Supplemental Reading and Math: Grades 1 - 6

Criteria for eligibility in the Supplemental Reading and Math Programs

(One or more criteria from the list below must be met in order for a student to be eligible for supplemental services.)

Language Arts

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

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

Entering Grade 3
NJPASS score of “Basic Performance Level”
Score of 50% or less on the Macmillan Reading Placement Test

Entering Grades 4, 5, and 6
NJASK score of “Partially Proficient”
Score of 50% or less on the Macmillan Reading Placement Test

Note: Students are also evaluated based on teacher recommendation.

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

Grades 3 – 6:
Upon entering the program, The Macmillan Informal Reading Inventory (IRI) is administered two times each year (September/May).

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

Mathematics

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

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

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

Entering Grades 4
· Everyday Math year-end benchmark assessments (grade 3)
· NJASK score of “Partially Proficient”

Entering Grades 5 and 6
·   Holt year-end assessment
·   EVG end-of-year grade-level benchmark
·   NJASK score of “Partially Proficient”

Notes:

Students are also evaluated based on teacher recommendation. Eligible students receive supplemental instruction in math and/or reading two times/week.
Parents have the right to refuse services by completing a Parental Refusal of Services form.

Gifted and Talented - Grades K - 6

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

The EVG School uses the following multiple measures to identify gifted and talented students in grades K – 2:

School-based evaluations (NJPASS, NJASK, Reading Inventory, Fluency Assessment)

Consistently outstanding progress reports in language arts and mathematics

Student is able to work independently

Teacher recommendation

Parent recommendation

The EVG School uses the following multiple measures to identify gifted and talented students in grade 3 - 6:

Advanced Proficiency Score on NJASK in language arts and mathematics

Teacher recommendation: includes student's ability to work independently and personal motivation to excel

Parent recommendation

Eligibility is evaluated on a yearly basis

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

Edgewater School District Affirmative Action Policy

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

Mrs. Susan Perl, Curriculum Coordinator, serves as the district's Affirmative Action Officer (AAO). The district's Affirmative Action Plan is available in the AAO's office, located at the Eleanor Van Gelder School, 251 Undercliff Avenue, Edgewater, New Jersey. Mrs. Perl can be contact at 201-945-4106 X 215 for issues concerning alleged discrimination.

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

Internet Use Agreement
(pdf format)

EVG School Emergency Plan
(pdf format)

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

Approved Healthy Snack Items

Foods

Low fat yogurt

Fruit (fresh, canned in it’s own juice, or dried)

Vegetable Sticks (alone or with low fat dip)

Trail Mix

Granola or Whole Grain Cereal Bars

Whole Grain Cereal

Whole grain Crackers (with peanut butter or cheese)

Pretzels

Popcorn (air popped or light butter)

Rice Cakes (with peanut butter or cheese)

Graham crackers, Gingersnaps, Animal Crackers, Fig Cookies

Jell-O

Low fat pudding

Drinks

Water

Low fat or skim milk

Soy milk

100 % Fruit Juice

Edgewater Board of Education
Anti-Bullying Policy

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

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

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

is directed at one or more pupils;
substantially interferes with educational opportunities, benefits, or programs of one or more pupils;
adversely affects the ability of a pupil to participate in or benefit from the school district's educational programs or activities because the conduct, as reasonably perceived by the pupil, is so severe, pervasive, and objectively offensive as to have this effect; and,
is based on a pupil's actual or perceived distinguishing characteristic (see above), or is based on an association with another person who has or is perceived to have any of these characteristics.

“Bullying” is conduct that meets all of the following criteria:

is directed at one or more pupils;
substantially interferes with educational opportunities, benefits, or programs of one or more pupils;

adversely affects the ability of a pupil to participate in or benefit from the school district’s educational programs or activities by placing the pupil in reasonable fear of physical harm or by causing emotional distress; and,
is based on a pupil’s actual or perceived distinguishing characteristic (see above), or is based on an association with another person who has or is perceived to have any of these characteristics.

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

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

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

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

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

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

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

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

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

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

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

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

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