Preparing students for the next phase of their lives.
Newmark High School’s student population requires flexibility in terms of content and pace so our academic curriculum is designed to serve as a general guideline.  We recognize that our teachers will make adaptations that are necessary to create learning conditions which are appropriate for individual student needs.  Our curriculum is designed to meet individual student goals.  We have the rigor required for the college-bound student, as well as the modifications and assistive technology necessary to help close educational gaps due to specific learning disabilities and lost school time.  All students will receive a comprehensive transition plan to help them prepare for life after graduation.

Academic Areas

  • English (English Literature & Composition Skills)
  • Mathematics (Basic Skills, Algebra, Geometry, Pre-Calculus, Calculus)
  • Science (Biology, Physical Science, Chemistry, Science Electives)
  • Social Studies (World History, US History I & II)
  • World Language (Spanish)
  • Physical Education/Health (Emphasis on Wellness, Driver Education Preparation)
  • Visual & Performing Arts (Traditional Art, Graphic Design)
  • Business Education (Financial Literacy, Global Economics)
  • Technology (Principles of MS Office Suite, Advanced Excel, Web Design, Video Game Design)

Support Services

  • Parent Communication (Weekly Teacher Phone Calls, Parent Training & Information Seminars)
  • Related Services (Counseling, Occupational Therapy, Speech-Language Therapy, Assistive Software Technology)
  • Independent Practice at home

Transition Services

The Transition Program is a 4- to 6-year process naturally sequenced to meet the needs of each grade level.  The multi-year program includes comprehensive guidance and counseling for parents and students to facilitate career awareness and college admissions.

  • PreACT and ACT instruction and on-site testing
  • Career Assessment Program
  • Community-Based Work Experience opportunity with professional job coaches
  • Structured Learning Experiences
  • College Experience Trips
  • Supportive Post-Secondary Agency Referral Assistance
  • Life Skills Training in Studio Apartment for both independent living and dorm life
  • Post Graduate (5th Year) Program to bridge skill development for college or workplace readiness
  • Transition Workshops/Education for parents
  • Parent Resources
In our effort to provide the most progressive education to our students, we have replaced "homework" with "independent practice," which studies have shown supports the implementation of strategies that will foster independent learning.   
During the school year, students are given assignments that are to be completed independently at home.  The design of independent practice is to have our students shift their thinking from one of turning in work for a grade to turning in work that will give them the feedback needed to be a more skilled student.

At Newmark High School, IP is assigned on a nightly basis. We are sensitive to the impact of "homework"  on family and respect the value of family time.  We encourage students and parents to communicate challenges students face in completing independent practice.  Newmark also believes that the successful use of independent practice to support learning is not dependent upon the amount of time taken with homework but the degree to which it:

• Engages students
• Connects to the students’ individual abilities
• Links to the work undertaken in class
Newmark High School provides each student with an appropriate education based upon his/her Individualized Education Program (IEP), developed by his/her school district in accordance with New Jersey Administrative Code 6A:14, the New Jersey Student Learning Standards and Workplace Readiness Standards. It is the goal of Newmark High School that each student work within and meet these standards.

Newmark High School Calendar

Success After Newmark

Students continue on to prominent colleges and universities, county colleges, and trade schools, and find meaningful employment that allows them to function at their full potential.

Recent graduates attend:
  • Beacon College
  • Caldwell University
  • Centenary University
  • County College of Morris
  • Drexel University
  • Fairleigh Dickinson University
  • Kean University
  • Manhattan College
  • Marshall University
  • Middlesex County College
  • Mitchell College
  • Montclair State University
  • NJ Institute of Technology
  • NY Institute of Technology - Vocational Independence Program
  • Norwich University
  • Ramapo College
  • Raritan Valley Community College
  • Rochester Institute of Technology
  • Rutger's University
  • Sacred Heart University
  • Saint Peter's University
  • School of Visual Arts, NYC
  • Stevens Institute of Technology
  • Syracuse University
  • The College of New Jersey
  • Union County College
  • Union County Vocational Technical Schools
  • U.S. Military
  • University of Connecticut

Extended School Year (ESY)

Optional for qualified students in July:
  • Full-Day Academic Program
  • Life Skills Training
  • Field Trips
  • Counseling
 We just have to tell you what an incredible impact the NYC summer program had on Joe. Basil and I have marveled all summer on how much Joe grew up this summer and we think the NYC program had a lot to do with his growth. Truthfully we have not seen this much evident growth in him in many years. Joe, on his own chose, to walk almost every day since the program ended. He got himself up and out of the house and walked for a long as 2 hours on some days. He walked to the park, around our neighborhood,  to a local deli to get himself lunch and even walked by himself to the barber to get a haircut (including paying and tipping the barber). He is now helpful around the house; willingly helping with whatever we need. His ability to make decisions and especially his ability to deal with life when it doesn't go as he had expected has increased significantly. And maybe one of the most significant changes we have seen is his ability to deal with Alyssa and her needs. He has become sensitive and empathetic to her needs and struggles and goes out of his way to do things that he thinks may help her or knows to stay away when that is the best answer in a given situation. 
We just want to thank you for putting together such an awesome program, we are keenly aware that you went above and beyond to make this program successful for Joe and his peers. 
We look forward to a great school year for Joe and working with you as we look to prepare Joe for college. 
Thanks again
Cheryl and Basil  -September 2019