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

*U.S. Department of Education*

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

Name of Principal [Mrs. Gina M. Hansen]{.underline}

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

Official School Name [New Providence Middle School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_\_\_\_\_\_[35 Pioneer
Drive\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

\_\_[New
Providence]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[New
Jersey]{.underline}\_\_\_\_\_\_\_[07974-1515\_]{.underline}\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_\_\_[Union]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*\_\_[39-3560-080\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [( 908 ) 464-9161]{.underline} Fax [( 908 )
464-5927\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Web site/URL [http://www.npsd.k12.nj.us/]{.underline} E-mail
[gina.hansen@npsd.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. David M. Miceli]{.underline}

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

District Name [New Providence School District]{.underline} Tel. [( 908 )
464-9050]{.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. Ira Krauss

President/Chairperson

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

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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(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: \_\_[2]{.underline}\_\_
Elementary schools

\_\_[1]{.underline}\_\_ Middle schools

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

\_\_[1]{.underline}\_\_ High schools

\_\_\_\_\_ Other

\_\_[4]{.underline}\_\_\_ TOTAL

2\. District Per Pupil Expenditure: [\_\$11,293]{.underline}\_

Average State Per Pupil Expenditure: [\_\$12,567]{.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\. [6]{.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**       89        79          168

  **K**                                                     **8**       94        84          178

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   346
                                    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 [85]{.underline} % White

the school: [1]{.underline} % Black or African American

[6]{.underline} % Hispanic or Latino

[8]{.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:
\_\_\_\_\_[3]{.underline}\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      8
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

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

  **(3)**                   Total of all transferred    10
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 346
                            the school as of October 1  

  **(5)**                   Total transferred students  .03
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           3
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_[1]{.underline}\_\_\_%

\_\_\_[3\_]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_[2]{.underline}\_\_\_\_

Specify languages: Spanish and Portuguese

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

Total number students who qualify: \_\_\_\_[8]{.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:
\_\_\_[12]{.underline}\_\_\_%

\_\_\_[43]{.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.

\_\_[1]{.underline}\_Autism \_\_[1]{.underline}\_Orthopedic Impairment

\_\_\_\_Deafness \_\_[4\_]{.underline}Other Health Impaired

\_\_\_\_Deaf-Blindness \_[32]{.underline}\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_[1]{.underline}\_Speech or Language
Impairment

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

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_[4]{.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}\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_\_[20\_]{.underline}
\_\_\_\_\_\_[9]{.underline}\_

Special resource teachers/specialists \_\_\_\_\_[5]{.underline}\_
\_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_\_\_[2]{.underline}\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_\_[1]{.underline}\_
> \_\_\_\_\_\_[1]{.underline}\_
>
> Total number \_\_\_\_[30]{.underline}\_ \_\_\_\_\_[10]{.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 \_\_[17:1]{.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%         95%         95%         96%         96%

  Daily teacher attendance   99%         97%         97%         97%         96%

  Teacher turnover rate      0%          0%          0%          0%          0%

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

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

**PART III ‑ SUMMARY**

The mission of the New Providence Middle School (NPMS) is to ensure an
educational environment that meets the physical, intellectual, and
social emotional needs of early adolescent learners while promoting
individual success. Recognizing that students learn in different ways
and at different rates, NPMS offers students an array of academic course
offerings designed to challenge them at appropriate levels of ability.
Students experience a rigorous comprehensive curriculum which includes
math, science, language arts, world language, social studies, and
physical education. Also embedded in our program is a daily 20-minute
Advisor/Advisee program designed to provide an opportunity for students
to work collaboratively in a small group setting to strengthen
interpersonal and social skills. In addition, students enjoy an
exploratory period which offers a rotation of courses designed to
reinforce skills at the middle school, e.g. critical reading, and
research skills, as well as to expose them to areas which they may wish
to further explore in high school, e.g. robotics, drama, art, and music.
Maintaining a focus on individual interests and needs, students may opt
to end the day with an academic support study, a class in band,
orchestra or chorus, or a combination of both.

Enhancing a comprehensive curricular program is a series of
co-curricular experiences closely linked with our curricular goals. A
three-day field trip to an environmental center is a critical component
and highlight of our seventh grade program. This outdoor educational
experience, which complements units within the earth science curriculum,
allows students to participate in team-building activities based on
real-life challenges. The opportunity for students to discover and
develop individual strengths which support team goals helps build a
cohesive community of learners which is the hallmark of NPMS. A variety
of after-school clubs enable the students to develop their talents in
such areas as math, ceramics, service, yearbook, student government,
dance, peer leaders, and the literary magazine. Approximately
seventy-five percent (75%) of the student body participates in the
school's performing musical groups of band, chorus, orchestra, jazz
band, girls and boys ensembles. Students continue to distinguish
themselves at music festivals, in art contests, and with published
writing competitions.

NPMS takes great pride in its commitment to broad-based and
curriculum-integrated learning activities. Involving students, parents,
teachers, and community members, these programs are infused throughout
the curriculum to help students develop an appreciation of becoming
active participants in their community. "Jump Rope for the Heart," which
raised money for the American Heart Association, was integrated into our
physical education program. Students have also supported special broader
drives such as "Soldier's Angels," which collected DVDs for those
serving in the armed forces, and "Oprah's Angels," which provided relief
for victims of Hurricane Katrina. Responding to needs within our local
community, students sponsor annual food, clothing, and toy drives.

With interdisciplinary teaming as the foundation, the continued
integration of technology in the classroom, the exploration of careers,
and the continued expansion of the curriculum, the New Providence Middle
School remains on the \"cutting edge\" of middle school education.

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

1.  **Assessment Results:**

New Providence Middle School participates in the New Jersey assessment
system which has included the Grade Eight Proficiency Assessment (GEPA)
for many years and which introduced the Assessment of Skills and
Knowledge Grade 7 (NJASK Grade 7) in 2006. Individual student scores are
reported on a scale of 100 to 300. A score of 100-199 is Partially
Proficient, which does not meet the minimum performance level. A score
of 200-249 is considered Proficient and meets state standards. A score
of 250-300 is labeled Advanced Proficient and exceeds state performance
standards. A more detailed explanation can be found at
[www.state.nj.us/education/](http://www.state.nj.us/education/)

For the past three years eighth grade students have consistently scored
above state averages, with 92%-100% of the general education students
meeting or exceeding state standards on both the language Arts Literacy
and Mathematics sections of the GEPA. In the initial year of the NJASK
Grade 7, 100% of the seventh grade general education students met or
exceeded state standards on the NJ ASK 7 Language Arts Literacy
assessment and 96% met or exceeded state standards on the NJ ASK 7
Mathematics Assessment.

Results of the 2005-06 GEPA in Language Arts Literacy reflected that
100% of the general population of the New Providence Middle School met
or exceeded the state standards, with 22% scoring Advanced Proficient.
In addition, 88% of students with disabilities met or exceeded the state
standards on the GEPA in Language Arts Literacy. In 2004-05 99% of the
general population met or exceeded the state standards on the GEPA in
Language Arts Literacy, with 22% scoring Advanced Proficient. Students
with disabilities performed 34% above the state average on the GEPA in
Language Arts Literacy.

In 2005-2006, 88% of the student body met or exceeded state standards on
the GEPA Mathematics assessment, with 43% scoring advanced proficient.
72% of students with disabilities met or exceeded state standards on the
GEPA in Mathematics, with 32% of the students in this subgroup scoring
Advanced Proficient. In 2004-05, 95% of the student body met or exceeded
state standards on the GEPA Mathematics assessment, with 59% scoring
advanced proficient. 85% of students with disabilities met or exceeded
state standards on the GEPA Mathematics assessment, with 39% of the
students in this subgroup scoring Advanced Proficient.

We are particularly proud of the performance of our students, who have
consistently scored significantly above state standards in all tested
areas. In addition, the prognosis for continued success is very strong
as we enter additional areas of testing. Our scores on the GEPA Science
test mirror the outstanding performance in language arts and
mathematics. For the past three years eighth grade students have
consistently scored above state averages, with 96%-99% of the general
education students meeting or exceeding state standards and 80%-93% of
the students with disabilities doing the same.

2.  **Using Assessment Results**

To assess the growth and evaluate the academic needs of each child, NPMS
administration, department heads, and staff utilize multiple measures.
Results of the New Jersey Grade Eight Proficiency Assessment and the New
Jersey Grade 7 Assessment of Skills and Knowledge standardized tests are
provided to each teacher to allow them to best address the individual
needs of their students. These results are also the focus of team
meetings, departmental meetings, and discussions with guidance staff. In
addition, students whose performance was partially proficient are
specifically identified and are provided with basic skills courses in
their area of need. Basic skills teachers work closely with all staff to
monitor student progress across a range of disciplines.

NPMS offers students enriched programs in math and language arts.
Placement in these programs is determined by a number of indicators
including sixth grade standardized test scores, teacher recommendations,
and final course grades. In addition, in the area of Language Arts
students maintain portfolios which are used to assist in placement
decisions. In the area of mathematics, students in grade 6 who meet the
established criteria for enriched math 7 are invited to take an algebra
predictive exam. These results, combined with teacher input, are used to
determine placement in Algebra Theories and Application, the accelerated
math 8 program.

On a district-wide basis, administrators, department heads, and teachers
use the analysis of standardized testing data to guide changes in
curriculum, revise existing programs, establish school-wide goals, and
review instructional methodologies. A comprehensive professional
development program, reviewed annually, assures the effectiveness of
this process and helps staff address identified needs.

3.  **Communicating Assessment Results:**

Individual reports of student performance on the New Jersey Grade Eight
Proficiency Assessment and the New Jersey Grade 7 Assessment of Skills
and Knowledge standardized tests are mailed to parents as soon as they
are received from the state, generally in late June. These reports
indicate student performance as Partially Proficient, Proficient or
Advanced Proficient in the areas of Language Arts Literacy, Mathematics,
and Science.

The principal provides information on the overall performance of
students to parents at PTA meetings and Back-to-School nights. In
addition, administrators and faculty engage parents in a dialogue to
establish school goals based, in part, on the standardized test results.

In an annual written report and public presentation to the Board of
Education, the Director of Curriculum, Instruction and Supervision
summarizes the standardized testing data for the community. This is an
overview of performance of all students, reflecting available
disaggregated data. The New Jersey School Report Card, published
annually, is mailed to all parents and is posted on the district
website, [www.npsd.k12.nj.us](http://www.npsd.k12.nj.us/). The
superintendent's newsletter, *Our Schools*, is also used to communicate
test results to the community.

Maintaining ongoing communication with parents is a critical element in
assuring the success of the middle school student. NPMS issues four
reports cards annually as well as 4 mid-marking period progress reports.
This provides parents with an update on student performance every four
to five weeks, enabling them to contact teachers and work with their
children on any areas of identified need. In addition, teachers
communicate with parents by phone or email to alert parents of any
concerns as well as to compliment students on accomplishments. Students
achieving honor roll and high honor roll status receive letters of
commendation co-signed by the principal and superintendent. A list of
these students is also published in the local newspaper.

4.  **Sharing Success:**

Opportunities to share success present themselves in many different
ways. On a local level, articles in the newspaper, features on the local
TV 35 station, and district communications with parents and community
provide ongoing opportunities to share success. Working with colleagues
within the district provides opportunities to share best practices and
to synthesize ideas which lead to better education for students.
Teachers also participate in our district-wide professional development
program, offering full-day and half-day programs focusing on individual
areas of expertise and success.

Participation in national, state, and local professional conferences and
meetings provides administrators and teachers the opportunity to share
accomplishments as well as to learn about the successes of others. In
2005 the building principal accompanied a team of NPMS teachers to the
National Middle School Convention in Philadelphia. Discussion
opportunities at the many seminars attended provided opportunities for
staff to share best practices and classroom successes. This year one of
the school's math teachers will be presenting a session on vertical
teaming at the National Council of Teachers of Mathematics Convention in
Atlanta, Georgia. Faculty members also actively participate in statewide
initiatives related to best practices, including most recently working
with Grant Wiggins on implementing the NJCCS through lessons based on
Understanding by Design.

We have also opened our doors to colleagues from nearby districts.
Visits from teams of teachers, guidance counselors, and administrators
have provided us the opportunity to showcase our school and to discuss
the existing policies and practices designed to maximize the schools'
overall effectiveness at meeting the needs of every child.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:**

**Language Arts**: The language arts program emphasizes the development
and refinement of literacy skills in five essential areas: reading,
writing, speaking, listening, and viewing. Differentiated instruction is
used to address and challenge students of various abilities and talents
at appropriate levels. Reading skills, including understanding the
structure of organized text, comprehension of informational and
narrative selections, clarifying and expanding vocabulary,
differentiating between ideas and themes, and responding critically to
written text by identifying, analyzing, and applying knowledge, is
taught through the use of an anthology, supplemental novels, and
selected works in a variety of genres. Writing is an integral part of
the curriculum and serves to reinforce the connection between reading,
speaking, listening and viewing. Recognizing that consistency in
evaluation of writing products is essential, all middle school teachers
apply the same rubric in assessing essays, creative pieces, and
open-ended questions. Speaking, listening, viewing, and research skills
are also essential components of the language arts curriculum, and team
efforts assure the extension of these skills to all subject areas.

**Mathematics**: Using the NJ standards as a guideline, the Middle
School mathematics curricula engage students in a variety of activities
in an environment where inquiry, experimentation, and technology play a
major role in the learning process. By integrating concepts in real
world applications and interdisciplinary connections, students perceive
mathematics as an important and useful tool in their lives. The
curriculum of grade 7 includes content, skills and applications related
to proportional reasoning, rational numbers, geometry, measurements,
probability and statistics. The curriculum of grade 8 relates algebraic
and geometric ideas to other topics in mathematics, with focus on
patterns, relationships and functions. Students identified as highly
proficient, through a comprehensive assessment process may qualify for
an enriched seventh grade course and Algebra Theories and Applications
in grade 8.

**Science**: The New Providence Middle School science curriculum
includes topics in both the Life and Earth Sciences, and is designed to
prepare our students for the variety of experiences that they will have
in the high school and beyond. Using an inquiry-based approach to
learning, students are first introduced to the basic design of living
things and examine how genetics and the inheritance of traits help to
define the form and function of even the simplest organisms. Students
then investigate the impact humans have had on living things and what
actions are necessary to sustain life as we know it. They are also
exposed to concepts that help them to understand theories of the
formation of our universe and how those theories can be applied to the
formation of our solar system and our Earth. Students apply their
knowledge to real-world scenarios which help develop critical thinking
and problem-solving skills.

**Social Studies**: In keeping with the NJ Core Content Standards, the
Middle School social studies curriculum offers a chronological study of
American history beginning with an examination of the earliest native
cultures through the Reconstruction Era. Focus is on helping students
develop higher level thinking skills and recognize the relationship
between past and current events. Integrated into the course of study are
discussions of contemporary issues, e.g. genocide, apartheid, racism,
isolationism, and civic responsibility.

**World Language**: Following a comprehensive elementary school Spanish
language program and exposure to French in the sixth grade, New
Providence Middle School offers students a choice of French or Spanish.
Using the communication approach to language acquisition, students are
immersed in the target language of their choice. Working through a
series of thematic units based on real-life scenarios, students develop
the ability to communicate comfortably at the novice level. Infused in
the program are cultural units which support the communicative goals.

**Exploratory Program**: The Middle School offers an exploratory period
which includes a rotation of courses designed to help develop skills at
the middle school as well as to expose them to areas which they may wish
to further explore in high school. Recognizing the importance of the
arts as an integral part of the development of the total child, the
program highlights opportunities to explore the visual, practical, and
performing arts. The seventh grade program includes art, digital photo
workshop, drama, music appreciation, reading, and research; the eighth
grade program includes art, fabric arts, drama, music history, reading,
and robotics. Each exploratory course consists of thirty days and the
rotation permits each student to experience all six exploratories
annually.

2\. **(Secondary Schools)** **English:**

The English language program focuses on the development of skills in
five essential areas: reading, writing, speaking, listening, and
viewing. Taught in an integrated and interactive way, content in each of
these areas is presented to challenge students of all ability levels and
is characterized by a strong emphasis on the relationship of language to
thinking and learning across the curriculum. Students are taught process
writing with emphasis on sophistication of topic development, logical
organization, effective use of detail, and sentence variety. Work is
revised then edited for correct grammar, usage, and evidence of
higher-level critical thinking skills. Individual portfolios, containing
final products, are examined regularly by students and teachers to
assess growth in writing skills. Using an anthology supplemented by
selected works, reading skills including comprehension, vocabulary
development, text analysis, and critical thinking are the focus of
instruction. In addition, the thirty-day Reading Exploratory provides
all students with additional exposure to strategies to improve their
critical reading skills.

To address the specific needs of students who read below grade level,
NPMS has developed a Basic Skills program based on current research on
best practices. Students are provided with remediation twice a week in a
small group setting. Individual profiles are established for each
student based on assessment data and anecdotal information. Activities
are designed to address individual needs and provide students the
opportunity to progress at his or her own pace. Recognizing that these
students needed additional support, NPMS initiated an eight-week
after-school remediation program which has met with great success.

3.  **Additional Curriculum Area:**

In keeping with our mission to provide an educational environment which
provides students multiple opportunities to achieve success, NPMS has
developed an outstanding music education program. The Music Education
and Performing Arts program at New Providence Middle School is an
all-inclusive, non-auditioning department whose enrollment encompasses
two thirds of the student body. Students may choose to participate in
Concert Band, Chorus, Orchestra, or a combination of any two. These
programs occur during the last period of the school day. In addition
students may elect to join smaller ensembles, e.g. jazz ensemble, girls'
ensemble, which meet before and after school. Students perform in two
concerts annually and participate in an annual competition at Music in
the Parks. In addition, all students take general music as part of the
exploratory program. The Middle School program provides a critical link
between the elementary school and high school programs in music
education. The benefits of music education: self-discipline,
responsibility, social awareness, and cognitive development, are vital
tools for all our students.

4.  **Instructional Methods:**

Helping students to maximize their individual potential and providing
opportunities for students to discover their personal strengths are
critical goals at NPMS. Instructional practices and activities are
supported through current research and honor individual differences in
learning styles. The school day is comprised of 9 instructional periods
of 40 minutes each. Weekly team meetings are built into the schedule,
allowing for extensive collaboration and planning.

To motivate and maintain student interest, teachers select from a wide
repertoire of instructional strategies and resources. Teachers work
collaboratively to assure an integrated approach to both content and
skill acquisition that reinforces learning and provides meaningful
context which aids in retention. The use of a school-wide writing rubric
has helped provide student with clear and consistent expectations for
writing assignments in different content areas. This strategy has proven
very effective in improving the writing skills and scores of our
students.

Problem-based and inquiry-based learning provides students opportunities
to apply their knowledge to real-world scenarios and to think creatively
about issues which are relevant to them. Infusing technology into the
delivery of instruction has brought the classroom into the 21^st^
century. Emailing pen pals in Spain, solving problems using the TI
Navigator in math, and viewing the universe through a micro dome are
just some examples of the ways in which technology is able to enhance
and improve student learning. Recognizing that assessment is critical to
instruction and learning and that students learn in different ways and
at different paces, teachers provide multiple ways for students to
demonstrate acquisition of knowledge.

Differentiating instruction has helped struggling, advanced, and all
those in between become engaged in the learning process. Whether making
accommodations or modifications to content, process, or product we work
to keep our sights set on the individual needs of all students. This
flexible yet carefully thought out approach, provides us with a recipe
of *how to teach,* as the state standards continue to provide guidelines
as to *what to teach*.

5.  **Professional Development:**

All teachers new to the New Providence School District must attend a
three-day workshop, Essential Elements of Instruction, held before
school opens in August, which highlights the instructional goals of the
district and provides insight into methods which are best suited to
achieving these goals. Based initially on Madeline Hunter's framework,
the program has developed over the past ten years to reflect current
research-based best practices and to address district needs as
identified based on studies of student performance. Emphasis is placed
on instructional techniques which maximize student learning. During
their second year, teachers attend a three-day cooperative learning
workshop and during their third year a one day workshop on Peer
Coaching. These three programs provide a very solid foundation and
shared understandings for excellence in instruction.

The district provides two professional development days which involve
all staff members. The topics for days are determined by a committee of
teachers and administrators who carefully review data on student
performance and current research on instructional practices, and who
receive input from all stakeholders in the educational community. During
the past few years these programs have focused on social/emotional
learning, gender equity, differentiated instruction, advisor/advisee,
and integrating technology into the classroom. Complimenting these
opportunities are regularly scheduled weekly team meetings and monthly
departmental and building meetings. In addition, individual teachers
also have the opportunity to attend conferences, seminars and workshops
both within and outside the district which related to the NJCCS. The
opportunities provided through our extensive professional development
program have had direct and positive impact on student achievement.

**PART VII - ASSESSMENT RESULTS**

Attached you will find charts that display New Providence Middle School
Grade Eight Proficiency Assessment Result in Language Arts Literacy,
Mathematics, and Science from 2003-2006, in addition, we have included
the assessment results for New Jersey Skills and Knowledge Assessment
Grade 7 Results for Language Art Literacy and Mathematics from 2006.

**STATE CRITERION-REFERENCED TEST**

Subject: [Language Arts Literacy]{.underline} Grade: [8]{.underline}
Test: [Grade Eight Proficiency Assessment]{.underline}

Edition/Publication Year \_\_\_\_[1998]{.underline}\_\_ Publisher:
[Pearson Educational Measurement]{.underline}

**STATE CRITERION-REFERENCED TEST**

Subject: [Mathematics]{.underline} Grade: [8]{.underline} Test: [Grade
Eight Proficiency Assessment]{.underline}

Edition/Publication Year \_\_\_\_\_\_[1998]{.underline}\_\_\_\_\_
Publisher: [Pearson Educational Measurement]{.underline}

  ---------------------------------------- ----------- ----------- -----------
                                           2005-2006   2004-2005   2003-2004

  Testing Month                            March       March       March

  **SCHOOL SCORES**                                                

  \% Proficient plus Advanced Proficient   88          95          91

  \% Advanced Proficient                   43          59          42

  Number of Students tested                162         166         171

  Percent of Students tested               100         100         100

  Number of Students Alternatively         1           0           0
  Assessed                                                         

  Percent of Students Alternatively        \>1         0           0
  Assessed                                                         

                                                                   

  **SUBGROUP SCORES**                                              

  1\. Students with Disabilities                                   

  \% Proficient plus Advanced Proficient   72          85          52

  \% Advanced Proficient                   32          39          0

  Number of Students tested                25          13          25

                                                                   

  2\. Asian                                                        

  \% Proficient plus Advanced Proficient   100         86          

  \% Advanced Proficient                   60          79          

  Number of Students tested                10          14          
  ---------------------------------------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TEST**

Subject: [Science]{.underline} Grade: [8]{.underline} Test: [Grade Eight
Proficiency Assessment]{.underline}

Edition/Publication Year \_\_\_\_[1998]{.underline}\_\_\_ Publisher:
[Pearson Educational Measurement]{.underline}

  ---------------------------------------- ----------- ----------- -----------
                                           2005-2006   2004-2005   2003-2004

  Testing Month                            March       March       March

  **SCHOOL SCORES**                                                

  \% Proficient plus Advanced Proficient   96          98          93

  \% Advanced Proficient                   54          56          40

  Number of Students tested                162         168         171

  Percent of Students tested               100         100         100

  Number of Students Alternatively         1           0           0
  Assessed                                                         

  Percent of Students Alternatively        \>1         0           0
  Assessed                                                         

                                                                   

  **SUBGROUP SCORES**                                              

  1\. Students with Disabilities                                   

  \% Proficient plus Advanced Proficient   88          93          80

  \% Advanced Proficient                   28          14          20

  Number of Students tested                25          14          25

                                                                   

  2\. Asian                                                        

  \% Proficient plus Advanced Proficient   100         86          

  \% Advanced Proficient                   80          79          

  Number of Students tested                10          14          
  ---------------------------------------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TEST**

Subject: [Language Arts Literacy]{.underline} Grade: [7]{.underline}

Test: [New Jersey Assessment of Skills and Knowledge]{.underline}

Edition/Publication Year [2006]{.underline} Publisher: [Riverside
Publishing]{.underline}

**STATE CRITERION-REFERENCED TEST**

Subject: [Mathematics]{.underline} Grade: 7

Test: [New Jersey Assessment of Skills and Knowledge]{.underline}

Edition/Publication Year [2006]{.underline} Publisher: [Riverside
Publishing]{.underline}