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AUTHOR Fitzmaurice, Mercedes TITLE Spotlight on Rural Schools in New Jersey: A Directory of Effective Programs, Practices, and Resources for Rural Educators. INSTITUTION Research for Better Schools, Inc., Philadelphia, Pa. SPONS AGENCY Office of Educational Research and Improvemehz. (ED), Washington, DC. PUB DATE 91 NOTE 66p. PUB TYPE Guides - Non-Classroom Use (055) -- Reports - Descriptive (141)

EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Demonstration Programs; Educational Innovation; *Effective Schools Research; Elementary Secondary Education; Mathematics Education; *Reading Programs; *Rural Schools; School Districts; School Effectiveness; Science Education; Special Education; *Teaching Methods; Thinking Skills IDENTIFIERS *New Jersey

ABSTRACT This directory provides information about promising practices, ideas that work, strategies, and resources to improve education for all students in rural schools. The document contains the following articles from the literature: (1) "Motivation: It's Fssential to Achievement" (Erling Clausen);(2) "Consolidate, Cooperate, or Collaborate: Dilemmas of Rural Schools" (Natalie Carter Holmes); and (3) "What Does a Rural Superintendent Really Do?" (Ray Church, et al.). The section titled "Promising Practices in New Jersey Rural Schools" profiles 13 programs considered exemplary by the U.S. Department of Education's Program Effectiveness Panel. Each profile provides the program title, audience, description, requirements, services, and a contact person. Eight programs are highlighted ithe section, "Ideas That Work in New Jersey Rural Schools." They were submitted by rural teachers and administrators in response to a survey designed to identify successful practices through innovations in the school and classroom. Descriptive and contact person information is provided. The final sect:i.on is a "Directory of Rural Schools in New Jersey." It contains lists of New Jersey Rural Assistance Council members, Research for Better Schools' Rural Education Program Staff, and county superintendents with rural school districts. A map of New Jersey Rural School Districts is included. Lists of rural school districts are provided by county, in alphabetical order by school district, and in alphabetical order by superintendent. (KS)

*************x********************************************************* Reproductions supplied by EDRS are the best that can be made frum the original document. *********************************************************************** SPOTLIGHT ONRURAL SCH OLS IN\LW JERSEY A DIRECFORY OFuncrIvr, PROGRAMS, PRACFICES, AND RESOUIrS FOR RURAL ED,UCATORS

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BEST COPY AVM Points of vrew of opinions slat OR n this docu ment do not necessarily represent official OE RI positron orpolicy SpotlightonRural Schools in New Jersey

A Directory of Effective Programs, Practices, and Resources for Rural Educators

Mercedes Fitzmaurice

Research for Better Schools 444 North Third Street Philadelphia, PA 10123 The work upon which this publication is based was funded in part by the Office of Educational Research and Improvement, U.S. Department of Education. The opinions expressed in this publication do not necessarily reflect the position or policy of the Department of Education, and no official endorsement should be inferred.

Graphic art by Dan Neri Typesetting by Norman Kline

This is a product of the RBS Rural Education Project, Robert Bhaerman, Director. Spotlight on Rural Schools in New Jersey

A Directory of Effective Programs, Practices, and Resources for Rural &lucators Contents

Introduction 1

Articles from the Literature 3

The Characteristics of Effective Rural Schools 15

Promising Practices in New Jersey Rural Schools 17

Ideas That Work in New Jersey Rural Schools 33

Directory of Rural Schools in New Jersey.43

References 71

Directory Evaluation Form 73 Introduction

Educators in New Jersey Rural Schools ate searching for promising practices, ideas that work, strategies, and resources to improve education for all students.

Research for Better Schools' (RBS) Rural Education Program, with the assistance of the New Jersey Rural Assistance Coun- cil, the National Diffusion Network Facilitator Project of New Jersey, the New Jersey Association of School Administrators, and the New Jersey Department of Education identified issues, reviewed data, surveyed, and visited rural schools to identify and examine programs to help teachers and administrators improve the education of rural students. The development of this resource document is the result of this collaborative effort. This document is divided into four sections: (1) articles from the literature, (2) promising practices, (3) ideas that work, and (4) a directory of rural schools in New Jersey.

In addition, a list of references and a directory evaluation form are also included.

Spotlight on Rural Schools in New Jersey: 1991 Spotlight on Rural Schools in New Jersey

Articles from the Literature

Motivation: It' s Essential to Achievement 5 Consolidate, Cooperate, or Collaborate: Dilemmas of Rural Schools 7 What Does a Rural Superintendent Really Do? 13

New Jersey is proud of Er ling Clausen,efforts have far-reaching effects on the not only because he is presently servingeducation of children in rural schools and as President of the American Associationcommunities (Vaughn, 1990). Resources of School Administrators (AASA) butto implement reforms vary widely among more importantly because he is an ex-rural districts within the state. ample of the outstanding leadership thatThe article "Consolidate, Cooperate, or is found in New Jersey's rural and smallCollaborate: Dilemmas of Rural school districts. His article entitledSchools," discusses issues that are rel- "Motivation: It'r Essential to Achieve-evant to New Jersey educators. ment" offers ccncrete suggestions for bringing about positive change and im-Lastly, "What Does a Rural Superinten- proving productivity. dent Really Do?" presents three perspectives that we ft :1 will be of interest to Statewide and national education reformrural educators in the state.

Spotlight on Rural Schools in New Jersey: 1991 Page 3 Motivation: It's Essential to Achievement by Er ling Clausen, Ed.D., Superintendent of the Berkeley Heights School District in New Jersey, which serves 1,100 students K-8. He is also the President of the American Association of School Administrators. Quality is job onel As a slogan In education, we have too often sent Involve people in decisions that it has a nice sound. As a our most mmivated people packing affect them. concept for improving the into other professions with the Really motivate the people and the productivity of our schools and the memories of why they could not use system rather than just talking and achievement of our students, it is the phone, get the copy machine tinkering. essential. fixed, have a leaky roof repaired, or try a new technique. Regularly remind staff of how As individuals and as organizations, important they and their jobs are to our bottom line should be student I challenge every school administrator the future of the community, our achievement, helping each and every in ow nation to make the system work nation, and the world. student to excel in school. We should for people and not against them. If we eat, sleep, taste, and feel our commit- art truly committed to quality, it Reflect a "can do" attitude ment to excellence. In short, motiva- simply must be done. yourself. Remember that your tion is essential to even better attitude is contagious. Here are a few suggestions: education and higher levels of student Keep in mind that the massive When someone needs something achievement. changes in systems or attitudes that will help them do a more As school leaders, one of our most don't happen overnight. Those effective job educating students, important jobs is energizing people. systems and attitudes have been try to get it for them, and don't go Teachers need to be motivated to help developed over a long period of immediately into your store of children succeed, and students need to time and generally take a while to "why nots." Be a problem solver. be motivated to learn. change. Make the system fit the needs of Unfortunately, some of our most I am convinced that educators are the people who are expected to energetic and committed people have magnificent people who want to do perform in it rather than forcing the wind taken out of their sails by the their very best. While evaluation is them to conform to a system that system in which they work. important, we need to get beyond may not always work. simply using the process to "put The size of the policy and procedures Carry a win-win philosophy into people in their place." We also need manual is often in inverse proportion your relationships with all staff andto get beyond our over-reliance on to the flexibility people have to get insist that they do the same thing testing and assessment to determine their jobs done. Too often, the flame with students. how brightly the sun is shining. of great ideas is extinguished by a Foster cooperation instead of What we need desperately to do is bucket of cold water that comes competition. Let's not lose offer encouragement and hope, which directly from policy, past practice, or individual initiative, but let's are the seeds of motivation. Let's face an unwillingness to try something remember that together we can it. Motivated students and staff are a new. move mountains. key to even better education.

Reprinted with permission from The School Administrator November 1990, p.6.

Spotlight on Rural Schools in New Jersey: 1991 Page 5 battles often have more to do with Consolidate, sports, school colors, traditional rivalries, socioeconomic differences, and even the small economic benefit a Cooperate, or school can contribute to a local community. At least four states passed legislation Collaborate: Dilemmassince 1989 to encourage school district mergers. In Oklahoma, of Rural Schools Oregon, Georgia, and North Dakota, the incentives include dollars to build by Natalie Carter Holmes, Editor, Leadership News new facilities, planning grants, funds for new positions, and supplemental s a second-grader, Jean graders to Gonvick and all high per-puPil aid- schoolers to Clearbrook. Montanan would hold her "That's constant talk of consolida- breath for the few seconds it Danielson, now superintendent in tion in the legislature, but it's so took for her to pars through the Redfield, S.D., says all this came controversial that I don't think they'll Clearbrook city limits when she about despite insistent claims by ever mandate it," says Jan Coulton, an traveled with her parents from their community members that the two assistant superintendent with the hometown of Govick, Minn., to shop districts would never be able to Oregon Department of Education, in Bemidji. cooperate. recalling a packed hearing this year At age 8, superintendent Don Skirting Consolidation where she estimates 300 people spoke Danielson's daughter already had against magas and 150 spoke in The consolidation of two or more been inducted into the culture of favor. school districts remains a burning, small-town, rural America where and often thorny, issue in states as Those who support district mergers, rivalry among neighboring school diverse as New York, Alabama, Iowa, including local administrators, insist districts can be fierce. and California, drawing the ire of it's not only cost savings or larger Just six yems later, Jean ran track parents and grandparents who still see schools they are after, but a broader with teammates from the district she their alma maters as the centerpieces range of educational program options once had scornedthe result of a of their communities. for students. cooperative relationship that com- Superintendents in small and Tom Decker, head of North Dakota's bined interscholastic athletic between school district boundary restructuring the Gonvick and Clearbrook districts. rural school districts are collaborating in new and program, notes membership in the 31 During the last 10 years, the two special education consortia and districts, four miles apart, have shared innovative ways that make several vocational education districts vocational, agricultural, and college both educational and throughout the state is optional and preparatory programs for their economic sense. remains subject to short-term budget combined student population of about constrains and political priorities of Reorganization, as state officials 500. local districts. prefer to say (avoiding the dreaded These cooperative arrangements led "C" word), may be prohibitive in "It's very difficult to do long-range in 1988 to a joint powers agreement, arms where the burden of student planning," he says. in which both districts share a transportation would be extreme or But because of geographic, economic, superintendent, but maintain separate the terrain impassable. political, or simply social reasons, boards of education. Each community many school districts and communi- maintains its own elementary school, But according to superintendents and ties hesitate to combine. What then? but buses all seventh- and eighth- state education officials, merger 9 *fright en Rural Scilools in New Jersey: 1991 Page 7 Consolidate, Cooperate, or Collaborate: Dilemmas of Rural Schools

New Ways To Share In some cases, collaboration repre- guidance programs for students, art Superintendents in small and rural sents the first step toward the inevi- consultants for elementary schools, school districts are collaborating in table consolidation of districts. In reading specialists, foreign language teachers, and gifted and talented new and innovative ways that make other words, where stiff political both educational and economic sense. winds are thwarting district mergers, programs, says Decker of North Cooperation most commonly exists injoint programs attempt to build Dakota. areas of special education, vocational stronger educational programs and "The department's goal is to build education, and purchasingareas in offer expanded choices for students. stable, long-term relationships which an economy of scale means And, in other situations, collaboration ...whether [districts] consolidate or substantial savings for the parties is simply a way to stretch limited not," he says. involved. educational resources, draw on a pool Achieving National Goals of successful education programs and Cooperative purchasing of such basic Even regional service agencies, which practices, and mitigate the loneliness staples as white paper can save exist statewide in more than half the and isolation that may accompany individual districts more than 40 states and serve as brokers and working in a rural location. percent of the list price they would providers of services for local fmd at their local store. State and federal policy-makers districts, are moving into new areas. One increasingly popular area of some of whom openly quest widescale district consolidations "If you're going to deal with rural cooperation is interscholastic athlet- issues, collaboratives are really very seem to agree that pooling educa- ics, given the high costs and low new, except in the area of vocational tional resources offers tangible participation levels in some sports and education and special education benefits to students. the scarcity of qualified coaches and services," says Arnold Hillman, adequate facilities in some communi- On the federal ievel, the 10 regional superintendent of the Riverview ties. laboratories funded by the U.S. Intermediate Unit in western The Wisconsin Interscholastic Department of Education encourage Pennsylvania. "Rural collaboration Athletic Association reports a record collaboration, including the formation involves more than just sharing of "cluster groups" of school districts vocational education services." to meet particular needs from curricu- Robert Stephens, a University of Stretching resources among lum development to computer Maryland professor who studies districts can boost expertise. trends in rural education, says the interscholastic athletics and Meanwhile in Congress, a summer regional service center is going to be decrease staff isolation. agreement on reauthorization of the more crucial than ever as the nation's Carl D. Perkins Vocation Education public school systems mom than Act carries provisions that encourage 50 percent of which are considered 127 cooperative agreements between local schools to work within consortiasmall and ruralstruggle to achieve neighboring districts for 1990-91, to provide quality vocational pro- the six ambitious education goals laid including one with an Illinois district grams. out by President Bush and the and three with Minnesota districts. In School districts in Iowa are in the governors. Iowa, the number of combined teams midst of a number of cooperative in both sports has nearly doubled Stephens also foresees greater um of arrangements that are expected to end during the last five years to 217, while cooperative centers as more states in a wave of mergers by 1995. 150 shared programs exist in girls face law suits challenging their sports, according to the state athletic North Dakota offers various incen- funding formulas for local schools. association. tives to encourage cooperation among He points to Kentucky, where one of districts to ease them into voluntary the remedies for correcting statewide Stretching Resources reorganization. State legislation funding inequities will be to organize The way school districts structure passed this year that offers planning state-funded regional centers for staff their collaborative efforts and the grants for cooperative efforts has development. reasons for doing so varies. netted new vocational education and He expects nine other largely rural

Page 8 Spotlight on Rural Schools in New Jor 1991 Consolidate, Cooperat, or Collaborate: 011emmas of Rural Schools states to organize regional networks bulk purchasing of milk, paper, outskirts of Los Angeles, has a in the 1990s: Tennessee, Kansas, athletic equipment, and other sup- different problem: more students than Miuouri, Utah, Maine, North Dakota,plies. some districts can house. South Dakota, Arizona, and Montana.The consortium's member districts "We have districts that grow two or Even with vocational and handi- aLso offer open enrollment to students three classrooms a month," says capped education, service agencies with special needs. Transportation is county superintendent Charles Terrell. will likely offer new initiatives. Some bid collectively. To keep pace, nine districts in 1986 agencies have begun involving post- "From a philosophical point of view," formed a joint powers authority in secondary institutions in their Ronan says, "special needs students which they pool money to purchase collaboratives, resulting in more are best served by staying in their and move portable buildings to where course options for students and own communities if at all possible, they are most needed. This saves each stronger links between education and and being with their age peers. The district from having to plow needed the workplace. way to do that is to provide more facilities funds into portable class- In handicapped education, local classes in local school districts, rather IDOMS. districts are turning to service than have them run in a collaborative In addition, since na one district owns agencies to help meet new federal in a separate facility." the buildings, some students in AmmI mandates for preschool education for overcrowded buildings remain handicapped students. "We don't have unhoused on paper, meaning partici- The eight-district Rensselaer Area pating districts are still eligible for Special Education Cooperative in enough students, gate construction funds. northwestern Indiana is serving up to single-handedly, to "This is a creative approach to 35 preschoolers this year. A similar meeting the needs of fast-growing eight-district cooperative in Georgia run anykind of an districts," Terrell says. served 40 handicapped youngsters last effective alternative In another cooperative effort, school year. administrators in property-poor south- Fit Specific Needs program." central Idaho have joined forces to create a comprehensive alternative Beyond the regional service agency, Karen Fraley school administrators are devising program for potential dropouts. cooperative arrangements that fit the Alone, none of the districts could particular needs of their local districts.In another effort, Uxbridge Schools justify such a program, given the cooperated with Anna Maria College small number of students and the For example, in the Blazkstone Valley in Paxton, Mass., and the French state's per-pupil funding level of only of northwestern Massachusetts, I I River Teacher Center to offer staff $2,600. district superintendents formed a development for teachers from seven cooperative to broker services. At the suggestion of Karen Fraley, area school districts last summer. In a curriculum director for the Jerome "We employ no full-time director, we course underwritten by tuition, School District who initiated contact employ no educational personnel," teachers learned how to use develop- with the stat t. department of educa- says Michael Ronan, superintendent mental curricula in the early grades. tion, 15 districts formed a consortium of Uxbridge, Mass., Public Schools. Ronan hopes to expand the idea into a to support an altanative program for "From a fmancial point of view, five-year program for which teachers at-risk students. The state provides we've eliminated the excess bureau- would receive credit on their salary more money per classroom for cracy that a collaborative brings with scales. alternative schools than for regular it." Relieve Overcrow6,4 schools. Ronan administers fuel-oi: purchasing Last June, 19 students graduated from for the cooperative, and the 11 Unlike some rural school districts the Magic Valley Alternative School, districts can join any number of other which are losing population, San with several going on this fall to post- cooperatives in the area that offer Bernardino County, Calif., on the secondary study.

Spotlight on Ruud Schools in New Jersey: 1991 Pogo 9 Consolidata, Cooperate, or Collaborate: Dilemmas of Rural Schools

"We don't have enough students, counties, the superintendents fmd supertmendents sometimes resort to singlehandedly, to run any kind of working as a pair bweefisa them uncoeventional methods. effective alternative program," says cceasionaily. For example, both For example, whenever a pew Fraley, who dhects the school. systems ideetif a handicapped seperintendent moves into ene of the "Where urban areas perhaps can hsva reeesshoolers n theie area for sevee school district! in :ay, Adams. an alternative program on their site ca program operated in Americo. or Wells countim in Indiana, he or she perhaps close by, directly affiliated In addition, the two districts wrote a gets e saango phone rad!, with the school, that doesn't weak in Wet proposal fer a federal Drag-Free "We ;Ail 'em p ar.1 we say, 'Every rural America. You can't get a schools grant. 7.1y cloing so, each month we get together for a jAWS certified program together ...with the distlict eapects to be able to hire its meting and one ot these Mohitis it's number of students any cm of the own drug edneation speciraist. goirr; to be your tot to host us," districts would have." 'Me amount of money received from says Doyle Letunaa, superintendent The school, w'aich is actually lettemd the !Atm!. sows-am:at is so limited of South Adams Schools in Berrie, in a Twin Falls church, benefiee from many grants being based on the Ind. the other pubEc agenciea. For per-papil countsthat by the time it The Jay-Adams-Wells County example, lite stao department of macs tht Frnaj or runtl disteicis Superiateadeas climter-meetings are 2 employment wads a ecianstio: one there isn't much they can do with it," "low-key" oppertunity "to talk about day a week. says Rotsen McNeil, edueatlonal. things that aee on our chest or tess On the other side of the country seivioas dieector for the Grant Wood heart," says Lehman, who has beon where superintendent Robin Johnson Area Education Agency in Cedar pan of this informal network of10 of Sumter County, Ga. dreams ts: Repida Iowa. yetiss. "In fact, we talk abom Pame opening a coopeoaive alterivathe McNeil says the area e.gencies agree preety tough things." program for at-rig students as well. While the atmosptive is casual, the dropote rate exceeds 40 percent. Telecommlaniceeions Lehman says concrete cooperative There, Johnson ad Ron Wu rains, p.oaes on opportunity plans have emerged from the meet- superintendent of the adjacent ings. These include an open enroll- Americus City Schack, are discuss- for nking educators with meet policy for vocational education ing the possibilities. one smother cn a mak students in two coundes told a sharing The two districts have been objecta. of thai was merely science- of athletic facilities and coachm numerous consolidation UttnliptS fiction 10 years ago. Eventually, the Adams and Wells since the days when Penner President ILPOWSVIMPIVIIGNO districts hope to organize an inservice Jimmy Carter held tl,e presidency of program for school board menitera. the Sumo... County Bole d of Educa- to handle all ,he papeovork sr gated Besides the cost saviags involved, tion, his fast elective office. But each by dv fedreal government in return Lehman says training board members time, either the city or county voters for some contoei over the pool of as a group would accomplish one have rejected a merger, most mend), funds that are used to hire coneultants other important teak: tomalizing in 1989.. in curricOun or staif development, Hatie: ships among boards and "It's absolutely th e. case that the Unconventional Appro4.tilits opening the doce for finites collabo- smaller your school gees, the more Sharin g. a sieellar philosophy is ration. you are constrained in what you are essential to make a collebaration Technology Links able to offer," says Johnson. "It's work, soyalohrison. "Time is nothltig getting harder and hardier to stretch Telecommunications provides an te be gained from superintendents our dollars. There's a great need for opportunity for linking eciucators with fighting with One evader, and that us to pool resources and pool staff one another on a scale that was does occur." and pool administrators." merely science-fiction 10 yenta ago To help budd informal, personal when jAWS was born, The Maine While both systems belong to the area relationship that may later develop Computer Consortium, a group of 115 educational agency that serves several into new provams for students, districts, is an example of a coopera-

Page 10 ---rrspotlight an Rural iii;ols in Naw Jersey: 1991 Consolidate, Cooperate, or Collaborate: Dilemmas of Rural Schools tive that helped school district get on radio and television broadcasts, William Phillis, an assistant state the technological fast track. computer conferences, and two-way superintendent in Ohio, says a number narrowcast televison. of collaborative efforts already are At the consortium's inception, most taking shape under both aspects of the district superinmndents were teachers Urban Schools on the Out new law. with an interest in computers but not One "unfortunate" decision made by "It's an ideal mechanism to allow much knowledge about them. Today, some states in creating regional school districts to collaborate for a the consortium has a strong network service delivery was to exclude urban specific purpose," he says. "It's of computer coordinators from local di...lets or to allow those districts to putting a lot more emphasis on districts who train each other and be designated as an agency in and of collaboration." NI offer sustained support to one another themselves, says Stephens, the through a computer bulletin board. University of Maryland researcher The consortium also offers bulk who recently completed a monograph purchasing power, last year buying on service agencies in the 1990s. more than $2 million in equipmentin "The exclusion of the large urban an agreement with Apple Computer districts no doubt contributed to the Corporation. further isolation of those districts But computer conferencing is not just from other metropolitan districts," Reprinted with permissionfrom a tool for computer bugs. Thisand Stephens writes. "It also denied the The School Administrator, other telecommunication techniques service unit an opportunity to contrib- November 1990: pp.8-14. make cooperative efforts possible ut," to equity issues." among geographically dispersed While Stephens foresees an end in the districts. 1990s to isolation of urban districts Larry Friedman, a director of the from regionwide service agencies, it North Central Regional Education may be quite another matter to expect Laboratory in Elmhurst, Ill., cites suburban and rural districts actually to telephone conferencing, computer engage in cooperative ventures with bulletin boards, and two-way micro- their urban counterparts. wave television as primary factorsin Stephens points to '989 legislation in the success of its Wisconsin Rural Ohio as evidence that school adminis- Reading Improvement Project. trators from various sectors would Preliminary evaluations suggest the like to work together. That law, project's success depended heavily on supported by both rural and large-city the amount of interchange among the systems, makes it possible for 88 17 participating school districts, county school systemsOlio's which range in size from 230 to 900 version of a regional agencyto students and are scattered across the engage in service agreements with state, Friedman says. 190 city districts and 49 vhlage districts that previously were ex- "We've got to be good distance cluded or exempted from the county learners and we've got to learn to systems. collaborate well at a distance," says Friedman, wisIse lab cosponsored a The same legislation broadened the series of interactive video teleconfer- opportunity for two or more districts ences on school restructuring which to join together to, in effect, create a aired nationwide this year. larger financing base to support a particular initiative, such as a math/ The professionals involved in the 3- science program or a performing arts year-old Wisconsin project communi- program. cate face to face, but they also use

Spotlight on Rural Schools in New Jersey: 1991 Pa 11 What Does a Rural Superintendent Really Do? Life for a rural superintendent differs since your duties wilt range from ft...stay info rmed of markedly from the experiences of curriculum, supervision, and instruc- urban and suburban school leaders. tional methodology to building current thinking and construction maintenance, fmancei To highlight some of the distinguish- research and play an business, student transportation, and ing characteristics and peculiarities of public relations." active role in curriculum running a rural school system, THE development..."Ray Church SCHOOL AMINTSTRATOR asked three Powell: "The rural superintendent district superintendents in rural must have the ability to keep from communities to share their thoughts being discouraged because of a lack 1 on several personal andprofessional of finances available to other dis- topics. tricts." "...keep from being The respondents are: Maddux: "One has to be able to dealdiscouraged because of a effectively with a diversity of *Ray Church, superintendent of lack offinances available personalities and perspectives, Clark County Schools in Kahoka, develop a cohesive management to other districts." MO, for 13 years. His district covers team, and utilize a form of participa- Jimmy Powell 350 square miles and has 1,200 tory decision-making to address students attending three school sites; problems." *Jimmy Powell, superintendent of "However, to last in this environment "...deal effectively with a Webster County Schools in Wahhall, and mifmtain supped from the Miss., for three years. His district diversity of personalities a superintendent must maintain an covers 266,000 square acres and has appearance of strong leadership and atand perspectives..." 2,000 students at five school sites; the same time involve the board so Robert Madaux and that they don't feel disenfranchised." Robert E. Maddux, superintendent Q. What role as superintendent are .11=1 of Fort Bragg Unified Schools in Fortyou able to play in curriculum Bragg, CA, for six years. His district development? has 2,500 students at five sites. Church: "Because my greatest Q. What single quality do you interest is in instruction, I probably consider to be most important for become more involved in curriculum success as a rural superintendent? than most rural superintendents. I try Church: "A rural superintendent to stay informed of active thinking must possess a wide range of educa- and research, and I play an active role tional interests. You need a working in curriculum development/adoption knowledge of all facets of education committees."

14 Spotlight on Rural Schools in Now Jersey: 1991 Page 13 WhatDoes a Rural Superintendent ReallyDo? Powell: "I've assigned the job of Church: "I'm faced with changing a Powell: "I am from hem originally. I instructional management to another prevalent perception that education is love the people in this county and I administrator and will follow up on a necessary, if somewhat distasteful, want my children to be educated in his accomplishments. He is putting activity for people between the age,s this district." of 3 and 21 to prepare for 'real life' to our district's instructional manage- Maddux: I'm not sure I would want ment plan on computer, which will a view that education is a continuous, to serve in just any rural superinten- allow us to track our students' ability life-long, enjoyable, and integral part dency. Fort Bragg is a beautiful to master core objectives, as well as of life." coastal community in northern those adopted by the state board of Powell: "Providing adequate facili- California. The beauty and ocean edumtion." ties. They must be paid for out of climate appeal to me. In addition, in Maddux: "A superintendent has a local monies under this state's presentrural districts, a superintendent can be chance to establish priorities and system." involved with people and programs at expectations. These should include all levels unlike larger districts where Maddux: "Personnel issues. Since curriculum development. Having the potential for administrative many people know and socialize with stated the priorities and expectations, isolations exists." each other, there is a greater tendency the superintendent should enable for district personnel and activities to those who implement curriculum to be discussed in the community. You be instrumental in its development." must attempt to maintain appropriate Reprinted with permissionfrom Q. What's the most unlikely task professional procedures when The whool Administrator, you've handled as a superinten- concerns and issues are frequently November1990, pp.29-30. dent? discussed and presented from various quarters." Church: "On my first day of school during my first year as superinten- Q. What enduring quality of a rural dent, I learned that one of our bus superintendent would keep you in drivers with many years of experiencesuch a setting? was exhibiting rather bizarre behav- Church: "A rural perception of ior. Because he had no family in the education is one of the most er.during area,thetask of obtaining a court qualities for me. Our patrons truly order committing him to a mental believe in education as a means to an treatment center fell to me." end: elevating one's station in life." Powell: "About three years ago I had "Of our high school students, 96 to remodel the inside roof of a percent will meet graduation require- portable classroom. My vocational ments and 65 percent will go on to director and I did it in about two some type of post-high school days." educational pursuit. Ironically, Q. What do you consider the most students obtaining advanced training significant challenge you fact .45 a or education must leave the rural rural superintendent--other than setting to practice their new profes- attracting adequate state and local sion, depleting the area of its best and funding? brightest."

Page 14 Spotlight on Rural Schools in New Jersey: 1991 Spotlight on Rural Schools in New Jersey The Characteristics ofEffective Rural Schools

In addition to effective schools characteristics, thefollowing have been found to describe successes in rural settings.

Effective rural schools...

assess community social dynamics todevelop a take advantage of the rural setting tomaintain and grass-roots efforts for improving schools. improve environmental education programs.

recognize that educational issues are community benefit from being in school districts that woric together with other school districts, pooling central- issues. ized resources for example, intermediate units, maintain total immersion in the community. computer centers, public television stations and sharing specialized staff. recognize that rural school curriculum must not only emphasize academic excellence but also maintain strict discipline by working closely with provide practical skills, attitudes, and understand- community agencies and churches. ings that are linked to the rural economy. encourage staff members to live in and be part of maintain effective career education and work- the community. study programs. provide on-going staff development and profes- utilize the expertise of community members in all sional growth. aspects of school life. develop educational programs that utilize the encourage adults to attend classes, and provide unique characteristics and diversity of the rural life-long learning centers linked to community setting. resources. maintain low incidence of turnover of professional encourage cooperative learning, with older stu- and support staff. dents and adults helping younger ones, particu- larly in elementary schools. incorporate entrepreneurial concepts into the curriculum which result in new business ventures develop a distance learning program which uses being established. satellfte, cable TV, audiographics, and instructional television to expand curriculum offerings.

Spotlight on Rural Schools in New Jersey: 1991 Pa 15 Spotlight on Rural Schools in New Jersey

Promising Practices in New Jersey Rural Schools

A+for Kids Teacher Network 19 Alphaphonics: Integrated Beginning Reading Program 20 Chapter 1 HOTS: Higher Order Thinking Skills Project 21 FAST: Foundation Approaches in Science Teaching 22 IMPACT: Improving Minimal Proficiencies by Activating Critical Thinking 23 Life Lab Science Program 24 Outcomes-Driven Developmental Model (ODDM) 25 REACH: Respecting Ethnic & Cultural Heritage 26 Reading Recovery 27 SAGE: Thinking Skills for Academicallyl Intellectually Gifted Elementary Students 28 Social Decision Making & Problem Solving 29 Student Team Learning (STL) 30 Teaching Geography.A Modelfor Action in Grades 4-12 31

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Spotlight on Rural Schools in New Jersey: 1991 Page 17 Promising Practices in New Jersey Rural Schools

All the promising practices discussed in this section were recognized by the U.S. Department of Education's Program Effectiveness Panel (PEPformerly the Joint Dissemina- tion Review Panel or JDRP) which evaluates and approves programs that are considered "exemplary." The programs approved by PEP are disseminated through the National Diffusion Network (NDN). The NDN Facilitator Project in New Jersey, working with the New Jersey Rural Assistance Council, recommended the 13 programs highlighted in this section. Rural educators were introduced to these 13 promising practices at an invitational conference held in Princeton in September 1990. They are now in a program improvement process of adopting, adapting, or developing new programs based on this information. According to researchers at Johns Hopkins University, schools will adopt, adapt, or develop programs that emphasize different components depending on the goals they have established, the specific needs of the students, and the resources available. Seven characteristics are generally present in promising practices. They are: efficient and comprehensive management systems flexible grouping practices attention to different styles of learning involving families in children's education student responsibility for learning adequate funds for additional staff, technology, and staff development coordination of regular classes with supplementary or pull-out classes. These programs may prevent students from becoming dis- advantaged learners or treat students who have, despite best intentions, developed serious learning deficits. Other programs aim to increase the level of content and improve the performance of all students. The promising practices outlined in this section provide the following information: Program Title, Audience, Descrip- tion, Requirements, Services, and Contact(s). For additional information about NDN programs, contact Kitty Wallin, 18 Director, NDN Facilitator Project of NJ, (609) 582-7000.

Page 18 Spotlight an Rural Schools in Now Jersey: 1991 Program Title: A+ for Kids Teacher Network

Audience Public school teachers, grades K-12, are invited to join A+ for Kids Teacher Network activities by applying for "developer" giants or "adopter" grants and by participating in interschool visits and teaCher workshop sponsored by the A+ for Kids Teacher Network throughout the school year. The following are participating counties in New Jersey: Bergen, Essex, Hudson, Htmterdon, Mercer, Middlesex, Morris, Passaic, Somerset, Sussex, Union, and Warren.

Description The A+ for Kids Teacher Network, Inc. is modeled after the national IMPACT II program operating in 30 sites across the country. The focus of the programis on the individual teacher and specific curriculum ideas. The Ai- for Kids Teacher Network is an idea-sharing network which links teachers in 12 participating counties in New Jersey, currently reaching over 37,000 classroom teachers. The A+ for Kids Teacher Network, Inc. is a nonprofit corporation launched in 1988 with major funding from WWOR-TV and other corporate sponsors. The program awards grants to teachers who have developed successful projects in their classrooms and to teachers who want to adapt these ideas. The teacher network office publishes ahd disseminates these projects through the annual teacher idea catalog, and offers workshops conducted by the teachers which bring teachers together to improve classroom instruction. The A+ for Kids Teacher Network is part of the national effort to share creative ideas and support the important profession of teaching.

Contact(s) Joyce M. Kersey

Executive Director A+ for Kids Teacher Network, Inc. 240 South Harrison Street East Orange, NJ 070018 (201) 675-4069

Spotlight on Rural Schools in New Jersey: 1991 Page 19 Program Title: Alphaphonics: Integrated Beginning Reading Program A 26-week developmentally appropriate, success oriented, multisensory alphabet system to be used as a foundation for any reading system or program. Audience Requirements Approved by the Joint Dissemination Review Panel for The prow= can be implemented in a typical classroom kindergarten students. This program has also been used in using regular teachers. A half-day or one-day training other settings for preschool, first grade, special education, session is recommended. The only materials that must be bilingual eAucation (Spanish), ESL, Chapter I students in purchased are the Mphaphonics manual and Astro's bag. primary glades, and also in a School for the Deaf. A variety of educational and motivational materials to enhance this program are useful and highly recommended. Description Alphaphonics increases reading achievement by promotingServices the acquisitkin of basic reading readiness and receptive Awareness materials are available at no cost. Arrange- language skills while helping children develop positive ments can be made for visitors to observe the program in academic self-images. use at various settings. Training is conducted at the project site or at the adopter site. Implementation, follow-up, and The program utilizes discovery, mystery, and memory evaluation services are available to adopters. Costs for all aids. It stresses both positive recognition and a belief in the services available to be negotiated. ability of each child to succeed. It combines frequent repetition and immediate correction or confirmation of Contact(s) children's responses with a game-like presentation of materials and positive feedback from the teacher. Poems inJeanne Stout Burke, Judith Brown, or Gretchen Ross large print are used for whole group integrated language. Alphaphonics The necessary repetition is made interesting by the Sunshine Gardens School presence of Astro, the friendly visitor from outer spaze. Astro's bag, an essential program prop, contains lesson 1200 Miller Avenue materials for the day and stimulates curiosity in the South San Francisco, CA 94080 children. The children believe that Astro is the source of food reinforcements and badges awarded to them each (415) 566-8082 week. Astro also displays feelings of happiness, sadness, fear, excitement, and frustration, thus enabling the children to identify with him. The daily Alphaphonics lesson lasts 20-30 minutes. It can be used for large-group instruction, small-group instruction, or individualized programming. The children begin an individualized reading program when ready while they continue with the Alphaphonics lesson. The first part of an Alphaphonics lesson consists of a lively class discussion during which the teacher presents the day's activities. The teacher then works individually with students who need enforcement or enrichment. This program promotes a thematic unit developmentally appropriate integrated curriculum. Alphaphonics does not require a teacher's aide, although the use of aides allows increased individual attention to each student.

Page 20 Spotlight on Rural Schools in New Jersey: 1991 Program Title: Chapter 1 HOTS: HigherOrder Thinking Skills Project An alternative approach to Chapter 1 for grades 4-6 in which compensatory services consist solely of higher order thinking activities.

Audience Evidence of Effectiveness Approved by PEP for Chapter 1 students in grades 4-6 in As a result of participation in the program, Chapter 1 both reading and math. This program has also been used students in grades 4-6 improved their performance in successfully with Chapter 1 students in grade 7, learning reading and math to a greater extent than national averages disabled in grades 4-6, and gifted in grades K-2. and control groups, while also improving their thinking ability as measured by the ROSS and "Inference from Description Context" measures. Improved self-concept and improved The project replaces traditional drill and practice activities participation in content learning in the classroom were also and content instruction in compensatory programs and evident. Studies were conducted in 11 schools encompass- replaces them with thinking activities designed to generate ing a wide range of ethnic characteristics. the gains in basic skills expected from Chapter 1 programs. Students' thinking abilities and social confidence Requirements are Unproved in the process. The program requires a computer lab and an experienced teacher who is trained in shifting from teaching ap- The goal is to provide students with conceptual skills to proaches such as lecturing, refereeing, and linear sequenc- learn the more sophisticated content of the upper elemen- ing to Socratic coaching techniques. Ongoing costs will tary grade levels the first time it is taught in the classroom. vary according to the number of students, whether part- The program is conducted in a lab, equipped with Apple time or full-time staff is used, and th y. amount of the computers, with a detailed curriculum and a teacher needed equipment the school already have. Compared to trained in Socratic dialogue techniques. Chapter 1 programs nationally that use experienced Computers are used to enhance motivation and improve teachers, the overall cost of this program is less, even students' ability to self-monitor their own comprehension. taking equipment costs into account. The latter is enhanced due to the computer's ability to respond to students' ideas as fast as they can think of Services them. Awareness materials are available at no cost. Project staff are available to attend out-of-state awareness meetings and A detailed curriculum providek dialogues to improve the for training and technical assistance (costs to be negoti- key thinking 'skills of metacognition, inference from ated). context, decontextualization, and information synthesis. Students' increased ability to articulate ideas and engage in Contact(s) sophisticated conversations enhance their language use and ability to learn content, with gains in both reading and Dr. Stanley Pogrow math. University of Arizona The program operates as a pull-out. Students are in the College of Education program for 35 minutes a day, four days a week, for one or two years. In the first part of the period, the teacher Tucson, AZ 85721 engages students in sophisticated conversations. Students (602) 621-1305 are then given a challenge to solve using the computer. They later discuss their findings, approaches, and results. Students proceed through the program sequentially with no management system and no grades. Teacher judgment determines the pace through the curriculum. Success is demonstrated by products generated by each student, how they articulate their findings, and the results they record. 21

Spotlight on Rural Schools inNew Jersey: 1991 Page 21 Program Title: FAST: Foundation Approaches in Science Teaching A course in the concepts and methods of the physical, biological, and earth sciences and their relation to the environment.

Audience Requirements Approval by the Joint Dissemination Review Panel for Adopting teachers are required to take 10 days of training students in grade 7. This program has also been used by (provided free with sufficient book purchases). Adopting students in grades 6 and 8. schools are assumed to have basic science equipment and Description supplies including 6-10 centigram balances. An equipment kit is required. Recommended: A local project coordinator This program is a full-year course giving students a sense to monitor implementation activities, conduct bimonthly of the operations of the modem scientific community by meetings with adopting teachers, and provide help to involving them in typical science activities. FAST is teachers as needed. Additional training is available for laboratory and field-oriented and designed for use with local coordinators and teacher trainers. students who represent the full rahge of abilities and interests found in the typical middle/junior high school Services classroom. Instructional strategies are structurally se- Awareness materials are available at no cost. Examination quenced to address differences in learning styles and to copies of student and teacher materials are available at develop thinking skills. Stadents study three strands cost; videotape describing the program is available on loan concurrently: physical science, ecology, and relational (specify Beta or VHS). Visitors are welcome at project site study. and at selected demonstration sites by appointment. Some The physical science strand introduces such concepts as demonstration sites are available in other states. Project mass, volume, density, buoyancy, physical and chemical staff and/or certified representatives are available to attend properties of matter, pressure, vacuum, heat, temperature, awareness meetings on a negotiated cost basis. Teacher and energy, The ecology strand includes such concepts as training is conducted each summer at project site or can be ecology, Atilt and animal growth and development, provided for adopters at adopter site. weather and climate, field mapping and population sampling. The relational study strand includes such Contact(s) concepts as resowre management, technology, environ- Donald B. Young mental use, energy use, and conservation. Co-Director, Curriculum Research & Development Group Student and teacher materials guide student investigations. The Student Record Book enables students to record a University of Hawaii concise log of individual and class activities. A classroom 1776 University Avenue, Room UHS 2-202 library of Reference Booklets is available, which describe use of instruments, suggest experimental designs, outline Honolulu, HI 96822 experimental techniques and provide necessary supple- (808) 948-7863 mental readings. It helps students to practice the skill of using outside references to supplement information available from the investigations and the Student Book. The Teacher Guide presents the logic connecting topics and sequences. Keyed to the investigations in the Student Book, the Teacher Guide includes teaching suggestions, advice on the classroom procedures, and detailed discussion of the conceptual and practical development of the students' investigations. Other materials for teachers include the Instructional Guide and Evaluation Guide. 22

Page 22 Spotlight on Rural Schools in New Jersey: 1991 Program Title: IMPACT: improving Minimal Proficiencies by Activating Critical Thinking A staff development project to integrate critical thinking skills into and across the content areas. Audience Teachers easily integrate the three key IMPACT compo- Approved for students in grades 6-9, and effectively used nents into their instructional program by first adapting 60 by teachers of students at all grade levels (K-college), model practice lessons based on either language arts or subject areas, and ability levels, but especially with at-risk mathematics and then creating their own lemons. The students. curriculum materials, available only to IMPACT graduates, demonstrate both planning and instructional ele- Description ment.s. The planning elements include: the demonstration Learning the mechanics of basic skills is not enough. Real of the thinking skills implicit in the standard curriculum, competency requires training in critical thinking. IMPACTthe prerequisite thinking skills, the behavioral objective, focuses on staff training to infuse the direct teaching of materials, and equipment. The lesson design, based on the critical thinking into existing curriculum. IMPACT's Hunter model, incorporates the instructional elements of instructional approach has three essential components: a Orientation, Direct Instruction, Guided Practice, and universe of 22 critical thinking skills; a model lesson Closure. format; and 10 teaching behaviors that activate student use of critical thinking. Requirements IMPACT training occurs at two levels. For classroom The training materials model proven methods for associat- implementation, the project recommends that the district ing subject-matter ccntent with such thinking skills as enroll a team of at least two teachers and their site admin- Comparing and Contrasting, Classifying, Ordering, istrator in Level I training, an intensive 180-hour (3-day) Patterning, Identifying Relevant and Irrelevant Informa- inservice that models the infusion of the IMPACT ap- tion, Cause and Effect Relationships, Predicting, and proach. To become a Level II District/Site Trainer, a Level Logical Reasoning. Program validation has shown that I graduate must have (1) been appointed by the district; (2) IMPACT students significantly (p>.05) outperform similar taught 20 IMPACT lessons; (3) filed a plan to disseminate control students in mathematics applications, comprehen- IMPACT within the district for two years; and (4) com- sion, and critical thinking skills after only one semester in pleted a level II seminar. the program. The IMPACT Universe of Critical Thinking Skills, 10 teaching techniques, and lesson format are Services presented in six consecutive sessions of the IMPACT Awareness materials are available at no cost. With Level I seminar. advance notice, arrangements can be made for visitors to Sessions include: observe the program in use at demonstradon sites located Review of literature and research nationwide. Project staff are available to make out-of-state Demonstration of technique Awareness Presentations. Training is conducted nationally Group interaction/Lesson simulation at the project site, adopter sites, and pre-arranged adver- tised locations. Training registration fees ate pre-set During Level I training, experts demonstrate ten teaching annually on the basis of pro-rated cost recovery. Technical behaviors that encourage and reinforce thinking skills. assistance, follow-up, and evaluation services are available Trainees receive supervised practice. Following the to Wopters on a cost-recovery basis. seminar, participant further develop their skills by: Teaching the thinking skills listed in the IMPACT Contect(s) Universe of Critical Thinking Skills. Practicing the teaching strategies with their students. S. Lee Winocur, Ph.D., National Director Observing each other teach IMPACT lessons in the IMPACT Center for Teaching of Thinking classroom. Receiving/Reviewing feedb.ick on the peer-observa- 21412 Magnolia Street tion findings. Huntington Beach, CA 92464 Creating original IMPACT based lessons. (714) 964-3106

Spotlight on Rural Schools in New Jersey: 1991 23 Page 23 Program Title: Life Lab Science Program An applied science program emphasizing a hands-on, garden-based living laboratory" approach to elementary science education.

Audience Following the initial training, staff development and Approved br the Joint Dissemination Review Panel for program implementation become the responsibility of elementary sardents, grades 2-6. Lead Teachers in each school. Advanced training is available and technical assistance will continue to be Description provided throughout the installation year. Adopters of the The Life Lab Science Program strives to ensure students' Life Lab Science Program typically generate a great deal future interest and success in science by improving student of community support and resources. Cultivating the attitudes toward the study of science, and increasing community is an important requirement of a successful students' level of knowledge and skill acquisition in adoption. science. The adopter is responsible for travel and per diem costs. The instructional approach is a combination of indoor and Trainer fees are to be negotiated. Implementation costs outdoor hands-on science activities with the key compo- vary by site and the extent of living laboratory develop- nents being the garden lab (e.g., indoor grow box, green- ment. The Growing Classroom curriculum must be house, planter boxes, vegetable beds). Students and purchased for ext: implementing classroom teacher. teachers collaborate to transform their school grounds and/ or classrooms into thriving garden laboratories for the Service application of scientific processes. Awareness materials are available at no cost. Visitors are welcome by appointment to visit project sites in their In this setting, students conduct experiments using the home state. Project staff is available to attend out-of-state scientific method. They observe, collect and analyze data; awareness meetings (costs to be negotiated). Training is establish worm colonies; raise vegetables, herbs and conducted either at project site or adopter site (costs to be flowers; and have responsibility for maintaining their negotiated). Follow-up technical assistance is also avail- living laboratory. A structured cours:. of study is followed able. in science, nutrition, and gardening. Instructional time varies from two to four hours per week. Teachers are Contact(s) responsible for all classroom instruction and use The Growing Classroom curriculum guide for the bulk of their Gary Appel/Lisa Glick science lessons. Life Lab Science Program Requirements 1156 High Street The critical learner setting is the living laboratory, whether Santa Cruz, CA 95064 an indoor grow box, containers adjacent to the classroom, a greenhouse, or a three-acre school farm. As such, all (408) 459-2001 elements of the program are transportable. The primary curriculum guide is The Growing Classroom, which contains science, nutrition, and gardening units and is accompanied by a scope and sequence. Prior to implementation, the program has a two-day workshop at the school site or project site that prepares teachers for using the program, teaching techniques, and the living laboratory approach.

Page 24 Spotlight on Rural Schools in New Jersey: 1991 Program Title: Outcomes-Driven Developmental Model(ODDM) A comprehensive and systematic program for improving all facets of school operation to produce excellent achievement by all students.

Audience during which they receive 25 days of training and assis- Approved by the Joint Dissemination Review Panel for all tance. Adapters must be willing to examine all facets of schools and students K-8. (ODDM will permit the inclu- school operatic: Zu enhance the overall effectiveness of sion of 9-12 staff in the training since it is equally appli- their organization. cable to them.) A kadership tam is required: the principal of each The Johnson City Central School District (JC), having building involved, a school board reproentative, and, if a become dissatisfied with student achievement patterns and middle school is involved, instructional leaders from each school improvement efforts, committed itself to a compre- of the major disciplines. Administrators and teachers on hensive redesign of its entire program. This redesign Om leadership team specialize in various tasks and in the process, which came to be known as ODDM, employs a second year train increasing numbers of educators in their systematic change proi:ess that is applied to all facets of organization. school operation (20 in all) such as instruction, curriculum design, climate, leadership and management, staff devel- Services opment, and the flow of communications. Awareness materials are available at no cost. Visitors are welcome at the project site by appointment. An annual Change in each area of school operation is always based conference kt held the third week of October. Out-of-state that on the best research literature since ODDM recognizes awareness sessions may be arranged. Training is con- the effective translation of theory and research into ducted best at the adopter's site or, in the case of cluster- practice has been a significant problem for schools. ing, at the site of the adopter with the most convenient ODDM is, in essence, a master plan for improving all location. facets of school operation in order to produce excellent achievement for all students. ODDM combines the Training, implementation, telephone and mail correspon- elements of good teaching, learning, and administration dence, evaluation services, and a wide range of quality into an eminently usable model. training materials such as 14 videotapes produced by a PBS station on ODDM are provided to all adopters. The ODDM succeeded in improving the achievement of JC adopter is responsible for travel expenses and honoraria students. Achievement in reading and math , K-8, served for trainers. Adopters may reduce their costs substantially as the two key indicators of success in all areas of learn- by clustering. Very few materials and DO special equip- ing. In 1976, only 44% of all eighth grade students scored ment is needed to implement ODDM. The ODDM project six months or more above grade level in reading; in math, provides a wide range of materials. 53% scored at this level. By May 1984, 75% scored at this level (p>.001). These gains in student achievement have Contact(s) persisted. Morale, climate, and staff effectiveness have also improved. Dr. Frank V. Alessi ODDM is a program for making all schools more effective Johnson City School District by insuring that the conditions exist in which all students 666 Reynolds Road can learn with excellence, all teachers can teach more effectively, and all administrators can lead and manage Johnson City, NY 13790 more competently. (607) 770-1200 Requirements ODDM may be adopted by a single school district or a cluster of school districts. Adopters must commit to six phases of implementation over a period of two years, 25

Spotlight on Rural Schools in New Jersey: 1991 Page 25 Program Title: REACH: Respecting Ethnic and CulturalHeritage Multicultural Education for All Students

Audience Requiremeuts Approved by the Joint Dissemination Review Panel far all Project REACH is =ally implemented in all social eighth-grade students. studies classes at one grade level within dm middlefjunior Description high school. No special staffing or facilities art required. Participating teachers are trained by Project REACH staff Project REACH is a multiculttual education program or certified Project REACH trainers before using the designed for infusion into the regular U.S. history and/or materials in their classrooms. Teacher Guide, student social studies program. The program's intent is to increase booklets, matching listening tapas, and relced slide/tape knowledge and understanding related to cultural diversity and support materials are available for purchase from the in America The Project REACH cuniculum process Project REACH office. includes the following four phases: Communication Ski llr. The students gain a basic under- Services standing and practical skills in the areas of self-awareness, Awareness materials are available at no cost. Project staff interpersonal communication, and group-dynamics and certified trainers are available for out-of-town aware- through communication skill-building and problem- ness sessions at the cost of travel and expenses. Follow-up solving activities. These activities provide a foundation for consultation and monitoring are available to adopters. the cross-cultural experience and learning that occur later Visitors are welcome by appointment at the Project in the program. REACH office. Adopting school districts enter into a contractual agreement with Project REACH and an Cultural Self-Awarencs: The participants study their own adoption fee is negotiated to cover costs of uaining and cultural background, learn the meaning and function of culture, and become aware of the cultural diversity that teacher materials. exists in thcir own school. Each student engages in Project REACH is pait of a four-unit, multicultural/global extensive research related to his tif her own cultural family training and curriculum organization. The program units or community history and then proonces a large visual include Global REACH (high school), Project REACH project to be displayed at a cultural fair. (middle/junior high school), RFACH for Kids (elemen- Multicultural Knowledge: American history is presented in tary) and REACH for Excellence (higher education/ a way that adequately reflects the experiences and contri- business). butious of Asian American, Black/African American, Latino/Hispanic, and Native American people. Students Contact(s) engage in learning activities which help them gain in- Gary Howard, Executive Director depth knowledge of their history and the culture of different ethnic groups. Ethnic Perspective Booklets are or Bettie Sing Luke, Program Director used with listening tapes. 239 North McLeod Cross Cultural Experience: After gaining knowledge and Arlington, WA 98223 skills in the previous three phases, the students participate in a series of person-to-person experiences with persons (206) 435-8682 from different cultural communities. These experiences can include student exchanges, guest speakers, assemblies, and special field trips to different cultural areas. Participants in Project REACH have demonstiated an increased level of knowledge related to the history and culture of America's non-white ethnic groups, and have also demonstrated a decreased level of socigl distance expressed toward these groups.

Page 26 Spotlight on Rural Schools in New Jersey: 1991 Program Title: Reading Recovery A one-to-one intervention program for theleast able readers in first-grade classrooms.

Audience implementation, evaluation, and administration of the The least able readers in first grade asdetermined by a Reading Recovery program. comptthensive battery of individually administered The teacher-leaders, upon returning to their home site, diagnostic instruments. min other teachers in the Reading Recovery model Release time for trained teacher-leaders and tetchers in Description training (*including affangements for a weekly 21A-hour Reading Recovery reduces reading failurethrough early class after Aiool houis) is required. intervention and helps children become independent readers. The goal is to bring the children tothe average of Services their class through individually tailored30-minute lessons. Awareness materials are available at no cosi Project staff Reading Recovery supplements the regularreading, ,Nson are available for awareness resentationsand training with in a classroom. all costs negotiable. The specially trained teacher and child work togetherdaily for one half-hour in which the child isinvolved in reading Contact(s) and writing experiences. Techniquesinclude the reading ofGay Su Pinnell, Dr. Carol A. Lyons, or Dr. Diane E. many "little" books to buildconfidence, daily writing, the DeForl re-reading of favorite books, and learning to hearsounds Martha L. King Center for Language and Literacy in words by writing simple stories. Reading Recover focuses on providing opportunitiesfor The Ohio State University children to make Limir own links between reading and 200 Ramseyer writingand discover meaning. The integrated reading 29 West Woodiair 'erie and writing lessons ate tailored to build onwhat the child alreatly knows while strengthening a self-improvement Columbus, OH 412 system whi0 leads to continuedgrowth. The elements of (614) 292-0711 the lesson are the Kame for each child, althoughthe content differs for each child. First-grade children improved their reading andwriting ability after an average of 16.4 weeks, with 86% ofthe children reaching aveLage levels of achievementfor their class in leading. Growth in Rading and writingis evidenced by statistically significant score; relative to an equivalent control group using a variety of writing and reading test elements. In addition, foliow -up studies irdicate the majority of children releasedfrom ale pro. gram continue to make progressand read with the average of their class through the second, third, and fourthgrades without additional help.

Requirements For effective implementation, school systems should release one or two experienced individuals to attend a one- year teacher-leader training program atthe Ohio State University in Columbus. They will learn procedures for 27 Spotlight on Rum! Schools in New Jersey: 1991 Page 27 Program Title: SAGE A program designed to develop higher level thinking skills and to improve academic achievement by providing a differentiated specialized curriculum for gifted and talented elementary students.

Audience teacher. Classroom teachers can be trained to implement Approved by the Joint Dissemination Review Panel for SAGE for the academically/intellectually gifted students in academically/intellectually gifted and talented students, the regular classroom. grades 1-5. Students participating in the program performed at significantly (p<.05) higher levels in higher order thinking Description skills, when compared to a nonparticipating comparison The objectives of the program are to develop higher order group, as measured by either the Ross Test ofHigher and critical thinking skills and to improve academic Cognitive Processes (grades 4 and 5) or the Test of achievement by providing a differentiated specialized Cognitive Skills (grades 1-3). Similar gains were achieved curriculum for gifted and talented elementary students. on the Comprehensive Tests of Basic Skills,Form U and the Cornell Critical Thinking Test, Level X. The regular school curriculum is extended based on a three-fold model incorporating thinking skill development, Requirements mini-study units, and independent study. Activities The SAGE Tri-Fold Curriculum is a process for teaching presented in the thinking skills development portion of the higher level thinking skills. Therefore, a two-day training curriculum stimulate and challenge students to think and workshop is recommended. Administrative planning time perform at higher levels of thinking; assist in the devtlop- is needed in addition to the teacher training days. It is ment of critical, inductive, deductive, and creative thinkingpreferable to do training in two consecutive days, but it skills; and present specific instruction in areas of informa- can be done with one initial training day with afollow-up tion gathering, organizing, and using resource materials. after some of the SAGE process has been implemented. A Mini-study units, extensions of the basic curriculum, are training manual is necessary. Training is conducted at the interdisciplinary in nature, and incorporate thinking skill project site or adopter site. Costs for all services available activities in broad topic areas. The third segment of SAGE to be negotiated. core curriculum is independent study, which allows students to extend and enrich their knowledge of and Services interests in specific content areas. A mentorship program, Awareness materials are available at no cost,Project staff utilizing experts in the areas of student intercst, is an are available for awareness, training, and follow-up. outgrowth of independent study. Implementation, evaluation, and follow-up services are available. Visitors are welcome to the project site by SAGE develops new themes annually. There is a SAGE appointment. network of adopters who share thematic units as well as curriculum adaptations made for the regular classroom. Contact(s) Thinking skill booklets for the regular classroom teacher are available through the program's supplemental materi- Sandra Cymerman, Disseminator als component. or Diane Modest, Director The SAGE materials are adaptable to a variety of program Project SAGE designs. Guidelines are provided for schools in the initial program development stages Schools which have already Cameron School, Framington Public Schools established a gifted/talentea program may use the materi- 187 Elm Street, Framingham, MA 01701 als to enhance their current program. The SAGE Tri-Fold Curriculum can be easily supplemented in one of three (508) 626-9190 or 626-91/4 instruction models or a combination of the field-tested models: separate classroom, resource room, and consultant 28

Page 28 Spotlight on Rural Schools in New Jersey: 1991 Program Title: Social Decision Making and Problem Solving A program that helps teachers facilitate the development and use of social decision making and problem solving skills in children and prevent substance abuse and related behavior difficulties.

Audience Requirements Approved by PEP for teachers, administrators, guidance An individual practitioner teacher, health educator, and child study team staff, and parents of children in the guidance counselor, school psychologist, social worker elementary grades, both in regular and special education can be prepared to implement the program. At the building programs. or district level, training is provided to site leadership teams consisting of representatives from district and Description building administration, guidance, special education, Social Decision Making and Problem Solving works by substance-abuse counselors, teachers, and parents, as providing training to parents and educators who then pass appropriate. on skills to children in self-control and participation,the use of an eight-step social decision making strategy,and Services practical know-how regarding the use of these skills in real Staff provide a two- to three-day training program for life and academic problem areas. teachers, administrators, guidance and child study team staff, and parent leaders. The program also works with The program is curriculum-based and occurs in three local staff to implement programs in subsequent years. phases: readiness (which targets self-control and group participation and social awareness skills), instructional Contact(s) (which teaches an eight-step social decision making strategy to students), and application (in which children Maurice J. Elias are taught to use skills in real life academic and personal Department of Psychology situations). Rutgers University The primary objective is to teach children a set of heuristic social decision making and problem solving thinking New Brunswick, NJ 08903 steps. Lessons are given to groups of children and are (201) 932-2444 conducted on a regular basis by the classroom teacher. Extensive guided practice b built into most lessons and videotapes are used to provide skill modeling and hypo- or John Clabby thetical situations. Facilitative questioning and dialoguing stimulates integration of the techniques, and cooperative UMDNI-CMHC at Piscataway group projects and writing assignments further advance 240 Stelton Road that process. Piscataway, NJ 08854 Evidence of Effectiveness (201) 463-4939 In pilot tests and evaluations of the program over a ten- year period, teachers, following training, were found to improve their ability to facilitate children's social decision making and problem solving. Children receiving the program improved their social decision making and problem solving skills relative to control groups. Students also showed more pro-social behavior in school and greater ability to cope with stress upon transition to middle school, when compared to controls. Students followed up in high school showed high levels of positive, pro-social behavior and decreased anti-social, self-destructive, and socially disordered behavior compared to controls. 29

Spotlight on Rural Schools in New Jersey: 1991 Page 29 Program Title: Student Team Learning (STL) A set of instructional techniques in which students are placed in four- or five-member heterogeneous learning teams to master basic skills initially presented by the teacher.

Audience Services Approved by the Joint Dissemination Review Panel for Awareness materials are available at no cost. Visitors are students in grades 3-12. welcome anytime by appointment at project site and additional demonstration sites in many states. Project staff Description are available to attend out-of-state awareness meeting and/ Student Team Learning (S'IL) is an instructional techniqueor training at the adopter site. Implementation and follow- based on years of research on coomative learning at the up services are available to adopters. Cost to be negotiated. Johns Hopkins University. S'IL consists of three major strategies: Student Teams Achievemait Division (STAD), Contects) Teams-Games-Tournament (TOT), and Jigsaw IL All Anna Marie Famish three require students to work in learning teams that are heterogeneous in terms of academic achievement, race, Director of Training Projects and sex. In STAD, students study worksheets in their Center for Revarch on Elementary and Middle Schools teams following a teacher xesentation. Students take quizzes individually to demonstrate how much they have 3505 North Charles Street learned. The individual quiz scores are summed to form a Baltimore, MD 21218 team score, and teams are rewarded for their performance. TGT is similar to STAD, except that students are actively (301) 338-8249 engaged in an academic game instead of taking quizzes. In Jigsaw, students become "experts" on topics related to narrative material they have read and teach these topics to their teammates. STAD is approved for language arts, TGT for language arts and math, and the STL program as a whole is approved for intergroup telations. Student Team Learning can be used with the teacher's manual and teacher-made curriculum materials. The techniques are very practical and easy to learn. They are in use in thousands of schools across the U.S. The effects of Student Team Learning on intergroup relations are strong and consistent because the team goal and team interactions allow students to view one another positively. Because the program is inexpensive, takes no more class time than traditional methods, and increases achievement as well as improving intergroup relations, it can be used a9 a regular part of classroom instruction in any subject.

Requirements Individual teachers can implement STL thrcugh the use of the teacher's manual. For school or district implementation, there should be general awareness training followed by workshop training (two kis). 30

Page 30 Spotlight on Rural Schools in New Jersey: 1991 Program Title: TeachingGeography: A Model for Action InGrades 412 A dissemination process for providinggeography education skills and knowledge to teachers of grades 4-12.

Geography Project Audience A key support service of the Teaching geographic Teachers ih any discipline in which geographyplays an is offered by access to NGS-sponsored state alliances. These partnerships of classroom teachers, important role; approved by JDRP forthose teaching in professional geographers, and other educatorsprovide grades 4-12. opportunities for instructors to contribute to the understanding of geography and how it can be effectively Description mechanisms Teaching Geography: A Model for Actionin Grades 4-12 taught. Alliances maintain networking newsletter, meetings and workshops, curriculummaterials, is one of the National GeographicSociety's comprehensive effortsembodied in its geographyeducation and geography education program-approved summer institutes programto enhance the status andeffectiveness of geography institutes. These intensive multi-week provide instruction in geography content, proventeacher geography education nationwide. TeachingGeography's materials and services can be effectively utilizedin any strategies, and effective inservice methods. course in whichgeographic concepts and skills play a part. Evidence of Effectiveness The Teaching Geography Project's goal is tohelp teachers Use of Teaching Geography Project materialsand services incrcase their competence and confidencein teaching leads to positive changes in teachers' understandingof geography. Through a combination of materials,inservice geography content, strategies to teach geography,and workshops, and other support mechanisms, teacherslearn increased confidence to teach it. Preliminary evaluation to view geography in aframework based on five funda- results show that teachers trained use the methods and mental themes and to develop the ability to present materials show a change in performance andattitude that geography in this context to their students.Using this should have a positive effect on geography learning. approach to learning geography, students canunderstand the importance of basic geographyobservationfacts Services about location and plwe, as well as the morecomplex Teaching Geography Project awareness materials are analytical concepts of geography relating tohuman available at no cost, as are Geography EducationProgram interaction and the development of the earth. informational materials. Project staff or certified represen- of aware- A major emphasis of the Teaching GeographyProject is tatives are available to attend limited numbers the sharing of content, lesson plans, andteaching strategiesness conferences (costs to benegotiated). Teaching that illustrate these five themes: location,place, human- Geography Project workshop training is conducted at environment interactions, movement, and regions.Among adopter sites (costs to be negotiated).NGS-sponsored training the resources to introduce teachers to thethemes and to geographic alliances offer additional inservice assist educators in developing meaningful lessonplans are opportunities, alliance teacher-generated, state-specific curriculum materials, networking mechanisms, andmulti- a handbook andinservice workshops. week summer geography institute training,conducted at services are Professional informational and development various university sites across the country. available through the National GeographicSociety's geography education program such as summerinstitutes in Contact(s) geography and other opportunities throughSociety- sponsored state geographic alliances. Mark H. Bockenhauer Teaching Geography workshop sessions use a basic Teaching Geography Project Coordinator framework of content and classroom-tested strategiesthat or Charles Sterling, ProjectAssociate can be tailored to the needs of a state orschool district. Geography Education Program These are typically one-day workshops,combining short content presentations by professionalgeographers with National Geographic Society guided practice in hands-on teaching =Why ideas by 17th and M Street NW, Washington, DC 20036 Teaching Geography Project teacher-consultants who are graduates of NGS-sponsored geography institutes. (202) 775-6581

Page 31 Spotlight on Rural Schools in Novi Jersey: 1991 31 Spotlight on Rural Schools in New Jersey

Ideas That Work in New Jersey Rural Schools

All-Day Kindergarten 35 Computer Education 36 Developmental Kindergarten 37 Math Their Way 38

Our World: Its People and Their Culture.39 Shared Curriculum Services Model 40 Special Children's School 41 Whole School Gifted and Talented Program 42

The programs and practices highlighted in views. Programs/practices received on-site this section were submitted by rural teach- visits by rural educators for the purpose of ers and administrators in response to a sur- observing the program to verify informa- vey questionnaire designed to identify suc- tion. cessful practices through innovations at the The idea to survey and visit rural schools school and classroom level. These practices for ideas of what worts came from rural have not been studied by researchers, no educators in the state who are eager to learn empirical or validated information exists; from one another and share innovative rather, they are considered helpful hints or ideas on projects and form professional net- ideas that work. However, according to works for cooperating across districts to practitioners based on their assessment pro- improve all students' opportunity for learn- cedures, these programs/practices contain ing. elements which holdpromise forimproving The eight rural school programs/practices education for rural students. The informa- recognized in this section share the follow- tion gathered through the survey was ing characteristics. These characteristics are supplemented through strucuired inter- supported by the research. They include: Continued on the following page

Spotlight on Rural Schools in New Jersey: 1991 32 Page 33 Spotlight on Rural Schools in New Jersey

Ideas That Work in New Jersey Rural Schools

shared mission keyed to school-wide emphasis on content as much as process goals meeting student needs and student learn- local innovatiuns which were initiated ing as priorities out of a perceived need or promise and efforts to learn more efficient, effective are fully supported and encouraged by ways of operating. the local board of education The programs featured in this section of the individuals who believed in the effort directory are listed alphabetically by pro- and were willing to commit energy and gram title, purpose, key features, what we continued efforts to its success learned, school site and contact person. parent involvement and parent and com- All programs are currently operative and munity support have been in existence for three or more staff development and professional de- years. Materials are available and visitors velopment are welcome. teachers as leaders in curriculum decision making and administrators promot- ing productive collegial interactions

Page 34 Spotlight on Rural Schools in New Jersey: 1991 Program Title: All-Day Kindergarten

Purpose What We Learned To provide an all-day kindergarten program whichis well- This all-day kindergarten program has been operating for rounded academically and socially withoutplacing undue three years. To date, children appear to be very happyand physical stress upon the students or the teacher. adjusted to the full day of instruction and enrichment activities. Key Features The teacher reports that the extended day allowstime for Before entering kindergarten, children are testedfor more enrichment projects, increasedtime-on-task, and physical, social, and academic development todeter- produces greater academic and social progress on the part mine readiness for entering kindergarten andplacement of the children. for learning. Although parents have the right to remove their children at have removed The teacher is a firm believer in the benefitsof an all- noon, in three years of operation no parents day kindergarten program; the administratorand the their children at the end of the half-day session. Board of Education are committed to and fully support Evaluation data is availabh and indicates increased student the program; the parents and community areinvolved achievement. by assisting with the program. Establishing this all-day kindergarten program was cost- Children move at their own pace in academic areasand effective for the district. are grouped for instructionbased on continuous progress and assessmentindicators. School Site Children leave the kindergarten classroom forlibrary, Edgarton Memorial School art, music, and tysical education. Due to the execrated day, children have anopportunity Rural District to interact with older children(cross-age/cross-grade) Newfield School District and become involved in cultural experiencesand Catawba Avenue enrichment activities presented schoolwide such as: performing in musicals and plays, and contributing to Newfield, NJ 08344 art exhibits and art activities,special library and physical education events. Contact Person The first-grade curriculum has been adjusted to meet Ms. Marie Grochowski the needs of the children coming to the first gradefrom Chief School Administrator the all-day kindergarten program. Newfield School District (609) 697-1141

Page 35 Spotlight on Rural Schools in New Jersey: 1991 Program Title: Computer Education

Purpose What We Learned To deliver computer instruction to students in grades 4, 5, Through commitment, careful planning, and allocating and 6 in a computer laboratory setting. re.sources new strategies (computer laboratory) can be initiated in rural schools to improve curriculum and Key Features instruction. There are 170 student.s enrolled in this K-6 rural school. Students are self-motivated and positive about using For the past five years the Board of Education has been computers and report that they are prepared and confident committed to improving and expanding the computer for new computer experiences at the high school level. education program by allocating funds to purchase Critical thinking skills and creativk, problem solving are computers and train teachers in their use. The program has enhanced through the computer education program. grown from two computers in 1985 to the establishment of an equipped computer laboratory and the purchaseof School Site computers for the regular classroom. A classroom teacher West Amwell Elementary School has received special training and is responsible for planning and coordinating the computer education Rural District program in the laboratory. West Amwell School District The parents and community are very supportive and encourage the growth and maintenance of the program. 295 Highway 179 Coordination and collaboration occurs between the Lambertville,KI 08933 laboratory program and the classroom program. Contact Person Students receive one hour of instruction daily in the laboratory which includes: one half-hour of teacher- Mr. Tony De Canzio directed instruction and one half-hour of student- S uperintendent directed learning. (609) 397-0819 The laboratory teacher teaches six periods daily. All students have disks and the teacher monitors their work by reviewing the disks. Articulation occurs between the elementary and the regional high school about computer education. Students in the gifted program use the computer lab to supplement their work. Evaluation is conducted by monitoring students' progre_g against teacher and student expectations using wall charts to record student progress, and the report card inclicatis,student progress in computer education. As the students become proficient in computer education, they are used as peer-tutors assigned to younger children.

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Page 36 Spotlight on Rural Schools in Now Jersey: 1991 Program Title: DevelopmentalKindergarten

Purpose What We Learned To provide kindergarten-age children with a cognitive The program was developed to meet the developmental development approach to learning skills at the kindelgar- levels of kindergarten children. It was felt that an alterna- emphasized a ten level. tive kindergarten program was needed which cognitive development program. Key Features Children leaving this program either go to the academic All children eligible to enter kindergarten in September arekindergarten or fillt grade. Seventy-five percent normally screened the previous May. Based on informationcol- go to the academic kindergarten.Twesty-five percent go lected and analyzed by a team, and in consultationwith theon to first grade. parents, children are placed in either an academic or a The teachers, parents, and administrators feel positiveand cognitive developmental kindergarten program. are committed to the program. The team responsible for conducting the screening There has been a dramatic decrease in the number of includes: a speech therapist, the school nurse, the princi- children retained in kindergarten. pal, and the teacher of the developmental program. There has been a significant decrease in the number of Diagnostic and norm referenced tests are administered. primary grades children needing supplemental or basic Children who have birthdates close to the kindergarten skills programs. cut-off date of October 1 are eligible fol the program. A curriculum is available upon request. The program operates for 2.5 hours daily with one teacher and one aide for 12 students. School Site Report cards are issued twice a year, and two parent- Atlantic Highlands Elementary School teacher conferences are held. Dial R and the California Test of Basic Skills areadminis- Rural District tered at the end of the year to determine progress. Atlantic Highlands School District 140 First Avenue Atlantic Highlands, NJ 07716

Contact Person Mrs. Martha C. Hammond Superintendent (908) 291-2020

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Spotlight on Rural Schools in New Jersey: 1991 Page 37 Program Title: Math Their Way

Purpose What We Learned To allow students to work with interactive manipulative Children and teachers learn together through a program materials in a mathematics program which focuses on which is action oriented rather than textbook driven and problem-solving skills and higher-order thinking skills. does not involve excessive paper work for students or teachers. Key Features Students evaluate themselves and each other daily and This rural K-4 school houses about 300 students. The there is program, teacher, and student accountability. philosophy of the school is to involve teachers in Teachers' role is to facilitate learning rather than provide decision making and governance. This results in a information. positive school climate which encourages careful Enthusiasm for the program and learning is infectious. planning and collaboration among teachers, on-going perspective taking, increased teacher-student interac- The program encourages more on-task behavior, higher tions, and student-to-student interactions. Currently in achievement, increased retention, more opportunity for grades K-2, it is planned that the program will be higher-level reasoning, and more opportunity for participa- implemented in the upper grades. tory learning. Program improvement and evaluation is on-going. Math concepts and learning are applied and the language Students' achievement has increased in the areas of of math is in the child's everyday life. problem solving and critical thinking as evidenced by the California Achievement Test results. School Site Improves students' self-esteem, successful with at-risk Long Pond Elementary School and special education students; also used for enrichment. Rural District The parents and community support the program. Andover Regional School District The program requires little workbook or ditto activity. 707 Limecrest Road Students arc trained in the use of manipulatives and Newton, NJ 07860 conclusions to problems are stated in numerical sentences. Contact Person All staff are involved in the development of the Dr. Carolyn Spurlock program and apply cooperative learning strategies. Principal Uniblocks and a variety of other manipulative materials (201) 383-3743 are used in lessons. Much of the activity is done on the floor.

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Page 33 Spotlight on Rural Schools in New Jersey: 1991 Program Title: Our World: its People andTheir Culture (Humanities)

Purpose What We Learned To provide students in grades 7 and 8 with an appreciation ICost of program both in start-up and maintenance costs and understanding of World Cultures and of its people are minimal. through integrating the teaching of social studies, music, The cooperation of the administration, the board, and art, customs, and the folklore. the community is necessary. On-going communication on matters dealing with the programis necessary. Key Features Matching-up of teachers for team teaching should be This team-teaching muse is taught cooperatively by made only after both parties involved are familiar with the music and the social studies teachers once a week team-teaching concepts and complete an agreement to for a 45-minute period. follow the principles of team teaching. The class is equipped with a computer and printer, one Administration should provide a formal common Kodak Ektographic Visualmaker, musical recordings of planning period for both teachers, especially for the music representing all countries studied, on computer a first few years of the program. biography of famous composers and artists of the countries studied, folders with past and current sundry School Site information on countries studied, copies of paintings Oldman Middle School representative of all the countries studied, record players, and tape recorders. All the above equipment is Rural District available to the student who is involved in the research of a specific country. Oldman Township School District Students may choose to work in groups or as an R.D. #1, Box 336 B individual in researching the culture, vocal, and Pedricktown, NJ 08067 instrumental music of a country. All major areas of the world are covered in two years. Contact Person Outcome of student research is in th,..: form of an oral Mr. Maurice J. Madden report given to the class by the group or theindividual. Superintendent Verbal reports must meet specific criteria and are (609) 299-4240 graded both by the class and the two teachers. This program began in 1980. Both teachers have gained recognition through the Governor's Recognit-an program. Each was awarded grants of $1,000. The money was used to purchase materials and equipment for the program.

Spotlight on Rural Schools in New Jersey: 1991 Page 39 Program Title: Shared Curriculum Services

Purpose What We Lrdarned To allow four elementary school districts and a regional high sch ix)! in Gloucester County to form a consortium forAdministrative support and commitment, teacher readi- the purpose of articulating, coordinating, and collaborating ness, linkage, andlirwith school organizations are on curriculum and instruction. characteristics of this model and are factors reported in successful promising practices in naal settings. Key Features Students move through curriculum more quickly, pick up There are four elementary districts which send students concepts, and maintainahigher level of self-esteem. These to the Gateway Regional High School to complete results seem most obvious among special needs students. grades 7-12. They range from affluent to slightly below Staff planning time has increased, as has administrator the mid-point per capita income. involvement in instructional and curriculum plann: ^a. The effort was prompted by a desire to have some Funds for the continuation and expansion of the program curriculum commonality in the elementary grades of all have been secured through School District and community the participating school districts. efforts. The program developed from other efforts such as cooperative in-service, periodic curricuLn articulation School Site meetings, and Child Study Team cooperative action. Westville Elementary School The communities are geographically very close to each Birch and High Streets other which allows for an easy continuing dialogue and Westville, NJ 08903 direction setting. There is a steering committee mado up of middle management from all the schools. Each cluef Contact Person school administrator receives a monthly report about the working of the program. There is also a board of Ms. Diane Anderson, Curriculum Coordinator education presidents' meeting which considers this Woodbury Heights Elementary School program on an on-going basis. Woodbury, NJ 08097 The enrollment of the five schools is about 1,400 (609) 848-7001 students and there is very little growth in enrollment expected.

Page 40 Spotlight on Rural Schools in New Jersey: 1991 Program `rifle: SpecialChildren's School

Purpose What We Learned Prior to the funding of the Special Children'sSchool all To provide orthopedically, multiplyhandicapped rural outside students ages 3-21 wish an intadisciplinaryspecial handicapped students were transported to facilities education program. of Sussex County. The establishment of this special school hasbeen cost- Key Features effective and efficient in meeting the needs ofdevelop- mentally and physically challenged students. is The Sussex CountyEducational Services Commission, a consortium of21 rural school districts, administers Twenty-one districts pool resources to provideeducation- the special education program. Studentsattend from ally and medically sound services and rent spacefrom the Sussex,, Warren, end Morris Counties. Newton Memorial Hospital. The Commissionis in the build a new facility. The Special Chiklren's School, a publicnon-profit process of purchasing land to agency, is located in adesignated wing of the Newton Memorial Hospital. The program provides ahalf-day School Site pre-school, as well as year-round all-dayprimary and Newton Memorial Hospital secondary classes. Services providedinclude: individual and small-group instruction Rural District speech therapy Sussex County Educational Services Commission physical therapy occupational therapy 7 Church Street nursing services Newton, NJ 07860 parenting servicgs oral motor therapist Contact Person psychiatry evaluation, Ms. Gloria Kalina Ancillary services include: Superintendent of the Sussex County EducationalCom- .certified teaching staff mission experienced teacher assistants individual parent conferences (201) 383-3350 written teachei and therapy reports team approach to IndividualEclucational Prescrip- tions (MP) communication between school and privately contracted therapists facilitation in obtaining therapeutic equipment close proximity to all hospital services active parent/professional advisory board pre-vocational training scouting program, Troop #700 augmentative communication computer program.

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Page 41 Spotlight on ;turd Schoois in New Jersey: 1991 Program Title: Whole School Gifted and Talented Program

Purpose What We Learned To provide a gifted and talented program for all students in Students were proficient at solving problems through grades 1-6. building consensus. Enthusiasm among students and teachers was observed Key Features with the role of the teachers being facilitator. Teachets This K-6 rural school, built in 1832, enrolls 49 students. and students were partners in learning. Teachers Grades 1-2, 3-4, and 5-6 are combined and taught as single provided assistance, feedback reinforcement, and units. There are three full-time teachers and a chief school support. administrator who also teaches a half-day kindergarten. Primary-grade students were as proficient as older This program operates weekly on Friday afternoons. Units students in brainstorming and group-process tech- of study are taught on a totaling basis. The content niques. All children participated eagerly in discussions. includes critical thinking and creative problem solving Students were well spoken, followed the established skills. All students in grades 1-6 are eligible to participate. rules, and a positive atmovhere was established and Students do not receive formal grades in this program, maintained. although program evaluation is conducted by students and Teachers structure the learning environment so that teachers discussing progress and planning for changes. students experience success and assume responsibility The community, parents, and the Parent Teacher Organiza- for their own learning. tion are supportive and involved in developing and Peer tutoring, helping, sharing, and intense students' improving the program. interaction and encouragement existed in small-group Mc positive heterogeneous relations, peer and social settings. support, increased use of higher-level reasoning, sharing, and nurturing are important elements of the program. School site Cooperative learning techniques are employed in the Stockton Borough Elemeatary School program. Rural District StOckton Borough School District 19 South Main Street Stockton, NJ 08559

Contact Person Mrs. Marlene Leeb Chief School Administrator (609) 397-2012

Page 42 Spotlight on Rural Schools in New Jersey: 1991 Spotlight on Rural Schools in NewJersey

Directory of Rural Schools in New Jersey

New Jersey Rural AssistanceCouncil 45 Research for Better Schools' Rural Education Program Staff 47 County Superintendents with Rural School Districts 49 Map: New Jersey Rural Districtsby County 51 Rural School Districts by County 53 Rural School Districts in Alphabetical Order 63 Rural School Superintendents in Alphabetical Order 67

The information included in this directory rural school districts. Because this is the first was compiled with the helpof the New Jer- attempt to apply the dermition to schooldis- sey Rural Assistance Council(RAC) and tricts, the list may not be comprehensive. The the New Jersey Department of Education task of refining the dermition and updating the County Superintendents. Applying an RBS list of rural schools will be a task that is on- definition that was developed with key going and continuous. A map of New Jersey groups in the state, the RACworked with Rural School Districts is included and reflects the County Superintendents to identify 115 the 115 school districts listed in the document.

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Spotlight on Rural Schools in Now Jersey: 1991 Page 43 New Jersey Rural Assistance Council

Dr. Stephen Berkowitz Dr. Anthony DeNorchla Chief School Administrator Chair NJASA Small Schools Committee Elmer School District Hillsdale Public Schools Elmer, NJ 08319 32 Ruckman Road (609) 356-6761 Hillsdale, NJ 07642 FAX (609) 358-7550 (201) 664-0282 FAX (201) 664-9049 Me .sedes Fitzmaurice Coordinator Dr. Willetta Mulhom Rural Assistance Council County Superhitendent Research for Better Schools NJDE 444 North Third Street Salem County Office Philadelphia, PA 19123 Lakeview Offices (215) 574-9300 ext. 242 RD#2, Box 344 FAX (215) 574-0133 Woodstown, NJ 08098 (609) 769-2700 Dr. Steven Kalapos, Chair FAX (609) 769-0782 County Superintendent NJDE Dr. Gerald Savage Cumberland County Office County Superintendent 19 Landis Avenue NJDE Bridgeton, NJ 08302 Hunterdon County Office (609) 451-0211 County Administration Building FAX (609) 455-9523 Flemington, NJ 08822 (201) 788-1414 Mr. William Mancuso FAX (201) 788-1457 County Superintendent NJDE Warren County Office Warren County Court House 413 Second Street BeMdere, NJ 07823 (201) 475-6326 FAX (201) 475-3541

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Spotlight an Rural Schools in New Jersey: 1991 Page 45 Research for Better Schools' RuralEducation Program Staff

Research for Better Schools 444 North Third Street Philadelphia, PA 191234107 (215) 5749300 FAX (215) 574-0133

Robert Bhaerman Margaret Lion Research and Dissemination Specialist Rural Education Director ext. 225 ext. 230

Mercedes Fitzmaurice Kay Hoover Research and Dissemination Specialist Conference Coordinator ext. 242 ext. 221

Richard GI' OVA Arlene Large Research and Dissemination Specialist Data Management Specialist ext. 229 ext. 245

Russell Dusewicz Doren Carter Research and Evaluation Specialist Secretary ext. 277 ext. 224

Francine Beyer Research and Evaluation Specialist ext. 228

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Page 47 Spotlight on Rural Schools in New Jersey: 1991 County Superintendents with Rural School Districts

Atlantic County Mercer County (609) 625-0004 (609) 588-5884 FAX (609) 625-6539 FAX (609) 588-5849 Mr. Gustav R. Ruh Mrs. Barbara Anderson 1200 Harding Highway 2238 Hamilton Avenue Mays Landing Highway Trenton, NJ 08619 Mays Landing, NJ 08330 Monmouth County Burlington County (201) 431-7816 (609) 625-5060 FAX (201) 577-0679 FAX (609) 625,5932 Mr. Milton G. Hughes Mr. Art Mertz Campbell Court Highway 9, Box 1264 Union and High Streets Freehold, NJ 07728 Mt. Holly, NJ 08060 Morris County Camden County (201) 285-8320 (609) 627-1556 FAX (201) 285-8341 FAX (609) 486-0177 Dr. Sharon Clover Dr. Donald E. Beineman Box 9000 120 Warwick Road Morristown, NJ 07963 Stratford, NJ 08084 Ocean County Cape May County (201) 929-2078 (609) 465-1283 FAX (201) 244-8424 FAX (609) 465-2094 Mr. Joseph F. Zach Dr. Patricia M. Horton 212 Washington Street Crest Haven Complex Toms River, NJ 08753 Cape May C.H., NJ 08210 Passaic County Cumberland County (201) 881-7123 (609) 451-0211 FAX (201) 742-1415 FAX (609) 455-9523 Mr. Melindo A. Persi Dr. Steven Kalapos 31 McBride Avenue, Extension 19 Landis Avenue Paterson, NJ 07501 Bridgeton, NJ 08302 Salem County Gloucester County (609) 769-2700 (609) 468-6500 FAX (609) 769-0782 FAX (609) 468-9115 Dr. Willetta Mulhom Dr. Peter B. Contini RD#2, Box 344 RR #4, Box 184 D Woodstown, NJ 08098 Sewell, NJ 08380 Sussex County Hunterdon County (201) 579-6996 (201) 788-1414 FAX (201) 579-6476 FAX (201) 788-1457 Dr. Bernard J. Andrews Dr. Geralo Savage 18 Church Street County Administration Building Newtown, NJ 07860 Flemington, NJ 08822 Warren County (201) 475-6326 FAX (201) 475-3541 Mr. William Mancuso Warren County Court House, 413 Second Street Belvidere, NJ 07823 .1 5

Spotlight on Rural Schools in New Jersey: 1991 Page 49 NEW YORK

BERGEN 5,1

WARREN MORRIS

HUDSON

UNION

HUNTERDON

SOMERSET

MIDDLESEX Se

MERCER MONMOUTH

PENNSYLVANIA

S. OCEAN BURUNGTON

CAMDEN

GLOUCESTER

SALEM Oo : ATLANTIC CUMBERLAND

DELAWARE 0 CAPE MAY New Jersey's Rural Districts by County

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Spotlight on Rural Schools in New Jersey: 1991 Page 51 Rural New Jersey SchoolDistricts by County

1 Atlantic County 1 Burlington County District Este il Manor School District Bass River Township School 609-296-4230 609-478-2267 Mrs. Roseann M. Cia tells Dr. Lawrence Do Feo Administrative Principal Superintendent Bass River Township ElementarySchool Box 122 , Cape May Avenue Box 304, North Maple Avenue Estell Manor, NJ 08319 New Gretna, NJ 08224 Folsom School District Chesterfield Township SchoolDistrict 609-561-8666 Mr. Salvatore Todaro 609-298-6900 Mr. Joseph Schienholz Superintendent Administrative Principal R. D. #6, Box 529 MaysLanding Road 295 Bordentown-Chesterfield Road Folson, NJ 08037 Trenton, NJ 08620 FAX 609-567-8751

Eastampton School District MuHica Township SchoolDistrict 609-267-9172 609-561-3868 Dr. John Holcroft Dr. Martin Ney Superintendent Superintendent RR MO, Box 3124, N. PembertonRoad Union Avenue, rox 318 Mt. Holly, NJ 08060 Elwood, NJ 08217 FAX 609-561-7133 Hainesport Township School District Port Republic School District 609-267-1316 Mr. Thomas J. Reardon 609-652-7377 Mr. Howard Paynter Superintendent 211 Broad Street Superintendent Hainesport, NJ 08036 Pomona Avenue Port Republic, NJ 08241 Mansfield Township School District Weymouth Township SchoolDistrict 609-298-0308, 298-0660 Mr. John Hydock 609-476-2412 Mr. Marshall Behr Superintendent Locust Avenue Superintendent Box 231, llth & Estell Avenues Columbus, NJ 08022 Dorothy, NJ 08317 Southampton Township SchoolDistrict FAX 609-476-3966 609-859-2256 Dr. James Kerfoot Superintendent Pleasant Street Vincentown, NJ 08088 FAX 609-859-1542 4 7

Page 53 Spothght on Rural Schools in Now Jersey:1991 Rural New Jersey School Districts by County

I Burlington County,continued I Cape May County Springfield Township School District Dennis Township School District 609-723-2479 609-861-0549 Mr. Waiter G. Bowyer Mr. Victor Gilson Superintendent Chief School Administrator Jacksonville Road Academy Road Jobstown, NJ 08041 Dennisville, NJ 08214

Tabernacle Township School District Woodbine School District 609-268-0153 609-861-5174 Mr. Kenneth Olson Mr. Edward S. Petitt Superintendent Chief School Administrator 132 New Road Webster Avenue Vincentown, NJ 08088 Woodbine, NJ 08270 FAX 609-268-1006 FAX 609-861-0723

Washington Township School District Cumberland County 609-965-3520 Commercial Township School District Ms. Adriene McCauley 609-785-0222 Administrative Principal Mr. Barry Ballard R. D. #2, Box 145 Superintendent Egg Harbor, NJ 08215 R. D. #1, Route 633 Port Norris, NJ 08349 Woodland Township School District 609-726-1230 Cumberland Regional School District Dr. Robert L. Backer 609-451-9400 Administrative Principal Dr. William Caldwell Second Street Superintendent Chatsworth, NJ 08019 P. O. Box 5115 Seabrook, NJ 08302 I Camden County Chesilhurst Borough School District Deerfield Township School District 609-767-5451 609-451-6610 Mr. Roy Holland Mr. David E. Hitchner Chief School Administrator Administrative Principal Sixth and Edwards Avenues Box 375, Morton Avenue Chesihurst, NJ 08089 Rosenhayn, NJ 08352

Waterford Township School District Downe Township School District 609-767-0331 609-447-4673 Mr. Richard Salimena Mr. Joseph H. Webb Superintendent Superintendent 825 Old White Horse Pike Route 553 Waterford, NJ 08089 Newport, NJ 08345 FAX 609-768-8086 FAX 609-447-5130 48 Page54 Spotlight on Rural Schools in Now Jersey: 1991 Rural New Jersey SchoolDistricts by County

1 Cumberland County, continued Stow Creek Township SchoolDistrict Fairfield Township School District 609-455-1717 609-451-1128 Dr. PatriciaK. LeVan Dr. Donna M. Carney Chief School Administrator Superintendent Gumtree-Stow Creek Road R. D. #4, Box 337 R. D. #3, Box 223 Bridgeton, NJ 08302 Bridgeton, NJ 08302

Greenwich Township School District Upper Deerfield Township SchoolDistrict 609-451-5513 609-455-2267 Mr. Richard E. Mower Mr. L. William Morris Superintendent Superintendent P. O. Box 360, Main Street Highway #77 Greenwich, NJ 08323 Seabrook, NJ 08302

1 Gloucester County Hopewell Township SchoolDistrict Clearview Regional School District 609-451-8775 609-478-4400 Mr. Richard D. Gable Mr. Michael Toscano Chief School Administrator Superintendent 65 Barrett Run Road, RR #1, Box18 Breakneck Road Brklgeton, NJ 08302 Mullica Hill, NJ 08062 FAX 609-478-0409 Lawrence Township SchoolDistrict 609-447-4237 East Greenwich Township SchoolDistrict Mr. Charles T.McGlone 609-423-0412 Chief School Administrator Mr. Joseph P. Conroy East Avenue Superintendent Cedarville, NJ 08311 535 Kings Highway FAX 609-447-3446 Mickleton, NJ 08056 FAX 609-224-0144 Maurice River Township School District 609-825-7679 Elk Township School District Mr. AlbertA. Monillas 609-881-4551 Superintendent Mr. James H. Davis South Delsea Drive, Drawer D Administrative Principal Port Elizabeth, NJ 08348 R. F. D. No. 1, Box 338 Glassboro, NJ 08028 Shiloh School District 609-451-5424 Franklin Township School District Mr. Edwin J. Hallanan 609-697-0161 Chief School Administrator Mr.Bernard Weisser Main Street Superintendent Shiloh, NJ 0'3353 Box 98 Franklinville, NJ 08322 4 9 FAX 609-697-9379 Page 55 Spotlight on Rural Schools in New Jersey:1991 Rural New Jersey School Districts by County

1 Gloucester County, contkund Swedesboro-Woolwlch School District Harrison Township School District 609-467-0146 809-478-2016 Mr. James Sarruda Mr. Thomas Summerill Superintendent Superintendent Kings Highway Route 45 Swedesboro, NJ 08085 Mu !lice Hill, NJ 08062 FAX 609-467-2717

Kingsway Regional School District 1 Hunterdon County 609-467-3300 Alexandria Township School District Dr. Terrence Crowley 201-996-6811 Superintendent Mr. John Ammon Kings Highway Superintendent Swedesboro, NJ 08085 R. D. #2, Box 80 FAX 609-467-5382 Pittstown, NJ 08867 FAX 201-996-7963 Newfield School District 609-697-1141 Bloomsbury School District Ms. Marie Grochowski 201-479-4414 Administrative Principal Mr. Dale Briggs Catawba and Madison Avenues Administrative Principal Newfield, NJ 08344 20 Main Street, Box 375 Bloomsbury, NJ 08804 Southern Gloucester County Regional School District Califon School District 609-694-0100 201-832-2828 Mr. Boyd A. Sands Mr. Walter Miller Superintendent Chief School Administrator De !sea Regional High School RR #3, Box 325, School Street Blackwoodtown Road Califon, NJ 07830 Franklinville, NJ 08322 FAX 609-694-4417 East Amwell Township School District 201-782-6464 South Harrison Townshlp School DistrIct Dr. Fred R. Ferrone 609-769-0855 Superintendent Dr. Thomas A. Murphy, Jr. 43 Wertsville Road Superintendent Ringoes, NJ 08551 Main Street, Box 112 FAX 201-782-1298 Harrisonville, NJ 08039 FAX 609-769-4060 Franklin Townshlp School District 908-735-7929 Mr. Harry 0. Tachovsky Superintendent Box 368, Rt. 579 Quakertown, NJ 08868 5 0

Page 56 Spotlight on Rural Schools in New Jersey: 1991 Rural New Jersey School Districts by County

I Hunterdon County, continued Frenchtown School District South Hunterdon Regional High School District 201-998-2751 609-397-1888, 2060 Mr. Bernard Ruekgauer Dr. Thomas R. Davidson Chief School Administrator Superintendent 902 Harrison Street R. D. #1, Box 77 Frenchtown, NJ 08825 Lambertville, NJ 08530 FAX 609-397-2366 Hampton School District 201-537-41014535 Stockton School District Mr. Thomas J. Lubben 609-397-2012 Chief Schoo, Administrator Mrs. Marlene Loeb R. D. #2, Box 48A, South Street Chief School Administrator Hampton, NJ 08827 Box F, Main Street Stoekton, NJ 08559 Kingwood Township School District 201-996-2941 West Amwell Township School District Mr. C. Edwin Smith, III 609-397-0819 Superintendent Mr. Tony DeCanzio R. D. #1, Box 364 Superintendent Frenchtown, NJ 08825 295 Highway 179 Lambertville, NJ 08530 Lebanon Borough School District FAX 609-397-430 908-236-2448 Mr. Waiter Schaufele I Mercer County Superintendent Washington Township School District Box 426, 6 Maple Street 609-448-8383 Lebanon, NJ 08833 Mr. John Barron FAX 201-236-7670 Superintendent School Drive Lebanon Township School District Windsor, NJ 08561 201-638-4521 FAX 609-448-2981 Dr. John Deibert Superintendent Woodglen Road RR #2, Box 295 Califon, NJ 07830 FAX 201-638-5511

Milford Borough School District 201-995-4349 Dr. William J. Nunan Interim Superintendent 7 Hillside Avenue MMord, NJ 08848-9601 51

Spotlignt on Rural Schools in New Jersey: 1991 Page 57 Rural New Jersey School Districts by County 1 Monmouth County Millstone Township School District Mine Hill Township School District 908-446-6894 201-366-0590, 5817 Mr. Ernest W. Donnelly Dr. Ernest Palestis Superintendent Superintendent 18 Schoolhouse Lane Canfield Avenue Clarksburg, NJ 08510 Mine Hill, NJ 07801

Upper Freehold School District Mount Arlington School District 609-259-7292 201-398-4400 Dr. Stephen L. Sokolow Mr. William E. Desmond Superintendent Superintendent 27 High Street Howard Boulevard Allentown, NJ 08501 Mount Arlington, NJ 07856 FAX 609-259-0881 Netcong School District 1 Morris County 201-347-0020 Boonton Township School District Dr. Vincent Togno 201-334-0880 Superintendent Mr. James Bolan 26 College Road Superintendent Netcong, NJ 07857-1621 R. D. #4, Box 510 Boonton, NJ 07005 Riverdale School District FAX 201-334-0035 201-839-1300 Mr. Ronald J. Nob Harding Township School District Superintendent 201-267-6398 52 Newark Pompton Turnpike Mr. William Cooper Riverdale, NJ 07457-1499 Superintendent FAX 201-839-8856 Box 248, Lee's Hill Road New Vernon, NJ 07967-0248 Rockaway Township School District 201-627-8200 Mendham Borough School District Dr. John Fanning 201-543-2295 Superintendent Dr. David Ottaviano Box 500 Superintendent Hibernia, NJ 07842 12 Hilltop Road FAX 201-627-7968 Mendham, NJ 07945 Wharton Borough School District Mendham Township School District 201-361-2592 201-543-2323 Mr. Richard Rutter Dr. Joseph Cornell Superintendent Superintendent 137 East Central Avenue West Main Street Wharton, NJ 07885 Brookside, NJ 07926 FAX 201-895-2187 FAX 201-543-4631

Page 58 Spotlight on Rural Schools in New Jersey: 1991 Rural New Jersey School Districts byCounty

I Ocean County Pinelands Regional School District Barnagat Township School District 609-296-3106 Mr. Clement A. Crea 639-1398-5800 Dr. Robed L. Horbelt Superintendent Nugentown Road, Box 248 Supert dendent 25 Bkdsall Street Tuokerton, NJ 08087-0248 Barnegat, NJ 08005 FAX 609-294-9519 FAX 609-698-6638 Plumsted Township School District Berkeley Township School District 609-758-2336 Dr. Gerald Woehr 201-269-2233 Mr. Robert Ciliento Superintendent 44 North Main Street Superintendent 53 Central Parkway New Egypt, NJ 08533 Office) Bayville, NJ 08721 FAX 609-758-3707 (Board of Education FAX 201-269-4487 Tuckerton Borough School District Eagieswood Township School District 609-296-2858 Mr. Michael V. Fogg 609-597-3663 Mr. Thomas W. Resch Superintendent Superintendent Marine Street, Box 217 511 Route 9, Box 355 Tuckerton, NJ 08087 West Creek, NJ 08092 FAX 609-978-0949 Passaic County West Milford Township School District Lakehurst Borough School District 201-697-1700 201-657-5741 Mr. Thomas A. Kraft Mr. Ronald L. Meinders Superintendent Chief School Administrator 46 Highlander Drive 301 Union Avenue West Milford, NJ 07480 Lakehurst, NJ 08733 I Salem County Little Egg Harbor School District Ailoway Township School District 609-296-3295 609-935-1622 Mr. George J. Mitchell Mr. Robert B. Catando Superintendent Superintendent 950 North Green Street Box 327, Cedar Street Little Egg Harbor, NJ 08087 Alloway, NJ 08001

Ocean Township School District Elmer Borough School District 609-693-3329 609-358-6761 Mr. E. Stephen Seeley Dr. Stephen Berkowitz Superintendent Chief School Administrator Wells Mill Road Front Street, Box 596 Waretown, NJ 08758 Elmer, NJ 08318 53 FAX 609-358-7550

Page 59 Spotlight on Rural Schools in New Jersey: 1991 Rural New Jersey School Districts by County

I Salem County, condnued Upper Pittsgrove Township School District Eisinboro Township School District 609-358-8163 609-935-3817 Mr. Jean Walsh Mr. Ma* M. Durand Acting Superintendent Chief School Administrator R. D. #2, Box 63 R. D. #3, P. 0. Box 125 Monroeville, NJ 08343 Salem, NJ 08079

Lower Alloways Creek Township School District I Sussex County Frankford Township School District 609-935-2707 201-948-3727 Ms. Sheila Shea-Hager Mr. John Ericson Chief School Administrator Superintendent 967 Main Street-Canton P. 0. Box 430 Salem, NJ 08079 Branchville, NJ 07826 FAX 609-935-9673

Manuington Township School District Fredon Township School District 201-383-4151 609-935-1078 Mr. Arnold Tversky Dr. Henry Papiernik Acting Chief School Administrator Superintendent R. D. #2, Box 212, 459 Route 94 R. D. #1 Newton, NJ 07860 Salem, NJ 08079

Green Township School District Oldmans Township School District 201-383-2646 609-299-4240 Mr. John Fox Mr. Maurice Madden Superintendent Chief School Administrator P. O. Box 14 R. D. #1, P. O. Box 336 B Greendell, NJ 07839 Pedricktown, NJ 08067 FAX 201-383-5705 Plttsgrove Township School District Hampton Township School District 609-358-3094 201-383-5300 Dr. John Daspro Mr. Michael Chirichello Superintendent Superintendent R. D. #1, Box 341 C R. D. #10, Box 10771 Elmer, NJ 08318 Newton, NJ 07860 FAX 609-358-6020

Quinton Township School District High Point Regional School District 201-875-3102 609-935-2379 Mr. Arthur R. Smith Mrs. nna Agnew Superintendent Chief School Administrator P. 0. Box 365 299 Pigeon Hill Road Sussex, NJ 07461 Quinton, NJ 08072

Page 60 5 4 Spotlight on Rural Schools in Now Jersey: 1991 Rural New Jersey School Districts by County

1 Sussex County, continued 1 Warren County Kittatinny Regional School District Allamuchy Tovifiship School District 201483-1800 201-852-1894 Mr. Robert Walker Ms. EfthimiR N. Christie Superintendent Chief Schoo: Administrator R. D. #10, Box 10255 Box J Newton, NJ 07860 Allamuchy, NJ 07820 FAX 201-383-6218 FAX 201-852-9816

Lafayette Township School District Blairstown Township School District 201-383-4441 201-362-6111 Dr. Walter R. Mahlei. Mr. Thomas Gross Superintendent Superintendent R. D. #1, P. O. Box 542 Box E, 1 Sunset Hill Road Augusta, NJ 07822 Blairstown, NJ 07825

Montague School District Franklin Township School District 201-293-7131 201-689-2958 M. J;., 'es J. Opiekun Mr. Joseph E. Damms, Jr. Superintendent Chief School Administrator R. D. #5, Box 571 Box 155-A, R. D. #1 Montague, NJ 07827 Washington, NJ 07882

Sandyston-Waipack Consolidated School Frelinghuysen Township School District District 201-362-6319 201-948-4450 Mr. William N. King Mr. Martin G. Surnpman Chief School Administrator Superintendent R. D. #7, Box 610 Route 560, Box 128 Newton, NJ 07860 Layton, NJ 07851 Greenwich Township School District Stillwater Township School District 201-859-2022 201-383-6171 Mr. John M. Frey Mr. Robert Corbin Chief School Administrator Interim Chief School Administrator Stewartsville School P. 0. Box 12 Box 276 C Stillwater, NJ 07875 South Main Street FAX 201-383-1895 Stewartsville, NJ 08886

Sussex-Wantage Regional School District Harmony Township School District 201-875-3175 201-859-1001 Mr. Arthur DiBenedetto Mr. Nicholas R. Matlaga Superintendent Chief School Administrator 31 Ryan Road 2551 BeMdere Road Sussex, NJ 07461 Phillipsburg, NJ 08865 FAX 201-875-7175

Spotlight on Rural Schools in New Jersey: 1991 55 Page 61 Rural New Jersey School Districts by County

I Warren County, continued

Hops Township School District North Warren Regional High School District 201-459-4242 201-362-8211 Mr. Al Musco Dr Edward Herbert Chief School Administrator Superintendent Rt. 519 & 611, Box 293 Box 410, Lambert Road Hope, NJ 07844 Blairstown, NJ 07825

Independence Township School District Oxford Township School District 201-637-4361 201-453-4101 Mr. Michael Doney Ms. Berneice Brownell Chief School Administrator Chief School Administrator RR #1, Box 3, Route 46 Kent Street Great Meadows, NJ 07838 Oxford, NJ 07863

Knowlton Township School District Pohatcong Township School District 201-475-5118 201-995-7715 Mr. Steve Roethke Mr. Jerry A. Clymer Cheif School Administrator Chief School Administrator P. 0. Box 227 Box 167, RR #1 Delaware, NJ 07833 Bloomsbury, NJ 08804

Liberty Township School District White Township Consolidated School District 201-637-4115 201-475-4773 Mr. Anthony J. Piperata Mr. Josph Sofhauser Chief School Administrator Superintendent Box 302, RR #1 RR03, Box 580 Great Meadow, NJ 07838 Belvidere, NJ 07823 FAX 201-475-3627 Lopatcong Township School District 201-859-0800 Mr. Albert V. Purdy Chief School Administrator 263 Route 57 Phillipsburg, NJ 08865

Mansfield Township School District 201-689-3212 Dr. Carol A. Burns Chief School Administrator Port Murray Road at Route 57 Port Murray, NJ 07865

Page 62 56 Spotlight on Rural Schools in Now Jersey: 1991 Rural New Jersey School Districts in AlphabeticalOrder

SchoolDistriet County Alexandria Township Hunterdon Allamuchy Township Warren Alloway Township Salem Barnegat Township Ocean Bass River Township Burlington

Bence ley Township Ocean Blairstown Township Warren Bloomsbury Hunterdon Boonton Township Morris Califon Hunterdon

Chesihurst Borough Camden Chesterfield Township Burlington Clearview Regional High Gloucester Commercial Township Cumberland Cumberland Regional High Cumberland

Deerfield Township Cumberland Dennis Township Cape May Downe Township Cumberland Eagleswood Township Ocean Eastampton Burlington

East Amwell Township Hunterdon East Greenwich Township Glouceste r Elk Township Gloucester Elmer Borough Salem Elsinboro Township Salem

Estell Manor Atlantic Fairfield Township Cumberland Frankford Township Sussex Franklin Township Gloucester Franklin Township Hunterdon

Franklin Township Warren Fredon Township Sussex Frelinghuysen Township Warren Frenchtown Elementary Hunterdon Folsom Atlantic

Green Township Sussex Greenwich Township Cumberland Greenwich Township Warren Hainesport Township Burlington Hampton Hunterdon

Spotlight on Rural Schools in New Jersey: 1991 57 Page 63 Mind New Jersey School Districts in Alphabetical Order

SchoolDIstrIct County

Hampton Township Sussex Harding Township Morris Harmony Township Warren Harrison Township Gloucester High Point Regional High Sussex

Hope Township Warren Hopewell Township Cumberland Independence Township Warren Kingsway Regional High Gloucester Kingwood Township Hunterdon

Kittatinny Regional Sussex Knowlton Township Warren Lafayette Township Sussex Lakehurst Borough Ocean Lawrence Township Cumberland

Lebanon Borough Hunterdon Lebanon Township Hunterdon Liberty Township Warren Little Egg Hator Ocean Lopatcong T 'dwnship Warren

Lower Alloways Creek Township Salem Mannington Township Salem Mansfield Township Burlington Mansfield Township Warren Maurice River Township Cumberland

Mendham Borough Morris Mendham Township Morris Milford Borough Hunterdon Millstone Township Monmouth Mine Hill Township Morris

Montague Sussex Mount Arlington Morris Mu !lice Township Atlantic Newfield Gloucester Netcong Morris

North Warren Regional High Warren Ocean Township Ocean Oldmans Township Salem Oxford Township Warren Pine lands Regional High Ocean

Page 64 Spotlight on Rural khools in Now Jersey: 1991 58 Rural New Jersey School Districts in Alphabetical Order

School District County

Pittsgrove Township Salem Plumsted Township Ocean Pohatcong Township Warren Pod Republic Atlantic Quinton Township Salem

Riverdale Morris Rockaway Township Morris Sandyston-Walpack Sussex Shiloh Cumberland Springfield Township Burlington

Southampton Township Burlington Southern Gloucester County Regional High Gloucester South Harrison Township Gloucester South Hunterdon Regional High Hunterdon Sti Ifwater Township Sussex

Stockton Hunterdon Stow Creek Township Cumberland Sussex-Wantage Regional High Sussex Swedesboro-Woolwich Gloucester Tabernacle Middle Burlington

Tuckerton Borough Ocean Upper Deerfield Township Cumberland Upper Freehold Monmouth Upper Pittsgrove Township Salem Washington Township Burlington

Washington Township Mercer Waterford Township Camden West Amwell Hunterdon West Milford Township Passaic Weymouth Township Atlantic

Wharton Borough Morris White Township Consolidated Warren Woodbine Cape May Woodland Township Burlington

Page 65 Spotlight on Rural Schools in New Jersey: 1991 59 Rural New Jersey School Superintendents in Alphabetical Order

Superintendent SchoolDistrict County Acocelia, Mr. Louis Alexandria Township Hunterdon Agnew, Mrs. Donna Quinton Township Salem Backer, Dr. Robert L. Woodland Township Burlington Ballard, Mr. Barry Commercial Township Cumberland Barron, Mr. John Washington Township Mercer

Behr, Mr. Marshall Weymouth Township Atlantic Berkowitz, Dr. Stephen Elmer Borough Salem Bolan, Mr. James Boonton Township Morris Bowyer, Mr. Walter G. Springfield Township Burlington Briggs, Mr. Dale Bloomsbury School Hunterdon

Brownell, Ms. Bemeice Oxford Township Warren Bums, Dr. Carol A. Mansfield Township Warren Caldwell, Dr. William Cumberland Regional Cumberland Carney, Dr. Donna M. Fairfield Township Cumberland Catando, Mr. Robert B. Alloway Township Salem

Chirichello, Mr. Michael Hampton Township Sussex Christie, Ms. Efthimia N. Allamuchy Township Warren Cialella, Mrs. Roseann Este II Manor Atlantic Ciliento, Mr. Robert Berkeley Township Ocean Clymer, Mr. Jerry A. Pohatcong Township Warren

Conroy, Mr. Joseph P. East Greenwich Gloucester Cooper, Mr. William Harding Township Morris Corbin, Mr. Robert Stillwater Townshiip Sussex Cornell, Dr. Joseph Mendham Township Morris Crea, Mr. Clement A. Pine lands Regional Ocean

Crowley, Dr. Terrence Kingsway Regional Gloucester Damms, Jr. Mr. Joseph E. Franklin Township Warren Daspro, Dr. John Pittsgrove Township Salem Davidson, Dr. Thomas R. South Hunterdon Hunterdon Davis, Mr. James H. Elk Township Gloucester

DeCanzio, Mr. Tony West Amwell Hunterdon Defeo, Dr. Lawrence Bass River Burlington Deibert, Dr. John Lebanon Township Hunterdon Desmond, Mr. William E. Mount Arlington Morris Di Benedetto, Mr. Art Sussex-Wantage Sussex

Donoy, Mr. Michael Independence Township Warren Donnelly, Mr. Ernest W Millstone Township Monmouth Durand, Mr. Mark M. Elsinboro Township Salem Ericson, Mr. John Frankford Township Sussex Fanning, Dr. John Rockaway Township Morris Ferrone, Dr. Fred A. East Amwe II Township Hunterdon

Spotlight on Rural Schools in New Jersey: 1991 I; 0 Page 67 Rural New Jersey School SuperintendentsIn Alphabetical Order

Supedntandent SchoolDistrict County Fogg, Mr. Michael V. Tuckerton Borough Ocean Fox, Mr. John Green Township Sussex Frey, Mr. John M. Greenwich Township Warren Gable, Mr. Richard D. Hopewell Township Cumberland

Gilson, Mr. Victor Dennis Township Cape May Grochowsid, Ms. Marie Newfield Public Gloucester Gross, Mr. Thomas Blairstown Township Warren Hallanan, Mr. Edwin J Shiloh School Cumberland Herbert, Dr. Edward North Warren Warren

Hftchner, Mr. David E. Deedield Township Cumbedand Holcroft, Dr. John Eastampton School Burlington Holland, Mr. Roy Chesihurst Borough Camden Hotheit, Dr. Robert L. Bamegat Township Ocean Hydock, Mr. John Mansfield Township Burlington

Kerfoot, Dr. James Southampton Township Burlington King, Mr. William N. Frelinghuysen Township Warren Kraft, Mr. Thomas A. West Milford Passaic Leeb, Ms. Marlene Stockton School Hunterdon Levan, Dr. Patricia K. Stow Creek Township Cumberland

Lubben, Mr. Thomas J. Hampton Public Hunterdon McCauley, Ms. Adrienne Washington Township Burlington McGlone, Mr. Charles T. Lawrence Township Cumberland Madden, Mr. Maudce Oldmans Township Salem Mahler, Dr. Wafter Lafayette Township Sussex

Matiaga, Mr. Nicholas R Harmony ownship Warren Meinders, Mr. Ronald L. Lakehurst Borough Ocean Miller, Mr. Wafter Califon Public Hunterdon Mitchell, Mr. neorge J. Little Egg Harbor Ocean Monilias, Mr.. ert A. Maurice River Cumberland

Morris, Mr. L. William Upper Deerfield Cunteriand Mower, Mr. Richard E. Greenwich Township Cumberland Murphy, Dr. Thomas A South Harrison Gloucester Musco, Mr. Al Hope Township Warren Ney, Dr. Martin Mullica Township Atlantic

Nunan, Dr. William J. Mifford Borough Hunterdon Olson, Mr. Kenneth Tabernacle Middle Burlington Opiekun, Mr. James J. Montague School Sussex Ottaviano, Dr. David Mendham Borough Moms Palestis, Dr. Ernest Mine Hill Township Morris

Papiemik, Dr. Henry Mannington Township Salem Paynter, Mr. Howard Port Republic Atlantic Petitt, Mr. Ted Woodbine Elementary Cape May Piperata, Mr. Anthony Liberty Township Warren Purdy, Mr. Albert V. Lopatcong Township Warren

Page 68 Spotlight on Rural Schools in Now Jersey: 1991 61 Rural New Jersey SchoolSuperintendents in Alphabetical Order

County Superintendent SchoolDIstrict Reardon, Mr. Thomas J. Hainesport Township Burlington Resch, Mr. Thomas W. Eagleswood Township Ocean Roethke, Mr. Steve Knowlton Township Warren Ruekgauer, Mr. Bernard Frenchtown Elementary Hunterdon Ruffer, Mr. Richard Wharton Borough Morris

Salimena, Mr. Richard Wateriord Township Camden Sands, Mr. Boyd A. Southern Gloucester Gloucester; Sarruda, Mr. James Swedesboro-Wooiwich Gloucester Schaufele, Mr. Walter Lebanon Borough Hunterdon

Schienhoz, Mr. Joseph Chesterfield Township Burlington Ocean Seely, Mr. E. Stephen Ocean Township Shea-Hager, Ms. Sheila Lower Alloways Creek Salem Smith, Mr. Arthur R. High Point Regional Sussex Smith, Mr. C. Edwin Kingwood Township Hunterdon

Sofhauser, Mr. Joseph White Township Warren Sokolow, Dr. Stephen Upper Freehold Monmouth Summer Ili, Mr. Thomas Harrison Township Gloucester Sumpman, Mr. Martin G. Sandyston-Walpack Sussex Tachovsky, Mr. Harry 0. Franklin Township Hunterdon Atlantic Todaro, Mr. Salvatore Folsom School Togno, Dr. Vincent Netcong School Morris Toscano, Mr. Michael Clearview Regional Gloucester Tversky, Mr. Arnold Frstkm Township Sussex Walker, Mr. Robert Kittatinny Regional Sussex Walsh, Mr. Jean Upper Pittsgrove Salem

Webb, Mr. Joseph H. Downe Township Cumberland Weisser, Mr. Bernard Franklin Township Gloucester Woehr, Dr. Gerald Plumsted Township Ocean Wolf, Mr. Ronald J. Riverdale Public Monis

Page 69 Spotlight on Rural Schoois in New Jener 1991 62 References

Cole, J.T., & Rankin, M.M. (1981), Providing services toexceptional students in rural areas: Some problems. The Rural Educator, 2, 1-6.

Cotton, K.J., Griswald, M.M., & Estes, G.D. (1988).Effective compensatory education sourcebook. Vol. IV. Washington, D.C.: U.S. Department ofEducation, Office of Compensatory Education Programs.

Epstein, J.L. & Salinas, K.C. (1990). Promising practicesin major academic subjects In the middle grades. Baltimore: Johns Hopkins University,Center for Research in Effective Schooling for Disadvan- taged Students.

Firestone, W., & Corbett, H.D. (1988). Plannedorganizational change: In N.J. Boyan (Ed.), Handbook of Research on Educational Administration. NewYork: Longman

Forbes, R.H. (1990). Rural education and thereform movement. Educational Digest, 55(5), 20-29.

Joint Council on Economic Education. (1988).Joint Council on Economic Education catalog.New York: Author.

Kane, C.C. (1989). Implications of promising practicesin rural settings: Necessary conditions. The Rural Educator.

Lieberman, A. (1990). Navigating the four c's:Building a bridge over troubled waters. Phi Delta Kappan, 71(4), 526-530.

McLaughlin, M. (1990). The Rand change agent studyrevisited: Macro perspectives and micro realities. Educational Researcher, 19(9), 11-16.

Educational Programs That Work. (1988). (16thed.) Longmont, CA: Sopris West.

Office of Technology Assessment. (1989). Linkingfor learning: A new course for education.Washington, DC: US Government Printing Office.

Research for Better Schools. (1989). Profiles of ruraleducation in the Mid Atlantic region. Philadelphia, Author,

Smey-Richman, B. (1988). Involvement in learning forlow achieving students. Philadelphia: Research for Better Schools.

Stephens, E.R. (1988). The changing context of educationin a rural setting. Occasional paper 26. Charleston, WV: Appalachia Educational Laboratory.

Spotlight on Rurol Schools in New Jersey: 1991 63 Page 71 51P

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