By AUBRIE GEORGE | The Marlton Telegram
The New Jersey Department of Education released its annual report cards to all New Jersey public schools for the 2008-09 school year, and officials from the Evesham Township Public School District and the Lenape Regional High School District are pleased with the numbers.
Officials in both districts said they are happy with the success that students show after graduation.
Carol Birnbohm, assistant superintendent of the Lenape Regional High School District, said the number of students who go on to college after graduation is a point of pride in the district.
“One thing that stands out to us is that 91.6 percent of our students from the class of 2009 went on to either a two- or four-year college,” Birnbohm said.
Birnbohm attributes that success to the district’s partnership with Burlington County College, which offers more than 50 courses that allow students to earn dual credit for high school and for college.
“We’re very proud that our students are thinking about college right from the freshman year when they’re taking courses that are earning college credit,” Birnbohm said.
Pat Lucas, superintendent of the Evesham K-8 district, said she is proud of the foundation of education that has been created in the district.
“Evesham’s results continue to be positive,” Lucas said. “Our students perform well in high school and a large percentage continue into college.”
Lucas said the district is also proud that this year, the entire student population met Adequate Yearly Progress standards, which are mandated by the federal No Child Left Behind Act, on the NJASK tests. Last year, two Evesham schools, Francis S. DeMasi Middle School and Marlton Middle School did not meet AYP requirements.
Lucas said the district was also pleased to maintain reasonable class sizes in order to benefit students’ education and also that the student-to administrator ratio is better than average.
In addition, she said, the performance and continued education of the schools’ professionals remain a point of pride in the district.
“Many of our teachers pursue master’s degrees, which increases their expertise in instruction,” Lucas said.
Lucas said this year’s report card didn’t point out any areas of concern.
“We are however, constantly examining our programs to ensure that our students are meeting the NJ Core Content Curriculum Standards,” she said.
Lucas said the state school report cards are one of many assessment tools and data reports that the district uses to ensure students are meeting their highest level of academic success.
While officials in the Lenape Regional High School District remain proud of students’ SAT results, Birnbohm said the district saw a dip of about five points per section on the SAT.
The report card shows that in the 2008-09 school year, Cherokee students had a 541 average score in math compared to 546 average score in the math section in the 2007-08 school year; a 514 average in verbal compared to an average of 525 last year; and an average 508 points on the SAT’s essay portion compared to last year’s 516 average.
“Any fluctuation, up or down, is normal within so many points, according to the College Board, and we’re well within that range,” Birnbohm said.
Birnbohm said the dip gives the district the opportunity to look at how it can improve students’ performance on the SAT.
One of the ways the district is doing so, she said, is by encouraging students to take the PSAT before taking the SAT.
“Students that take the PSAT just once have higher average SAT averages than students who take the SAT without taking the PSAT first,” Birnbohm said. “Their scores increase even more if they take that PSAT multiple times.”
District guidance counselors and administrators have been sending materials home to students and their parents in order to encourage students to take the PSAT as early as sophomore year, Birnbohm said.
The district also created an instructional video, posted on the district Web site, which gives parents instructions on how to sit down and review their PSAT scores with their children in order to figure out where to focus their child’s attention toward improving their score on the SAT, Birnbohm said.
While there was a slight dip in scores this year, Birnbohm said officials are proud that the district-wide average for SAT scores remains 64 points above the state average and 58 points above the national average.
Birnbohm said the district receives its SAT scores before the school report cards are issued but the state report is a good way for officials to look at “the big picture.”
According to the Department of Education’s Web site, school report cards are public accountability documents that allow the public to check the progress of their local schools each year.
Each report card contains detailed statistical profiles of the school with information regarding school environment, student information, student performance indicators, staff information, and financial information for school districts and charter schools.
A copy of the Report Cards for all Evesham public schools as well as Cherokee High School can be found at
www.education.state.nj.us/rc/.
School Narratives
The following are excerpts from the school narratives in the state report cards, written by administrators at each of the local schools. To read the narratives in their entirety, go to education.state.nj.us.
Helen L. Beeler Elementary
Teachers at Beeler School work together to create integrated teaching units that blend traditional curriculum with related arts including of art, music, computer and physical education, according to principal Tami Aronow in the school’s profile listed on the state’s Web site.
The school also has several after-school clubs in the area of art, orchestra, drama, chorus, student government, performing arts, social skills, peer mediation, environmental awareness and safety awareness.
Florence V. Evans Elementary
The staff at Evans Elementary School reviews and revises curriculum areas on a regular basis in order to reflect the needs of an ever-changing society, according to principal Lou Casanova in the school profile that is listed on the state’s Web site.
The review and adjustment process uses the help of district administrators. Areas including language, mathematics, science, social studies, technology, foreign language and health and physical education are looked at regularly, the profile said.
In addition to academics, students are offered a chance to participate in extra-curricular activities. Those activities include chorus, band, orchestra, performing arts, literature, peer mediation, computers, art, homework, sports club, juggling, jump-rope and games, yearbook and baby sitting.
Other activities offered at the school include health and wellness, poetry, computer, study and organizational skills and announcer’s clubs, the profile said.
Frances S. DeMasi Elementary
At DeMasi Elementary School, curriculum and instruction are adjusted to meet the individual needs of all students, according to school principal Ginny Grossman in the school’s profile on the state Web site.
District curriculum supervisors assist schools in reviewing and revising curriculum areas including language arts, math, science, social studies, and technology. In addition, the district provides continuing professional development to all faculty and staff, the profile said.
This year, the DeMasi has implemented a school-wide theme that emphasizes community services programs, which are organized by school faculty. Students are recognized for practicing good citizenship and for being caring members of the school community, the school profile said.
DeMasi utilizes a “buddy system,” which brings younger and older students together for certain school activities. In addition, the school implements a D.A.R.E for fifth-grade students and also provides after-school programs that include art, chorus, drama, student council, homework, broadcasting, ecology, newspaper publishing, walking, and chess.
J Harold Van Zant Elementary
At Van Zant Elementary School, faculty and staff, in conjunction with district administrators, practice an on-going review of all curriculum. The staff works to develop and implement curriculum in language arts, math, science, social studies, technology and health. In addition, the staff incorporates programs into the yearly curriculum that include fifth grade enrichment, D.A.R.E., programs teaching fire safety, character education, and social skills, according to principal Rosemary McMullen in the school narrative listed on the state’s Web site.
Van Zant also offers a selection of extra-curricular activities, which include chorus, instrumental music, theater, sports, art, a stock market club, student council, yearbook, technology, and a homework club.
Marlton Elementary School
Teachers at Marlton Elementary School follow district curriculum initiatives that are monitored and reviewed by building administrators and the district curriculum department, according to principal Julio Feldman in the school narrative listed on the state’s Web site.
Continuing education is provided to staff through an intensive staff development program that is run by district supervisors, the profile said.
The curriculum at Marlton Elementary School also incorporates a fifth-grade enrichment program as well as a D.A.R.E. drug prevention program. After school activities are offered to students in grades 3 through 5. Those activities include art, drama, chess, homework club, spirit club, sports, yearbook, band, orchestra and chorus, and an ecology club, the profile said.
Richard L. Rice Elementary
At Rice Elementary School, art, music and physical education instructors plan integrated teaching units in conjunction with classroom teachers in addition to the regularly scheduled special classes, according to principal Geralyn Kennedy in the school narrative posted on the state’s Web site.
Students also participate in curriculum that teaches computers, world languages, choral and instrumental music. Instruction in drug and alcohol prevention and safety lessons is incorporated through a D.A.R.E program.
Staff and district officials review revise and change curriculum on a regular basis in order to reflect New Jersey Core Curriculum standards and the needs of an ever-changing society.
Curricular areas including language arts, math, science, social studies and technology are looked at continuously.
After-school clubs including science, computers, safety patrol, yearbook, chorus, orchestra, band, homework, art, activity, walking and sports, are offered to students in addition to academics.
Robert B. Jaggard Elementary
At Jaggard Elementary School, the staff takes a literary approach to instruction in order to emphasize language arts, according to Principal Susan Screnci in the school narrative posted on the state’s Web site.
To teach social studies and science curriculum, the staff uses an interdisciplinary approach. Mathematics classes at the school teach students problem-solving skills, application of math concepts, and strategies for everyday life. Students in grades one through five are offered Spanish courses as well as computer literacy instruction.
District officials join school staff to assure curriculum reflects New Jersey Core Curriculum standards. A fifth-grade drug awareness program, D.A.R.E., and a fifth grade enrichment program are incorporated into the curriculum.
After-school activities include art, yearbook, chorus, volleyball, computer, jewelry making, mosaics, a stock market club, a talent show club, orchestra, peer mediation, an international cooking club, chess, fitness, dance, math, band, sign language, a science lab, photography, student council, a homework work club, and drama.
DeMasi Middle School
Students at DeMasi Middle School are offered academic programs that focus on four core content areas, which include language arts, mathematics, social studies and science. Students also participate in algebra geometry, Grossman said in the school’s profile and I.
DeMasi Middle School implements interdisciplinary units of study into its curriculum and also holds regular reading and writing workshops, the profile said.
Students in fourth and fifth grades are offered Spanish classes and all students are offered the opportunity to participate in related arts curriculum, which includes family and consumer science, art, music and industrial technology.
Students are offered computer courses and technology is integrated into most classes at the school.
In addition to academics, DeMasi students are also invited to participate in extra-curricular activities including music, sports, and a variety of after school clubs.
Marlton Middle School
At Marlton Middle School, staff implements several academic initiatives including an integrated related arts program, which combines consumer science curriculum with art, industrial technology and computers, according to principal Gary Hoffman in the school profile listed on the state’s Web site.
The school’s elective program offers coursework in art, control technology, transportation and communication, family living, musical theatre, piano keyboarding, video production and computers, the profile said.
Other academic initiatives include high school programs such as algebra and geometry as well as interdisciplinary units that combine the skills of several academic and related arts subjects into one learning activity.
The school implements math and reading labs, which provide instruction in a small group environment. Spanish is offered to seventh and eighth grades. Computer instruction teaches students technology as well as computer skills such as making spreadsheets, word processing, databases, desktop publishing, presentation programs and web page design.
The school implements readers’ and writers’ workshops, which make teach meaningful writing and provide lifetime writing skills. Other activities that students participate in include peer leadership, drug awareness week, career and cultural assemblies, the profile said.
Students are offered the opportunity to participate in extra-curricular programs that include vocal and instrumental music, interscholastic and intramural athletic programs and clubs such as future teachers of America, a literary magazine, student council, a library club, Students Against Drunk Driving), and a walking Club, the profile said.
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Wed, Feb 24, 2010 at 12:38 pm
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