Markham Place School
2014-2015 School Report Card Narrative
A responsive educational environment optimizes the chances to meet the academic, social and
emotional needs of the adolescent learner, while celebrating the uniqueness of each child. At
Markham Place School, we believe in building a responsive community, while holding high
academic standards in a caring atmosphere. Through the efforts of the staff, and with the support
of the Little Silver community, students are provided with a solid educational foundation, which
prepares them for future experiences. Knowing the unique intellectual, social, physical and
emotional needs of the Markham Place students is as important as knowing the curriculum that
we teach. To accomplish this, teachers work closely with their students, monitoring growth and
providing guidance and support in a warm, nurturing environment. Expectations for student
achievement are high, and every effort is made to help our students find success both as learners
and good citizens. Through the inclusion of service learning and character education, students
are exposed to various responsibilities of citizenship and are taught the continued need for
cooperation as a life skill within a Global perspective.
Markham Place School is a special place for middle school students. Markham Place utilizes the
Developmental Designs for Middle School (DDMS) approach. DDMS is a research-based
approach to education that encompasses the academic and social needs of students. Besides the
fact that the DDMS model addresses the four essential adolescent needs of relationship building,
autonomy, competence, and fun, and organizationally promotes community-building,
proactive/reactive behavior management, student engagement, service learning, and school
pride and tradition, the school faculty truly embraces the philosophy that every child needs to be
known. The Markham Place School faculty truly knows the children in the school and they
develop relationships with those students throughout the school day. Children know there is an
adult liaison for them in the building. In addition, those adults continually promote the
importance of honesty and integrity and being a good citizen. As a main component of the
DDMS Approach, Markham Place School students in grades five through eight participate in a
morning advisory program. The morning meeting, called Circle of Power and Respect (CPR) is
held each morning for twenty minutes. These daily meetings help to strengthen the classroom
community while providing an opportunity for all students’ voices to be heard in a supportive
environment.
Markham Place School students in fifth through eighth grade are challenged by the curriculum
offered. We strongly believe in a rigorous academic program that takes into consideration the
needs of a variety of learning styles. Our Curriculum Plan is aligned with the New Jersey
Content Standards and the Common Core Standards and provides for a continuous growth
approach to content instruction and skill development. To promote professional growth, the
Markham Place faculty is kept current in their fields of instruction through various staff
development opportunities. The district Technology and School Improvement Committees
(ScIP) work along with the office of Curriculum and Instruction to support the staff in their
professional learning and technology goals. Student Growth Objectives are developed
collaboratively and they include measureable student achievement outcomes. The goals often
focus on areas of professional learning that closely correlate to district initiatives and are
supported through job-embedded professional development. There is a sitting School Safety
Team that was previously established to address all Crisis Response issues. They work
collaboratively to assure the safety and security of all students and discuss proactive ways to
promote a positive school climate. There is also a sitting Principal’s Advisory Committee that
includes one representative from each grade level and related arts team. Members of this
committee meet with the principal monthly to discuss school-related issues. They are an action
team that examines school-based issues and their impact on staff, students and parents. They
serve as liaisons to their teammates, providing interdependent collaboration among faculty
members. Additionally, all grade level and related arts teams engage in Common Planning Time
(CPT) where they discuss grade level issues, potential cross-curricular opportunities and other
school initiatives.
Recognizing multiple intelligences and the varied learning styles of students, especially at the
middle school level, our teachers utilize various instructional strategies to address their needs.
The school program supports students with special needs and provides guidance services for the
entire school. In addition, we recognize the need for our students to be independent problemsolvers and decision-makers and afford them the opportunity to work both independently and
cooperatively on projects and activities utilizing technology. A true differentiated classroom will
meet the needs of each learner at their own instructional level.
Nationally, there is a demand for providing 21st Century Education for every student. As the
United States continues to compete in a global economy that demands innovation, Little Silver
continues to revise curricula and instructional practices to assure that students have opportunities
for critical thinking and problem solving, communication, collaboration, and creativity and
innovation. In order to ensure every child’s success as citizens and workers in the 21st Century,
Little Silver has set high academic standards and requires all students to take the following core
courses: Language Arts, Math, Science and Social Studies. In terms of the arts, all students take
art and music each year. In order to produce technologically-literate students, all students take
Media Studies/Technology. To prepare our students to compete in a global economy, all
students take Spanish. In addition to the aforementioned courses, some of our students
participate in Gifted and Talented programs, advanced math programs or academic support
programs. All Markham curricula integrate the 21st Century Themes of global awareness, health
awareness, financial literacy, environmental literacy and civic literacy.
Furthermore, in order to celebrate the accomplishments of each child, we recognize students for
achievements in academics, athletics, community programs and service-learning projects.
Students learn the importance of helping others while actively working to make our school and
community a better place. Both interscholastic and intramural athletic teams provide students
with experiences in competition, cooperation and sportsmanship. Students are also encouraged
to participate in activities such as the Lego Club, Computer Club, Chess Club, annual theatrical
production and performing arts such as band, chorus and orchestra.
Results from the combination of these elements are demonstrated by the success of our students
in secondary schools and, later, in higher education institutions. Students from Markham Place
School consistently score in the highest level on the New Jersey Assessment of Skills and
Knowledge (NJASK), which is administered to students in grades five through eight.
Markham’s staff of highly qualified teachers assists students that require extra help in the areas
of mathematics and literacy during a laboratory class. Teachers use multiple assessment
measures to help students acquire basic skills in these important areas. Markham Place School is
taking a proactive approach to transition from the NJASK to the Partnership for Assessment of
Readiness for College and Careers (PARCC) state standardize test. Staff will continue to be
trained in strategies that will best prepare the students of Markham for the rigors of PARCC and
students will be trained in the uses of PARCC testing tools prior to the administration. These
efforts are bolstered by Markham’s 1-to-1 initiative, involving grades five through seven.
Funding from the Little Silver Board of Education and the Education Foundation of Little Silver
supports the purchase of quality instructional technology located throughout the building.
Computers are located in the computer lab, school library, on wireless carts and in each
classroom with Internet access and online databases for use by our students. All fifth, sixth and
seventh grade students have a dedicated netbook (1-to-1). Additionally, there are interactive
white boards in many classrooms. A web site is available with information about Markham
Place School and the Little Silver School District at www.littlesilverschools.org. Teachers
communicate with parents and the school community through their own current district website
page. Additionally, Little Silver Public Schools shares important information with the
community utilizing Facebook, Twitter and a Little Silver Schools Mobile App. The efforts of
the Little Silver Parent Teacher Organization have enabled the school to enrich the educational
experiences of our students. The PTO funds extra-curricular events for the children and cultural
arts experiences to enhance their learning. The school has sought community input through
participation in policy, curriculum, strategic planning committees and parent support groups.
Parents provide multiple resources to the school in the form of chaperones, guest speakers and
volunteer library aides.
The aforementioned programs are just some of the many offerings that Markham Place School
proudly provides. With continued support from the community and the efforts of the staff, the
future is bright as we look forward to tomorrow and the opportunities ahead for our community
and students of Markham Place School.
Eric Platt, Principal
eplatt@littlesilver.k12.nj.us