Supplemental Gifted & Talented Affirmative Action Internet Use Emergency Plan Healty Snacks Bullying

NCLB Parents' Right to Know

Supplemental Reading and Math: Grades 1 - 6

Criteria for eligibility in the Supplemental Reading and Math Programs
(One or more criteria from the list below must be met in order for a student to be eligible for supplemental services.)

Language Arts Literacy

Entering Grade 1
 Score of 50% or less on the Macmillan Fluency Assessment
Score of 50% or less on the Macmillan Reading Placement Test
Teacher recommendation

Entering Grade 2
Score of 50% or less on the Macmillan Reading Placement Test
 Teacher recommendation

Entering Grade 3
NJPASS score of Basic Performance Level
Score of 50% or less on the Houghton Mifflin Journeys Assessment
 Teacher recommendation

Entering Grades 4, 5, and 6
NJASK score of Partially Proficient
Score of 50% or less on the Houghton Mifflin Journeys Assessment
Teacher recommendation

Grades 1 and 2:
 Upon entering the program, The Diagnostic Assessment of Reading (DAR) and the Fluency Assessment are administered to students individually two times eachyear (September and May).

Grades 3 6:
Upon entering the program, an informal reading inventory is administered two times each year (September/May).

Home Reports:
Progress reports are sent home with the mid-year and end-of-year report cards.

Mathematics

Entering Grade 1
 Below grade-level expectations on the Individual Performance Assessment
Teacher recommendation

Entering Grade 2
Everyday Math year-end benchmark assessments (grade 1)
Teacher recommendation

Entering Grade 3
 Everyday Math year-end benchmark assessments (grade 2)
 NJPASS score of Basic Performance Level
 Teacher recommendation

Entering Grades 4
 Everyday Math year-end benchmark assessments (grade 3)
 NJASK score of Partially Proficient
Teacher recommendation

Entering Grades 5 and 6
 Holt year-end assessment
 EVG end-of-year grade-level benchmark
 NJASK score of Partially Proficient
Teacher recommendation

Notes:

  • Eligible students receive supplemental instruction in math and/or reading two times/week.

  • Parents have the right to refuse services by completing a Parental Refusal of Services form.

Gifted and Talented Enrichment Program - Grades K - 6

Program Requirements
The regulation (N.J.A.C. 6A:8-3.1) defines gifted and talented students as: those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in a local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.

Kindergarten and Grade 1

The Eleanor Van Gelder School offers in-class enrichment opportunities for all students in kindergarten and grade one. The activities are designed to supplement and build on basic academic skills and knowledge learned in the regular classroom setting, with a focus on higher level critical thinking and problem solving skills.

The Eleanor Van Gelder School uses the following multiple measures to identify students in grade 2:

  • language arts and math grade-level benchmark assessments

  • teacher recommendation: based on a student's ability to work independently and communicate effectively

  • cognitive abilities assessment

  • parent recommendation

The Eleanor Van Gelder School uses the following multiple measures to identify students in grades 3 - 6:

  • NJPASS Language Arts Literacy and Mathematics (grade 3)

  • NJASK Language Arts Literacy and Mathematics (grades 4 - 6)

  • language arts and math grade-level benchmark assessments

  • teacher recommendation: based on a student's ability to work independently and communicate effectively

  • cognitive abilities assessment

  • parent recommendation

Eligibility is evaluated on a yearly basis.

Comprehensive Equity Plan 2007 - 2010
(This plan is in effect through 2012)

Edgewater School District Affirmative Action Policy

Policy of Non Discrimination
 It is the policy of the Edgewater Board of Education that no individual be subjected to discrimination in employment practices or educational opportunities within this district on the basis of race, color, creed, religion, gender, sexual orientation, national origin, or social or economic condition.

Mrs. Susan Perl, Curriculum Coordinator, serves as the district's Affirmative Action Officer (AAO). The district's Affirmative Action Plan is available in the AAO's office, located at the Eleanor Van Gelder School, 251 Undercliff Avenue, Edgewater, New Jersey. Mrs. Perl can be contact at X 215 for issues concerning alleged discrimination.

NCLB Policy
 As per the No Child Left Behind regulations, parents have a right to know the qualifications of their child's teachers and paraprofessionals. Please contact the Chief School Administrator, Dr. Ted I. Blumstein, for information concerning this policy.


Parents' Right to Know


 TED I. BLUMSTEIN, Ph.D. 251 Undercliff Avenue
Chief School Administrator Edgewater, New Jersey 07020


October 2010

Dear Parent/Guardian:

The Elementary and Secondary Education Act is our countrys most important federal education law. In 2001 this law was reauthorized and is now called the No Child Left Behind Act (NCLB). NCLB was designed to make changes in teaching and learning that will help increase academic achievement in our schools.

The law requires that all schools receiving Title I funds must inform parents of their right to ask schools about the qualifications of their childs teachers. Our school receives Title I funding and we are happy to share this information with you at your request.

We believe that nothing is more important to your childs education at school than having a well-prepared and highly qualified teacher. The law requires that all teachers who teach in core content areas must meet a specific legal definition of highly qualified in order to teach in schools that receive Title I funding. The legal definition of a highly qualified teacher has three parts. It states that the teacher must have the following:

1. A four-year college degree

2. A regular teaching certificate/license

3. Proof of his/her knowledge in the subject they teach

New Jersey has some of the most qualified teachers in the country, and we are extremely proud of the quality of the teaching staff in the Edgewater School District. All our regular teachers have college degrees and many have advanced degrees. The state of New Jersey has always required a teaching certificate/license for all teachers.

In addition, every teacher continues learning through professional development activities and our teachers are evaluated each year to make sure that their teaching skills remain at the highest possible level.

Teachers in the state of New Jersey are required to meet the legal definition of highly qualified. To ensure that every child in every classroom has a highly qualified teacher, the state of New Jersey and our school district are working together to help teachers meet the requirements of the federal law by providing several options. Teachers may take a content Praxis test, or they can demonstrate their expertise through a college major in the content. A highly qualified teacher knows what to teach, how to teach, and has a full understanding of the subject matter being taught.

I encourage you to support your childs education and communicate with your childs teacher(s) on a regular basis. For more information on NCLB, and the role of parents, please visit the United States Department of Education (USDE) Web site at www.ed.gov/nclb. By partnering, families and educators can provide your child with the best education possible.

Sincerely,

Dr. Ted I. Blumstein
Chief School Administrator

Internet Use Agreement
 (pdf format)

EVG School Emergency Plan
(pdf format)

In compliance with the New Jersey State Code, the Edgewater Board of Education has adopted the following
Health and Wellness Policy

Approved Healthy Snack Items

Foods

  1. Low fat yogurt
  2. Fruit (fresh, canned in its own juice, or dried)
  3. Vegetable Sticks (alone or with low fat dip)
  4. Trail Mix
  5. Granola or Whole Grain Cereal Bars
  6. Whole Grain Cereal
  7. Whole grain Crackers (with peanut butter or cheese)
  8. Pretzels
  9. Popcorn (air popped or light butter)
  10. Rice Cakes (with peanut butter or cheese)
  11. Graham crackers, Gingersnaps, Animal Crackers, Fig Cookies
  12. Jell-O
  13. Low fat pudding

Drinks

  1. Water
  2. Low fat or skim milk
  3. Soy milk
  4. 100 % Fruit Juice

Edgewater Board of Education
 Anti-Bullying Policy

The Edgewater Board of Education prohibits acts of harassment or bullying. The Board of Education has determined that a safe and civil environment in school is necessary for students to learn and achieve high academic standards. harassment or bullying, like other disruptive or violent behaviors, is conduct that disrupts both a student's ability to learn and a school's ability to education its students in a safe environment. Demonstration of appropriate behavior, treating others with civility and respect, and refusing to tolerate harassment or bullying is expected of administrators, faculty, staff, and volunteers to provide positive examples for student behavior.

"Harassment or bullying" is any gesture or written, verbal, graphic, or physical act (including electronically transmitted acts - i.e. Internet, cell phone, personal digital assistant (pda), or wireless hand held device) that is reasonably perceived as being motivated either by any actual or perceived characteristic, such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity and expression; or a mental, physical, or sensory disability or impairment; or by any other distinguishing characteristic. such behavior is considered harassment or bullying whether it takes place on or off school property, at any school-sponsored function, or in a school vehicle.

"Harassment" is conduct that meets all of the following criteria:

  • is directed at one or more pupils;

  • substantially interferes with educational opportunities, benefits, or programs of one or more pupils;

  • adversely affects the ability of a pupil to participate in or benefit from the school district's educational programs or activities because the conduct, as reasonably perceived by the pupil, is so severe, pervasive, and objectively offensive as to have this effect; and,

  • is based on a pupil's actual or perceived distinguishing characteristic (see above), or is based on an association with another person who has or is perceived to have any of these characteristics.

Bullying is conduct that meets all of the following criteria:

  • is directed at one or more pupils;
  • substantially interferes with educational opportunities, benefits, or programs of one or more pupils;
  • adversely affects the ability of a pupil to participate in or benefit from the school districts educational programs or activities by placing the pupil in reasonable fear of physical harm or by causing emotional distress; and,
  • is based on a pupils actual or perceived distinguishing characteristic (see above), or is based on an association with another person who has or is perceived to have any of these characteristics.

Not all acts of bullying, however, are motivated by characteristics such as race, color, religion, gender or sexual orientation. Some acts of bullying are simply one child exercising power and control over another either in isolated incidences or patterns of harassing or intimidating behavior.

The Edgewater Board of Education expects students to conduct themselves in a manner in keeping with their levels of development, maturity, and demonstrated capabilities with a proper regard for the rights and welfare of other students, school staff, volunteers, and contractors.

The Edgewater Board of Education believes that standards for student behavior must be set cooperatively through interaction among the students, parents and guardians, staff, and community members of the school district, producing an atmosphere that encourages students to grow in self-discipline. The development of this atmosphere requires respect for self and others, as well as for district and community property on the part of students, staff, and community members.

The Edgewater Board of Education believes that the best discipline is self-imposed, and that it is the responsibility of staff to use disciplinary situations as opportunities for helping students learn to assume responsibility and the consequences of their behavior. Staff members who interact with students shall apply best practices designed to prevent discipline problems and encourage students abilities to develop self-discipline.

The Edgewater Board of Education will implement the Bullying Rubric of Consequences to state the consequences and appropriate remedial action for a person who engages in an act of bullying, harassment, or intimidation which takes into account the behavior, the students developmental age, and disciplinary history.

Procedure for reporting an act of bullying, harassment, or intimidation:

  • When a staff member witnesses an act of bullying, harassment, or intimidation they will fill out the Bullying, Harassment, or Intimidation Incident form and submit it to the vice principal. The vice principal will investigate the incident and proceed with the Bullying Rubric of Consequences if applicable.
  • When a student (victim, bystander, or other) witnesses an act of bullying, harassment, or intimidation they will inform a staff member who will then fill out the Bullying, Harassment, or Intimidation Incident form and submit it to the vice principal. The student may remain anonymous on the form, however formal disciplinary action may not be permitted based solely on an anonymous report.

The Edgewater Board of Education prohibits reprisal or retaliation against any person who reports and act of bullying, harassment, or intimidation. Such acts of retaliation will be viewed as bullying and the Bullying Rubric of Consequences will be implemented.

A person found to have intentionally falsely accused another person of engaging in an act of bullying, harassment, or intimidation will be referred to the vice principal and such disciplined as per the Bullying Rubric of Consequences.

The Edgewater Board of Education will post the Anti-Bullying Policy and guidelines on the EVG School Website, in the Student Handbook, Teacher Handbook, and Support Staff Handbook.

The Edgewater Board of Education will permit anonymous reporting, i.e. web based reporting or written letter to administration, but recognize that disciplinary action may not be imposed solely upon that report. An investigation of an anonymous report may lead to disciplinary action.

The Edgewater Board of Education will make resources available to individual victims of bullying, harassment, or intimidation and respond in a matter that does not stigmatize the victim.

Since bystander support of harassment or bullying can support these behaviors, the district prohibits both active and passive support for acts of harassment or bullying. The staff should encourage students to support students who walk away from these acts when they see them, constructively attempt to stop them, or report them to the designated authority.