Newmark High School Instructional Areas
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.
Throughout our program, the New Jersey Student Learning Standards & College and Career Readiness Standards are addressed. Individual Education Plans (IEP) are developed using these standards, which includes a comprehensive transition plan.
Newmark High School provides a curriculum linked to the New Jersey Student Learning Standards. These state standards are implemented in all subject areas.
- English (English 9, 10, 11, 12 - Literature & Composition Skills)
- Mathematics (Pre-Algebra, Algebra I, Geometry/Trigonometry, Algebra 2, Math for College & 21st Century Careers, Pre-Calculus, Calculus, Life Skills)
- Science (Biology, Physical Science, Chemistry, Forensics)
- Social Studies (World History, US History I & 2, American Government)
- Physical Education (9-12)
- Health (Health 9 - Emphasis on Wellness; Health 10 - Driver Education Preparation; Health 11-12 - Real Life Experiences)
- Arts (Art 1, 2, 3, 4 - Traditional Art Track, Design Track, Digital Track)
- Business Education (Financial Literacy, 21st Century Life & Careers)
- Technology (Technology 9, 10)
- World Language (Spanish 1, Spanish 2)
Interconnected Counseling curriculums and programs that target specific skills necessary for success in the classroom. Faculty use a common language to create consistent expectations in academic, social, and behavioral settings. These strategic programs provide a structure for coaching in these areas.
- Counseling Curriculum - Full-time school counselors providing weekly Wellness groups and social skills training utilizing research validated and effective curriculum programs
Social Decision Making/Problem Solving Program
- Social Thinking Methodology
- Project Adventure Program
- Mindfulness in School Program
- Parent Education programming
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
- Work Based Experience (WBE) opportunity to engage in practical offsite work experience with professional job coaches
- 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
- Related Services (Occupational Therapy, Speech-Language Therapy, Assistive Software Technology)
- School Nurse & Health Screenings
- Transition Workshops/Education
- Parent Communication (Bi-Monthly Teacher Phone Calls, Parent Training & Information Seminars)
- Independent Practice at home
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.
Study Skills Lessons
Study skills are explicitly instructed in grades 6th-12th, building upon skills each year and tailored to the individual needs of students. Executive functioning, critical thinking and communication skills are fostered through meaningful and relevant lessons, along with a binder system and student planner. The binder system promotes organization skills, as students use the binder as a central tool to sort assignments, handouts and Independent Practice (IP). The student planner promotes the development of planning and organization skills through writing down assignments, reminders, due dates and other information necessary for academic success. Students are expected to bring their binder and planner to and from school daily.
Independent Practice (IP)
Newmark offers the opportunity for students to practice their academic skills away from the classroom. Independent Practice is given nightly. Independent Practice is important because it helps students develop and refine intellectual skills, develop into independent learners and nurture an identity as successful learners. The purpose of Independent Practice is to check whether the student understands a concept or skill; to practice a skill learned in class; to preview something he/she will learn in class soon and to review for a test or quiz.
Research recommends the 10-minute rule for IP, which means that for whatever grade the student is in, they will receive 10 minutes of practice. Newmark High School students will receive no more than 90-120 minutes of Independent Practice per night.
Although Independent Practice is an informal assessment for feedback, all assignments are reviewed with an Independent Practice rubric and included within the course grade as a percentage of the grade for data tracking purposes. The IP rubric is discussed with students to provide guidance on assignment completion. Parents can view the IP rubric within the student’s Schoology courses in the parent resource folder.
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
- Bergen Community College
- Brookdale Community College
- Caldwell University
- Centenary University
- Clark University
- The College of St. Rose
- County College of Morris
- Drexel University
- Fairleigh Dickinson University
- Franklin Academy
- Hudson County Community College
- Ithaca College
- Kean University
- Manhattan College
- Marshall University
- Miami Dade College
- Middlesex County College
- Mitchell College
- Montclair State University
- NJ Institute of Technology
- New York University
- NY Institute of Technology - Vocational Independence Program
- Norwich University
- Pennsylvania College of Technology
- Ramapo College
- Raritan Valley Community College
- Rochester Institute of Technology
- Rollins College
- Rutgers University
- Ryder University
- Sacred Heart University
- Saint Peter's University
- School of Visual Arts, NYC
- Seton Hall University
- Stevens Institute of Technology
- Stockton University
- Syracuse University
- The College of New Jersey
- Union County College
- Union County Vocational Technical Schools
- U.S. Military
- University of Connecticut
- University of Massachusetts - Amherst
Extended School Year (ESY)
Optional for qualified students in July:
- Full-Day Academic Program
- Life Skills Training
- Field Trips
What our parents are saying
"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 as 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.
- Newmark Parent