June 21, 2018
EPS Students Growing Through Social Emotional Learning
As part of our strategic plan, Elizabeth Public Schools focuses on creating safe and caring environments by promoting social, intellectual, and physical wellness. One of the ways in which we accomplish that is by providing our students with social emotional learning.
Social and emotional learning is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
As you will see in the pages ahead, every district school is successfully using social emotional learning as a tool to provide their students with the skills necessary to grow and evolve into responsible, caring young men and women. EPS Students Growing Through Social Emotional Learning (cont.)
George Washington Academy School No. 1
George Washington Academy No. 1 has implemented multiple Character Education programs including PBSIS and weekly social skill announcements. Teachers embed social skills thorough the day in an attempt to build cohesion and unity within the classroom. During the first and third semester, School 1 held an instructional event to teach students the PBSIS expectations when in the classroom, hallways, lunchroom, and playground. Throughout the year, School 1 displays the support of character education endeavors by the reinforcement of respect, responsibility, integrity. Some of those activities have been through guest speakers such as Mr. Hart, a motivational speaker discussing his life journey and Mr. White addressing appropriate conflict resolution skills.
Student of the Month breakfast motivates student to continue performing adequately on a behavior and academic standpoint. School No.1 also hosts a monthly Atten-DANCE to celebrate students who have completed one full calendar month of perfect attendance. For students who continue to demonstrate poor social skills within the classroom, the RISE program provides social skills and character building education during lunchtime in an attempt to move away from consequences for maladaptive behaviors and move toward building coping skills and positive relationships among students and school personnel.
Winfield Scott School No. 2
Winfield Scott School No. 2 has been using Generation Text throughout the school year. Jill Brown, President and Founder of Generation Text, meets with individual teachers in an effort to listen to and support them in their lessons. She supports them by demonstrating the social and emotional teaching and learning (Gen Text Framework) in their classroom. The Gen Text framework is designed to assist and support teachers in practicing cultural responsiveness and establishing a safe, supportive and inspiring culture in the classroom. It uses role modeling, technology, teacher facilitated discussions, inquiry based instruction, collaboration, critical thinking, games and experiential learning to teach these skills. The framework modules include “Active Listening, Eye Contact, and Respect”; “Empathy, Compassion, and Trust”; “Acceptance, Tolerance, and Inclusion”; “Mean vs. Nice, Actions, and Reactions”; and “The Eight Essential Questions to Ask Yourself When in Conflict”.
Peekapak is also taking place in first grade classrooms on a weekly basis. Each lesson targets character education on building positive relationships that focus on kindness and self-regulation. EPS Students Growing Through Social Emotional Learning (cont.)
Nicholas S. LaCorte – Peterstown School No. 3
Toward the end of October, the whole Nicholas S. LaCorte – Peterstown School No. 3 community created “Kindness Quilts,” paper quilts connected homeroom by homeroom demonstrating what kindness, respect, and community mean to them. Students were able to draw pictures displaying their ideas, write our their thoughts, or use a combination all on brightly colored paper that was then attached and displayed proudly throughout the first floor hallway of the building for all faculty, staff, students, and visitors to see.
Students also became active with WOOP (Wish, Outcome, Obstacle, Plan) mid-year. Students came up with classroom-wide goals that directed and drove their behavior and academics. Some of the older grades, who switch classrooms throughout the day, would collaborate on goals and compete with one another. For example, two fourth grade classes participated in a friendly student-driven competition to see which class could have a higher percentage of students pass a certain test. These goals and activities created by the School 3 community highlight the heart and purpose of Character Education, and they continue this education inside and outside the classroom.
Joseph Battin School No. 4
Peekapak, a program designed for teachers to help prepare students to become caring citizens and make their world a better place, was utilized in kindergarten classrooms this year to enhance Joseph Battin School No. 4's focus on character education. The units provided teaching tools such as literacy stories and digital games to help teach the students about respect, empathy, responsibilities, etc. The units allowed for the students to make personal connection on their level and learn through self- regulation. Peekapack, through the age of technology and people not always communicating verbally, allowed the students to communicate their feelings in class and at home. Once a week, a mini lesson would based on a concept usually related to the month's focus. Teachers and students would read stories, participate in digital games, and discuss what was learned. Peekapack is a way. EPS Students Growing Through Social Emotional Learning (cont.)
Mabel G. Holmes School No. 5
Mabel G. Holmes School No.5 uses Second Steps for Pre-K, Peekapak for K-5, and Choose Love for Middle School. Teachers plan lessons and Students participate in different activities on Movement Mondays during Intervention. In addition, the School No. 5 mental health team, which includes school counselors, social workers and school psychologists, engages students in different activities such as self-awareness, anger management, social skills, and SMART life goals.
Peer-to-peer tutoring is provided for fourth and fifth grade students in need of targeted intervention. The older students assist with the strategic reading focuses, on which the middle school students collaborate with their teachers before their weekly tutoring sessions. Students are expected to produce high-quality work and remain on task during peer-to-peer sessions.
The School No. 5 Good Character/Conduct Award bulletin board highlights those students who are caught showing integrity. The student of good character upholds principles of morality and ethics; is cooperative; demonstrates high standards of honesty and reliability; shows courtesy, concern, and respect for others; and generally maintains a good and clean lifestyle. Students are announced Monday morning to serve as special helpers in their grade level for the week. In addition, our Student of the Month board highlights those students who have shown both academic and leadership excellence. These students are invited to our Student of the Month breakfast along with their parents.
Toussaint L’Ouverture – Marquis de Lafayette School No. 6
After a successful “It’s Cool to be Kind” theme in the 2016-17 school year, School No. 6 has added the word “Bright” to its theme for the 2017-18 school year. The students hear this phrase every morning on the PA address after the Pledge of Ethics. The letters in the word “Bright” stand for Bully Free, Respect Others, Integrity, Grateful, Helpful, and Trustworthy. Students have received lessons on what it means to be “Bright” and the theme is reinforced throughout the building with posters made by our fifth grade students. EPS Students Growing Through Social Emotional Learning (cont.)
Terence C. Reilly School No. 7
The character education program at Terence C. Reilly School No. 7, which has received National and New Jersey State School of Character recognition, includes the WE School Program, We Walk for Water, Peekapak, monthly character education theme/lessons, daily character education quote of the day, a Character Education Committee, a Wall of Kindness, the Week of Respect, Anti-Violence Awareness Week, socially responsible challenged based learning activities, and the Kick for Kindness anti-bullying initiative.
Terence C. Reilly School No. 7 follows a “Character Education Calendar” that highlights the schools’ activities and events for each month’s pillar of character. Each month the character education committee recognizes one of the pillars of character by creating lessons and activities that enable students to celebrate the monthly theme. School No. 7 focuses on respect, responsibility, citizenship, generosity, fairness, caring, compassion, courage, trustworthiness and integrity as their pillars of character. They recite daily character education quotes that are aligned with the theme. Each daily quote has a reflection piece that allows students to think critically about the quote of the day. Students reflect on the pillars through classroom discussion and journaling. Finally, teachers can also award students with a “brick” on the “Wall of Kindness”. These are great ways of positively reinforcing displays of good character and advocating the conduct that is strived for at School No. 7. iPrep Academy School No. 8 iPrep Academy School No. 8 K-2 teachers and students have participated in a character education program using Peekapak. Students are learning first-hand how to cope with and solve hard and uncomfortable problems by relating to characters in different stories they hear or read. Peekapak skills were also evident during group work, especially during centers and during class collaboration in a lesson. Students were able to communicate appropriately and voice their own opinion without others getting upset. The students seem to relate to the different characters and are always eager to see how the characters solve their problem as they take the stories and connect them to their own lives. Collaboration and teamwork utilizing Peekapak skills such as patience, respect, gratitude, and teamwork were demonstrated during the 100 days of school project presentations. EPS Students Growing Through Social Emotional Learning (cont.)
Jerome Dunn Academy School No. 9
Over the past two years, Jerome Dunn Academy School No. 9 has been awarded an Honorable Mention New Jersey School of Character and a Promising Practice Award for Leaders of Technique (L.O.T.). During morning announcements, the school community recites the JDA Creed that expresses how each person will show love, kindness, compassion and respect. School No. 9 also uses Peekapak in second grade as well as New Jersey Child Assault Prevention (NJ CAP) visits yearly for grades K-8 to talk about bullying prevention. This year, fourth and fifth grade students were able to get a period of bullying prevention built into their schedule, during which they used books provided from NJ CAP.
During the after-school program, students from third grade to eight grade participate in Helping Everyone Respect Others (HERO). The students created an introduction video explaining what the group is about, which is used for Back to School Night as well as for acting out student friendly plays in classrooms about bullying and communicating with others. The JDA Jag Bud Program allows teachers to mentor students of various grades by getting to know them outside of the classroom.
Since receiving the Promising Practice Award for L.O.T., the program has been expanded to School Nos. 1, 5, 6, 16, and 27. The purpose of the program is to show participating boys the importance of giving back through community service like park clean up as well as teach important life lessons such as tying and tie and how to perform in a job interviews. School No. 9’s First Ladies are a selected group of girls that demonstrate good character and assist in a variety school activity like Back to School Night and Muffins for Mom.
Elmora School No. 12
Elmora School No. 12 introduced a Character Development Program with the goal of becoming a NJ School of Character. The school celebrates a character value every month (honesty, respect, empathy, kindness, responsibility, self-discipline, self-confidence, acceptance, trustworthiness and goal setting) via lessons, discussions-large and small, and team building and humanitarian activities. School No. 12 heldHIB, character values, and self-esteem building activities workshops for parent throughout the year.
In order to encourage students to share feelings/concerns, or request assistance, a “Sharing Mailbox” was placed on each floor of the school for students who are shy or wish to share anonymously.
School No. 12 has also had a yearlong “How Full Is Your Bucket” theme, which the student community has put into action via a fundraising effort encouraged by “The Water Princess” story, which hopes to provide an indispensable water-well in a very needy area in Africa, Burkina Faso. Students also collected food and provided Thanksgiving Food Baskets for its school families in need. EPS Students Growing Through Social Emotional Learning (cont.)
Benjamin Franklin School No. 13
Benjamin Franklin School No. 13 has participated in several character education programs this year, including Positive Behavior Support in Schools (PBSIS), Generation Text, and WE. PBSIS has brought awareness to the character traits of respect, responsibility and self-control. Students have quickly taken ownership of these character traits and the expectations of behavior throughout the school. When these character traits are seen, students are rewarded with a “blue card” which can be traded in at the end of each week to try to win a raffle prize. This has shifted the school into acknowledging good behavior instead of giving the attention to the negative behavior.
Teachers complete Generation Text lessons each Friday in their classrooms during intervention time, providing a helpful tool to build vital student/teacher relationships. Besides our students, it gave our teachers more of an insight into each student and the many things they are going through that may have not been revealed during academic learning. Generation Text Online has also provided gift giving experiences for eighth grade students who have worked together to raise donations for Generation Text affiliations.
The WE Schools program at School No. 13 challenges students to identify the local and global issues that spark their passion and empowers them with the tools to take action. This year they collected nonperishable food items and had them delivered to the homeless in surrounding communities to as well as to Puerto Rico for victims of Hurricane Maria.
Abraham Lincoln School No. 14
In keeping with the theme of respect, Abraham Lincoln School No. 14 held a 30-day Kindness Challenge for which students were asked to continue acts of kindness and bring harmony to their school, families and communities throughout the month of October. At the end of the challenge, students submitted poems, pictures, dances, and musical performances of how being kind and respectful impacted their friends and peers and brought harmony to themselves and others in their school, family, etc. On November 15, Sensei John Mirrione presented the Power Harmony Award to more than 30 students who participated in the kindness challenge. Detective Dawn Correia from the Union County Prosecutor’s office presented a parent workshop and a student assembly on cyber bullying and cyber safety discussing various apps of which parents and students need to be aware, how the law impacts them and their children with regards to cyber bullying, and best practices for keeping students safe when utilizing social media and the internet. Additionally, School No. 14 hosted a canned food drive where families and students donated over 230 lbs. of food. EPS Students Growing Through Social Emotional Learning (cont.)
Abraham Lincoln School No. 14 (cont.)
School No. 14 declared February the month of “Love and Kindness,” during which activities included daily quotes of kindness and inspiration and a school wide collaboration on the creation of its kindness tree. In addition, the hosted the “N.E.D.” show which promotes the message of never giving up, encouraging others and self, and doing the right thing.
In May, City of Elizabeth Ward _ Councilman Carlos Cedeño presented “Legos and Stones,” an anti-bullying presentation that reinforces a culture of kindness and acceptance while teaching students the tools and skills they need to avoid or get out of bullying situation. In June, School no. 14 will have our culminating school-wide kindness activity which is the creation of a positive affirmation rock garden. We are excited to expand our "Kid's Dig In" garden to include a zen garden and inspirational/positive rock garden (painted by the students) and a tranquil fountain.
Christopher Columbus School No. 15
Christopher Columbus School No. 15 participates in different activities throughout the year to motivate its students and help them to deal with different situations through teaching kindness and respect. School No. 15 kicked off the school year with School Spirit Day by encouraging students and staff to wear their school colors. In October, the School No. 15 social worker and counselor visited each classroom to reinforce kindness and ways in which we can treat one another with respect. Activities were held to speak with our parents and children about bullying and how to work closely with the school to help students make wise choices when dealing with bullying and other problems.
Each day begins with a positive message during morning announcements. School No. 15 proudly created a Rainbow of Positivity that displays encouragement and support to students and staff. The school participates in Peekapack, PBSIS, WE, HISPA, Wall of KINDNESS, and more. School No. 15 families participate in different activities as well, including parent workshops and Family Fun Night activities. The Student of the Month Breakfast, Scholars celebrations, and Multicultural Week also lend to creating a positive learning environment for students where they can grow and become better every day. EPS Students Growing Through Social Emotional Learning (cont.)
Madison – Monroe School No. 16
Madison Monroe School No. 16 has been dedicated to providing students with social emotional learning and character education to improve their school climate. The “Teasing & Bullying: Bully-Busting Curriculum: Six Essential Lessons for Grades K-12” curriculum was obtained through the NJ State Bar Foundation’s NJ Law center. The curriculum lessons are broken down into elementary, middle and high school level lessons and consist of objectives, materials, procedures, scenarios or discussion questions, closure activity, and suggested follow up activities. Lesson one is recognizing bullying and normal conflict. Lesson two is recognizing passive, aggressive and assertive behavior. Lesson three is using “I” messages. Lesson four is telling versus tattling, reporting, or ratting. Lesson five is bystander strategies. Lesson six is conflict resolution steps: the “Win/Win guidelines”. In its sixth year of implementation, the curriculum promotes mutually recognized language about bullying behavior and, as a result, a positive school climate where bullying is not tolerated.
Madison-Monroe School No. 16 launched their Buddy Bench Program and Class Buddy Program two years ago. The Buddy Bench Program is a simple idea to eliminate loneliness and foster friendship on our playground. The Madison Monroe Skyhawks are spreading the message of inclusion and kindness. Two benches were purchased and placed in locations in the playgrounds. The Buddy Bench is a place on the playground where a student can go when they want someone to talk to or play with. In turn, the other children and staff will recognize this as a sign that a student needs someone to talk to, play with, or needs help with something.
Robert Morris School No. 18
School No. 18 parents have been invited to attend specific events to encourage student-school-parent collaborations in an effort to establish student influence to success. The Brahn Career Educational Consulting Services provided workshops for parents, including topics such as ‘Learning About Behaviors,’ to inform parents about specific behaviors and specific approaches to address those behaviors. Another activity which was designed to enhance parent colloaboration with regards to student success was the ‘Honoring Mothers – Breakfast with Mom’ event in May.
A “Talent Show” and “Science Fair” in June will support student achievement and abilities to encourage self-worth and positive school climate. In addition, numerous after school charitable events, from “Jump Rope and Hoops for Heart” to “Leukemia & Lymphoma Society Pasta for Patients Fundraise,” were also organized to support and teach students the importance of caring for one another and the impact of kindness with regards to overall school community. EPS Students Growing Through Social Emotional Learning (cont.)
Woodrow Wilson School No. 19
Woodrow Wilson School No. 19 has provided numerous SEL and Character Education incentives to to help the school's climate and develop parent relationships during the 2017-2018 school year. One important focus School No. 19 has implemented is to provide information and training workshops to parents with regards to impacting student success, such as “Exploring Good Parenting Techniques to Balance Work, School, and Family,” and “Learning About Behaviors,” presented by the Brahn Career Educational Consulting Services a as well as a “Parent Literacy” workshop sponsored by the PTO. In addition to these trainings, the school has provided opportunities for parents to participate in honoring student achievement through the “Scholar Recognition Assembly” presented each marking period. The PTO has also held “Muffins with Mom” as a Mother's Day recognition breakfast and “Donuts with Dad” to honor fathers for Father's Day.
The Guidance Office has created a “buddy / peer” program with elementary aged students and middle school students entitled, “Woodrow Wilson Buddies.” In addition, daily student counseling interactions allow for ‘teaching moments’ related to Character Education. Students in middle school have been provided with ‘HIB / Anti-Bullying’ workshops to inform them of the negative impact of bullying and the preventative measures student can take to eradicate bullying. Hispanics Inspiring Student Performance & Achievement (HISPA) is provided to seventh grade students to support and encourage academic and social success in the community and in education. Each month, all K- 8 students are recognized for their positive academic, behavior, and social attributes.
John Marshall School No. 20
Character Education is an integral part of instruction at John Marshall School No. 20 at all grade levels. Peekapak is used in our K-3 classrooms as to introduce Character Education. A few components covered are empathy, respect, courage, gratitude, honesty and self-regulation. Students are engaged in read alouds, games, and activities. For example, students participate in yoga and roleplays to review the character trait covered during that lesson. Teachers and students report positive feedback and enjoy participating in the program.
Team Leaders, a leadership program, is comprised of upper elementary students chosen by their peers to work with lower elementary students during lunch and recess. Team Leaders work with younger students to encourage positive choices and build positive relationships with students across all grade levels. Team Leaders distribute Team Tickets to students whom they see displaying positive character traits. At the end of each month, tickets are used as a raffle and the winner is recognized school wide.
Each month students vote to choose their classroom’s Peer Nominated Student of the Month. Nominated students display positive character traits and are recognized by their peers which can often be more meaningful than adult recognition. Students are present with their certificate at monthly ceremony to celebrate their accomplishments. EPS Students Growing Through Social Emotional Learning (cont.)
John Marshall School No. 20 (cont.)
Power of Three is a component of the Children’s Literacy Initiative (CLI) which focuses on building responsibilities for self, others, and the environment. Although CLI is a program focused on lower elementary students, School No. 20 uses the Power of Three in all grade levels , which has proven successful as classrooms are able to build their own culture focusing on positive expectations.
Victor Mravlag School No. 21
For the second year, Victor Mravlag School No. 21 has implemented a character development program entitled SHREK, the school’s effort to improve its climate by emphasizing kindness, respect, honesty, self-discipline and empathy with the goal of becoming a New Jersey School of Character.
School No. 21’s character values are embedded in lessons, discussions, and, whenever the moment arises, during conflict resolution and discipline interventions. Students are recognized by school staff when they exhibit positive behaviors and commitment to the monthly character values. Teachers enter these students into monthly drawing, during which they are rewarded and acknowledged by the school community.
School No. 21 has further enhanced its character building efforts by hosting an assembly entitled “Champions for Kindness,” which presented an unusual approach for building character and challenging students to be “first chair friends,” which are described as kind, friendly and empathic people. Students have also been encouraged to demonstrate kindness and respect through a cyberbullying assembly with Detective Dawn Correira, during which students were challenged to think before using social media to degrade a fellow student. EPS Students Growing Through Social Emotional Learning (cont.)
William F. Halloran School No. 22
William Halloran School No. 22’s character education program includes Leader in Me, “Pawtrol”, Excellence Committee, WE Schools program, Week of Respect, Anti- Violence Awareness Week, and the Great Kindness Challenge.
The Leader in Me program is designed to develop a school culture based on Steven Covey’s 7 Habits of Highly Effective People. The program allows students to take accountability and develop independence based on their individual strengths.
The “Pawtrol” is a school safety team that was developed to help ensure safety and security. Wearing yellow sashes to help distinguish them as the safety leaders of the school, the students on this team are positioned around the school to help remind others to observe safe practices.
The Excellence Committee consists of a group of teachers and administrators whose goal is to promote a positive school culture by celebrating and highlighting the school achievements throughout the year. This group is responsible for managing the school’s Leaders of the Month, the National Honors Society, and Student Councils.
During the Great Kindness Challenge, students were encouraging to fill a weekly challenge checklist, add to the school-wide kindness chain, and create posters to promote a kind school environment.
Nicholas Murray Butler Elementary School No. 23
Nicholas M. Butler School No. 23 began the school year hosting their PBSIS Kickoff with a “World Cup” theme. Students and staff participated in a soccer game along with various activities highlighting their Butler B’s. PBSIS (Positive Behavior Support in Schools) is an intervention system intended to improve the climate of schools using system-wide positive behavioral interventions to discourage disruptive behaviors. They also enjoyed “Minute to Win It” games booster event on February 14, 2018. The 2017-2018 marked three years of implementation of PBSIS at School No. 23. Every day the students are reminded of the Butler B’s: Be Kind, Be Safe, Be Respectful, Be Responsible, and Be Leader. EPS Students Growing Through Social Emotional Learning (cont.)
Charles J. Hudson School No. 25
Charles J. Hudson School No. 25 has been implementing the ideas presented through PBSIS throughout the school year with the goal of enriching their students’ sense of responsibility, respect and integrity. As you walk through our main hallway these reminders are wonderfully displayed in overhead banners. As part of this program, students caught being exceptional in any way are given “Soarbux” coupons. The students put their soarbux in their homeroom bin and winners are chosen for weekly and monthly prizes In addition, the teachers who issued the winning tickets get rewarded as well.
The School No. 25 motto is “Together We Soar” and their mascot is the “Hudson Hawk.” Each week, a team member passes a stuffed animal hawk to another team member in the building who works to make School No. 25 a positive place. This gesture reminds “everyone” in our building that indeed, “together we soar.”
In our on-going effort to keep a positive school experience, School No. 25 held a NED Show which reminded students to never give up, encourage others, and do the right thing. Workshops for parents have been held on important topics such as cyberbullying, anger management, and building your child’s self-esteem. Students and staff are invited to wear their school colors on School Spirit Days. Students of the Month have their picture hung up on the wall in the main hallway for the entire month. Members of HISPA are invited to School No. 25 to speak with middle school students and staff members accompany students on class trips to have the experience of seeing Hispanic professionals at work outside of the school setting.
Dr. Orlando Edreira Academy School No. 26
Dr. Orlando Edreira Academy School No. 26 offers Peekapak; individual and small group counseling to assist students with managing emotions (Teen Group), conflict resolution, and issues related to grief and loss (Rainbows Groups); monthly classroom lessons designed to address social emotional issues, conflict resolution, and bullying; a mentoring program that identifies and assists at-risk students with support and skills to promote academic and social growth; and the Week of Respect to promote positive school climate. In addition, the Union County Sheriff’s Office invited to School No. 26 to give presentations on the dangers of substance use and gang related activity.
School No. 26 continues to address issues related to crisis management and accessing appropriate services for students and families within the community. As part of a positive social emotional environment, consistent School Safety & Climate Team meetings are held to assess HIB, examine patterns, and determine interventions to promote and support positive peer social interactions. Back to School Night information was provided to parents on school climate and anti-bullying and reporting procedures for HIB. EPS Students Growing Through Social Emotional Learning (cont.)
Dr. Antonia Pantoja School No. 27
At Dr. Antonia Pantoja School No. 27, ostudents and staff have been participating in various character education programs throughout the school year. The programs that were provided this school year have included guest speakers, daily announcements, multi-media information, classroom programs, along with Peekapak and WE. The students in the WE program are also learning about the six pillars of character education through a joint effort with the Jr. NBA program. They have also participated in charitable work events where the students had the opportunity of gathering donations and disseminating much- needed items for various community groups in need.
The students and staff are reminded during our daily morning announcements to “Respect one another and to be kind to one another, followed by a “Pantoja Shark Shout Out” to students and staff who were caught being “JAWSOME”. The criteria for this honor include, setting goals, hard work, academic focus, resilience, respect, and kindness.
Elizabeth Councilman Carlos Cedeño has graciously served as an annual guest speaker who provides students and staff with a motivational and heartfelt program on tolerance, acceptance of others, and letting go that has had a great emotional impact. There has also been an initiative to have our students watch videos on the attribute of resilience and why people lose control of their emotions.
School No. 27 students had an opportunity to attend a screening of the movie “WONDER.” This movie allowed students to see how one person can make a difference in another person’s life. School No. 27 is committed to implementing programs that promote social-emotional and personal growth for students that inspire them to soar to great heights not only academically, but also in the areas of morality, character and good citizenship EPS Students Growing Through Social Emotional Learning (cont.)
Juan Pablo Duarte – José Julián Martí School No. 28
Juan Pablo Duarte-José Julián Martí School No. 28 has a history of implementing school wide strategies for developing character education utilizing a whole school approach and PBSIS programs. As part of this year’s theme “Hit it Out of the Park,” each homeroom selected a positive baseball related slogan and created a pennant to celebrate this year’s educational experience. Embedded in the intervention period are weekly education character lesson. Students in grades 4-8 utilize the Let It Ripple program and students in grades K-3 use the Peekapack curriculum.
During the first two marking periods, student assemblies for all grade levels were scheduled to review and reinforce PBSIS and National School of Character expectations. School No.28 continued its Character Education endeavors during the second half of the year by holding a school wide PBSIS Rally. The National Junior Honor Society Ceremony was held in March to induct new members and celebrate their achievement by attending a gala and a National Elementary School Honor Society Chapter in 2017-2018 for students in fourth and fifth grade.
School No. 28 emphasizes its commitment as a National School of Character at School 28 by providing varied after school programs that promote respect, leadership, and responsibility, including the Garden Club, Mindfulness Program, and Character Education Group. During school hours, selected School No. 28 eighth grade students participate in a Middle School Buddies program where they work with teacher recommended students in kindergarten to support the students’ social emotional growth. Guest speakers throughout the year have included Det. Correia of the Union County Prosecutors Office, the N.E.D. Show, and Breaking the Cycle.
Dr. Albert Einstein Academy School No. 29
Dr. Albert Einstein Academy School No. 29 has provided several social emotional learning supports to students, including Peekapak, a skill based program that focuses on social emotional learning; “Lunch Bunch Groups” which focus on social-emotional growth and conflict resolution; individual and small group counseling to assist students with managing emotions; conflict resolution and issues related to grief and loss; classroom lessons designed to address social emotional issues, conflict resolution, and bullying; a mentoring program to identify and assist at risk students with support and skills to promote academic and social growth; the Week of Respect to promote positive school Additionally, School No. 29 addresses issues related to crisis management and accessing appropriate services for students and families within the community. In order to address School Wide Climate Improvement, School No. 29 has ongoing School Safety Team meetings which include a diverse range of staff, faculty, students, parents and also police involvement. EPS Students Growing Through Social Emotional Learning (cont.)
Dr. Albert Einstein Academy School No. 29 (cont.)
School No. 29 has also provided outside speakers and presenters for students and families, such as the Union County Prosecutor’s Office who provided a parent “Cyberbullying and Internet Safety Workshop”; the Union County Sheriff’s Office who provided a presentation on “Dangers of Substance Use and Gang Related Activity”; and “Prismatic Magic,” an interactive show that focused on anti- bullying for grades K-6.
Ronald Reagan Academy School No. 30
At Ronald Reagan Academy School No. 30, “leadership” is paramount! “The 7 Habits”, written by Franklin Covey, is a Character Education program that teaches children effective ways to develop their character and leadership skills.
Fast Track is an academic volunteer program consisting of one staff and students who are willing to help struggling students achieve excellence in Math. The program runs from October through May on Tuesdays, Wednesdays, and Thursdays from 7:45 to 8:15 a.m. Students that serve in the program are members of the National Honor Society.
A number of seventh graders participate in the “Lunch Bunch” program, which is a lunchtime program geared to strengthen participating students socially and emotionally.
Frances C. Smith Early Childhood Center School No. 50
Frances C. Smith Early Childhood Center School No. 50, along with all of the Early Childhood Division, recognizes the importance of our students’ emotional and social development.The three-year-old classes are taught via the “Second Step” program which utilizes lessons, puppets, songs and activities to promote self regulation, friendship and problem solving skills. Additionally, teachers and Social Worker will utilize other books in their libraries such as “Hands Are Not For Hitting” and “Teeth Are Not For Biting” to promote and maintain pro-social behaviors.
The entire school participates in the “Have You Filled Your Bucket Today?” program. Children are provided with buckets and fillers and every time they do something kind or make a friendly gesture, they are able to fill their buckets. The recipient is able to fill their bucket as well. If a student does something hurtful to a friend, then they have a filler removed from their bucket. At week’s end the fillers can be counted and an incentive prize given. EPS Students Growing Through Social Emotional Learning (cont.)
Frances C. Smith Early Childhood Center School No. 50 (cont.)
Finally, at year’s end, the social worker visits each classroom and reads a book to the children about bullying. “Lucy and the Bully” provides the very important lesson that children should never let themselves be silenced by the threats of the bully, but instead, make sure that they tell an adult should anyone scare or hurt them.
Donald Stewart Early Childhood Center School No. 51
Donald Stewart Center for Early Childhood Education’s motto, “Friends Care Friends Share,” though simply phrased, encompasses the significant core values necessary for developing responsible citizenship. The staff, along with parents and families, has the opportunity to be part of our students’ character-building experience, cultivating a sense of community. The character education program at School No. 51 was developed to provide students with opportunities for positive moral actions in their community. The school strives to develop a community atmosphere in which all work together on creating a better future for its students with a solid foundation for moral action.
School No. 51 fosters an intentional and comprehensive approach to character education, including a daily routine where students are reminded of the classroom rules; the Second Step Character Education Program ensuring that our students are actively learning about values such as fairness, compassion, responsibility, respect and self-discipline; vocabulary to identify feelings, manage emotions, create friendships, and engage in positive problem solving; “resolution boxes” that consist of picture/word cards that cue the students with simple solutions for problem solving, such as taking turns, saying sorry and sharing; and character building books including the Clifford series, among many other tools and practices.
Dr. Martin Luther King, Jr. Early Childhood Center School No. 52
Dr. Martin Luther King Jr. Center for Early Childhood Education prides itself in its approach to character education, which includes the involvement of school staff, family, students, and the community. We feel it is very important to establish a positive school climate early on in a child’s life, which in turn help students to develop socially.
Character education is spread throughout the school’s daily routines, including a review of classroom rules, a question of the day, feeling charts, assignment of classroom jobs, and using the Bucket Filler book to teach the importance of kindness, just to name a few. School No. 52 also utilizes the Second Step Character Education Program, which provides students (using posters, picture cards, and puppets) with a positive spin on the values of respect, self-discipline, responsibility and fairness.
School No. 52 also participates in annual events including the Week of Respect, Unity Day, Week of the Young Child, Autism Awareness Day, Food & Coat Drive, and a multicultural celebration. EPS Students Growing Through Social Emotional Learning (cont.)
J. Christian Bollwage Finance Academy
During 2017-2018, J. Christian Bollwage Finance Academy has had a team of “Students of Respect” teach the Pre-Kindergarten students of William F. Halloran School No. 22 lessons on kindness, which included discussing the concept of kindness and displaying a video. The students were also guided at the end of the lesson through a group painting that spelled "Kind!" to be posted in their classroom. Generation Text was also a program that Bollwage Finance Academy students participated in during lunch periods. Small groups of students discussed how to give and earn respect. During each session, students discussed their high and low of the day, sharing their victories and frustrations. They were challenged to handle conflicts with peers and adults with respect. Finally, they learned to brainstorm ideas to advocate for themselves and others. This created group bonding, which fostered honest and transparent communication.
John E. Dwyer Technology Academy
John E. Dwyer Technology Academy is committed to creating a positive learning environment where students are academically and socially successful and team members aspire to be the best educational professionals possible by showing the qualities of responsibility and dedication to education. The school implements character education interventions and supports to create a positive school climate as well as lessons on respect, responsibility and integrity. At JEDTA, they refer to this approach as JEDTA STRONG! #JEDTASTRONG.
The commitment to these values has helped create an increase of students applying and being accepted into college. Through a collaborative team process, JEDTA has determined that respect, responsibility, and integrity are a priority and that positive outcomes are achieved through consistent and genuine implementation of these practices.
JEDTA continue to support the PBSIS framework and its commitment to the program has resulted in the opportunity to serve as a Showcase School for the State of New Jersey. Additionally, JEDTA has been recently nominated as an AVID Showcase School. EPS Students Growing Through Social Emotional Learning (cont.)
Thomas A. Edison Career and Technical Academy
Thomas A. Edison Career and Technical Academy participated in the Jets Upstander Program. In this program, student positive behavior is rewarded with tickets to a football game as well as a Tee Shirt and bumper sticker. Students continue doing positive acts as well as serving as peer mentors and role models for other students. At least 17 students received this recognition.
Edison Career and Technical Academy has also been active in the community as Edison National Honor Society students visited Atria Senior Living Center in Cranford, NJ where they put on a carnival for the residents. The residents were invited to play games, take their picture in front of the tent backdrop, and win prizes. The students ran the games, socialized, and performed during the carnival. It was a rewarding experience for everyone as the students learned about giving back in simple ways of listening while the residents enjoyed a fun day. The students were able to share their experiences and stories with other classmates and model positive behavior and good character in our school and in our community. Many of the underclassmen were already asking about returning next year because of how much fun they had.
Elizabeth High School
During the Week of Respect, students at Frank J. Cicarell Academy expressed their commitment to respect and tolerance through their artwork. Students created posters during art class and displayed them around the building. As you walked through the halls, you would see the beautiful displays and were reminded to be kind and tolerant of those around you. EPS Students Growing Through Social Emotional Learning (cont.)
Admiral William F. Halsey, Jr. Health and Public Safety Academy
Admiral William F. Halsey Jr. Health & Public Safety Academy students and staff have participated in various character education and social/emotional learning activities. Through its participation with PBSIS (Positive Behavior Support in Schools), Halsey Healthy and Public Safety Academy has initiated its own program to improve the culture and climate of our building. Their R.I.S.E. program focuses on Respect, Integrity, Safety, and Empathy and awards the students in the building who epitomize these words through their actions. Social and emotional growth have been encouraged throughout the building by utilizing a Compliment Board, a Peace & Positivity Board, and an Art Contest in which the students colored inspirational quotes. In addition, the students at Halsey Academy have the opportunity for additional character education opportunities through participation with the Y.E.S. (Youth Enrichment Services) Program.
Halsey Healthy and Public Safety Academy also continue to celebrate its differences at Halsey Academy, through the celebration of Black History Month, St. Patrick’s Day, Easter, and Cinco De Mayo among other events and holidays. The school also held multicultural talent and fashion shows to further highlight the abilities of its diverse student body. Halsey also showed its support for those with special needs by participating in various activities for Autism Awareness.
Alexander Hamilton Preparatory Academy
At each Hamilton Preparatory Academy, each AVID class was presented a lesson on “Bursting Stereotypes” by a guidance intern and guidance office members. Students were taught about what the word “stereotype” means and shared their own experiences while discussing various stereotypes that were associated with gender, racial/ethnic, or LGBT orientation.
Students enrolled in Government and Politics AP course were selected to participate in an event honoring National Bullying Prevention Month, which included a lesson on protected classes and racism as well as a viewing of the film “Marshall” in which different races of people worked together at risk of their lives and personal safety. Students participated in an in-depth discussion about the film’s themes that took place in the 1940’s and how many were still visible in today’s society.
. EPS Students Growing Through Social Emotional Learning (cont.)
Alexander Hamilton Preparatory Academy (cont.)
The Media Literacy curriculum was presented to senior AVID classes, which positively affected students’ attitudes towards gender equity. Knowledge among students of resources that assist with gender equity increased and students showed themselves willing to address the issues. In April, assemblies were held to raise awareness on this topic for all grade levels.
Hamilton Preparatory Academy hosted several donation drives throughout the year, including socks, food, and toy drives. On National Donate Life Blue & Green Day, the school was encouraged to wear blue and green in an effort to spread awareness about organ, eye, and tissue donation. Ms. Denise Peoples from the NJ Sharing Network provided an in-depth presentation on organ donation and shared her personal story of having her life saved by an organ donor.
Students honored the Parkland shooting victims by holding a moment of silence and exchanging notes of kindness with each other. Each student wrote 17 notes, representing each of the 17 victims, to give to another student or staff member.
Thomas Jefferson Arts Academy
Thomas Jefferson Arts Academy students and staff have participated in a variety of character education and social/emotional learning activities and have incorporated universal interventions throughout the year. In November, Mykee Fowling gave a presentation on creating an atmosphere of worldwide inclusion and creating tolerance for a diverse group of people. During Diversity Month (December), students shared what makes them unique and diverse as well as what diversity means in Elizabeth and the United States. In February, students attended an assembly that focused on interpersonal, domestic, and dating violence as well as harassment and bullying.
Jefferson’s YES program focuses on self-esteem and conflict resolution through individual and small group counseling. On a daily basis, teachers provide positive feedback by providing the students with Jeff Pride Points that allows them to receive a prize at the end of each week for demonstrating good habits. Students also participated in-group counseling. The group focused on Positive Vibes Only, and the students were able to focus on their social skills, improving self-esteem, and stress management. In addition, Jefferson Arts Academy hosted a fashion show that highlighted the creativity of its student body. In June, Jefferson’s Acapella Choir performed at Union County Courthouse to show support to the LGBTQ community during Pride Week. 6 EPS Schools Chosen for Strategic Roles in NJASECD Mentoring Program
The New Jersey Alliance for Social, Emotional, and Character Development (NJASECD) has received a prestigious grant from the Porticus Foundation* in which six Elizabeth Schools will be playing strategic roles in a year-long mentoring project.
National Schools of Character (NSOC) from New York, New Jersey, and Pennsylvania will serve as coaches or mentors to other schools with similar demographics with the goal of developing Schools of Character that will bring about systemic school improvement.
The Project Title is: Creating Transformational Partnerships with Schools Serving Vulnerable Populations: A Tri-State Alliance Fostering Schools of Character
The six Elizabeth schools selected to participate are Terence C. Reilly School No.7 (NSOC coach); Dr. Albert Einstein Academy School No. 29 (Aspiring School); Juan Pablo Duarte – José Julián Martí School No. 28 (NSOC coach); Frances C. Smith ECC School No. 50 (Aspiring School); Donald Stewart ECC School No. 51 (NSOC coach); and John E. Dwyer Technology Academy (Aspiring School).
Each participating school will receive a stipend of $2,000 to help cover the cost of substitutes, travel, and other associated expenses resulting from the project activities.
NJ Schools of Character Co-Coordinator, Character.org Senior Consultant, and Porticus Grant Coordinator Eileen Dachnowicz, who has given the 11 Principles training for district principals, expressed her gratitude to have Elizabeth Public Schools as one of its partners in this initiative. She hopes the mentoring project will become a national model for systemic school change and shared her appreciation the district’s extraordinary work in character education over the years by district administrators, guidance counselors, and teachers.
Elizabeth Public Schools has also participated in the NJASECD conference, during which Terence C. Reilly School No. 7 vice principal Andreia Milano and guidance counselor Nicole Webb participated on a panel on parental communication and will sit on the same panel at the Character.org Forum in D.C. in October. Dwyer Student Finds Success Through EPS –Project Search Partnership
Elizabeth Public Schools has partnered with Union County Educational Services and Project Search to develop a transition program for the district’s 18-to-21-year-old population of students. The primary purpose of this program is to help students build the necessary skills to pursue their future objectives including furthering their education, entering the workforce, and becoming productive and integrated members of the community.
According to the Project SEARCH website, Project SEARCH was developed at Cincinnati Children’s Hospital Medical Center in 1996, when Erin Riehle was Director of Cincinnati Children’s Emergency Department. Erin felt that, because the hospital served individuals with developmental disabilities, it made sense that they should commit to hiring people in this group. She wondered if it would be possible to train people with developmental disabilities to fill some of the high- turnover, entry-level positions in her department, which involved complex and systematic tasks such as stocking supply cabinets. As a starting point, Erin presented her ideas to Susie Rutkowski, then the special education director at Great Oaks Career Campuses. Erin and Susie formed a partnership that was instantaneous, and together they launched Project SEARCH.
Since its inception, Project SEARCH has grown from a single program site at Cincinnati Children’s to a large and continuously expanding international network of sites. Project SEARCH’s primary objective is to secure competitive employment for people with disabilities.
This program can be exemplified by looking at graduating seniors, Kevin, from John E. Dwyer Technology Academy, who has been in special education through his life. Kevin credits the special education services he has received as a student of Elizabeth Public Schools with helping him to be successful. For many years, his dream has been to open and manage a restaurant while becoming the next “Top Chef,” but realizing his dream seemed too distant.
During spring 2017, Kevin was identified and then chosen to be a candidate for UCES Project Search at Overlook Hospital for the fall 2017. While in the program, he has been exposed to various departments in the Hospital such as maintenance, laundry, and client services. Kevin was granted an internship in the Dietary area of the Hospital and was beyond happy and fully engaged in his work, loving every minute. In addition to his work experience, Kevin developed a sense of independence with assistance from a travel trainer to navigate the mass transit system in attending the program.
Kevin was offered a paid position in the dietary area of the hospital once he finishes school. Both he and his family have expressed extreme gratitude for allowing him to participate in this experience. School 12 VP to Give Keynote Address at AVID Summer Institute
Elmora School No. 12 Vice Principal Melissa Kulick has been given the prestigious honor of presenting the keynote address during the General Session at the 2018 AVID Summer Institute in Philadelphia on July 19.
Summer Institute is AVID’s annual professional learning event where districts come to learn the latest in AVID methodologies and strategies to successfully implement AVID in their schools. Ms. Kulick will share School No. 12’s journey in becoming an AVID Demonstration Site with participants representing districts throughout the Northeast. The school will officially receive the distinction of AVID Demonstration Site this fall.
School No. 12 was among the schools throughout the country to be selected as an AVID Showcase School for AVID’s Fall 2016 showcase schedule. The showcase allows for selected AVID schools to show how they are succeeding in institutionalizing the AVID system and demonstrating a commitment to college readiness. More than forty educators, including Elizabeth Public Schools Superintendent Olga Hugelmeyer, assistant superintendents, directors, principals, and teachers and board members from many New Jersey and New York districts visited Elmora School No. 12 to observe its very successful AVID Program.
Visitors were impressed with the quality of students’ work that was displayed throughout the school starting as early as Pre-K. “As soon as you walk into this building, you feel a sense of school pride,” said Mr. Iannucci, AVID Partner Engagement Manager.
The AVID Team gave a presentation on School No. 12’s AVID implementation. Visitors engaged in conversations with students about WICOR (writing, inquiry, collaboration, organization and reading) strategies. They also observed students’ participation in Philosophical Chairs and Socratic Seminars on controversial topics. Visitors were impressed with the students’ organized binders and the ability of students to take independent Cornell Notes.
Elizabeth Public Schools currently has 23 schools that implement AVID which is focused on providing students with the skills and motivation to one day attend college. The AVID approach includes closing the opportunity gap in college graduation rates among diverse and underrepresented demographic group through equity; delivering inquiry-based and student-centric instruction, which increases levels of effectiveness; shifting the campus culture to drive change and spread best practices; and inspiring students to take control over their own learning. Halsey Safe Lock Team Visits State House
The Admiral William F. Halsey, Jr. Health and Public Safety Academy Safe Lock Team was invited by Assemblywoman Annette Quijano to visit the New Jersey State House on June 11 to learn more about the legislative process of the New Jersey General Assembly and to provide testimonials on future legislation.
The invite to the State House was the result of the initiative taken by the students of the Halsey Safe Lock team: Essence Hunter, Selena Marrero, and Dennis Groce, Jr. They began by leading a project to identify and address two of the most serious issues currently faced by U.S. schools: safety and security. They immediately visited all seven district high schools seeking to identify opportunities to infuse best practices, including how drills are administered and how buildings are prepared to counter current potential threats. Through independent research, they identified and tested numerous devices and ideas to improve safety and security during lock downs and active shooter situations, determining that a door latch device that secures doors from the inside and prevents outside entry served as a practical, viable, and reliable solution to meet the needs of keeping students and staff safe.
Once deciding on the door latch device, they presented their findings to the Elizabeth Board of Education, the Elizabeth Fire Department, Assemblywoman Quijano, and Halsey administrators. The students were able to meet with inspectors as well as learn necessary requirements to meet building and fire codes while making safety changes. After follow up meetings and code analysis, the students are eager to assist with writing legislation aimed to secure funding to enhance safety and security measures for public schools throughout New Jersey by using the doors latch devices in all schools.
Assemblywomen Quijano’s Chief of Staff Shane Derris personally led the tour which included some time to speak with the assemblywomen as well as a meeting with lobbyists to learn how that aspect of government works. The agenda for the day included meetings of the Consumer Affairs, Financial Institutions and Insurance, Higher Education, Telecommunications and Utilities, Law and Public Safety, Regulated Professions, and Housing and Community Development Committees. EHS Students Graduate with Seal of Biliteracy
On June 27, fifteen Elizabeth High School – Frank J. Cicarell Academy students will graduate with the Class of 2018 having earned the Seal of Biliteracy from the New Jersey Department of Education.
In order for students to be eligible to receive the Seal of Biliteracy, they must demonstrate a proficiency level of Intermediate Mid in a World Language, which among other options can be scoring 4 or higher on the Advanced Placement (AP) World Language and Culture exam in junior year, as well as demonstrate proficiency in English by meeting State high school graduation requirements in English or its alternatives, including through state English Language Arts assessments.
Abidail Aguilar, Lisett Alonso Ramos, Jackeline Ardon, Juan Carlos Camacho Mercedes, AB Fontanez, Mariana Gaviria-Roldan, Alma Hernandez, Matheus Jaimes, Melany Lema, Chris Nunes, Albert Pimentel, Jason Quijada, Stephanie Quito, Carlos Rosales, and Christie Rosales Herrera of EHS – Frank J. Cicarell Academy met all of the requirements necessary to earn the Seal of Biliteracy.
The purpose of the Seal of Biliteracy is to encourage students to study languages, certify attainment of biliteracy, provide employers with a method of identifying people with language and biliteracy skills and universities with a method to recognize and award academic credit to applicants seeking admission, prepare students with 21st century skills, recognize and promote second language instruction in public schools, strengthen intergroup relationships, affirm the value of diversity, and honor the multiple cultures and languages within a community.
The Seal of Biliteracy was an initiative started by Californians Together in 2008 to acknowledge and award hardworking bilingual and multilingual students. In 2011, it officially became legislation in California and now multiple states throughout the nation have implemented a statewide Seal of Biliteracy. EHS Students Graduate with Seal of Biliteracy (cont.)
On January 19, 2016, New Jersey became the fifteenth state to implement a legislated statewide Seal of Biliteracy. By achieving the Seal of Biliteracy, students demonstrate that they are able to speak, read, listen and write in two or more languages at a high level of proficiency.
In the 21st century global marketplace, employees with bilingual and multilingual skills have become more in demand. Students who earn the Seal of Biliteracy significantly expand their postsecondary education and workforce opportunities.
“Among our district goals is to be college prepared and career ready,” said Elizabeth Public Schools Superintendent Olga Hugelmeyer. “Our students who have graduated while earning the Seal of Biliteracy have opened so many doors for themselves by developing a strong grasp of multiple languages. They have dramatically increased their potential for postsecondary success through their hard work and determination in achieving this special distinction.”
“In Elizabeth and a growing number of communities throughout the United States, the ability to communicate effectively in more than one language is a tremendous skill and asset,” said Elizabeth Board of Education President Maria Carvalho. “The Board is very proud of these exceptional students for their outstanding accomplishment, and we hope they serve as an example for more of our students to pursue the Seal of Biliteracy in the future.”
EPS Students Receive Meritorious Student Award
Sixteen of the district’s students of Dominican descent were recognized for their academic achievement by the Consulate General of the Dominican Republic on June 8 at the Great Sheppard Hall of the City College of New York in Upper Manhattan.
Since 1997, the Honorable Carlos Castillo, the Dominican Consulate has been hosting the Meritorious Student Award, recognizing students of Dominican ancestry from New York, New Jersey, Connecticut, and Pennsylvania for academic achievement, leadership potential, and involvement in extracurricular activities.
The 2018 recipients of the Meritorius Student Award were Daniela Pena Arias of Nicholas S. LaCorte – Peterstown School No. 3; Julianmy Fernandez of Mabel G. Holmes School No. 5; Yaire Lantigua of Toussaint L’Ouverture – Marquis de Lafayette School No. 6; Fraimy De Leon Hernandez of Jerome Dunn Academy School No. 9; Bianca Quispe of Robert Morris School No. 18; Ambar Hernandez of Juan Pablo Duarte – José Julián Martí School No. 28; Daniel Bido-Hilario, Emelin de la Rosa, and Emy de la Rosa of John E. Dwyer Technology Academy; Juan Carlos Camacho of Elizabeth High School – Frank J. Cicarell Academy;Yomairy Rodriguez of Thomas A. Edison Career and Technical Academy; Dannys Sosa of Admiral William F. Halsey, Jr. Health and Public Safety Academy; Diranly Carpio and Ashley Pena of Alexander Hamilton Preparatory Academy; and Chrismarlyn Martinez and Ashly Valdez of Thomas Jefferson Arts Academy. EPS Participates in Career Awareness Day at Kean University
Forty seventh grade students from George Washington Academy School No. 1, iPrep Academy School No. 8, and Jerome Dunn Academy School No. 9 attended the New Jersey Chamber of Commerce Foundation/New Jersey Department of Education Career Awareness Day at Kean University, New Jersey Center for Science, Technology & Mathematics (NJCSTM) on May 30.
The focus of the event was on increasing awareness of high-quality career pathways in Advanced Manufacturing; Financial Services; Information Technology; Life Science; and Transportation, Logistics and Distribution. Business representatives from high-demand industries and current career and technical education (CTE) students presented at a discussion panel and exposition to share their knowledge and provide hands-on activities to middle school students in order to increase enrollment in CTE programs and career pathways.
Among the student presenters were six 11th grade students from J. Christian Bollwage Academy of Finance. These students, from Mr. Munoz’ Global Logistics/Supply Management class, facilitated an interactive packaging activity emphasizing a real-life challenge in the Global Supply Management. In addition, participants attended workshops focused on career exploration to help students begin to set short and long-term goals towards their CTE learning and career path. EQUITY As a nation, America’s Promise is that every child, regardless of race, ethnicity or social class, should receive a high quality, academically rich and rigorous public education.
EXPECTATIONS The concept of high expectations is premised on the philosophical and pedagogical belief that a failure to hold all students to high expectations effectively denies them access to a high quality education, since the educational achievement of students tends to rise or fall in direct relation to the expectations placed upon them.
EXCELLENCE Educational Excellence is defined as students performing at high levels or where students are making significant gains in academic achievement helping to prepare every child for global competitiveness. Student We believe ALL students can learn and achieve at high levels regardless of race, ethnicity, culture, neighborhood, household income or home language. ALL Means ALL. We will narrow the achievement gaps of students by providing a high quality education to ensure that ALL of our students are college and career ready.
Teacher We believe teachers make a positive difference in student achievement. Teachers will prepare ALL students for success in college, career, and our technological global society. We believe that teachers are central in a child’s life. Having an effective teacher is the single most important factor in student success.
Leader We believe that effective leaders demonstrate unwavering commitment to high levels of achievement for ALL students. Leaders will exemplify and support practices that promote high levels of achievement for ALL students.
Family We believe that parents and caregivers are both valued partners and active participants in their children's learning. A shared sense of mutual responsibility for learning is the foundation for family involvement to ensure student success. We are committed to engaging parents and caregivers in their children's education. We will develop a coordinated strategy that enables parents and caregivers to play an active role in building and sustaining family support for their children's learning and academic success.
Team We believe that every member of the Elizabeth Public Schools Team has a responsibility in producing and supporting high levels of achievement for ALL students. Every member of the Elizabeth Public Schools team will make a measurable contribution to the success and achievement for ALL students by ensuring equitable distribution of resources throughout the organization.