##### U.S. Department of Education September 2003 

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal: [Mr. Jim Stefankiewicz]{.underline}

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

Official School Name : [Union County Magnet High School for Math,
Science, and Technology]{.underline}

(As it should appear in the official records)

School Mailing Address: [1776 Raritan Road]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Scotch Plains NJ]{.underline}
\_\_\_\_\_\_[07076-2928]{.underline}\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [(908 ) 889-3800]{.underline} Fax [( 908 ) 889-3196]{.underline}

Website/URL <http://www.ucmagnethigh.k12.nj.us/ucvts/MHS/> [E-mail
jstefankiewicz@ucvts.tec.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\_\_\_\_[1/29/04]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. Thomas J. Bistocchi]{.underline}

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

District Name: [Union County Vocational-Technical Schools]{.underline}
Tel.[(908)889-2900]{.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\_\_\_\_\_[1/29/04]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board Mr. Charles Mancuso

President/Chairperson

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

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

Date\_\_\_\_\_[1/29/04]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

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 of Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 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 1998.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

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

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

\_\_[3]{.underline}\_\_ High schools

\_\_\_\_\_ Other (Briefly explain)

\_\_[3]{.underline}\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_[\$14, 337]{.underline} \_\_\_

Average State Per Pupil Expenditure: \_\_[\$10, 138]{.underline}
\_\_(This number represents all operating types)

-   **Note that the average per pupil expenditure for vocational school
    districts in New Jersey is**

    **\$13, 114.**

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

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

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

4\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

[5]{.underline} If fewer than three years, how long was the previous
principal at this school?

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

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

  **K**                                                     **7**                             

  **1**                                                     **8**                             

  **2**                                                     **9**       42        33          75

  **3**                                                     **10**      40        37          77

  **4**                                                     **11**      23        36          59

  **5**                                                     **12**      37        36          73

  **6**                                                     Other                             

                                    **TOTAL                                                   284
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [56.4]{.underline} % White

the students in the school: [13.0]{.underline} % Black or African
American

[7.0]{.underline} % Hispanic or Latino

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

[0]{.underline} % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[0%]{.underline}

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

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

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

  **(3)**     Subtotal of all transferred        0
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    284
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    0
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: \_\_\_[n/a]{.underline}\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_[5.3]{.underline}\_\_\_%

\_\_\_[15]{.underline}\_\_\_Total Number Students Who Qualify

> If this method does not produce a reasonably 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:
\_\_[0.4]{.underline}\_\_\_%

\_\_\_[1]{.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.

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

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_\_\_Specific Learning Disability

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

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

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 \_\_[25]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists\* \_\_\_[3]{.underline}\_\_\_
\_\_\_\_\_\_\_\_

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

> Support staff \_\_\_[5]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_[34]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> **\*Includes 2 Guidance Counselors and a School Nurse**

12\. Average school student-"classroom teacher" ratio: \_[11.4 :
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.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 96.8        96.2        96.7        96.5        96.9

  Daily teacher attendance 97.9        98.5        97.0        98.0        97.8

  Teacher turnover rate\*  16          16          8           32          16

  Student dropout rate     0           0           0           0           0

  Student drop-off         0           4.9         .4          4.3         .8
  rate\*\*                                                                 
  ------------------------ ----------- ----------- ----------- ----------- -----------

> **\* Note that with a total of 25 classroom teachers, 2-4 teachers
> leaving per year results in an 8-16% teacher turnover rate. After the
> 1999-2000 school year, a higher percentage of teachers left primarily
> due to maternity leaves and relocations out of state.**
>
> **\*\* Due to the fact that we are a school of choice, some students
> have decided to return to their home districts.**

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_\_[60]{.   |
|                                                     | underline}\_\_ |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_[97]{    |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_\_[2]{   |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_\_[0]{   |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_\_\_[0]{   |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_\_[0]{   |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_[1]{   |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_[0]{   |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**[PART III -- SUMMARY]{.underline}**

**[Brief Narrative]{.underline}**

The Union County Magnet High School for Math, Science and Technology
(UCMHS), part of the Union County Vocational Technical Schools located
in Scotch Plains, New Jersey, is a four-year specialized high school
emphasizing "the utilization and responsible application of technology
through problem-solving, project-based learning, and interdisciplinary
education." Furthermore, our mission is to prepare students "to become
self-directed, responsible, and productive individuals within the
changing landscape of society."

To realize this mission, our school of approximately 280 students offers
a specialized curriculum in Computer Aided Drafting and Design (CADD)
with concentrations in Engineering and/or Architecture. All students
will, through the American Design and Drafting Association (ADDA), earn
their certification as a drafter. In their senior year, students have
the option to enroll in a comprehensive internship program. This program
allows students to spend half of their school day working directly with
engineers and architects in local firms. By the end of their senior
year, our students will earn a minimum of 22 college credits in
Engineering and Architecture through an articulation with Union County
College.

Paramount to the success of our specialization is the marriage of
advanced study of science and mathematics coupled with a school-wide
commitment to writing across the curriculum. A strong emphasis is placed
on research, cooperative learning, and presentation skills. Extensive
course offerings in mathematics and the sciences enable students to
complete up to five courses in math and eight courses in science. Our
honors-level humanities requirements and interdisciplinary electives
support the school's specialization by integrating technology throughout
the curriculum.

The goals of our program are designed to prepare academically motivated
students for post-secondary education and ultimately the workplace. This
is accomplished by fostering critical analysis and problem-solving
skills. Discovery learning and presentation skills are also critical
elements in realizing our goals. Students have worked directly in "real
world" situations by competing and/or placing in a variety of state-wide
and national competitions, including Bridge Building, Med-Biotics and
FIRST Robotics. Another component to meeting our students' educational
needs is our project-based, collaborative approach to learning. Our
culturally diverse and gender equal population provides crucial added
value to this approach in that it assists students in excelling in a
global and multi-cultural environment.

Our school has a strong association with the National Consortium of
Specialized Secondary Schools of Math, Science, and Technology
(NCSSSMST). This association enables our students, through conferences,
to work closely with schools of similar specialization. This allows our
students to gauge their progress against students of similar abilities
from around the country.

The success of our specialized program may be measured through honors
and achievements that our school community has earned. UCMHS was
recently named a 2003-2004 Governor's School of Excellence. In
2000-2001, we were awarded two New Jersey Department of Education Best
Practices in Mathematics and Social Studies. The average SAT score for
the class of 2003 is 1282, ranking among the top 3 high schools in the
state. Additionally, our students annually achieve a 100% passing rate
on the High School Proficiency Assessment (HSPA). In 2002, our school
ranked first in the state in students who achieved advanced proficiency
in both Math and Language Arts on the HSPA. After graduation, over 99%
of our graduates have continued on to four-year college programs, with
many enrolling in engineering programs.

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

**[School's Assessment Results]{.underline}**

Union County Magnet High School first administered the Grade 11 High
School Proficiency Test (HSPT) during the 1999-2000 school year. The
HSPT was a rigorous test of essential skills in Reading, Mathematics,
and Writing. The test measured students strictly on a pass/fail basis.
The scoring range for each section was from 100 to 500, with a score of
300 or better on each section qualifying as Proficient. Students would
take the test in October of their junior year with an opportunity to
repeat the test in April of that same year if they did not reach the
Proficient level after the first administration of the test. A third
administration of the test would be given to students in October of
their senior year if they were still not deemed Proficient in one of the
given areas. If a student did not achieve the Proficient level after the
third administration of the exam, they could then take a Special Review
Assessment (SRA). This assessment was necessary for any student who was
not able to meet the requirement in any or all three subject areas
tested after all three attempts. UCMHS' first two classes, class of 2001
and class of 2002, were administered the HSPT, and both classes scored
100% passing in each of the three subject areas.

In March 2002, the High School Proficiency Assessment (HSPA) replaced
the HSPT as New Jersey's graduation test. The HSPA, now aligned to the
1996 Core Curriculum Content Standards, measured proficiency in two
areas, Mathematics and Language Arts. The HSPA also is now more closely
aligned with the New Jersey Assessment of Skills and Knowledge (NJ ASK
4) and the Grade Eight Proficiency Assessment (GEPA). Our third and
fourth classes were administered the HSPA during the 2001-2002 and the
2002-2003 school years respectively. Three proficiency levels have been
determined for each of the sections of the HSPA within the 100 to 300
scoring levels: Partially Proficient, Proficient, and Advanced
Proficient. Students scoring in the lowest level, Partially Proficient
(fewer than 200 points), are considered to be below the state minimum
level of proficiency. These students may only need instructional
intervention. Instructional decisions for all students are to be
determined only after additional information is considered, e.g.,
classroom tests, teacher observations. Students who score between
200-250 are considered Proficient, and students scoring between 250-300
are considered Advanced Proficient.

For the 2002 HSPA administration, 100% of our students achieved at the
Proficient or Advanced Proficient level. In that year, 85.4% achieved
Advanced Proficiency in Math. 62.9% attained Advanced Proficiency in
Language Arts, with 56.5% scoring Advanced Proficient in both the
Mathematics and Language Arts sections. This was the highest percentage
achieved by any high school in New Jersey. For the 2003 administration,
100% of our students once again achieved at the Proficient or Advanced
Proficient level. For that year's test, 72.6% scored Advanced Proficient
in Math and 58.9% reached the Advanced Proficient level in Language
Arts. 45.2% of our students achieved the Advanced Proficient level in
both the Mathematics and Language Arts sections.

**[Assessment Data]{.underline}**

UCMHS believes that assessment is as critical an element to our
educational program as instruction. It is through sound assessment
techniques that students truly get an opportunity to demonstrate their
skills.

We maintain a database of student performance on various assessments
throughout each student's relationship with our school. We begin with
the UCMHS admission examination which assesses students in Mathematics
and Language Arts. We then log PSAT results for students for their first
three years at UCMHS. All students in grades 9 through 11 take the PSAT
each year. Next, we catalog SAT results for each student. This data
enables us to evaluate how our curricula prepare our students for
standardized tests. Perhaps more importantly, the data allows us to
cater instruction on an individual basis so that students who need extra
help in a particular area can be identified and instruction designed to
address their individual needs.

To ensure that what we are measuring is aligned with the state Core
Curriculum Content Standards and changes in the PSAT and SAT, our
teachers complete "curriculum crosswalks" throughout the school year.
These crosswalks examine our curriculum objectives and document where
each of the standards is addressed. Furthermore, teachers are required
to cite the standards addressed for each objective in their lesson
plans.

Assessment data collected through our SAT Prep classes is used to
identify areas where modifications in the Mathematics and Language Arts
curricula might be necessary. Teachers from these disciplines meet
monthly to discuss strategies to implement curricular modifications.

**[Student Performance]{.underline}**

Student performance data is communicated to parents primarily through
the mailing of interim and end of term grade reports and through direct
home contact. Interim and grade reports are sent to parents every four
to five weeks. Also, teachers frequently make home contacts, through
email and phone calls, to update parents on their child's progress.
Teachers often conduct parent/teacher conferences beyond the regularly
scheduled conference held each year in November. Parents are also kept
abreast of student accomplishments through the Principal's contribution
to the monthly parent newsletter.

Individual teachers share performance data with students in their
classes through the evaluation of rubrics. Teachers, through rubrics,
provide students with meaningful feedback to enhance future performance.

UCMHS communicates performance data to the community through the
development of a school profile. This profile is primarily sent to
college counselors. The district also reports data via the New Jersey
School Report Card. This report card publishes student performance on
HPSA, SAT and AP results in local newspapers and on the Department of
Education website.

Furthermore, four information sessions are conducted each year for
prospective students and parents. Similarly, the school's Principal
visits local community organizations to inform the public on the
school's mission and accomplishments.

Finally, students, parents, and the community can access the school's
website to learn about student achievements and general information on
our school and district. Our public relations consultant works
consistently with media to publish student and school accomplishments in
local newspapers.

**[School Sharing Successes]{.underline}**

UCMHS has been fortunate enough to be named a Governor's School of
Excellence and awarded two New Jersey Department of Education Best
Practices. School of Excellence and Best Practice applications are
published on the state's Department of Education website. Schools from
all over the state are invited to access this website to replicate Best
Practices in their own schools.

Administrators and teachers from our school have made numerous
presentations at various professional conferences held around the state.
These presentations have been in the areas of instructional technology
and curriculum development. Our school also houses the Union County
Educational Technology Training Center. Teachers from all over Union
County come to our school to learn how to better utilize technology in
the classroom.

Other schools from around Union County and the state have visited our
school to tour our facilities and observe our classroom techniques.
Other districts have requested our input in implementing such
innovations as block scheduling and interdisciplinary curricula.

Administrators from UCMHS instruct our district's new teacher training
program. This four week summer workshop familiarizes new teachers to the
district with the mission and educational philosophy of the Magnet High
School. The majority of the teachers who complete the program are placed
in the district's new high school which opened two years ago.

UCMHS also works with local universities to place student teachers in
our classrooms. It is our hope that these future classroom teachers will
take things learned in our school to their new placements.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

**[School's Curriculum]{.underline}**

The Union County Magnet High School has designed its curriculum around
several key educational concepts. Since our school's specialization is
technology-based pre-engineering, technology integration is a vital
element of each curriculum in the school. Another element that drives
our curriculum is a commitment to writing in each subject area. Thirdly,
we place a significant emphasis on authentic assessment. This includes
project-based assessments that require students to solve problems and
think critically.

All the courses offered at the Magnet High School are taught minimally
at the honors level. All students take courses in Technology, Science,
Mathematics, Language Arts, History, World Language, and Fitness. There
are a number of Advanced Placement courses to challenge students
further.

In the area of Technology, our students are required to take courses in
each of their four years. Students take courses in Computer Aided
Drafting and Design, Introduction to Engineering, and Architecture.
Starting in the sophomore year, through an articulation with Union
County College, students earn college credit for the Technology courses
they take. They will earn a minimum of 22 college credits prior to
graduation. The Technology curricula will be discussed in greater detail
in question 3 in Part V.

Students are required to take four years of Science. Starting in the
freshmen year with Biology and Foundations of Science, students then
move on to Chemistry and Physics. AP Biology, AP Chemistry, and AP
Physics C are available for students in the junior and senior year. We
offer several Science electives, including Anatomy and Physiology,
Ecology, and Research Methods in Science. By the time they graduate,
students have the opportunity to take up to eight Science courses.

In the area of Mathematics, students are once again required to take
courses for each of their four years. The traditional sequence starts
with a combined Algebra I/II course. The sophomore offering is
Geometry/Trigonometry. Juniors take Math Analysis (Pre-Calculus). All
seniors will then take AP Calculus. For students who advance beyond the
regular sequence, courses are offered in AP Calculus II, Calculus III,
Linear Algebra, Multivariable Calculus, and Probability and Statistics.

Social Studies and Language Arts are taught through integrated
curricula. Freshmen take World History and World Literature. Sophomores
take U.S. History I coupled with Early American Literature, while
juniors take U.S. History II and 20^th^ Century American Literature.
There is no senior year Social Studies requirement; however, there are
several AP electives, including European History and U.S. Government.
Seniors take British Literature or AP Literature and Composition.
Language Arts will be discussed in greater detail in question 2 in Part
V.

UCMHS offers two World Languages: Spanish and French. Students are
required to take three years of a World Language. Our World Language
offerings extend up to level five. An elective in Linguistics is offered
to seniors.

All students take Fitness/Health for each of the years they attend the
Magnet High School. Our Fitness program emphasizes personal growth and
nutrition, as well as mental well being.

The Visual and Performing Arts are integrated into each curriculum area.
This is done primarily through performance assessments and technology
integration.

Curriculum crosswalks are completed in each Core Content area to ensure
that all state standards are met by all of our students.

**[English Language Curriculum]{.underline}**

Union County Magnet High School students take Language Arts each of the
four years they attend the school. In each of these four years, students
are offered within each curriculum a blend of literature, grammar,
vocabulary, reading comprehension, and literary research. For the first
three years, each Language Arts curriculum is integrated with a Social
Studies curriculum. Freshmen take World Literature in conjunction with
World History. Sophomores enroll in Early American Literature coupled
with U.S. History I. Eleventh grade students take 20^th^ Century
American Literature along with U.S. History II. Seniors are offered a
choice of classes. If they meet a rigorous pre-requisite, students can
elect to take Advanced Placement Literature and Composition. Other
students take British Literature. Each of these classes focuses on the
various elements of Language Arts listed above. This provides for a well
balanced student and satisfies the state's core curriculum content
standards. This approach also enables our instructors to identify
students who may need remediation in a particular area. For those
students who require remediation, a Language Arts instructor is
scheduled every day during the lunch periods to serve in a writing help
room. Students may go to writing help to address a particular need or
just find a quiet place to read.

Each student is required to complete a literary research paper each of
the four years. This activity is perhaps the most meaningful because it
incorporates all the elements of the class into a culminating
experience.

**[Curriculum Area of the School's Choice]{.underline}**

UCMHS' Technology Curricula provides students with the essential skills
and knowledge they need to achieve in all areas of academic life.
Students of the 21^st^ century will be at a disadvantage if they are not
well schooled in cutting edge technology. Our school offers students the
latest technologies to succeed.

As important as the physical technology are the curricular offerings
that act as the mechanism for students to demonstrate their knowledge
and skills. Our mission is to foster "the utilization and responsible
application of technology through problem-solving, project-based
learning, and interdisciplinary education." To realize this mission, our
school offers a specialized technology curriculum in Computer Aided
Drafting and Design (CADD) with concentrations in Engineering and/or
Architecture. All students will, through the American Design and
Drafting Association (ADDA), earn their certification as a drafter. In
their senior year, students have the option to enroll in a comprehensive
internship program. This program allows students to spend half of their
school day working directly with engineers and architects in local
firms. By the end of their senior year, our students will earn a minimum
of 22 college credits in Engineering and Architecture through an
articulation with Union County College.

In addition to our Internship program, the high school and college
courses taken over the four years include: Introduction to Design
Technology, Introduction to Engineering, Computer Aided Drafting and
Design, 3-D Studio Max, and Architecture I and II.

Our Technology program is also special because it is integrated into
each curriculum in the school. We set high expectations for the
integration of technology into the classroom and provide our instructors
and students the technology tools necessary to achieve in all areas.

**[Instructional Methods]{.underline}**

Our instructional philosophy places a heavy emphasis on nurturing
students' preferred learning styles and multiple intelligences. However,
we also strive to foster the development of students' secondary learning
preferences. This philosophy is realized through project-based learning
and by giving students choices on their assessments. Our traditional
tests and essays, coupled with our alternative projects, promote
students' critical-thinking and decision-making skills while at the same
time prepares them for the reality of standardized tests. Students are
always asked to complete tasks or answer questions that require higher
level thinking, as per Bloom's Taxonomy, including analysis, synthesis,
and evaluation. To ensure that different learning styles are addressed,
each student takes the Gregoric Learning Style assessment at the
beginning of each school year. Each student's preferred learning style
is then provided to the student and to each instructor. Teachers use
this information to develop individualized lessons, assessments, and
form cooperative groups for students who possess different strengths.

Our instruction and assessment methods are aligned to our specialization
through the infusion of technology throughout each of the disciplines.
Instructors use cooperative learning, discovery learning as well as
lecture/discussion. Students are often assessed through oral
presentations that include supporting technology. In many classes,
students are required to maintain digital portfolios.

**[Professional Development Program]{.underline}**

Our school is deeply committed to professional development and life-long
learning. Every summer, new faculty members attend a four-week training
workshop taught by school administrators and teachers who serve as
curriculum coordinators. This training focuses on curriculum development
and instructional strategies. Educational philosophies, Bloom's
Taxonomy, designing lessons to satisfy learning styles, and authentic
assessment are several of the topics reviewed. The program facilitators
spiral topics and model sound teaching practice throughout the training.

Additionally, in the summer, teachers from two academic disciplines come
together on our campus to participate in vertical and horizontal
articulations of their discipline's curricula. These sessions focus on
the evaluation of the scope and sequence of each curriculum. This
curriculum articulation continues throughout the school year at grade
level meetings held during faculty meetings and scheduled monthly
department meetings. We view faculty meetings as excellent opportunities
for professional development. Each monthly meeting is "hosted" by the
faculty of a particular discipline. These teachers begin each meeting by
making presentations to the entire faculty on the curricular
developments in that discipline**.**

Once a month during the school year, our school offers professional
development mini-classes. These classes, which are taught by our
teachers, focus on a particular area of educational research and
correspond to our technology specialization. The participants are shown
how to implement innovative strategies into their classrooms
immediately. Topics of these classes include project-based learning and
instructional technologies, including Starboard Technology and utilizing
Digital Video Editing in the classroom. Other classes addressed writing
across the curriculum and using brain-based research to maximize the
impact of block scheduling. These classes also enable us to identify
areas of need and address them in a timely fashion.

> **[RESULTS FOR STATE CRITERION-REFERENCED TEST]{.underline}**

Grade\_\_[11]{.underline}\_\_\_\_

Test\_\_\_\_\_[High School Proficiency Assessment (HSPA)]{.underline}

Edition/publication year\_[Annual]{.underline} Publisher \_[New Jersey
Department of Education]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

No students were excluded from testing in any of the reporting years.

Number excluded\_\_\_[0]{.underline}\_\_\_\_ Percent
excluded\_\_\_[0]{.underline}\_\_\_\_

**Explain the standards for basic, proficient, and advanced (or the
relevant state categories), and make clear what the test results mean in
a way that someone unfamiliar with the test can interpret the results.**

The HSPT was a rigorous test of essential skills in Reading,
Mathematics, and Writing. The test measured students strictly on a
pass/fail basis. The scoring range for each section was from 100 to 500,
with a score of 300 or better on each section qualifying as Proficient.
Students would take the test in October of their junior year with an
opportunity to repeat the test in April of that same year if they did
not reach the Proficient level after the first administration of the
test. A third administration of the test would be given to students in
October of their senior year if they were still not deemed Proficient in
one of the given areas. If a student did not achieve the Proficient
level after the third administration of the exam, they could then take a
Special Review Assessment (SRA). This assessment was necessary for any
student who was not able to meet the requirement in any or all three
subject areas tested after all three attempts.

In March 2002, the High School Proficiency Assessment (HSPA) replaced
the HSPT as New Jersey's graduation test. The HSPA, now aligned to the
1996 Core Curriculum Content Standards, measured proficiency in two
areas, Mathematics and Language Arts. The HSPA also is now more closely
aligned with the New Jersey Assessment of Skills and Knowledge (NJ ASK
4) and the Grade Eight Proficiency Assessment (GEPA). Our third and
fourth classes were administered the HSPA during the 2001-2002 and the
2002-2003 school years respectively. Three proficiency levels have been
determined for each of the sections of the HSPA within the 100 to 300
scoring levels: Partially Proficient, Proficient, and Advanced
Proficient. Students scoring in the lowest level, Partially Proficient
(fewer than 200 points), are considered to be below the state minimum
level of proficiency. These students may only need instructional
intervention. Instructional decisions for all students are to be
determined only after additional information is considered, e.g.,
classroom tests, teacher observations. Students who score between
200-250 are considered Proficient, and students scoring between 250-300
are considered Advanced Proficient.

> **RESULTS FOR STATE CRITERION-REFERENCED TESTS**
>
> Reading Scores

  ------------------------------------ --------------- --------------- ------------- -------------
                                       2002-2003\*\*   2001-2002\*\*   2000-2001\*   1999-2000\*

  Testing month                        March           March           October       October

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic                 100%            100%            N/A           N/A

  \% At or Above Proficient            100%            100%            100%          100%

  \% At Advanced                       58.9%           62.9%           N/A           N/A

  Number of students tested            73              62              57            53

  Percent of total students tested     100%            100%            100%          100%

  Number of students excluded          0               0               0             0

  Percent of students excluded         0%              0%              0%            0%

  School Mean Score                    252.4           251.4           437.8         433.8

  **STATE SCORES**                                                                   

  \% At or Above Basic                 100%            100%            N/A           N/A

  State Mean Score                     N/A             N/A             N/A           N/A

  \% At or Above Proficient            80.2%           81.1%           74.1%         84%

  State Mean Score                     N/A             220.7           N/A           371.9

  \% At Advanced                       15.1%           14.8%           N/A           N/A

  State Mean Score                     N/A             N/A             N/A           N/A
  ------------------------------------ --------------- --------------- ------------- -------------

**\***High School Proficiency Test (HSPT)

**\*\***High School Proficiency Assessment (HSPA)

(Language Arts Literacy score combines Reading and Writing)\\

> Writing Scores

  ------------------------------------ --------------- --------------- ------------- -------------
                                       2002-2003\*\*   2001-2002\*\*   2000-2001\*   1999-2000\*

  Testing month                        March           March           October       October

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic                 100%            100%            N/A           N/A

  \% At or Above Proficient            100%            100%            100%          100%

  \% At Advanced                       58.9%           62.9%           N/A           N/A

  Number of students tested            73              62              57            53

  Percent of total students tested     100%            100%            100%          100%

  Number of students excluded          0               0               0             0

  Percent of students excluded         0%              0%              0%            0%

  School Mean Score                    252.4           251.4           408.6         384.4

  **STATE SCORES**                                                                   

  \% At or Above Basic                 100%            100%            N/A           N/A

  State Mean Score                     N/A             N/A             N/A           N/A

  \% At or Above Proficient            80.2%           81.1%           83.7%         85.8%

  State Mean Score                     N/A             220.7           N/A           352.3

  \% At Advanced                       15.1%           14.8%           N/A           N/A

  State Mean Score                     N/A             N/A             N/A           N/A
  ------------------------------------ --------------- --------------- ------------- -------------

**\***High School Proficiency Test (HSPT)

**\*\***High School Proficiency Assessment (HSPA)

(Language Arts Literacy score combines Reading and Writing)

> **RESULTS FOR STATE CRITERION-REFERENCED TESTS**
>
> Mathematics Scores

  ------------------------------------ --------------- --------------- ------------- -------------
                                       2002-2003\*\*   2001-2002\*\*   2000-2001\*   1999-2000\*

  Testing month                        March           March           October       October

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic                 100%            100%            N/A           N/A

  \% At or Above Proficient            100%            100%            100%          100%

  \% At Advanced                       72.6%           85.4%           N/A           N/A

  Number of students tested            73              62              57            53

  Percent of total students tested     100%            100%            100%          100%

  Number of students excluded          0               0               0             0

  Percent of students excluded         0%              0%              0%            0%

  School Mean Score                    256.9           259             466           463.4

  **STATE SCORES**                                                                   

  \% At or Above Basic                 100%            100%            N/A           N/A

  State Mean Score                     N/A             N/A             N/A           N/A

  \% At or Above Proficient            65.8%           68.6%           79%           88.4%

  State Mean Score                     N/A             216.4           N/A           395

  \% At Advanced                       19.5%           19.1%           N/A           N/A

  State Mean Score                     N/A             N/A             N/A           N/A
  ------------------------------------ --------------- --------------- ------------- -------------

**\***High School Proficiency Test (HSPT)

**\*\***High School Proficiency Assessment (HSPA)

**[RESULTS FOR ASSESSMENTS]{.underline}**

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

Grade [11]{.underline} Test [Scholastic Aptitude Test (SAT)]{.underline}

Edition/publication year [Annual]{.underline} Publisher [Educational
Testing Service (ETS)]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

[No students were excluded from testing.]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
[x]{.underline} Percentiles\_\_\_\_

  -------------------------------------- ----------- ----------- -----------
                                         2002-2003   2001-2002   2000-2001

  Testing month                          Varied      Varied      Varied

  **SCHOOL SCORES**                                              

  Total Score                            1282        1244.6      1194.4

  Number of students tested              60          55          51

  Percent of total students tested       100%        100%        100%

  Number of students excluded            0           0           0

  Percent of students excluded           0%          0%          0%

                                                                 

  **SUBJECT SCORES**                                             

  Mathematics                            647.2       627.5       597.2

  Verbal                                 634.8       617.1       597.2

                                                                 

  **NATIONAL MEAN SCORE**                1020        1020        1019

  **NATIONAL STANDARD DEVIATION**        209         N/A         207

                                                                 

  **SUBJECT SCORES**                                             

  Mathematics                            516         514         514

  Verbal                                 504         506         505

  **STANDARD DEVIATION**                                         

  Mathematics                            114         113         113

  Verbal                                 111         111         111
  -------------------------------------- ----------- ----------- -----------