Accelerated Learning Program
The purpose of this special program is to provide an extra educational opportunity to 4th and 5th grade students. Admission to the program is competitive. Accepted students must demonstrate the highest degree of academic talent and learning readiness. Each year, each student will be evaluated again for acceptance into the program. This extra commitment of time and energy involved a contract between child/parent and school. This program was developed to expose our academically talented students to a challenging level of achievement involving critical thinking, problem solving, physical models, and computers.
Basic Skills Program
Bergenfield's Basic Skills Improvement Program offers remedial instructions for students in grades K-12 in Reading, Writing and Mathematics. The results of the annual assessment of all students, through the use of commercial and/or district designed generated tests in these thee academic areas (reading, writing, mathematics), and teacher input, are the basis for determining the student's possible inclusion in the program. The goal of the program is to strengthen the skills and concepts needed for success on the statewide Grade 4 assessment (NJASK) and prepare students for future success on the Grade 8 (NJASK) and Grade 11 (HSPA) assessments. Individualized instructions is provided in a small group setting utilizing a variety of teaching strategies and materials.
Helping Hand Program
The HELPING HAND PROGRAM offers assistance to children who encounter problems on their way to and from school. A HELPING HAND sign is placed in a prominent position in a ground floor window. Children are instructed to seek assistance at these locations.
A Community Outreach Program, begun at Hoover School in January 1994, has received federal and county funds are expanision. Services include: crisis intervention; counseling; referrals to Bergen County services; transportation; family literacy; tutorial services; summer programs; assistance to single /care giver.
Early Intervention Program in Reading (Grades 1 & 2)
The Early Intervention Program in Reading (EIP) is designed for the first & second grade students who have been identified by their classroom teachers and/or achievement test scores as having difficulty learning to read. The Early Intervention Program in Reading incorporates many of the successful strategies of the Reading Recovery Program.
The goal of the Early Intervention Program is to help selected students become independent readers, develop a self-improving system for continual growth and learn the kids of strategies that good readers use.
Students in the program receive intensive individual or small group instruction from one of the district's certified Reading Specialists, or Basic Skills Specialists. During the lessons, students interact with interesting and meaningful text through reading trade books and writing stories. Group size and the duration of instructions is determined by the needs an abilities of the students .
Elementary ESL Program
The elementary ESL program is a pull out program to meet the needs of those students for whom English is their second language. Instructions in listening, speaking, and writing is provided. The students learns in a non-threatening environment and is given instructions in survival and content area language skills. Throughout the program the student is encouraged to share, compare, and contrast his/her native culture and heritage with those of his/her classmates. The students' ethnicity is valued thereby hoping to empower them in this multicultural society.
Elementary World Language Program
An elementary program in Spanish is offered in the third and fourth grade grades to all students. The New Jersey Department of Education requires that all students should be given an opportunity to study a world language and in order to become proficient in communication in a second language and to provide multilingual and multicultural resources for American and International business and organizations based in the state of New Jersey.
The elementary program in Spanish is a cumulative, spiraling, continuous sequence program of instruction which is based on the New jersey Core Curriculum Content Standards for World Languages.
Enrichment TLC (Thinking, Learning, Creating)
The TLC Program provides small group extended learning operations opportunities for selected students in grade 1-5 to engage in challenging activities commensurate with their needs and abilities. One TLC class per grade level is selected and meets once a week with the school Reading Specialist.
The selection of TLC participants is made by school principal, classroom teacher and Reading Specialist based on such factors as classroom performance, available standardized testing, report card evaluation/grades, and cognitive skills test results.
Gifted and Talented in the Visual Arts (GTVA)
This is a special program for Bergenfield youngsters in grade 4 and 5. It has been especially designed to (1) identify those gifted in visual arts, particularly in drawing and (2) to provide such talented students with a program of skilled-building drawing experiences aimed at enhancing abilities that already exist. Admission is through testing and art staff consultations. Classes meet once per week at 8:00 A.M. before regular hours.
The Mathematics program in the elementary schools stresses understanding and applications of mathematical concepts as well as development of computational skills. New Jersey Core Content Standards and the standards of the National Council of Teachers of Mathematics are imbedded in the curriculum and learning activities to assure the development of skills and knowledge needed to meet the rigorous demands of the E.S.P.A. On going assessment through the district testing program will allow teachers to identify areas of strength and weakness and direct instruction to meet the student needs.
Children will be involved in a number of active learning experiences that will enable them to develop the ability to prose and solve mathematical problems, communicate mathematics through written, oral, symbolic and visual forms, to connect mathematics to other content areas, and become self-reliant mathematical thinkers. Students should be expected to use calculators and other technologies as a means to meeting these goals, without eliminating the expectation for basic computational proficiency. Manipulatives, games, movement, and other methods will be used to bring meaning to mathematic concepts and activities. Child will be expected to solve routine and non-routine problems, including solving open ended problems that have multiple correct solutions. Children will need to be risk-takers, decision makers, cooperative workers, and analytic of their own progress.
The content of the curriculum will include the development of many concepts. Students will work to develop Number Sense, the ability to use and represent numbers. Students will work toe develop Spacial Sense, the ability to use geometric properties and relationships. Students will work to develop skills with the numerical Operations of traditional arithmetic. Measurement, including nonstandard and standard measurement in English and metric units to describe the world around them will be an essential pat of the math program. Students will work to develop Estimation Strategies, including a sense of when to use or not use estimation. Students will work to develop Patterns, Relationships, and Functions to predict and explain the world around them. Students will work to develop skills in the area of Probability, including an understanding of predictions based on probability. Students will work toe develop algebraic thinking as a means of solving problems. Discrete mathematics as a method of modeling practical situations will be part of the curriculum. Students will even work wit the foundations of Calculus as a mean of describing nature.
The list of content areas is extensive, but each grade level of the math curriculum will help the children develop different sets of skills that will ultimately lead to greater understanding and use of mathematics and mathematical thinking.
Pupil Assistance Committees
Each building has a school-based, problem -solving group known as the Pupil Assistance Committee. The purpose of the committee is to develop strategies for assisting students who may be facing difficulties at school. The committee is composed of the principal, regular classroom teachers and members of the support staff. Parents are invited to committee meetings in order to insure a coordinated school/home approach for working with the child involved. An agreed upon plan is developed containing the strategies to be used m methods of evaluating progress and necessary follow-up actions.
The Reading/Literacy Program
Literacy is the fundamental goal of the Bergenfield Public Schools. Literacy involves the process of discovering meaning. It is a complex process involving all the interrelated areas of the language arts including listening, speaking, reading, and writing along with the requisite thinking skills that allow meaning to emerge.
The necessary skills and strategies for this goal will be developed by using literature-based instruction. Students will be presented a balanced offering of different types of literature integrating reading , writing, and oral language. The intent is for meaningful encounters with literature and language for personal value and development.
The K-5 Reading Curriculum has been revised to meet the Core Curriculum Standards set by state of New Jersey. The curriculum guides for each grade level have been aligned to these standards.
The K-5 Reading Program has five major goals. They are:
1. To recognize the diversity of genre, topics, and styles in reading and writing.
2. To support students efforts to successfully construct meaning with the text being read.
3. To develop strategic reading abilities that transfer independent reading.
4. To foster the desire to read for personal development.
5. To learn more about the world and gain understanding of its people and society.
School Site Councils
In order to involve more home and community involvement in the functioning of their school, each building has organized a School Site Council. This group includes the building principal, staff members, parents, and community members. The council meets periodically to review the day to day operations of the school, set goals and design plans to address potential local concern. The work of each council is share with Central Administration in order to provide a district-wide picture of the efforts at each school. This procedure allows each school to function both as an individual unit and as a member of a larger system of which it is a part.
The questions of science begin as young children start to explore the world around them. This exploration continues for a lifetime. Our science curriculum is designed to help students develop the skills to learn, think, and explore for themselves the many questions about our changing world. Each year the students will be encouraged to use critical thinking, decision making, and inquiry skills, to explore science concepts, form four areas; Life Science, Physical Science, Earth Science, and the Human Body. Our K through 5 Science program follows an activities-oriented spiral develop different facet of each of the the four content areas: Life Science, Physical Science, Earth Science, and the Human Body.
Upon the completion of the curriculum, the student will be able to relate everyday life experiences to scientific principles. All students will have an awareness as to what scientific principles is and how it relates to their culture, daily lives and society, as stressed by the State Core Curriculum Standards in Science.
Social Studies Program
The primary purpose of social studies instruction is to prepare students to become more active, informed, competent, and responsible citizens. In order to reach this goal, the social studies program in the elementary schools focuses on developing student knowledge in geography, history, sociology, economics, the humanities, and citizenship and government. Additionally, various social studies learning activities promote and develop thinking, reasoning, and decision making skills.
Students will acquire a proficiency in all the social studies areas for making sound and informed decisions as they grow and become responsible citizens living in a democratic society.