Normandy Park School

Multiage K-5 Magnet School

Morris School District

2014-2015

Parent Handbook


Normandy Park School

School Colors: Blue and Gold

Important Telephone Numbers

Normandy Park School: Main Number 973-889-7960

Fax Number 973-889-7968

Principal and Main Office: Ext. 6150

School Nurse: Ext. 6152

Counselor: Ext. 6115

Child Study Team: Ext. 6155

NP Cafeteria: Ext. 6138

Building Forman: Ext. 6139

NP Sunrise/Sunset: 973-889-7969, ext. 6138 (after 3:15pm)

NP Website:

Morris School District:

Central Office: 973-292-2300

Transportation: 973-292-2066

Community School: 973-292-2063

MSD Website:

Acronyms/Abbreviations

MSD – Morris School District CST – Child Study Team

ESL – English as a Second Language BSI-Basic Skills Instruction

H.S.A. – Home and School

I&RS– Intervention and Referral Services Team

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This handbook was developed to provide you with a general reference guide of important school information. Please feel free to contact the office or your child’s teacher with any specific questions. We value our parent/school partnership and believe it is the key to school success. We welcome your ideas and input.

Normandy Park School

The Magic of Multiage

MULTIAGE MISSION STATEMENT
Children at Normandy Park School progress along a continuum in a child-centered, developmentally appropriate environment where individual learning styles and creative talents are respected and celebrated. The school community promotes academic excellence by empowering each child to set and achieve high standards, develop problem solving skills, make responsible decisions, and become lifelong learners.

MULTIAGE GROUPING DEFINED:

Multiage grouping refers to "a class grouping in which students of different ages and identified age levels are grouped together in a single classroom for the purpose of providing effective instruction" (Miller, 1995, p. 29). The multiage environment is deliberately created for the benefit of children. The intention is to allow children of various ages and abilities to progress at their own individual rate rather than according to specified objectives for a particular grade level.

CRITICAL ATTRIBUTES FOR MULTIAGE PROGRAMS:

  • Multiage and Mixed-Ability Grouping. Multiage and mixed-ability grouping calls fora heterogeneous mix of children with a minimum two-year age span. The children remain with the same teacher or teaching team for more than one instructional year (Stone, 1995; Miller, 1993; Katz, 1992). Within the multiage classroom or program, there is an absence of grade levels and related labels (McLoughlin, 1969; Anderson & Pavan, 1993). Opportunities exist for each child to interact with children of varying backgrounds, abilities, interests, personalities, and ages (Anderson & Pavan, 1993). According to Katz (1995), "the intention of multiage grouping is to increase the heterogeneity of the group so as to capitalize on the differences in the experiences, knowledge, and abilities of the children."
  • Developmentally Appropriate Practices.Developmentally appropriate practicesare teaching methods and curriculum components that are based on a child's developmental abilities. Such practices include active learning experiences, varied instructional strategies, a balance between teacher-directed and child-directed activities, integrated curriculum, and learning centers (Privett, 1996; American Association of School Administrators, 1992; Bredekamp, 1990). These practices are reflected in the position statement of the National Association for the Education of Young Children on Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8. This document outlines educational practices based on knowledge and theories of how children learn and grow.
  • Flexible Grouping Patterns for Learning.Within a typical multiage classroom of 25 to 30 students, children work in various grouping patterns--as individuals, pairs, triads, small groups, large groups, or whole class. Such short-term groupings are based on interest, needs, learning style, problem solving, skill instruction, and reinforcement (Privett, 1996; American Association of School Administrators, 1992; Grant, 1993). In this approach to grouping for learning, the teachers choose the grouping strategy that is most appropriate for the learning situation and facilitates learning for each individual child. Anderson and Pavan (1993) suggest the following grouping patterns for various learning strategies: individual work for independent study or working one-on-one with the teacher; groups of two to five students for cooperative learning situations; five to eight students for a task force, committee, or project; 12 to 15 students for a discussion or decision-making activity; and a large group for listening to, attending, or viewing a lecture, video, play, or reports.
  • Continuous Progress.In a multiage classroom, children learn in a continuum; they move from easier to more difficult material and from simple to more complex strategies at their own pace, making continuous progress rather than being promoted once a year or required to wait until the next school year to move forward in the curriculum (Gaustad, 1992; Katz, 1992). Developmentally appropriate schools are flexible in their expectations about when and how children will acquire certain competencies (National Association for the Education of Young Children, 1996). Children are viewed as individuals, and expectations are adjusted for each child. "Instruction, learning opportunities, and movement within the curriculum are individualized to correspond with individual needs, interests, and abilities," note Anderson and Pavan (1993, p. 62). Continuous progress promotes social, emotional, physical, aesthetic, and cognitive development. It is success oriented, avoiding the problems associated with retention (Privett, 1996; National Association for the Education of Young Children, 1996).
  • Professional Teamwork. A key to successfully meeting the needs of all students is the development of collaboration among teachers and other school staff (Vila & Thousand, 1993). Regular time set aside for planning and sharing by staff members is essential for a successful multiage approach. Ongoing professional development can provide teachers with practical knowledge of instructional delivery systems such as team teaching, collaborative teaching, and peer coaching, which are appropriate in multiage classrooms (Privett, 1996; American Association of School Administrators, 1992). All school staff--including resource teachers, special services professionals, librarians, and art and physical education teachers--can participate in long-range planning and open communication regarding the multiage program.
  • Authentic Assessment.Authentic assessment is any type of assessment that requires students to demonstrate skills and competencies that realistically represent problems and situations likely to be encountered in daily life. Students are required to produce ideas, integrate knowledge, and complete tasks that have real-world applications. Such assessment is ongoing and diagnostic, yielding information on a student's strengths and weaknesses so that the teacher can tailor lessons to the student's specific needs. Authentic assessment considers the child as a whole (socially, emotionally, physically, and academically) and encompasses a wide range of options, such as portfolios, exhibits, presentations, demonstrations, and other types of performance assessment (Anderson & Pavan, 1993, McLoughlin, 1969).
  • Qualitative Reporting.Qualitative reporting consists of regular individualized school-to-home communication describing "how and what the child is learning, individual accomplishments, interests, abilities, and attitudes. Progress is related in terms of the continuous growth and development of the whole child" without comparison to others. (American Association of School Administrators, 1992, p. 24). Qualitative reporting is based on how well children meet developmental and educational standards (Privett, 1996). These reports can be provided in a variety of formats, such as formal progress reports, portfolios, developmental checklists, parent-teacher conferences, anecdotal records, and electronic collections of work.
  • Parent Involvement. Parental involvement and understanding of multiage education is key to a program's success. Opportunities exist for parents to be involved in all aspects of a multiage program: helping with at-home learning, volunteering in the classroom, supporting fund-raising strategies and bond issues, and participating on school committees. The continuous exchange of information is critical to maintaining parental support and involvement (Privett, 1996; Nye, 1993; Anderson & Pavan, 1993; American Association of School Administrators, 1992). Partnerships between parents and schools are formed when parents not only are informed about school practice but have a role in the program as well; partnerships are enhanced and solidified as a result of the extended time parents and teachers have to get to know each other (Mazzuchi & Brooks, 1993).

IN THE MULTIAGE CLASSROOM:

  • Children of mixed ages and abilities are actively involved in learning and progress at their own pace. Cooperative learning is evident, and students work independently as well as in group settings.
  • Teachers teach in teams, collaborate and communicate frequently. There is a commitment to continued professional learning for staff. The increased collaboration provides an increase in skill development among staff.
  • Teachers use a variety of instructional techniques and implement developmentally appropriate practices in the multiage classroom.
  • Older children have the opportunity to demonstrate helpfulness, leadership, patience, and tolerance. They model social and academic behaviors for younger children.
  • Teachers, students, and parents develop a meaningful relationship by sharing common experiences over a long time. Parents become involved in all aspects of the multiage program.
  • Authentic assessment techniques and qualitative reporting methods are used to assess student development, plan future instruction, and communicate with parents.

The Morris School District Board of Education Regulation 2460.1 contains the language “All pupils with disabilities, who are in need of special education and related services, … regardless of the severity of their disabilities, must be located, identified and evaluated according to N.J.A.C. 6A:14-3.3.” If you are concerned that your child (of any age) may have a disability that impacts or will impact their ability to succeed in school, please contact your child’s teacher or the building principal to learn about the resources available to help your child. This link will provide more information for you:

Normandy Park School

School – Parent Compact

We value the partnership of home and school to ensure the success and academic achievement of all our children. This compact outlines the ways school staff and parents/guardians can work together to support your child’s learning.

Normandy Park School will:

●Provide high-quality curriculum and instruction in a supportive and effective learning environment

●Ensure ongoing communication between school and home through annual back to school nights, opportunities to talk with staff (consultation via phone, email, or scheduled conferences), volunteer in class, and frequent progress reporting regarding your child

●Involve parents in the planning, review, and improvement of the school’s parental involvement policy, in an organized, ongoing, and timely way

●Involve parents in the joint development of any school-wide program plan in an organized, ongoing and timely way.

●Hold an annual meeting to inform parents of the school’s participation in Title I, Part A programs, and to explain the Title I, Part A requirements, and the right of parents to be involved in Title I, Part A programs. The school will convene the meeting at a convenient time and invite all parents of children participating in Title I, Part A programs.

●Provide information to parents of participating students in an understandable and uniform format, including alternative formats upon the request of parents with disabilities, and to the extent practicable, in a language that parents can understand

●Provide to participating children information in a timely manner about Title I, Part A programs that includes a description and explanation of the school’s curriculum, the forms of academic assessment used to measure children’s progress, and the proficiency levels students are expected to meet.

●On the request of parents, provide opportunities for regular meetings to formulate suggestions, and to participate, as appropriate, in decisions about the education of their children. The school will respond to these suggestions as soon as practicably possible.

●Provide to each parent an individual student report about the performance of their child on the State assessment in math, language arts, and reading.

●Provide each parent timely notice when their child has been assigned or has been taught for four (4) or more consecutive weeks by a teacher who is not highly qualified within the meaning of the term in section 200.56 of the Title I Final Regulations (67 Fed. Reg. 71710, December 2, 2002).

Normandy Park School

School-Parent Compact

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Parent/ Guardian will:

●Monitor my child’s attendance

●Encourage my child to show positive school behavior

●Review my child’s homework, projects, and assignments and ensure they are completed

●Assist my child with effective management of his/her extracurricular time

●Participate, as appropriate, in decisions relating to my child’s education

●Stay informed about my child’s education and communicating with the school or school district

●Volunteer in my child’s school or classroom if time or schedule permits

Student will:

As a student, I will share the responsibility to improve my academic achievement/progress and achieve the State’s high standards. I will:

●Complete my assignments on time and seek assistance from my teachers when necessary

●Read at least 30 minutes outside of school time

●Give to my parent/guardian all notices and information received by me from my school every day

●Put forth my best effort on a daily basis

SCHOOL CLIMATE

A safe and civil environment in school is necessary for students to learn and achieve high academic standards. Harassment, intimidation or bullying of any kind is not permitted at Normandy Park School. Harassment, intimidation or bullying behaviors may include but are not limited to:

  • Unwanted teasing
  • Threatening
  • Intimidating
  • Cyber-Bullying
  • Physical violence
  • Sexual, religious, or racial harassment
  • Public humiliation

The NJ State Bar Association Bullying Program is used to provide a systematic and age appropriate approach to teaching all Normandy Park students about teasing & bullying behaviors and appropriate responses.

In accordance with MSD Policy #5512 “Harassment, Intimidation and Bullying” and Policy # 5512.02 “Cyber-Bullying”, incidences of bullying or perceived bullying should be reported immediately so that appropriate investigations and remediation can begin. Reporting can be done through a staff member or directly to the principal in person, via phone, via email. Reporting can be anonymous by depositing a description of an incident in one of our anonymous reporting boxes at school. Policies related to HIB have been sent home for review and can be viewed at

Normandy Park School Coordinator of

Harassment, Intimidation and Bullying Prevention

Mrs. Cheryl Berek

Normandy Park School

19A Normandy Parkway Morristown, NJ

973-889-7960 ext. 6137

Morris School District Coordinator of

Harassment, Intimidation and Bullying Prevention:

Ms. Debora Engelfried

Morris School District

31 Hazel Street, Morristown, NJ

973-292-2300 ext. 2122

NORMANDY PARK STUDENT CODE OF CONDUCT

Normandy Park School

Student Code of Conduct

Rev. 2014

It is important for students to know their rights and responsibilities, Students are expected to honor their responsibilities and behave in ways that respect the rights of all.

Student Rights / Student Responsibilities
  • Students have the right to a safe, civil and orderly school environment.
  • Students have the right to be treated with respect and honesty.
  • Students have the right to privacy.
  • Students have the right to fair treatment by other students and staff.
  • Students have the right to report incidences that violate their rights without fear of retaliation.
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  • Students have the responsibility to treat others with respect and honesty.
  • Students have the responsibility to respect the rights of others.
  • Students have the responsibility to treat school property and the property of others with respect
  • Students have the responsibility to act in a way that does not interfere with the rights of others and is not harmful to the health and safety of others.
  • Students have the responsibility to provide information on any potentially dangerous situations to a staff member or anonymously.

Expected Student Behaviors / Unacceptable Student Behaviors
  • Treat others with respect and honesty.
  • Follow rules and act responsibly in school, while riding the bus and when on field trips.
  • Take care of and return all school materials loaned to them (ie, library books, learning materials).
  • Complete all class work and homework.
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  • Harassment, bullying, intimidation of any kind
  • Being involved in physical altercation
  • Damaging school property
  • Behavior that is dangerous to self or others
  • Refusing to follow the directions of a staff member
  • Inappropriate language
  • Disrespect to a staff member

If a student does not follow the expected behaviors or violates their responsibilities at our school, the following consequences will be imposed:

  • First time-Teacher will give student a warning and offer support to help student be more successful.
  • Second time-Teacher will contact parents and send an Email Report to the Principal.
  • Third time-Principal will meet with student and contact parents. The following may be imposed: parent/teacher planning meeting, in-school detention, student loss of privileges, suspension.
  • Students involved in a physical altercation with another student will be sent directly to the principal. Consequences will be determined and imposed.

In the unlikely event that a student behaves in a fashion that requires an Out of School Suspension (OSS), the following steps will be taken to ensure the district’s compliance with the law and the protection of the student’s rights under the law:

  • A student hearing will be conducted prior to the suspension
  • The parent/guardian will be notified, as will the Superintendent, and the Case Manager, if the child is a student with disabilities
  • A suspended student may not come to school for any reason during the suspension and may not take part in any school activities, during or after school, until reinstated
  • Educational services will be provided within five days of the initial date of the suspension, as required by N.J.A.C. 6A:16-7.2 and N.J.A.C. 6A:14-2.8(a)

WORKING THROUGH CONFLICTS