the entire
school year.

Grade Level Teas are hosted during the early fall where stakeholders are
familiarized with assessment formats and terminology needed to interpret
student data. Benchmarks that students are expected to achieve in order
to demonstrate mastery of the New Jersey Core Curriculum Content
Standards are explained.

Quarterly report card conferences are also hosted and it is here that
parents/guardians and students are guided in a step-by-step
interpretation of a student's individual assessments. Definitions and
examples of tested content clusters are given. Participants are guided
in calculating the percentage of points earned in a given content
cluster. Individual conferences are hosted after a whole group
presentation. Any parent not attending training sessions is contacted by
letter or phone and is encouraged to request an individual
interpretation at their convenience.

Students learn about their performances during conferences with their
teachers and when reviewing portfolios. They are encouraged to take
responsibility for their own learning.

Finally, Harriet Tubman School's on-going assessment results may be
readily accessed in the school's quarterly newsletter, "The North Star,"
and on the school's web page. The New Jersey ASK performances may be
found on the New Jersey Department of Education School Report Card in
English/Spanish.

4.  **Sharing Success**: The motto of the Newark Public Schools is, "All
    Children Will Learn." This mission is supported by the staff of
    Harriet Tubman School in a variety of ways. For example, the school
    hosts scheduled visitations from other schools in the district.
    These visits allow our colleagues to observe the schools' programs
    and best practices. 

During the District's monthly Superintendent's Conference and School
Leadership Team Principals' Meeting, the principal of Harriet Tubman
School shares ways to move students to meet state standards. In
addition, our teachers attend monthly math grade level meetings. These
meetings provide a forum for teachers to share data and discuss
strategies that address the specific academic needs of students.

Sharing of information often extends beyond the District.  The principal
and instructional staff also attends professional learning opportunities
sponsored throughout the state.   These forums provide scenarios for
exchanging ideas and sharing successful strategies.

Our School Leadership Council (SLC) received recognition as a model SLC
and was asked to demonstrate the effective implementation of this school
governance body.  As members of a learning community, Harriet Tubman
School is committed to sharing best practices.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:** Mathematics

Students approach complex mathematical problems from a variety of
perspectives which are presented in various empirical ways. Teachers
help students investigate and explore conjectures on the basis of
evidence, using reasoning and proof techniques to confirm or disprove
them. As a result, students become flexible and resourceful
problem-solvers.

The curriculum has several distinguishing features:

-   Real world situations

-   Teacher-directed instruction includes open-ended questions, hands-on
    explorations, guided and independent projects.

-   Students experience differentiated learning opportunities such as
    mental math, math games and small group instruction.

-   During professional development sessions and grade level meetings,
    assessment questions are developed and item analysis is conducted
    with teacher input in order to identify skill deficiencies.

Literacy

Harriet Tubman School implements a balanced literacy approach to
curriculum and instruction to ensure that students become competent
readers, writers, speakers, listeners, and viewers. This curriculum is
designed to address individual learning styles through differentiated
instructional strategies. Students are engaged in active questioning,
active listening and authentic activities.

Character Education and community service initiatives are included in
the curriculum and are regarded to be as essential for the development
of our students as the acquisition of content knowledge.

Art

The visual arts program at Harriet Tubman School strengthens students'
appreciation of the world by enhancing their ability to be creative and
inventive decision makers. The success that we have in winning district
wide contests, student exhibits at New Jersey Performing Arts Center,
the Newark Museum, Montclair Museum, St. John's Church and the Newark
Public Library, comes from the discovery of the common elements that
produce a work of art.

We are involved in an inclusion program with New Jersey Regional Day
School and Montclair Museum. This allows for a more diverse
understanding of others. Students also work with an Artist in Residence
from the Newark Museum.

Social Studies

The focus of Harriet Tubman's social studies program centers on student
awareness of current events and historically significant events and
people. Throughout the school year students participate in school-wide
projects that provide opportunities for the application of skills
learned in all content areas. The culmination of these projects includes
student presentations and performances, such as the re-creation of the
Underground Railroad and the life of Harriet Tubman.

World Language

All students at Harriet Tubman School are exposed to systematic,
long-term, and frequent Spanish instruction. Opportunities for students
to interact in meaningful communicative experiences are embedded in all
learning activities, which are designed to increase the level of fluency
in Spanish. Students are also exposed to the cultures and traditions of
Spanish-speaking countries.

Science

Natural curiosity is cultivated by providing opportunities for students
to observe, question, and analyze the world around them. The district's
science curriculum consists of two inquiry-based science programs that
were designed to develop critical thinking and problem solving in the
areas of life, earth, and physical science. In collaboration with the
Greater Newark Conservancy, an outdoor living lab was created and has
earned recognition from the National Garden Association. The indoor lab
is equipped with various manipulatives including: aquariums, anatomical
models and robotics equipment. The Starlab enables students to explore
space and geological concepts. An annual Earth Day Celebration features
a cross-curricular activity that allows students to apply skills and
knowledge that they've acquired.

Harriet Tubman School delivers a curriculum that affords students the
opportunity to build on developed strengths, cognitive and metacognitive
strategies, and take necessary risks in order to grow as learners. We
seek to create a "community of learners" who can be successfully engaged
in their learning now and in the future.

2a. **(Elementary Schools)** Reading**:** As an integral part of a
balanced literacy approach, Harriet Tubman School bases its literacy
program on the National Reading Panel's suggested components for reading
instruction. These components include phonemic awareness, phonics,
reading fluency, reading comprehension and vocabulary development. The
Literacy program also aligns itself with the tenets of the Cognitive
Apprenticeship Model, which is applied through modeling, coaching,
scaffolding, articulation and reflection. Through the use of the
District's adopted literacy programs, Creative Curriculum (Pre-K),
Trophies (K-5) and Language of Literature (Gr. 6), students are provided
with:

-   Differentiated instructional strategies as encompassed through
    guided reading, whole class instruction, and cooperative grouping.
    Read-alouds, shared reading, and independent reading are
    incorporated into daily instruction.

-   Instructional skills and strategies delivered by teachers who have
    participated in extensive staff development and are supported by the
    school-based literacy coach and literacy tutor.

-   Explicit teaching of skills as a means of supporting English
    conventions, comprehension strategies, and communication skills.

-   Acquisition of reading and literacy skills in all content areas.

-   Time for reflection on their work as part of the learning process,
    especially during literacy centers and as they evaluate their own
    work portfolios.

At Harriet Tubman School, the preschool program is aligned with the
Preschool

Teaching and Learning Expectations: Standards of Quality. This program
provides authentic and cumulative assessment via observations and
record-keeping, which are vital components to the development of the
preschool learner. There is also an emphasis on the acquisition and
development of language.

Additionally, the reading program includes the Reading Recovery
initiative that provides intervention strategies for the acquisition of
reading and writing skills for identified first graders.

This balanced literacy program aligns itself with the New Jersey Core
Curriculum Content Standards, as the interaction between students and
teachers provides an increased level of responsibility for learning.

3.  **Additional Curriculum Area:** The Harriet Tubman School
    Instrumental Program consists of an Early String Program (ESP) and
    School Orchestra.  Together they provide successful learning
    experiences for children.  In 1999, the New Jersey Symphony
    Orchestra (NJSO) partnered with the district's office of Visual and
    Performing Arts to create the Newark Early Strings Program (NESP). 
    Second grade students receive whole-class instruction from both the
    instrumental music teacher and a violinist from the New Jersey
    Symphony Orchestra through grade four.  After grade four, these
    students are automatically accepted into the Harriet Tubman Symphony
    Orchestra.

These violinists participate in an annual performance at the New Jersey
Performing Arts Center (NJPAC) as a pre-concert to a performance by
NJSO.  Additionally, every two years there is a "Fiddlefest" in which
all the violinists perform at NJPAC.    

During the 2005-2006 academic school year the students and the
instrumental music teacher performed alongside the New Jersey Symphony
Orchestra in its most significant annual fundraiser.   

Columbia University Teacher's College conducts an annual evaluation of
the NESP.  Their findings show that the NESP students have better
behavior, better social skills and attendance than their non-NESP peers
in the Newark Public Schools.  More importantly, the research
illustrates that the NESP students consistently out perform their
non-NESP peers and statewide peers on NJASK.

4.  **Instructional Methods:** Driven by high expectations, teachers
    utilize a variety of instructional methods to promote student
    achievement. Activities that involve problem-solving and inquiry
    skills are considered to be critical aspects of learning. Students
    at Harriet Tubman are accustomed to school-wide, theme-based
    projects that encourage higher order thinking skills. Content area
    research reports are required at appropriate grade levels.

The use of learning centers provides instruction that is meaningful, as
well as promotes student choice and responsibility for their own
learning. Students understand the various roles evident in cooperative
groups and have the opportunity to practice communication and
collaboration skills. Center work is designed to provide reinforcement
of material learned by offering assorted application exercises.
Differentiated instruction is prevalent in all classrooms as represented
by the balance of small group and whole group instruction. Grouping is
flexible, determined by student need, and measured by ongoing assessment
and analysis of data. Strategies and skills are further refined by
Harriet Tubman's extended day program known as Project Ten. Student work
is monitored on a continuous basis through the use of reading and
writing assessment walls. The assessment walls provide a visual
representation of student levels and serve as a catalyst for pedagogical
discussion. Experiences using technology infusion and textual resources
as a tool for learning are integrated throughout all subject areas.
Additionally, teachers infuse literacy throughout math, social studies,
science, and related arts. Extended classroom experiences, such as field
trips and school performances, provide enrichment, classroom support,
and help to address the modalities of all learners. These activities are
aligned with grade level curriculum and are marked by pre and post
lessons. As a result, Harriet Tubman School fosters an environment that
challenges and supports all students in order to achieve academic
excellence.

5.  **Professional Development:** The professional development program
    focuses on improving student achievement through collaborative
    professional learning that leads to the development and
    implementation of instructional strategies, programs and activities.
    Collaborative professional development opportunities occur during
    grade level meetings, faculty meetings and designated staff
    development days. Additionally, teachers participate in evening and
    weekend institutes sponsored by Newark Public Schools.

The Professional Development Subcommittee conducts a comprehensive needs
assessment to determine the needs of the staff. This needs assessment
consists of teacher surveys, disaggregated assessment data, student work
sample analysis and administrative input. As a result, instructional
coaching, progressive data analysis, and vertical/horizontal
articulation are embedded in the framework of the professional
development program.

-   Instructional Coaching -- Pre/post conferencing, demonstration
    lessons, in class support and lesson feedback.

-   Progressive Data Analysis -- Identification of skill strengths and
    deficiencies, establishing short term goals with identified
    benchmarks, development of action steps that are aligned to the
    identified skill deficiencies.

-   Vertical Articulation - Examining students' work enables teachers to
    select appropriate instructional strategies which address the
    differentiated needs of all learners. Teachers establish common
    learning goals and work collaboratively to design instructional
    strategies based upon shared expertise.

-   Horizontal Articulation - Curriculum mapping, thematic projects and
    implementation of instructional strategies.

The principal along with the Professional Development Subcommittee
facilitates the utilization of these powerful designs for professional
learning. This ensures the proper implementation of the district's
curriculum.

**PART VII - ASSESSMENT RESULTS**

**Public Schools**

**STATE CRITERION-REFERENCED TESTS**

NEW JERSEY ASSESSMENT OF SKILLS AND KNOWLEDGE (NJASK)

HARRIET TUBMAN SCHOOL, NEWARK, NEW JERSEY

Proficient "plus" Advanced Proficient **LANGUAGE ARTS LITERACY**

## GRADE 3

+-------------------------------------------+--------+--------+-------+
|                                           | 200    | 200    | 2003  |
|                                           | 5-2006 | 4-2005 | -2004 |
+-------------------------------------------+--------+--------+-------+
| Testing month                             | March  | March  | March |
+-------------------------------------------+--------+--------+-------+
| **SCHOOL SCORES**                         |        |        |       |
+-------------------------------------------+--------+--------+-------+
| \% Proficient "plus" Advanced Proficient  | 84     | 78     | 72    |
+-------------------------------------------+--------+--------+-------+
| \% Advanced Proficient                    | 4      | 6      | 2     |
+-------------------------------------------+--------+--------+-------+
| Number of students tested                 | 63     | 55     | 47    |
+-------------------------------------------+--------+--------+-------+
| Percent of total students tested          | 100    | 99     | 100   |
+-------------------------------------------+--------+--------+-------+
| Number of students alternatively assessed | 0      | 0      | 0     |
+-------------------------------------------+--------+--------+-------+
| Percent of students alternatively         | 0      | 0      | 0     |
| assessed                                  |        |        |       |
+-------------------------------------------+--------+--------+-------+
|                                           |        |        |       |
+-------------------------------------------+--------+--------+-------+
| # SUBGROUP SCORES                         |        |        |       |
+-------------------------------------------+--------+--------+-------+
| **1. Black**                              |        |        |       |
+-------------------------------------------+--------+--------+-------+
| \% Proficient "plus" Advanced Proficient  | 84     | 77     | 71    |
+-------------------------------------------+--------+--------+-------+
| \% Advanced Proficient                    | 4      | 6      | 2     |
+-------------------------------------------+--------+--------+-------+
| Number of students tested                 | 57     | 52     | 44    |
+-------------------------------------------+--------+--------+-------+
| **2. Economically Disadvantaged**         |        |        |       |
+-------------------------------------------+--------+--------+-------+
| \% Proficient "plus" Advanced Proficient  | 85     | 73     | 72    |
+-------------------------------------------+--------+--------+-------+
| \% Advanced Proficient                    | 5      | 8      | 2     |
+-------------------------------------------+--------+--------+-------+
| Number of students tested                 | 40     | 42     | 43    |
+-------------------------------------------+--------+--------+-------+

**STATE CRITERION-REFERENCED TESTS**

NEW JERSEY ASSESSMENT OF SKILLS AND KNOWLEDGE (NJASK)

HARRIET TUBMAN SCHOOL, NEWARK, NEW JERSEY

Proficient "plus" Advanced Proficient **MATHEMATICS**

## GRADE 3

+-------------------------------------------+--------+--------+-------+
|                                           | 200    | 200    | 2003  |
|                                           | 5-2006 | 4-2005 | -2004 |
+-------------------------------------------+--------+--------+-------+
| Testing month                             | March  | March  | March |
+-------------------------------------------+--------+--------+-------+
| **SCHOOL SCORES**                         |        |        |       |
+-------------------------------------------+--------+--------+-------+
| \% Proficient "plus" Advanced Proficient  | 92     | 82     | 77    |
+-------------------------------------------+--------+--------+-------+
| \% Advanced Proficient                    | 50     | 50     | 28    |
+-------------------------------------------+--------+--------+-------+
| Number of students tested                 | 63     | 55     | 47    |
+-------------------------------------------+--------+--------+-------+
| Percent of total students tested          | 100    | 99     | 100   |
+-------------------------------------------+--------+--------+-------+
| Number of students alternatively assessed | 0      | 0      | 0     |
+-------------------------------------------+--------+--------+-------+
| Percent of students alternatively         | 0      | 0      | 0     |
| assessed                                  |        |        |       |
+-------------------------------------------+--------+--------+-------+
|                                           |        |        |       |
+-------------------------------------------+--------+--------+-------+
| # SUBGROUP SCORES                         |        |        |       |
+-------------------------------------------+--------+--------+-------+
| **1. Black**                              |        |        |       |
+-------------------------------------------+--------+--------+-------+
| \% Proficient "plus" Advanced Proficient  | 93     | 80     | 75    |
+-------------------------------------------+--------+--------+-------+
| \% Advanced Proficient                    | 48     | 51     | 25    |
+-------------------------------------------+--------+--------+-------+
| Number of students tested                 | 57     | 52     | 44    |
+-------------------------------------------+--------+--------+-------+
| **2.Economically Disadvantaged**          |        |        |       |
+-------------------------------------------+--------+--------+-------+
| \% Proficient "plus" Advanced Proficient  | 93     | 81     | 77    |
+-------------------------------------------+--------+--------+-------+
| \% Advanced Proficient                    | 45     | 54     | 28    |
+-------------------------------------------+--------+--------+-------+
| Number of students tested                 | 40     | 42     | 43    |
+-------------------------------------------+--------+--------+-------+

**STATE CRITERION-REFERENCED TESTS**

NEW JERSEY ASSESSMENT OF SKILLS AND KNOWLEDGE (NJASK)

HARRIET TUBMAN SCHOOL, NEWARK, NEW JERSEY

Proficient "plus" Advanced Proficient **LANGUAGE ARTS LITERACY**

**GRADE 4**

+-------------------------------------------+--------+--------+-------+
|                                           | 200    | 200    | 2003  |
|                                           | 5-2006 | 4-2005 | -2004 |
+-------------------------------------------+--------+--------+-------+
| Testing month                             | March  | March  | March |
+-------------------------------------------+--------+--------+-------+
| **SCHOOL SCORES**                         |        |        |       |
+-------------------------------------------+--------+--------+-------+
| \% Proficient "plus" Advanced Proficient  | 65     | 82     | 86    |
+-------------------------------------------+--------+--------+-------+
| \% Advanced Proficient                    | 2      | 2      | 0     |
+-------------------------------------------+--------+--------+-------+
| Number of students tested                 | 49     | 46     | 50    |
+-------------------------------------------+--------+--------+-------+
| Percent of total students tested          | 100    | 96     | 100   |
+-------------------------------------------+--------+--------+-------+
| Number of students alternatively assessed | 0      | 0      | 0     |
+-------------------------------------------+--------+--------+-------+
| Percent of students alternatively         | 0      | 0      | 0     |
| assessed                                  |        |        |       |
+-------------------------------------------+--------+--------+-------+
|                                           |        |        |       |
+-------------------------------------------+--------+--------+-------+
| # SUBGROUP SCORES                         |        |        |       |
+-------------------------------------------+--------+--------+-------+
| **1. Black**                              |        |        |       |
+-------------------------------------------+--------+--------+-------+
| \% Proficient "plus" Advanced Proficient  | 65     | 82     | 86    |
+-------------------------------------------+--------+--------+-------+
| \% Advanced Proficient                    | 2      | 3      | 0     |
+-------------------------------------------+--------+--------+-------+
| Number of students tested                 | 46     | 40     | 50    |
+-------------------------------------------+--------+--------+-------+
| **2. Economically Disadvantaged**         |        |        |       |
+-------------------------------------------+--------+--------+-------+
| \% Proficient "plus" Advanced Proficient  | 46     | 78     | 89    |
+-------------------------------------------+--------+--------+-------+
| \% Advanced Proficient                    | 4      | 0      | 0     |
+-------------------------------------------+--------+--------+-------+
| Number of students tested                 | 26     | 38     | 44    |
+-------------------------------------------+--------+--------+-------+

**STATE CRITERION-REFERENCED TESTS**

NEW JERSEY ASSESSMENT OF SKILLS AND KNOWLEDGE (NJASK)

HARRIET TUBMAN SCHOOL, NEWARK, NEW JERSEY

Proficient "plus" Advanced Proficient **MATHEMATICS**

**GRADE 4**

+-------------------------------------------+--------+--------+-------+
|                                           | 200    | 200    | 2003  |
|                                           | 5-2006 | 4-2005 | -2004 |
+-------------------------------------------+--------+--------+-------+
| Testing month                             | March  | March  | March |
+-------------------------------------------+--------+--------+-------+
| **SCHOOL SCORES**                         |        |        |       |
+-------------------------------------------+--------+--------+-------+
| \% Proficient "plus" Advanced Proficient  | 84     | 85     | 84    |
+-------------------------------------------+--------+--------+-------+
| \% Advanced Proficient                    | 37     | 41     | 34    |
+-------------------------------------------+--------+--------+-------+
| Number of students tested                 | 49     | 46     | 50    |
+-------------------------------------------+--------+--------+-------+
| Percent of total students tested          | 100    | 100    | 100   |
+-------------------------------------------+--------+--------+-------+
| Number of students alternatively assessed | 0      | 0      | 0     |
+-------------------------------------------+--------+--------+-------+
| Percent of students alternatively         | 0      | 0      | 0     |
| assessed                                  |        |        |       |
+-------------------------------------------+--------+--------+-------+
|                                           |        |        |       |
+-------------------------------------------+--------+--------+-------+
| # SUBGROUP SCORES                         |        |        |       |
+-------------------------------------------+--------+--------+-------+
| **1. Black**                              |        |        |       |
+-------------------------------------------+--------+--------+-------+
| \% Proficient "plus" Advanced Proficient  | 83     | 88     | 84    |
+-------------------------------------------+--------+--------+-------+
| \% Advanced Proficient                    | 39     | 43     | 34    |
+-------------------------------------------+--------+--------+-------+
| Number of students tested                 | 46     | 40     | 50    |
+-------------------------------------------+--------+--------+-------+
| **2. Economically Disadvantaged**         |        |        |       |
+-------------------------------------------+--------+--------+-------+
| \% Proficient "plus" Advanced Proficient  | 69     | 82     | 84    |
+-------------------------------------------+--------+--------+-------+
| \% Advanced Proficient                    | 31     | 42     | 37    |
+-------------------------------------------+--------+--------+-------+
| Number of students tested                 | 26     | 38     | 44    |
+-------------------------------------------+--------+--------+-------+

**STATE CRITERION-REFERENCED TESTS**

NEW JERSEY ASSESSMENT OF SKILLS AND KNOWLEDGE (NJASK)

HARRIET TUBMAN SCHOOL, NEWARK, NEW JERSEY

Proficient "plus" Advanced Proficient **LANGUAGE ARTS LITERACY**

## GRADE 5

+----------------------------------------------------------+-----------+
|                                                          | 2005-2006 |
+----------------------------------------------------------+-----------+
| Testing month                                            | April     |
+----------------------------------------------------------+-----------+
| **SCHOOL SCORES**                                        |           |
+----------------------------------------------------------+-----------+
| \% Proficient "plus" Advanced Proficient                 | 86        |
+----------------------------------------------------------+-----------+
| \% Advanced Proficient                                   | 10        |
+----------------------------------------------------------+-----------+
| Number of students tested                                | 21        |
+----------------------------------------------------------+-----------+
| Percent of total students tested                         | 100       |
+----------------------------------------------------------+-----------+
| Number of students alternatively assessed                | 0         |
+----------------------------------------------------------+-----------+
| Percent of students alternatively assessed               | 0         |
+----------------------------------------------------------+-----------+
|                                                          |           |
+----------------------------------------------------------+-----------+
| # SUBGROUP SCORES                                        |           |
+----------------------------------------------------------+-----------+
| **1. Black**                                             |           |
+----------------------------------------------------------+-----------+
| \% Proficient "plus" Advanced Proficient                 | 85        |
+----------------------------------------------------------+-----------+
| \% Advanced Proficient                                   | 11        |
+----------------------------------------------------------+-----------+
| Number of students tested                                | 19        |
+----------------------------------------------------------+-----------+
| **2. Economically Disadvantaged**                        |           |
+----------------------------------------------------------+-----------+
| \% Proficient "plus" Advanced Proficient                 | 80        |
+----------------------------------------------------------+-----------+
| \% Advanced Proficient                                   | 7         |
+----------------------------------------------------------+-----------+
| Number of students tested                                | 15        |
+----------------------------------------------------------+-----------+

**STATE CRITERION-REFERENCED TESTS**

NEW JERSEY ASSESSMENT OF SKILLS AND KNOWLEDGE (NJASK)

HARRIET TUBMAN SCHOOL, NEWARK, NEW JERSEY

Proficient "plus" Advanced Proficient **MATHEMATICS**

## GRADE 5

+----------------------------------------------------------+-----------+
|                                                          | 2005-2006 |
+----------------------------------------------------------+-----------+
| Testing month                                            | April     |
+----------------------------------------------------------+-----------+
| **SCHOOL SCORES**                                        |           |
+----------------------------------------------------------+-----------+
| \% Proficient "plus" Advanced Proficient                 | 76        |
+----------------------------------------------------------+-----------+
| \% Advanced Proficient                                   | 29        |
+----------------------------------------------------------+-----------+
| Number of students tested                                | 21        |
+----------------------------------------------------------+-----------+
| Percent of total students tested                         | 100       |
+----------------------------------------------------------+-----------+
| Number of students alternatively assessed                | 0         |
+----------------------------------------------------------+-----------+
| Percent of students alternatively assessed               | 0         |
+----------------------------------------------------------+-----------+
|                                                          |           |
+----------------------------------------------------------+-----------+
| # SUBGROUP SCORES                                        |           |
+----------------------------------------------------------+-----------+
| **1. Black**                                             |           |
+----------------------------------------------------------+-----------+
| \% Proficient "plus" Advanced Proficient                 | 74        |
+----------------------------------------------------------+-----------+
| \% Advanced Proficient                                   | 27        |
+----------------------------------------------------------+-----------+
| Number of students tested                                | 19        |
+----------------------------------------------------------+-----------+
| **2. Economically Disadvantaged**                        |           |
+----------------------------------------------------------+-----------+
| \% Proficient "plus" Advanced Proficient                 | 67        |
+----------------------------------------------------------+-----------+
| \% Advanced Proficient                                   | 33        |
+----------------------------------------------------------+-----------+
| Number of students tested                                | 15        |
+----------------------------------------------------------+-----------+

**STATE CRITERION-REFERENCED TESTS**

NEW JERSEY ASSESSMENT OF SKILLS AND KNOWLEDGE (NJASK)

HARRIET TUBMAN SCHOOL, NEWARK, NEW JERSEY

Proficient "plus" Advanced Proficient **LANGUAGE ARTS LITERACY**

## GRADE 6

+----------------------------------------------------------+-----------+
|                                                          | 2005-2006 |
+----------------------------------------------------------+-----------+
| Testing month                                            | April     |
+----------------------------------------------------------+-----------+
| **SCHOOL SCORES**                                        |           |
+----------------------------------------------------------+-----------+
| \% Proficient "plus" Advanced Proficient                 | 100       |
+----------------------------------------------------------+-----------+
| \% Advanced Proficient                                   | 6         |
+----------------------------------------------------------+-----------+
| Number of students tested                                | 17        |
+----------------------------------------------------------+-----------+
| Percent of total students tested                         | 100       |
+----------------------------------------------------------+-----------+
| Number of students alternatively assessed                | 0         |
+----------------------------------------------------------+-----------+
| Percent of students alternatively assessed               | 0         |
+----------------------------------------------------------+-----------+
|                                                          |           |
+----------------------------------------------------------+-----------+
| # SUBGROUP SCORES                                        |           |
+----------------------------------------------------------+-----------+
| **1. Black**                                             |           |
+----------------------------------------------------------+-----------+
| \% Proficient "plus" Advanced Proficient                 | 100       |
+----------------------------------------------------------+-----------+
| \% Advanced Proficient                                   | 6         |
+----------------------------------------------------------+-----------+
| Number of students tested                                | 17        |
+----------------------------------------------------------+-----------+
| **2. Economically Disadvantaged**                        |           |
+----------------------------------------------------------+-----------+
| \% Proficient "plus" Advanced Proficient                 | 100       |
+----------------------------------------------------------+-----------+
| \% Advanced Proficient                                   | 10        |
+----------------------------------------------------------+-----------+
| Number of students tested                                | 11        |
+----------------------------------------------------------+-----------+

**STATE CRITERION-REFERENCED TESTS**

NEW JERSEY ASSESSMENT OF SKILLS AND KNOWLEDGE (NJASK)

HARRIET TUBMAN SCHOOL, NEWARK, NEW JERSEY

Proficient "plus" Advanced Proficient **MATHEMATICS**

## GRADE 6

+----------------------------------------------------------+-----------+
|                                                          | 2005-2006 |
+----------------------------------------------------------+-----------+
| Testing month                                            | April     |
+----------------------------------------------------------+-----------+
| **SCHOOL SCORES**                                        |           |
+----------------------------------------------------------+-----------+
| \% Proficient "plus" Advanced Proficient                 | 100       |
+----------------------------------------------------------+-----------+
| \% Advanced Proficient                                   | 35        |
+----------------------------------------------------------+-----------+
| Number of students tested                                | 17        |
+----------------------------------------------------------+-----------+
| Percent of total students tested                         | 100       |
+----------------------------------------------------------+-----------+
| Number of students alternatively assessed                | 0         |
+----------------------------------------------------------+-----------+
| Percent of students alternatively assessed               | 0         |
+----------------------------------------------------------+-----------+
|                                                          |           |
+----------------------------------------------------------+-----------+
| # SUBGROUP SCORES                                        |           |
+----------------------------------------------------------+-----------+
| **1. Black**                                             |           |
+----------------------------------------------------------+-----------+
| \% Proficient "plus" Advanced Proficient                 | 100       |
+----------------------------------------------------------+-----------+
| \% Advanced Proficient                                   | 35        |
+----------------------------------------------------------+-----------+
| Number of students tested                                | 17        |
+----------------------------------------------------------+-----------+
| **2. Economically Disadvantaged**                        |           |
+----------------------------------------------------------+-----------+
| \% Proficient "plus" Advanced Proficient                 | 100       |
+----------------------------------------------------------+-----------+
| \% Advanced Proficient                                   | 46        |
+----------------------------------------------------------+-----------+
| Number of students tested                                | 11        |
+----------------------------------------------------------+-----------+