Montclair’s Magnets
MONTCLAIR PUBLIC SCHOOLS
MONTCLAIR, NEW JERSEY
Recognized as one of the top six magnet
school districts in the United States
TABLE OF CONTENTS
IMPORTANT TELEPHONE NUMBERS......................................................................................1
HISTORICAL PERSPECTIVE OF MAGNET SYSTEM…………….……………….……....2-3
REGISTRATION REQUIREMENTS.........................................................................................4-7
MONTCLAIR’S MAGNET THEME OVERVIEWS……………………………………….…8-9
SPECIAL EDUCATION PROGRAMS…………………………………………………..…..…10
BRADFORD SCHOOL……………………………………………………………………...11-12
THE CHARLES H. BULLOCK SCHOOL……………………...…………………………..13-15
EDGEMONT SCHOOL……………………………...………………………………………16-17
HILLSIDE SCHOOL………………………………………………………………………...18-19
NISHUANE SCHOOL……………………………………………………………………….….20
NORTHEAST SCHOOL…………………………………………………………………….21-22
WATCHUNG SCHOOL…………………………………………………………………….23-24
GLENFIELD MIDDLE SCHOOL………………………………………………………..……..25
MOUNT HEBRON MIDDLE SCHOOL………………………………………………..…...26-29
RENAISSANCE MIDDLE SCHOOL AT RAND………………………………..................30-32
MONTCLAIR HIGH SCHOOL…………………………………………………………..…33-34
MONTCLAIR YMCA BEFORE/AFTER SCHOOL PROGRAM…………………………...…35
THE WORK-FAMILY CONNECTION SUMMER CAMPS…..…………………….……...…35
TRANSPORTATION ELIGIBILITY REQUIREMENTS…………………………………..….36
SCHOOL OPENING AND CLOSING SCHEDULE……………………………………….......37
MEMBERS OF THE BOARD OF EDUCATION………………………………………..…….38
MONTCLAIR’S MAGNETS ____________
IMPORTANT TELEPHONE NUMBERS
Administration Building
22 Valley Road
Montclair, New Jersey 07042………………………………………………973-509-4000
Superintendent’s Office
Dr. Frank R. Alvarez, Superintendent…………………………………….…973-509-4010
Dr. Felice A. Harrison, Assistant to the Superintendent………………….…973-509-4015
Mrs. Jo Ann Monahan, Registrar....................................................................973-509-4017
Mrs. Sylvia B. Bryant, Parent Coordinator…………………………….…...973-509-4028
@ Charles H. Bullock School
Business Office
Mrs. Dana Sullivan, Business Administrator………………………………..973-509-4050
Mrs. Andrea DelGuercio, Assistant Business Administrator………………..973-509-4054
Mr. Leonard Romano, Transportation Manager……………………………973-509-4055
Mr. Leonard Saponara, Supervisor of Buildings and Grounds…….……….973-509-4044
Department of Instruction
Dr. Clarence C. Hoover III
Interim Assistant Superintendent for Instruction…………………....973-509-4030
Dr. Lydia Furnari, Supervisor of Curriculum……………………………….973-509-4039
Ms. Jean Rac Wuensch, Supervisor of Special Programs…………………..973-509-4038
Mr. George F. Glass, Student Data Analyst…………………………………973-509-4811
Mrs. Janine Gregory, Literacy Consultant…………………………………..973-509-4575
Pupil Services
Ms. Linda Mithaug, Director of Pupil Services……………………………..973-509-4022
Mrs. Rebecca Ross, Supervisor of Special Education………………………973-509-4031
Dr. Keith Breiman, Supervisor of Special Education……………………….973-509-4078
Mrs. Linda Colucci, Supervisor of Special Education………………………973-509-4208
Personnel Office
Dr. James Patterson, Personnel Administrator………………………….......973-509-4005
Mrs. Maria Narciso, Technology Coordinator………………………………973-509-4018
Montclair Fund for Educational Excellence
Mrs. Lois Whipple, Executive Director………………………….………….973-509-4021
Mrs. Robin Schlager, Associate Director……………………………………973-509-4021
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A HISTORICAL PERSPECTIVE OF
MONTCLAIR’S MAGNET SCHOOL SYSTEM
“Dedicated to becoming the national role model
for public integrated education”
2001, 2002 and 2004 Winner of the Governor’s Award for Performance Excellence
The choice system in the Montclair Public Schools was implemented originally as a voluntary
desegregation plan in 1977. Beginning with only two magnet programs, the plan has grown
continually and now includes all seven elementary schools and three middle schools. The term
“neighborhood school” no longer exists in Montclair; the entire township is the neighborhood for
every school.
Implementing the magnet program was no easy task. Following the approval of the magnet
schools concept by the Board of Education and State Commissioner of Education, a year was
spent in developing, designing, marketing and selling the plan.
A call went out for volunteers to serve on a citizens’ advisory task force established to make
recommendations about the future magnet programs. More than 100 people responded. Magnet
schools in other districts were researched and visited by administrators, teachers and community
members. Meetings to describe the magnets were held with organizations such as the PTA,
Board of Realtors, local agencies and church groups. Input from parents was sought on desired
courses, course content, program and structure.
In September of 1977, the district’s first magnet schools opened: a gifted and talented program to
draw white students to a school with a predominance of students of color. A fundamental back to
basics program also opened to draw students of color to a predominately white school.
Montclair’s system of choice has come a long way in the past 25 years. What started as a
desegregation plan has turned into a true system of choice. When parents register their children
for elementary school at the district’s central office, they must list their first through sixth
preference of school.
In February 2010, a new student enrollment/assignment-by-zone policy was approved by the
Board of Education. Under the plan, the township was divided into three zones, labeled Zone A,
Zone B and Zone C. (These zones were conceived by the Task Force for public school
enrollment purposes only, and are not intended to replace existing township or ward
delineations.) Students are now assigned to zones based on census data, including household
income and Title 1 status (eligibility for Free or Reduced Lunch). Students from all three zones
are represented in each school.
As this policy phases in, students enrolling in kindergarten are initially given priority if they are
siblings, have specific programmatic needs such as ELL (English Language Learners) or require
specific services under special education.
After those priorities, a computerized system randomly assigns students with a number,
according to zones, with 1st – 6th ranking of parental preference of schools. Students are assigned
to schools from this database, based on school enrollment/spaces/slots.
From this database, a wait list system is utilized and places students in their higher-ranked
preference of schools, according to zone balance, as space becomes available.
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The magnet schools have created a good learning environment in which students of diverse
backgrounds feel comfortable and are able to learn. Teachers, students and parents are generally
happy with the curriculum and instruction.
The magnet plan has a positive impact on the community by creating alternatives within the
public school system and adding excitement to the schools. Parents like the idea of choosing a
school for their child. It provides them with the opportunity to become more involved in their
child’s learning. For example, each year an evening orientation is scheduled; principals and
parents from each building are on hand to make presentations and answer questions. An open
house week gives parents a firsthand look at each school’s daily operation. During registration
week, central office administrators are available to guide parents who are still unsure of their
choice. Involvement in the school continues after enrollment. Parents are more aware of what
their child is doing in school and how the program is meeting expectations and their child’s
needs.
No one school is better than another; they are all equal but different. Each school implements the
same district curriculum which is aligned to the New Jersey Core Curriculum Content Standards
as required by state law. The overlap of the magnet program and the organizational structure of
the school make each school unique.
The magnet schools bring people from diverse backgrounds together to work collaboratively
toward the common goal of high expectations and academic excellence in an integrated
environment. In Montclair, children are our future, diversity is our strength.
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REGISTRATION REQUIREMENTS
Proof of Age
A birth certificate or a passport must be presented at the time of registration. A child registering
for the Kindergarten program must be at least five years old by October 1.
Proof of Residence
All persons coming to register children must bring four proofs of residency. Verification of a
child’s residency requires the presentation of one of the following documents with a Montclair
address:
1. Homeowner - Montclair property tax bill, mortgage statement or signed Contract of
Purchase.
2. Tenant - Lease; if residing as a tenant without a lease, a signed notarized Sworn
Statement of Tenancy (Affidavit) completed by the landlord.
3. Child is Domiciled with Montclair Resident Other than Parent - Affidavit Form A
executed by Montclair resident and Affidavit Form B executed by parent or guardian.
4. Child and Parent Living with Montclair Resident - Signed, notarized Sworn Statement
of Residency (Affidavit) completed by the Montclair resident and parent or guardian.
5. Child Placed in Montclair by Court - Court order placing child in home of Montclair
resident.
6. Child Placed in Montclair by Child Welfare Agency - Document of child welfare agency
ordering that child be placed in home of Montclair resident.
In addition, any three of the following documents containing a Montclair address must be
presented:
1. Driver’s license plus registration, plus auto insurance card;
2. Current utility bill;
3. Current cable television bill;
4. Current credit card bill;
5. Written statement from realtor stating parent/guardian has signed a contract to purchase
or rent in Montclair;
6. Mortgage statement;
7. Official mail (bank statement, government correspondence, Internal Revenue, Division of
Taxation, Social Security Administration);
8. Public assistance documents: A.F.D.C. (Aid For Dependent Children) and W.I.C.
(Women, Infants and Children);
9. Income tax return;
10. Voter registration card/records;
11. Unemployment benefit verification;
12. Recent paycheck/stub;
13. Documents to support Affidavit Forms A and B.
Transfer Students
Students transferring from schools outside of Montclair must provide a copy of their most recent
report card and current standardized test results.
Call 973-509-4017 for questions regarding registration.
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MONTCLAIR PUBLIC SCHOOLS REGISTRATION
EXCERPTS FROM CHAPTER 14
NEW JERSEY STATE SANITARY CODE
IMMUNIZATION OF PUPILS IN SCHOOLS
(NEW JERSEY ADMINISTRATIVE CODE CITATION 8:57-4.1 TO 8:57-4.16)
Applicability – These regulations shall apply to all pupils attending any public or private school
in New Jersey, including childcare centers, nursery schools and kindergartens, except that the
regulations shall not apply to pupils under one year of age.
Documents Accepted as Evidence of Immunization – The following documents will be
accepted as evidence of a pupil’s immunization history provided that the individual
immunizations and the date when each immunization was administered are listed.
1) An official school record from any school indicating compliance with the immunization
requirements of this Chapter.
2) A record from any public health department indicating compliance with the
immunization requirements of this Chapter.
3) A certificate signed by a physician licensed to practice medicine, osteopathy, or a
licensed nurse practitioner in any jurisdiction in the United States indicating compliance
with the immunization requirements of this Chapter.
All immunization documents must be in English.
PROOF OF IMMUNIZATIONS
DPT – Diphtheria, Tetanus Toxoids, and Pertussis
Every pupil less than seven years of age, a minimum of 4 doses DPT required. One dose must
be administered on or after 4th birthday. Any child with a total of 5 doses will also be in
compliance with this regulation.
.
Children born after January 1, 1997 are required to have a booster of Diphtheria, Tetanus and
Pertussis within one month following their 11th birthday.
Polio Virus Vaccine
Every pupil less than 7 years of age, a minimum of three doses of oral polio vaccine or (OPV or
IPV) is required provided one dose is given on or after 4th birthday. Alternatively, a pupil with
any four doses of polio vaccine spaced by a minimum of one month (28 days) will be in
compliance with this regulation.
MMR-Measles, Mumps, Rubella Vaccine or 1 Mumps, 1 Rubella and 2 Measles
Two doses of a measles containing vaccine given on or after the first birthday (MMR), will be
required of all children born on or after January 1, 1990. Two doses of measles containing
vaccine must be separated by an interval of at least one month (28 days).
Hepatitis B Vaccine
All students are required to have documentation of 3 doses of Hepatitis B.
Varicella
All children entering grades K-8 in September 2011, born on or after January 1, 1998, must have
one dose of varicella vaccination given on or after first birthday or official proof of disease from
a physician or nurse practitioner.
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Meningococcal Vaccine
Every pupil born after January 1, 1997 must have one dose of meningococcal vaccine within one
month following their 11th birthday.
Medical Exemptions
A medical exemption is acceptable from a licensed M.D. or D.O., Certified Nurse Practitioner or
PA. Medical exemptions must be submitted and reviewed annually. A medical exemption is
acceptable if it is based upon a valid medical contraindication according to the American
Academy of Pediatrics standards.
Religious Exemptions
A parent/guardian may request a religious exemption by submitting a written statement to the
school, which explains how the administration of immunizing agents conflicts with the
pupil’s exercise of religious tenets and practices. These letters will be reviewed by the
Montclair Board of Education. The New Jersey legislation and regulations do not permit
philosophical or moral objections as reasons for securing a religious exemption.
Required Mantoux Tuberculin Testing in New Jersey Schools
The Mantoux intradermal test using 5 TU of stabilized PPD tuberculin shall be used exclusively
for the testing of all individuals targeted for testing by these recommendations.
The following tuberculin skin testing requirements apply to ALL school districts:
1. Students born in a country that is not listed below and entering school in the U.S.
for the first time, regardless of age or grade.
2. Students transferring into the New Jersey school system directly from a country not
listed below regardless of age, grade or country of birth.
EXCEPTIONS FOR BOTH GROUPS OF STUDENTS LISTED ABOVE:
Entering at grades K through 5: Tuberculin skin testing is not required if the student has
documentation of a Mantoux tuberculin skin test at the age of four years or older, regardless of
the result of that skin test.
Entering at grades 6 through 12: Tuberculin skin testing is not required if the student has
documentation of a negative Mantoux tuberculin skin test in the last six months or a positive skin
test, with a documented negative chest x-ray, regardless when this test was done.
Tuberculin skin testing is not required if the student has attended school in another state prior to
entering the New Jersey school system.
Any student with parents claiming religious exemption cannot be compelled to submit to
tuberculin skin testing. In these instances, a symptom assessment must be done. If TB-like
symptoms are reported, a physician must document that the student does not have active disease.
Each school district is responsible for determining the criteria essential to document a valid
religious exemption. Appropriate forms are available in the office of each district school nurse.
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COUNTRIES WITH AN INCIDENCE OF TB INSUFFICIENT TO REQUIRE
MANTOUX TUBERCULIN SKIN TESTING AS A REQUIREMENT FOR SCHOOL
ENTRY IN NEW JERSEY
Antigua and Barbuda Germany Netherlands
Australia Greenland Netherlands Antilles
Austria Grenada New Zealand
Barbados Iceland Norway
Belgium Ireland Oman
Bermuda Israel Puerto Rico
Canada Italy Saint Kitts and Nevis
Cayman Islands Jamaica San Marino
Cuba Jordan Sweden
Cyprus Lebanon Switzerland
Czech Republic Luxembourg Trinidad and Tobago
Denmark Malta United Kingdom of Great
Finland Monaco Britain & Northern Ireland
France Montserrat United States of America
United States Virgin Islands
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MONTCLAIR’S MAGNET THEME OVERVIEW
There are eleven schools in the Montclair Public School System; seven elementary schools, three
middle schools and one comprehensive high school.
In Montclair, children do not necessarily attend the school closest to their homes. The Board of
Education has developed specialized programs in each of the schools and believes children are
best served by a program that most closely supports their individual learning styles.
It is important to understand that learning styles are not related to intelligence. Many able learners
work most productively within a well-ordered schedule. Others do well with greater direction
from the teachers. Educational research suggests children learn best when they have a peaked
interest in their learning. A different specialized program has been established at each school. All
schools follow the same basic curriculum, but each offers a different structure or special activities
related to its own special theme.
All of our schools are outstanding. There is no one school, nor one organization, that is best for all
children. Rather, it is a matter of what program is best for the child. The decision is made with
input from the parents with the assistance of the Board of Education staff.
As a public school, we are required to incorporate the New Jersey Core Curriculum Content
Standards established by the State Department of Education. Every school includes classes in
language arts, math, science, social studies, physical education, art, music, world language and
character education as part of its core curriculum. Students have access to computer technology
at all eleven schools. At the middle and high school levels, students have the option of enrolling
in a variety of elective courses in addition to those indicated above. Additionally, at the high
school level, students can participate in small learning communities or traditional high school
programs.
In addition to classroom teachers, each school has the services of a reading teacher(s), math
coach(s), technology teacher(s), student assistance counselor(s), teacher assistants, and a school
nurse(s). Child Study Team services are available in all schools for students with special
educational needs. The STARS program provides academic support to students in Language Arts
and/or Math in grades 1-12 in all schools. This program has an after school tutorial and summer
component which is provided for elementary students at no cost to parents. The SAIL program
provides youngsters who are academically gifted and talented with enrichment opportunities in
language arts and math during the school day. Students are selected for the SAIL program
through a combination of test scores, grades, teacher recommendations and interviews.
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Although the basic curriculum is the same, each school offers special programs consistent with its
own magnet theme. The themes at each school are as follows:
SCHOOL THEME GRADES
Bradford The University Magnet K-5
Charles H. Bullock Environmental Science K-5
Edgemont Montessori K-5
Glenfield Gifted & Talented/Visual & Performing Arts 6-8
Hillside Gifted & Talented 3-5
Mount Hebron S.T.E.M. (Science, Technology, Engineering, Mathematics) 6-8
Montclair High Comprehensive 9-12
Nishuane Gifted & Talented K-2
Northeast Magnet School of Global Studies K-5
Renaissance at Rand Liberal Arts 6-8
Watchung Science & Technology K-5
School Feeder Pattern
Bradford Mount Hebron Middle
Charles H. Bullock Renaissance Middle
Edgemont Glenfield Middle
Hillside Glenfield Middle Montclair High
Nishuane Hillside Glenfield Middle
Northeast Mount Hebron Middle
Watchung Mount Hebron Middle
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SPECIAL EDUCATION PROGRAMS
Department of Pupil Services
Ms. Linda Mithaug, Director
Mrs. Rebecca Ross, Supervisor
Dr. Keith Breiman, Supervisor
Mrs. Linda Colucci, Supervisor
The Montclair Public Schools are committed to a free appropriate public education for children
with disabilities. All students with disabilities who are in need of special education and related
services, including students with disabilities attending non-public schools, regardless of the
severity of their disabilities, are located, identified and evaluated according to N.J.A.C.6A:14.
An individualized education program is developed, reviewed and revised when appropriate.
Students with disabilities are educated in the least restrictive environment to the maximum extent
appropriate with their non-disabled peers. Students identified as disabled are eligible for services
beginning at age three.
There are various levels and types of services offered within all of the Montclair Public Schools.
For additional information, please contact the Department of Pupil Services at 973-509-4022.
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BRADFORD SCHOOL
Mrs. Naomi Kirkman, Principal
87 Mount Hebron Road
Montclair, NJ 07043
973-509-4155
Grades K-5
Theme: The University Magnet
Hours: 8:50 a.m. – 3:05 p.m.
Early Dismissal: 1:40 p.m.
“Everyone Teaches, Everyone Learns”
Bradford School, the University Magnet, continues its dynamic partnership with Montclair State
University (MSU), our walking-distance neighbor. This unique collaboration affords many
opportunities to share resources, facilities, and teaching and learning experiences among
Bradford’s 470 students, their teachers, MSU faculty, and MSU students.
B r adfor d School’ s M ission Statement: To teach and encourage all students to learn the
essential skills needed to reach their highest potential while developing self-worth, a desire for
life-long learning, and responsible citizenship. To provide high-quality education to all students
through the teaching of basics – reading, writing, mathematics, science, and social studies while
reinforcing the fundamental values of respect and responsibility.
T he B asic Pr ogr am: Math, science, social studies, and language arts comprise the basic
curriculum. Students also receive instruction in art, physical education, technology, library, and
Spanish at least once a week. The school has a modern, well-equipped art room, music room, and
library. The school’s state of the art technology supports the integration of technology into the K-
5 curriculum.
Bradford students participate in district-wide programs such as SAIL (Students Accelerated In
Learning) and STARS (which provides additional academic support for students in need).
Parent and caregiver involvement in the classrooms is welcomed. Supported by an active and
enthusiastic PTA, the extended Bradford community gathers for many occasions throughout the
year, including a Pancake Breakfast, a Carnival of Math, music concerts, book fairs, a Science
Fair, a community service day, food and toy drives and a Bingo night.
W hat M akes B r adfor d Special:
• To responsibly educate and nurture the whole child, Bradford places great emphasis on anti-
bullying and character education. Teachers implement the anti-bullying curriculum of the
N.J. State Bar Foundation. The school also offers character education through the Bradford
CARES curriculum, in which children spend time learning about Bradford CARES values,
including cooperation, acceptance, respect and responsibility, empathy, and sharing.
Teachers utilize the Responsive Classroom approach in their classrooms, beginning each day
with a morning meeting.
• A focus on differentiated learning in all classrooms, with several classrooms incorporating
the inclusive classroom structure. Teachers are skilled at modifying the curriculum to meet
the individual learning styles and needs of their students.
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• Bradford PTA administers an after-school enrichment program with numerous courses for
grades K-5 including cooking, drama, science, yoga and music.
• Outdoor and environmental learning projects, including gardening, which is integrated into
the science curriculum. Bradford School hosts an annual “Pesto Fest" at which students can
sample pesto made from basil grown in the school garden.
• Bradford Running Club’s before-school program is facilitated by the physical education
teacher for grades 2-5.
• The Broadcast TV studio is used by staff and students daily for a morning program broadcast
in each classroom.
• Counseling services which provide students with age-appropriate social skills programs, as
well as group discussions to address anger management, divorce, social skills, and other
issues.
• A Health and Wellness program organized by parents and faculty, emphasizing nutrition and
exercise. Bradford hosts monthly Walk-to-School days and healthy breakfasts for each grade.
Bradford’s Partnership with MSU
The association with the university enhances an elementary school that already offers top-notch
technology and many other first-rate programs. Bradford students visit MSU for music recitals,
dance and theater performances, health and physical education, swim therapy, video
conferencing, and a host of other learning experiences.
MSU physical education faculty and students facilitate an on-campus six-mile walk-a-thon for
fourth and fifth graders and a three-mile walk-a-thon for third graders to raise money for a local
charity. Also, MSU faculty and students organize Field Days for all Bradford students which
include physical education stations and team building games.
MSU faculty facilitate weekly Philosophy for Children sessions in many classrooms, provide
everyday math learning stations, perform dance assemblies for our students, and serve as visiting
professors to our classrooms to enhance instruction.
An MSU professor from the College of Education and Human Services works on-site at
Bradford one day a week to assist Bradford teachers and to provide in-service training to MSU
students. Bradford’s experienced teachers, in turn, supervise many of the university’s teachers-
in-training in Bradford classrooms. These student teachers help Bradford maintain a lower
student-teacher ratio, with greater opportunities for small group learning and differentiated
instruction.
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T H E C H A R L E S H . B UL L OC K SC H OOL
Dr . B ar bar a E lder W eller , Pr incipal
55 Washington Street
Montclair, NJ 07042
973-509-4255
Grades K-5
Theme: Environmental Science
Hours: 8:50 a.m. – 3:05 p.m.
Early Dismissal: 1:40 p.m.
The Charles H. Bullock School is a vibrant, nurturing community of students, educators and
families. Our mission is to inspire children to be lifelong learners by connecting teaching and
learning meaningfully to the world around us. As a magnet school, our central theme is
environmental science. The theme is interpreted in the broadest possible sense to include natural
sciences and the human environment. The school's integrated curriculum helps students
recognize that learning is not an isolated activity; rather, it is built upon connected experiences
which link the classroom with the outside world. Our child-centered learning environment seeks
to foster values of personal, social and environmental responsibility.
F OST E R I NG A C O M M UNI T Y O F L E A R NE R S
Charles H. Bullock School students are actively engaged in the learning process as readers,
writers, mathematicians, scientists, artists, historians, and musicians. They develop a love of
learning through projects and experiences that are relevant to their world. Problem solving skills
and critical thinking are encouraged through an inquiry-based approach to education. Our
progressive, child-centered curriculum combines proven educational theories to provide the best
learning environment for each child.
Our teachers establish rigorous academic expectations and maintain high standards for student
work. Children learn to effectively communicate information, ideas and opinions through
written, oral and artistic expression. We recognize students’ diverse learning styles and use
developmentally appropriate teaching practices including cooperative learning, individual
instruction and small group work. Students’ access to Mentor Teachers and Academic Clinic
programs allow professionals to work with small groups to create a smaller student-to-teacher
ratio and provide additional resources to implement progressive classroom strategies. As a
community of learners, our staff is committed to supporting our educational philosophy, vision
and goals.
Teachers use the Writing Workshop Method developed at Teachers College, Columbia
University for writing instruction. We consider writing a cornerstone of a thorough education
and emphasize the need to write every day for real purposes and to a clear audience. Students at
all levels learn to write in many genres, including realistic and imaginative fiction, poetry, and
non-fiction. Students’ published writing is regularly displayed to share with all who pass
through our hallways.
We believe that students thrive when they are known personally by their peers, their teachers,
and by the entire school community. As members of this caring community, our students feel a
sense of belonging and strength. Our Family Coordinator engages in ongoing consultations with
parents, caregivers and teachers and assists students through a variety of scheduled groups and
activities.
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We utilize the Responsive Classroom program, which emphasizes social, emotional, and
academic growth in a strong and safe school environment. The Responsive Classroom approach
is based on the philosophy that children learn best when they develop strong social-emotional
skills, including responsibility, empathy, self-control and cooperation. We nurture children to be
caring and empathetic individuals, teaching them to approach social interactions and academic
opportunities with confidence and compassion.
I NT E G R A T I NG C UR R I C UL UM A ND OUR E NV I R ONM E NT
The Charles H. Bullock School’s integrated curriculum connects knowledge, skills, strategies,
and vocabulary from a variety of subject areas. For example, our second grade Grain Study
integrates literature, science, social studies, environmental studies, math, art, and technology.
This enables students to make complex connections to other curriculum areas, as well as the real
world. Rather than teaching skills in isolation, we connect academic learning and teach students
to apply their knowledge effectively in a variety of ways.
Learning about the natural environment is integral to our entire curriculum. Our students explore
the role each of us play in our many overlapping worlds: family, school, community and planet.
By tapping into children’s natural curiosity, we build the foundations of environmental literacy.
The science of the natural environment is integrated and applied to learning across all subjects
and throughout our arts program. Our environmental curriculum deepens students’ understanding
of natural resources, adaptations, energy, biodiversity, life cycles, interrelationships, and much
more. Students participate in many environmental science projects and events, including our
annual Eco Fair, Earth Week projects, guest speakers, environmental field trips, 4th grade
environmental science trip and environmental photography workshops.
Our PTA sponsored Artist in Residency program enables students to work with professional
musicians, poets, and dancers to make connections with the arts. Students become aware of their
connection to the broader community and the natural environment, both of which serve as a
powerful lens to focus our students, teachers, and administrators on our mission.
Examples of the integrated curriculum include:
*Kindergarten Neighborhood Study
*1st Grade Leaves and Trees Study
*2nd Grade Egg to Chick Study
*3rd Grade Monarch Watch Project
*4th Grade America and Jazz
*5th Grade Constitutional Convention
M A K I NG C ONNE C T I ONS T O OUR F A M I L I E S A ND T H E W OR L D A R OUND US
As Montclair’s Environmental Science magnet, we know that children are intimately connected
with the world that surrounds them. This begins with the family and extends to the community
and beyond. Families are integral, valued members of our school community, essential partners
in the education of their children. We actively welcome, recruit, and train family and community
volunteers to enrich and supplement the school experience for students.
I M PA R T I NG OUR C O R E V A L UE S
Our curriculum emphasizes participation in the community, an awareness of the well being of
others, cooperation, problem solving, and respect for the environment. Charles H. Bullock
School’s learning community encourages students to respect themselves, others, and the natural
environment. Our community service orientation prepares students to be active, involved citizens
of the world.
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Because the entire staff receives on-going training in the Responsive Classroom approach to
social and emotional development, we are able to model respect and responsibility for all
members of our school community. Staff and students begin each day by gathering for a morning
meeting to greet one another and engage in community-building activities. Our Family
Coordinator meets with individual students and small groups to help foster the critical
connections between home and school. We are a collaborative community that supports each
student’s achievements, encourages cooperation and values diversity.
SPE C I A L PR OJ E C T S A ND PR O G R A M S
*Responsive Classroom Social Emotional Learning Program
*Project School, Teachers College, Columbia University
*Martin Luther King Jr. Day of Service
*Summer Kindergarten Play Dates at School for New Students
*Artists in Residence
*Family Coordinator
*Mentor Teachers Program
*4th Grade Environmental Science Trip
*Community Service Projects Developed and Implemented by Students
*Lunch Groups with the Family Coordinator
*Annual Events for families, such as, Father’s Group Pancake Breakfast, International Dinner
*Book Buddies, pairing Kindergarteners and Fifth Graders
*Full-time Math Coach and Reading Specialists
*Parent Volunteers in the Classrooms
*Student-Run School Store
*Earth Week
*Father’s Group
*Parent Gardening Committee
*Spring Eco Fair
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EDGEMONT SCHOOL
Dr. Jeanne Pryor, Interim Principal
20 Edgemont Road
Montclair, NJ 07042
973-509-4162
Grades K-5
Theme: Montessori
Hours: 8:20 a.m. – 2:35 p.m.
Early Dismissal: 1:10 p.m.
Established in 1987 as a magnet based on the philosophy, educational foundations and
instructional practices of Dr. Maria Montessori, Edgemont provides an enhancing, enriching, and
engaging educational experience that enables students to explore, express, and excel!
Differentiation - the capacity to respond academically, socially, culturally, cognitively and
emotionally to the diverse learning abilities and needs of our students – is the calling card of our
school. A diversely balanced K-5 elementary school, education-as-an-aid-to-life has been both
cornerstone and catalyst for our 21st century learners. Our student-centered classrooms are safe
places for children to learn, work and grow, and are each facilitated by a highly qualified
Teacher, with assistance from a Teacher Assistant. Involvement by parents and caregivers is
encouraged and viewed as essential for educating each student to the fullest potential as an active
and natural life-long learner. There’s a real cooperative and collaborative spirit at Edgemont that
is directly tied to our strong home-school partnerships, and peaceful, family-like school learning
environment.
Our Instructional Program
Edgemont provides a comprehensive academic program that is aligned with the NJ Core
Curriculum Content Standards, and taught by highly qualified teachers with additional expertise
in developmentally-appropriate practices. Students progress through the standards-based
curriculum with acceleration and enrichment. Diverse teaching techniques, individualized, small
or whole group instruction, hands-on-/inquiry-based explorations, and other developmentally-
appropriate practices promote rigor, high expectations and academic success for all students.
Beyond the acquisition of basic skills and knowledge in math, science, social studies and
language arts literacy, Edgemont students are taught to become thoughtful readers, skillful
computers, clear writers, creative problem solvers, critical and logical thinkers, independent
decision-makers, and lovers of learning.
In our state-of-the-art Cosmic Studies Lab, students develop an understanding of the world
around them through hands-on, project-based explorations, and real-life applications. The rich
interdisciplinary, inquiry-based, experiential connections between all the sciences, social and
cultural studies, and technology are experienced by students through Science Teams and
cooperative learning configurations. The sciences and cultural studies are extended further into
the Outdoor Learning Environment, and the Green Team’s Children’s Garden. The Peaceable
School Model informs our social-problem-solving/conflict resolution/character education
program. Our Health and Wellness Team and the RAINBOWS Program also enhance social and
emotional development.
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Aesthetic and artistic experiences are provided through the related-arts specialists in art, music
and physical education, and the school’s partnership with a variety of arts-in-education venues.
Fourth and Fifth Graders also have the option to participate in the ORFF Ensemble, Art
Extravaganza, or the Edgemont Chamber Music Chorus by audition, portfolio and/or interest.
Field trips and service learning opportunities through the Roots & Shoots program and Student
Council are varied and thematically integrated into instruction. Expert command of
differentiation by faculty, and “Academic Meets” in Math and Language Arts Literacy provide
nationally-based academic challenges for all students but especially those accelerated in learning.
Requirements for 21st century teaching and learning are infused across all subject areas through
computer fluencies, current technologies, and digital tools. Laptops, Alpha-Smarts, Video-
conferencing, video streaming, the Internet, classroom monitors, web-based learning, and the
school’s broadcast, Eye on Edgemont, are an integral part of every classroom environment.
Academic and social growth as well as the development of positive self-esteem among
Edgemont’s students are facilitated by a talented, highly qualified professional staff; learner-
centered classrooms; differentiation as the philosophical essence, culture, and foundation of each
classroom; and a nurturing, student-friendly school environment where students are enhanced,
engaged and enriched, and are able to express, explore, and excel!
Key Features At-a-Glance:
• Cosmic Studies Lab for experiential, project-based learning in the Sciences and Social/Cultural
Studies
• A standards-based, Balanced Language Arts Program
• A standards-based Balanced Mathematics Program
• The Infusion of Technology and use of digital tool
• Accelerated Related Arts offerings for 4th and 5th graders in ORFF Ensemble, Art
Extravaganza, and Chamber Chorus
• Roots & Shoots Service Learning/Community Service Projects
• Technology Coordinator/Library-Computer Center/Mobile Lap Tops/Video Conferencing
• Family involvement and home-school partnerships
• Varied Arts-in-Education programming
• Outdoor Learning Environment and Children’s Garden with habitats and maze
• Extensive PTA After School Enrichment Program
• School Council with school-wide representation
• English as a Second Language for international students/French and Spanish
• Interdisciplinary/Inquiry-based/Thematic Approach to the Sciences, Cultural/Social Studies
• An inclusive, family-friendly school community
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HILLSIDE SCHOOL
Mr. Michael J. Chiles, Sr., Principal
Mr. Anthony M. Grosso, Acting Assistant Principal
54 Orange Road
Montclair, NJ 07042
973-509-4200
Grades 3-5
Theme: Gifted & Talented
Hours: 9:20 a.m. – 3:35 p.m.
Early Dismissal: 2:10 p.m.
Hillside School’s gifted and talented magnet program presumes ALL children have special gifts
and talents. It is the school’s responsibility to identify and nurture every child’s special abilities.
Due to the wide variety of choices at Hillside, students of all abilities, interests and backgrounds
are able to discover areas in which they will excel. With its high academic standards and strong
related and performing arts programs, Hillside provides students with a positive environment
where responsibility and maturity are stressed.
STRUCTURE
Students are assigned to a homeroom teacher in groups averaging twenty-five. Half the day is
spent with a Basics team for instruction in language arts, math, science and social studies. Full-
time staff in French, Spanish, dance and other arts areas, provide instruction in Aesthetics and
Creative “I” course offerings. Support staff for students with special needs is also available.
BASICS
Language arts, math, social studies and science form the core of the Basics components at
Hillside. Instruction is planned to challenge each child’s skill level.
Academic support is provided through Learning Centers, such as the basic skills improvement
program (STARS), which provides students with academic support in reading/writing and
mathematics.
AESTHETICS
Students are exposed to a wide range of experiences and subject areas in the Aesthetics program.
Studies in Aesthetics are designed to allow children to develop new interests and knowledge.
Children do not have to show a special talent to participate in this program. They should be
willing to learn and take part in new situations.
During the trimester cycles, children have the opportunity to take courses in art, foreign
language, philosophy and logic, science, math, social studies, language arts, leadership, music,
drama, dance computers, contemporary living, film and video.
CREATIVE “I”
The Creative “I” program supports children’s individual interests and talents. The students use
what they have learned in Basics and Aesthetics to apply knowledge in new ways and pursue
ideas in greater depth through individual projects, small group assignments and excursion into
the community.
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Students may be recommended for Creative “I” by their parents, themselves, teachers and/or
administrators. A written assessment and/or test is then administered and a determination is made
after consulting with the Creative “I” Screening Committee.
SPECIAL FEATURES
Dr ums of T hunder
Drums of Thunder began in 1980 as the brainchild of Mr. Louis D’Amico. Each year, the group
has broken new creative ground and has ventured further out into the performance world. The
development of character in his musicians is equal in importance to their skills in drumming. The
goal for the program is to provide each child with a strong sense of self-esteem and the pride of
accomplishment which comes from practice and hard work. The members develop team-building
skills, which we know are critical to success in careers and throughout life. For many of our
members, their participation in Drums of Thunder literally becomes a life altering experience.
Drums of Thunder is nationally known and continues to grow.
H illside School W aste-F r ee L unch Pr ogr am
Hillside participates in a lunch program that reduces the amount of garbage that is produced
during lunchtime and to sort the trash that goes out more effectively into recycling, compost, and
garbage. On average, after dumping the liquids, pulling out the cartons, recycling, and compost,
WFL creates a total average of only 54 pounds of actual trash per day compared to an average of
130 pounds.
T he Pr esident’ s C hallenge
The President’s Challenge is the premier program of the President’s Council on Fitness, Sports,
and Nutrition. The President’s Challenge helps people of all ages and abilities increase their
physical activity and improve their fitness through research-based information, easy-to-use tools,
and friendly motivation.
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NISHUANE SCHOOL
Mrs. Gail Clarke, Principal
Ms. Jill McLaughlin, Assistant Principal
32 Cedar Avenue
Montclair, NJ 07042
973-509-4222
Grades K-2
Theme: Gifted & Talented
Hours: 9:20 a.m. – 3:35 p.m.
Early Dismissal: 2:10 p.m.
Nishuane School has been recognized as a School of Excellence by the U.S. Department of
Education as a STAR SCHOOL. The STAR SCHOOL AWARD acknowledges Nishuane's
exemplary Creative "I" and Aesthetic Courses and the entire Gifted and Talented Program. When
this award was made, Nishuane was one of only ten schools to be recognized as a STAR
SCHOOL in the entire state of New Jersey.
Nishuane's philosophy is based on the belief that all children are gifted. The school's
environment and curriculum are carefully designed to draw out individual talents and to
encourage the growth of self-esteem necessary to make self-actualization possible. The Nishuane
curriculum was developed to meet the needs of students in their intellectual, physical, emotional
and social development. The curriculum is composed of four major components: (1) The Special
Nishuane Arts Program (SNAP) includes daily instruction in either art, music, physical education
or library. Integrated into the BASIC/SNAP curriculum are the house performances; (2) The
Aesthetics program consists of general exploratory courses in language arts, mathematics, social
studies, science, art, dance, drama, gymnastics and music; (3) The Creative "I" program provides
enrichment for children who have shown special abilities and interest in one or more subjects;
(4) Students in Grades Kindergarten, One and Two participate in the World Language Program
(Mandarin and Spanish).
The professional staff is involved in teaching Social Problem Solving Curriculum, which was
developed at Rutgers University Center for applied Psychology and is implemented at Nishuane
as a cooperative effort between teachers, administration and parents. The Social Problem Solving
Program teaches students to develop self-control and social awareness, builds self-esteem using
cognitive problem solving skills through an eight step process as children learn to apply these
skills to real life situations. The curriculum has a parent training component that aims at giving
children a consistent approach to social problems at school and at home.
SHARED MISSION AND PHILOSOPHY
It is our responsibility:
• To foster a positive self-image in which children explore their gifts and talents, feel free to
take risks, experience success and enjoy learning within the context of a multi-cultural
environment;
• To provide a safe and secure environment;
• To develop an awareness and sensitivity to the multi-racial, multi-ethnic and diverse
economic backgrounds of our students;
• To discover and develop each child's potential;
• To teach in a variety of strategies to promote critical thinking skills and to accommodate for
various learning styles;
• To educate parents about the importance of providing a nurturing environment in their child's
early years.
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NORTHEAST SCHOOL
Dr. Joseph A. Putrino, Acting Principal
603 Grove Street
Montclair, NJ 07043
973-509-4242
Grades K-5
Theme: Magnet School of Global Studies
Hours: 8:20 a.m. – 2:35 p.m.
Early Dismissal: 1:10 p.m.
Northeast School is home to 445 Kindergarten through 5th grade students. Language Arts, Math,
Science and Social Studies constitute the core curriculum. All students attend weekly classes in
Music, Art, Physical Education, Spanish and Technology. We have an instrumental band
program for grades 4 and 5.
CORE CURRICULUM
Children are heterogeneously assigned to classes at each grade level, K-5. Language Arts, Music,
Science and Social Studies constitute the Core Curriculum. A developmental approach is
implemented in the primary grades with emphasis on the use of manipulatives and integrated
language and centered learning. The fourth and fifth grade teachers team-teach various
disciplines and implement project-based work as well as cooperative group learning. Smaller
group instruction occurs through the use of teaching assistants, creative use of staffing, reading
and math support teachers, parent volunteers and other support staff.
G L OB A L ST UDI E S
Our magnet theme Global Studies is a powerful perspective for examining and understanding our
world’s people, places and problems. Geography is a subject that can unite the curriculum and
support academic skills. Studying the world provides our students opportunities to reflect on
cultural diversity, the global economy, politics and real life issues. Global education at Northeast
School is a meaningful way to excite children about learning and to teach the necessary skills
they will need as tomorrow’s citizens, leaders, peacemakers and protectors of our resources.
Each grade level studies a designated continent using the National Geographic standards as a
framework. Students use maps, the environment, politics, topography, current events and
populations to understand the past, present and future. There is a global studies coordinator who
interfaces with all students and teachers to develop and integrate these skills into the curriculum.
J OUR NE Y S T O A C A DE M I C SUC C E SS
Journeys is a program which takes place for students in grades 3-5. The first semester of
Journeys focuses on continent study and social studies. Starting in January, curriculum skills and
concepts will be reinforced and presented to students in a variety of formats, including:
* How to organize information
* How to approach open ended questions
* How to examine information when it is presented differently and explain their work
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The focus is on Language, Math, Writing and Science, but these skills may be implemented in
other disciplines. This instruction may happen in small or large groups.
E NG L I SH A S A SE C OND L A NG UA G E
Northeast offers a special program for international students called English as a Second
Language – ESL. The program measures the children’s communication skills in four basic areas:
listening, speaking, reading and writing. Since communication is a two-way process which
develops gradually, we try carefully to integrate students into our school and way of life.
C OM M UNI T Y I NV OL V E M E NT
Northeast is fortunate to have families from a diversity of backgrounds and talents. Our school
takes pride in its parental involvement and its community volunteer program, PALS (Partners
And Loving Students). The PTA organizes and offers After School Enrichment courses for all
our students. The YMCA offers and operates a before and after school program, on site, for
parents desiring this service.
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WATCHUNG SCHOOL
Mr. Peter Turnamian, Principal
14 Garden Street
Montclair, NJ 07042
973-509-4266
Grades K-5
Theme: Science & Technology
Hours: 8:50 a.m. – 3:05 p.m.
Early Dismissal: 1:40 p.m.
As one of seven elementary schools in the Montclair Public School District, Watchung
Elementary School serves over 450 students in kindergarten through fifth grade. Watchung
School is dedicated to preparing its students to face their future by developing independent
learners who can confidently negotiate a world where technology and science are the tools
utilized to retrieve, interpret and process information. Our curriculum promotes the value of
scientific inquiry, the gift of each child, and the social, academic, emotional and ethical growth
possible during these early years of development. The staff emphasizes achievement, mastery,
critical thinking and problem solving in a school organized to provide a safe, orderly and
nurturing environment for learning.
Watchung’s science curriculum is aligned so that students begin the fall cycle with earth science
and then progress through physical and environmental studies by the year’s end. The emphasis in
all areas is on hands-on experiences that teach and reinforce the importance of the scientific
method. The school is equipped with a state-of-the arts science lab and all classes meet weekly
with the lab teacher. The spiraling curriculum allows for coordination between the classroom
science teachers and the science specialists in the lab and greenhouse.
A solar greenhouse project to celebrate Watchung School’s Centennial was constructed to
enhance and expand the science theme for our students to encourage parental involvement, to
reach out to other public and private schools as a teaching tool, and to foster a partnership with
the community at large. The students are engaged in a variety of hands-on experience that
focuses on the world of botany and horticulture. Our fifth grade students also participate in a
program allowing them to become certified as Junior Master Gardeners as part of their
greenhouse studies. In addition to the greenhouse, our students study in our environmental
courtyard, which enables them to work in planting beds and tend to a fully operational pond.
Our technology lab is equipped with work stations for all students and an interactive Smartboard
system to ensure active participation. The emphasis in the lab setting is to provide the students
with the core content standards that enable them to use technology in the regular classroom
setting as a tool for enhancing and expanding their learning.
Our related arts program include ever-expanding offerings – music instruction with Yamaha
keyboards, Orff percussion instruction, recorders, a vocal recording studio, an instrumental
music program for 4th and 5th grade students; a library media center with a rich collection of
books and opportunities to utilize technology for research and writing; art instruction, which
includes art history, appreciation, and experiences that speak to a wide range of mediums and
expressions, a physical education program with a dedicated gymnasium space and a focus on
health and nutrition; and a world language program that provides instruction in Spanish.
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PTA involvement is strong and parents are considered vital to the education climate. Active
parental participation further contributes to the overall school climate as one of a family
dedicated to teaching our children.
Watchung School offers a positive, peaceful, productive school culture in which every child can
experience success.
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GLENFIELD MIDDLE SCHOOL
Mr. Charles R. Miller, Principal
Mrs. Cenithia Bilal, Assistant Principal
25 Maple Avenue
Montclair, NJ 07042
973-509-4171
Grades 6-8
Theme: Gifted & Talented/Visual & Performing Arts
Hours: 7:50 a.m. – 2:09 p.m.
Early Dismissal: 12:40 p.m.
Community, curriculum, coherence, climate and character are the building blocks at Glenfield
Middle School. Our students truly have choices; real options that promote excellence in living, as
well as learning. Glenfield Middle School reflects the energy, sense of possibility and engagement
that define the adolescents we serve.
Students are assigned to one of 7 houses. Within the house structure, a sense of family is
promulgated as people connect to create community. The value of “family” is affirmed, and students
are supported by a team of teachers who encourage them to unfold the mysteries of life through
language arts, mathematics, science, social studies and world language. In addition, through our
aesthetic electives, youngsters create, shape and express themselves through a rich variety of artistic
experiences in paint, sound, language, body movement, clay, voice and film.
Students and staff are energized and broadened as they create opportunities to sing, to say, to
inscribe, to render, to show, to actualize something new to the world. Through an extensive elective
program and interdisciplinary areas, Glenfield students experience what is demanded by artistry; they
understand what excellence implies and become acquainted with more than their visible or audible
products or achievements. Glenfield’s program unfolds the process, the craft, the self-reflection, the
rehearsing, the remaking and doubting into that which is referred to as excellence.
Glenfield Middle School is a purposeful learning community with a clear and vital mission; students
have more to discover, limits to be broken through, horizons to be reached and untapped possibilities
to explore. Through a multitude of experiences, our students make sense of their lives cognitively,
perceptually, imaginatively and effectively. Glenfield Middle School celebrates the individual child,
affirms the right of every youngster to a quality education and upholds academic standards for all.
Technology in both the “lab” concept and as part of the disciplines enriches all our students. World
Language is a new basic subject introduced to all students. Academic success is the cornerstone of
our foundation. The enrichment that overlays this strata adds meaning and purpose to our school. Our
mission statement reads, “We believe that every student can learn and achieve in a stress free, safe,
and secure environment, which is both nurturing and challenging.”
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MOUNT HEBRON MIDDLE SCHOOL
Mr. Guy Whitlock, Principal
Ms. Samantha Morra, Assistant Principal
173 Bellevue Avenue
Montclair, NJ 07043
973-509-4220
Grades 6-8
Theme: The University STEM Magnet
(Science, Technology, Engineering, Mathematics)
Hours: 7:50 a.m. – 2:09 p.m.
Early Dismissal: 12:40 p.m.
Mount Hebron Middle School is dedicated to providing a thorough and vigorous academic education
for all of our students. Collaborative learning, technological integration and strong parental support
are at the heart of Mount Hebron Middle School’s success. Opportunities to reflect on current moral
and ethical issues, while affirming personal cultural identity, offer the young adolescent the ability to
develop emotional maturity and respect. Our school provides an opportunity for exploration, using
guided and self-directed methods, to ensure skill mastery and a lifelong love of learning. At Mount
Hebron, students learn to think critically, and to care and respect themselves, each other, and the
world around them.
MAGNET THEME
Mount Hebron Middle School’s magnet theme is S.T.E.M. (Science, Technology, Engineering,
Mathematics). The school is fully equipped with science labs and computers. Students access
information, apply technologies to solve real world problems and connect with people and ideas from
around the world. Technology is an integral component in all classes as a means to deliver content, as
well as, to provide a vehicle for self-expression.
LEARNING COMMUNITY
Mount Hebron Middle School is a community of students, administrators, teachers, support staff, and
parents who trust, encourage and respect each other. We celebrate every person’s cultural traditions
and history, as well as, their accomplishments in and out of school. Community service is highly
recommended and acknowledged at awards assemblies in June after completing twelve hours of
documented service.
There is frequent communication between home and school. Parents are encouraged to take an active
role in supporting responsible learners. As parents and staff discuss the children’s talents and
progress, the students recognize their personal support system for growth.
SCHOOL ORGANIZATION AND SCHEDULE
In order to provide students with an intimate learning experience, Mount Hebron is divided into five
houses of approximately 120 students. Students stay in the same house for all three years of middle
school, with the same teachers. There are six teachers in the following areas assigned to each house
and students remain within their house for these subjects: math, science, language arts, social studies,
technology, and physical education. Each house has its own special education teachers.
The day is divided into four 80-minute blocks of time to allow in-depth study of a subject. During the
remaining periods of the student’s schedule, exploratory arts, world languages, developmental skills,
and elective courses are taken according to a student’s interests and needs.
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Students alternate their schedule on an A and B day basis, allowing for six basic classes and two
electives.
ACADEMIC PROGRAM
The basic component of a student’s daily schedule is comprised of courses in the required areas of
language arts, mathematics, social studies, science, technology, and physical education.
The related arts department includes World Language (Multi-levels of French and Spanish), Band,
Chorus, Reading, Art, Architecture, Digital Art, and Dance.
LANGUAGE ARTS
The Language Arts curriculum is literature based with a selection of novels identified for each grade
level. There is a deliberate inclusion of gender, ethnic, and economic diversity represented in both
the anthologies and trade books used.
Process writing is another essential component of our language arts curriculum. Our students are
taught to demonstrate fluency in all phases of the writing process, including prewriting, drafting,
revising, editing, and publishing. Writing is encouraged in all its forms, with creativity and structure
stressed equally.
Speaking, listening, and viewing are embedded in the literature units in the language arts classes.
Speaking confidently and fluently in a variety of situations is an important goal of our language arts
program. In addition, through active listening, students develop critical skills to become media-
literate children in our contemporary society.
English as a Second Language (ESL) classes, which facilitate fluency in reading, writing, and
speaking, are offered from beginning to advanced levels.
MATHEMATICS
Sixth grade students will cover nine units of the Connected Math Project (CMP 2) curriculum. SAIL
(Students Accelerated In Learning) students who have passed the Fifth Grade Algebra Readiness
Placement Exam will have the opportunity to study the first half of Algebra in sixth grade. Students
needing additional time for instruction will have mathematics every day for 80 minutes instead of
every other day.
Seventh grade students who have made satisfactory progress in the sixth grade will have instruction
every other day. Seventh grade students will cover seven CMP 2 units. Those students who have
demonstrated that they are ready for Algebra will begin taking the first half of Algebra (Algebra A).
These students will have taken an Algebra qualifying assessment, and achieved a grade of “A” in
sixth grade.
Eighth grade students who have achieved an “A” in the accelerated seventh grade program will
complete the second half of Algebra (Algebra B). Exceptional students can elect to take Geometry as
an elective, in addition to Algebra B in grade eight. Students successfully completing this program
will enroll in Algebra II High Honors in the ninth grade at Montclair High School. Students who
have made satisfactory progress in the seventh grade CMP program will have instruction every other
day. Those students needing additional time and support will have instruction every day. It is
expected that all students enrolled in the regular program will enroll in Algebra I or Algebra I/II in
the ninth grade at Montclair High School.
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SOCIAL STUDIES
Sixth grade students explore ancient lands from Egypt to Ancient Greece, India, and Rome. They
learn about the world by studying various world cultures, their fascinating histories, governments and
customs.
Seventh and eighth grade students explore United States history in a comprehensive, interactive
course that highlights geography, events, and contributions of important figures. Students will
discover many exciting aspects of American history, including colonization, revolution, and new
government expansion, Civil War, and Reconstruction. Students will re-live moments in our nation’s
remarkable history!
SCIENCE
Mount Hebron science teachers believe that the best way to learn is by exploring the world we live
in. Students study concepts and apply them to everyday occurrences. A variety of teaching
approaches is used in the science classroom, such as, discovery, inquiry, constructivism, etc. There
are labs and activities in each class, which focus around the student and promote independent
thinking, questioning, and scientific discovery. Science is meaningful to students when it is applied
to real life problems and situations. Scientific communication and problem solving is developed
throughout the middle school years.
In sixth grade, students are introduced to the fundamentals of science process skills and explore
Matter & Energy, The Changing Earth, and Diversity of Life. The seventh grade students will be
investigating Motion & Forces, the Universe, and Ecology. In eighth grade, students will be studying
Chemical Interactions, The Earth’s Waters, and Cells & Heredity. The greenhouse, built in 2000, has
a full time teacher that works with all classes during each marking period. The students gain a better
understanding of the environment through this resource. Mount Hebron’s scientific community also
brings in experts from the field to share and discuss science with our students.
TECHNOLOGY
Technology as a learning tool and a mode of expression and communication has become a way of
life. Mount Hebron is equipped with eight state-of-the-art Technology Labs as well as computers in
every classroom. A fiber optic backbone supports the technology infrastructure throughout the
building, allowing immediate access to the Internet and global information. Students use technology
to become writers, mathematicians, scientists, and artists in ways that emphasize the construction of
knowledge and its application. Students use effective research techniques to gather their own data,
examine, interpret, evaluate information, and present their findings using multimedia platforms.
Students will also utilize video streaming, design projects to work in real time, investigate the time of
technology, and develop keyboarding skills.
Project Lead The Way (PLTW) is an important innovative part of the Technology program at Mount
Hebron. PLTW teaches pre-engineering concepts at the middle school level incorporating three units
of study: Computer Assisted Drawing, The Science of Technology, and Automation and Robotics.
PLTW is a precursor to the PLTW program provided at the secondary level at Montclair High
School.
HEALTH AND PHYSICAL EDUCATION
The Health and Physical Education program is planned to develop the physical, social, and
psychological well being of the middle school students. Each student will receive three semesters of
Physical Education and one semester of Health.
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In Physical Education, students will apply concepts that foster lifelong fitness including cooperative
games, team and individual sports, and Adventure Education (climbing wall). The President’s
Physical Fitness Program and Test are an integral part of the school’s Physical Education program.
Students are required to have a combination lock and a set of gym clothes.
In Health, students will learn about healthy lifestyle and disease prevention. Students will investigate
the physiological, social, and mental affects of alcohol, tobacco, and drugs, as well as learn human
sexuality and family life.
VISUAL AND PERFORMING ARTS
Classes in visual and performing arts are the arena for students to express themselves creatively,
bolster self-confidence and promote individuality. The arts program is inclusive. All levels of talent
from beginner to advanced are welcome to join visual and performing arts classes. No auditions or
portfolios are required. Students excel at their own rate with the guidance of formal instruction.
WORLD LANGUAGE
Differential instruction allows students to hone speaking, listening, writing and reading skills in the
target language. Textbooks are used in each level of language instruction.
The learners are active participants through multiple modalities such as dramatic skits, singing,
drawing, story writing, journal entries, paired activities, web quests, video and power point
presentations to increase language literacy.
Mount Hebron Middle School participates in many educational activities for middle school students
including Academic Competition at Seton Hall Prep, Model UN, Model Congress, Rogate,
Academically Speaking, Science Olympiad, Chess, SAIL (Students Accelerated In Learning), Book
It, Science Expo, Yearbook, Stage Crew and Theatre Productions.
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RENAISSANCE MIDDLE SCHOOL AT THE RAND BUILDING
Dr. Jill L. Sack, Principal
176 North Fullerton Avenue
Montclair, NJ 07042
973-509-5741
Grades 6–8
Theme: Liberal Arts
Hours: 8:20 a.m. – 4:05 p.m. Monday-Thursday
8:20 a.m. – 2:35 p.m. Friday
Early Dismissal: 1:10 p.m.
“Where Learning Is Constant and Standards Are Exceeded”
The Renaissance Middle School at Rand's mission is to mold individuals to think critically and
responsibly. Students investigate ideas through an interdisciplinary, thematic curriculum within a
small learning environment. The Renaissance curriculum is inspired by historic rebirth of the arts and
sciences. Recent studies show that students learn more, behave and display more social concern in
small learning environments. As such, our population excels academically and socially. Our small
population however, makes use of an expansive campus as it utilizes a large array of community
resources. We consider our active parent body to be part of this extended learning community.
When you visit Renaissance Middle School at Rand, you will observe:
*A culture where students work hard (individually and cooperatively) to complete quality,
intellectual work.
*Students who are engaged, persistent, confident, and proud of their work.
*Teachers who connect learning to student lives.
*Students engaged in tasks designed to exceed meeting district and state standards.
*Diversity of learning contexts such as changing student groupings and varieties of settings.
*Learning guided by salient themes; problems, issues or questions.
DISTINGUISHING ASPECTS
Our Renaissance community is composed of a rich diversity of family backgrounds, geographic
origins, achievement histories, talents, needs and strengths. At the heart of Renaissance Middle
School at Rand are students and faculty who investigate ideas through an interdisciplinary, thematic
curriculum. The thematic approach centers on essential questions that provide the discipline to
exceed state and school district standards.
The teachers of the Renaissance Middle School at Rand have crafted an interdisciplinary curriculum
that has at its foundation state standards and tasks that evaluate achievement. Student work is
assessed through portfolios that indicate growth over time. Structure is based on commitment to
maximum use of instructional time. The school implements an extended day schedule. Staff is
involved in on-going collaborative seminars with cross-disciplined reading and planning for student
work.
Renaissance maximizes its staff’s creativity and ingenuity by teaching Fitness, Sports and Games,
Ballet, Tap, Modern Dance, Music, Technology, Song Writing, Anthropology, and Digital Art to
name a few. Furthermore, our students explore French, Spanish, and Latin in sixth grade and then
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choose what they want to pursue in seventh and eighth grade. Renaissance enjoys a productive
collaboration with both the Montclair Art Museum and Montclair Public Library. In keeping with the
philosophy of the classroom with "few walls," the thematic units include field study and
investigation. These sites vary from museum visits to outdoor ecological and historical sites. Desktop
and laptop computers and a local area network are integral to the school. Students benefit from
wireless internet connectivity throughout the building.
FRIDAYS AT RENAISSANCE
Departing from the typical Monday through Thursday schedule, Renaissance has created an award
winning Friday enrichment curriculum. The New Jersey School Boards Association, Board of
Directors recognized the Friday Program with the School Leaders Award in 1999 and Renaissance
was awarded the Service Learning Leaders Award in 2001 for innovative service to the community.
All students participate in community service at Renaissance. What makes the Friday schedule
special is an approach that allows students to expand the work they do in the classroom through field
trips, the exploration of enrichment topics, and community service. A sample of classes includes
Opera, Drama, Community Arts, Geometry, and Literary Circles.
ORGANIZATION
Students are organized into four homerooms per grade level. Teachers are part of grade level
instructional teams. The teams provide an optimal student-teacher ratio so that both group and
individual pedagogical techniques can be used. The school operates on an extended day four times a
week which provide 196 additional hours of instructional time during the school year.
The schedule is unique. Block scheduling encourages students to spend extended periods of time
concentrating and working on specific activities. Specifically, students work in the four core
(mathematics, language arts, science, and social studies) areas for 80 minutes twice a week.
Mathematics Workshop and Writing Workshop are further bolstered with two additional forty-
minute periods of instruction two days a week. Regular advisories, DEAR (Drop Everything And
Read) and Community Service complement the extended day schedule.
All students participate in community service.
*Social Action Class initiated for all grades; projects included Animal Rights (7th Grade), and
Human Rights (8th Grade).
*Community Service Learning Classes for 6th graders include working on the gardens and
grounds at Renaissance, Over the Rainbow, Montclair Pre-K, and the Montclair Co-op.
*Community Service Learning class for 7th and 8th grade, with student placements at the
Watchung School, Park Street Academy, Mothers Morning Out, the Animal Shelter, the
Municipal Building, and the grounds and gardens at Renaissance.
*Renaissance students enjoy Dances, Pep Rallies, Spirit Weeks, and Student of the Marking
Period (STOMP) awards to name a few.
AWARDS/RECOGNITION
*The New Jersey School Boards Association, Board of Directors recognized the Friday Program
with the School Leaders Award in 1999
*Renaissance was awarded the Service Learning Leaders Award in 2001 for innovative service
to the community
*New Jersey Service Learning Leader School Award
*Four students published in the 2000 Student Poetry Anthology
*Science Olympiad
*Mid-Model United Nations Conference
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*Essex County Teacher Recognition participation
*Developmental Disabilities Council Fellowship for Inclusive Education
* 7th Grade student and Renaissance recognized for Inclusive Education as Governor proclaims
December 2-6, 2002 Inclusive Education Week
*1st Place Academically Speaking
*1st Place State of New Jersey Brown vs. Board of Education Essay Contest
SPECIAL EVENTS
*Initiation of the Global Learning Peer Mediation Program
*ROGATE Program through “We the People”
*Science Olympiad, India Day
*Drama production written and performed by Renaissance Students
*Student of the Marking Period (STOMP) each quarter
*Renaissance Performance Ensembles: Glee Club, Rock Band, Jazz Band, Chorus
*Partnership with Montclair Art Museum, Art Shows, Student Museums
*Spring Fair, Science Fair, Sixth Grade Expo
*Renaissance Fair, Robotics, Model Congress, Model UN
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MONTCLAIR HIGH SCHOOL
100 Chestnut Street
Montclair, New Jersey 07042
973-509-4100
Mr. James N. Earle, Principal
Assistant Principals Grades 9-12
Mr. Damen Cooper
Ms. Eileen Gilbert
Mr. Theodore Lawrence
Mr. John Porcelli
Mrs. Shirlene Powell-Sanders
Hours: 8:00 a.m. – 2:33 p.m.
Early Dismissal: 12:50 p.m.
We at Montclair High School are proud of our rich history of educational excellence dating back
to the early 1800's. The Montclair community embraces the philosophy of diversity by providing
programs that foster an appreciation for the individual's uniqueness and worth. The school
encourages students to grow and develop through academic, social, civic and athletic programs.
Our graduates are attractive to the most prestigious colleges in the country because of their solid
preparation for intellectual challenge.
Montclair High School has made a commitment to continuous renewal for its excellent faculty
and has joined with Montclair State University and the New Jersey Education Association to
become a Professional Development School. The Career and College Program has provided
students with authentic career experiences and work place readiness skills.
With past support of grants from the U.S. Department of Education, Montclair High School
engaged in a whole school reform initiative, Design for the 21st Century. The goal was to ensure
that as we moved into the 21st Century, Montclair High School could offer a rigorous learning
environment in which all students learn more, to which all students feel connected and in which
all students are invested. Toward that end, the high school offers smaller learning communities,
many diverse extracurricular activities, enhanced professional development and opportunities for
increased parent involvement. The smaller learning communities are the Civics and Government
Institute, Social Justice, Global Research, Medical Biology, Interactive Math and the Ninth
Grade Academy. They are comprised of interdisciplinary blocks of courses, some of which are
multi-year. They involve the community, parents and other stakeholders in extension activities.
Montclair High School has a Ninth Grade Academy, which provides a bridge to a successful
high school experience. It is actively involved in the National Minority Student Achievement
Network, where it is among 14 schools and school districts across the nation sharing practices
that are promising to reduce the achievement gap. As a result of the shared vision of a generous
benefactor, Montclair State University and Montclair High School has created the Weston
Science Scholars Program, that provides a unique opportunity for students to work side-by-side
with college professors, engage in significant research, attend college lectures about the human
genome, astronomy and other topics, and participate in a variety of activities designed to extend
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their learning about the sciences. We participate in the "Mini-Medical School" program at the
University of Medicine and Dentistry of New Jersey, which gives college credits to our students
for their course work. A new working dental lab has been installed with the support of Delta
Dental and local dentists where students gain experience through hands-on training. With
support from the New Jersey Institute of Technology and engineers from the community and
other benefactors, we participate in Robotics Competitions. These are only a few of the many
examples of the partnerships that exist to enhance our students' learning.
Our academic programs have maintained a standard of excellence necessary to continue the high
levels of student achievement as National Merit Scholars and National Achievement Scholars for
outstanding African-American and Hispanic students. Over a five-year period, many students
have attended various Governors’ Schools. Our students have placed first in the nation in the
Federal Reserve Bank's "Fed Challenge," first in the Model United Nations Competition at Yale
University and second in a National Mock Trial Competition. More than 30 athletic programs
and 85 extracurricular clubs and organizations are available as evidence of the special
opportunities provided for all of our students.
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MONTCLAIR YMCA
BEFORE AND AFTER SCHOOL PROGRAMS
The Montclair YMCA Program is designed to meet both the needs of today’s working parents and the
elementary through middle school-age child. The goal is to provide the child with a creative atmosphere
in a well-supervised environment. The program is under the expert direction of the Montclair YMCA
staff. Children entering Kindergarten through Grade 8 are eligible for this program. The After School
Program will be offered to all of the district’s elementary and middle schools. Children participate in the
before and after school programs at the school he or she attends during the day.
Please contact Ms. Lisa Aulisi at the Montclair YMCA (973-744-3400), 25 Park Street, for program
specifics and fee schedule.
THE WORK-FAMILY CONNECTION
SUMMER CAMPS
The Work-Family Connection is a non-profit educational organization established in 1989 and
professional provider of summer camps throughout New Jersey. WFC hosts summer camps in various
Montclair Public Schools. Flexible schedules with many options for families are available. Camps offer a
variety of different activities and themes.
For more information and registration, visit www.workfamily.org or call 908-534-5935.
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TRANSPORTATION ELIGIBILITY
REQUIREMENTS
Transportation to and from school is available for students in the Montclair Public Schools who
meet the eligibility requirements which are based on the shortest walking distance from the
child’s residence to the school he/she is attending. According to board policy, transportation will
be provided for the following students:
1. All elementary students who reside more than 1 mile from their assigned school.
2. All middle school students who reside more than 1 mile from their assigned school.
3. All high school students who reside more than 2½ miles from the high school.
Board policy states that exceptions are only permitted by revision of this policy.
All eligible students will be automatically assigned busing to/from the home address by the
Transportation Office.
Parents do not have to call the Transportation Office for regular busing information.
Alternate transportation to or from a babysitter or day care center is available provided that the
following requirements are met:
1. The student must be eligible for transportation from his/her home address.
2. The babysitter or day care center must also meet the mileage eligibility requirements.
3. All assignments are made on a five-days-a-week basis. Students cannot receive alternate
transportation on only certain days of the week.
4. Assignments for babysitter/day care are on a space-available basis. The Board must first
provide service to those students who travel to and from home on the same bus.
Applications for alternate transportation will be available at school registration as well as at the
Transportation Office and local day care centers. They are also available on our website at
www.montclair.k12.nj.us. Applications for transportation to local day care centers should be
submitted directly to the day care center no later than August 1st. All other applications for
alternate transportation should be submitted to the Transportation Office by August 1st. This will
assure first day of school assignments. Applications received after August 1st may not be assured
an assignment at the beginning of the school year.
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SCHOOL OPENING AND CLOSING SCHEDULE
School Opening/Closing
Bradford Elementary 8:50 A.M. - 3:05 P.M.
Charles H. Bullock Elementary 8:50 A.M. - 3:05 P.M.
Edgemont Elementary 8:20 A.M. - 2:35 P.M.
Developmental Learning Center (DLC) 9:00 A.M. - 3:15 P.M.
Hillside Elementary 9:20 A.M. - 3:35 P.M.
Nishuane Elementary 9:20 A.M. - 3:35 P.M.
Northeast Elementary 8:20 A.M. - 2:35 P.M.
Watchung Elementary 8:50 A.M. - 3:05 P.M.
Glenfield Middle 7:50 A.M. - 2:09 P.M.
Mount Hebron Middle 7:50 A.M. - 2:09 P.M.
Renaissance Middle at Rand 8:20 A.M.-4:05 P.M. (Mon.-Thurs.)
8:20 A.M.-2:35 P.M. (Friday Only)
Montclair High 8:00 A.M. - 2:33 P.M.
School Dismissal Times On Abbreviated Days:
Glenfield and Mount Hebron 12:40 P.M.
Montclair High 12:50 P.M.
Edgemont, Northeast and Renaissance 1:10 P.M.
Bradford, Charles H. Bullock and Watchung 1:40 P.M.
Developmental Learning Center 1:50 P.M.
Hillside and Nishuane 2:10 P.M.
Half-day Kindergarten sessions will be scheduled as follows:
School Opening/Closing
Edgemont and Northeast 8:20 A.M. - 11:20 A.M.
Bradford, Charles H. Bullock and Watchung 8:50 A.M. - 11:50 A.M.
Nishuane 9:20 A.M. - 12:20 P.M.
NO TRANSPORTATION IS PROVIDED
AT THE END OF THIS OPTIONAL PROGRAM
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MEMBERS OF THE BOARD OF EDUCATION
Mrs. Shelly Lombard, President Ms. Leslie Larson, Vice-President
Dr. Angelica Allen-McMillan Mrs. Robin Kulwin
Mrs. Tanya Coke Mrs. Deborah M. Wilson
Mr. Norman Rosenblum
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Montclair Public Schools
22 Valley Road
Montclair, New Jersey 07042
973-509-4000 • Fax: 973-509-4009
Visit our website at: http://www.montclair.k12.nj.us
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