• Category 3

    Selected in 2024

  • Grades: pre k - 5
    School Setting: urban
    Town Population: 294
    Student Enrollment: 600
    Student Demographics:

    Black/African American: 11%
    White/Caucasian: 8%
    Hispanic: 34%
    Hawaiian/Pacific Islander: 1%
    Asian: 43%
    Native American: 1%
    Other: 2%

    Teacher/Student Ratio: 1:11
    % Reduced Lunch: 45%
    % ELL Learners: 26%
    Founded: 1919
  • PRINCIPAL:
    Joseph Apruzzese
  • CONTACT:
    100 Saint Paul's Avenue
    Jersey City, NJ 07306
    201-714-4310
    japruzzese@jcboe.org
Jotham W. Wakeman School PS 6
Jersey City, NJ
"Our school sees diversity as a strength and a valuable resource that helps enrich the learning of all students."
1. Tell us about your school’s success.
We are proud of our school academic results for all students. Our students in 3rd, 4th and 5th grades have surpassed state averages in percent of students meeting or exceeding expectations, as well as mean score in all content areas of the New Jersey Student Learning Assessment. For the 2022 - 2023 school year, over 67% our English Learners in grades 3, 4 and 5 met or exceeded expectations on the English Language Arts Assessment compared to the state average of 24%. For the 2022 - 2023 school year, over 68% our English Learners in grades 3, 4 and 5 met or exceeded expectations on the Mathematics Assessment compared to the state average of 18%.

In addition to the academic success of our students, we are also proud to be a trauma-informed school. All staff, both instructional and non-instructional, have been trained in trauma-informed practices. Creating a safe space where multilingual learners can build confidence and engage meaningfully in school enhances their academic outcomes.
2. Talk about the greatest contributing factor(s) that promoted positive change in your school.
The greatest contributing factors that promoted a positive change in our school include the shared vision of equity among staff and administration as well as a clear fidelity to inclusion. We have been committed to closing achievement gaps and making sure that all our students, specifically our multilingual learners, receive the support they need to succeed academically, socially and emotionally. We recognize that every student regardless of background, culture, and linguist ability should be given the best chance of success. In P.S. #6 our ESL teachers, Special Education teachers, and Specialists collaborate daily to design lessons that guide instruction to meet the needs of our special populations.
3. How has ESEA funding supported the school's success?
The ESEA Federal Funds are used in a variety of ways to address students’ and families’ academic and personal needs. ESEA funding has also provided us with the means and opportunity to organize parent information sessions and community building events. Our SMART goals include targeted instruction in language arts, math, parent participation and chronic absenteeism. We believe addressing the needs of the climate and culture of our community will have long-term positive impacts in each child’s education. We offer a variety of additional during- and after-school programs to appeal to the diverse learning styles of our students. Programs include chess classes from a certified chess master, art classes from professional artists, drone club, and a variety of performing arts classes. We also are fortunate to purchase additional online platforms that provide personalized learning experiences for our students providing opportunities for both interventions and enrichment.

4. What professional development activities were used to improve teaching and learning?
The staff of P.S. 6 regularly participates in a variety of professional development opportunities. Over the last several years there has been a focus on Diversity, Equity, and Inclusion. We are committed to aligning our educational practices with what we know works best to support the multicultural and multilingual learners in our school. We are determined to ensure each student has an equitable education. Supporting multilingual learners ensures that they have access to the same educational opportunities as their peers, fostering an inclusive environment. In addition to DEI professional development, all teachers receive professional development related to the curriculum. Our language arts and math programs provide built-in supports for multilingual learners and teachers are knowledgeable in differentiating instruction for the MLLs in their classrooms. Professional Learning Communities provides the opportunity to collaborate, review and discuss data to meet the needs for all students.
5. Talk about the cultural shift leading up to your school's success.
The shift was gradual with commitment and dedication to equity, inclusion and excellence for all students, especially those students with diverse linguistic and cultural backgrounds. Our school sees diversity as a strength and a valuable resource that helps enrich the learning of all students. In order to achieve academic success we use the individualized language proficiency data (WIDA Access) as well as the implementation of teaching practices such as differentiated instruction where teachers use more adaptive and flexible strategies to meet the needs of multilingual students. Finally, we celebrate diversity through school and district wide events. We hope to promote a positive school culture where languages and cultures are represented and valued so that multilingual learners feel respected as well as empowered.
6. How has community involvement strengthened your success?
Multilingual learners bring diverse perspectives and cultural backgrounds to the classroom. Engaging with multilingual learners often involves their families, and we seek to promote stronger home-school connections. Providing opportunities for families to feel valued, included and appreciated in the school community, in turn helps students to feel accepted and build friendships. These supportive relationships translate into academic success. We seek families to participate in school activities and volunteer during school events. We also seek out the feedback of families to improve some of our diversity programming.
In addition to parent involvement, we also engage in community service projects, such as our Thanksgiving food drive. We partner with community agencies to provide additional services to students, such as art classes with Art Yard Brooklyn and chess instruction conducted by a master chess instructor.
Stats
  • Category 3

    Selected in 2024

  • Grades: pre k - 5
    School Setting: urban
    Town Population: 294
    Student Enrollment: 600
    Student Demographics:

    Black/African American: 11%
    White/Caucasian: 8%
    Hispanic: 34%
    Hawaiian/Pacific Islander: 1%
    Asian: 43%
    Native American: 1%
    Other: 2%

    Teacher/Student Ratio: 1:11
    % Reduced Lunch: 45%
    % ELL Learners: 26%
    Founded: 1919
  • PRINCIPAL:
    Joseph Apruzzese
  • CONTACT:
    100 Saint Paul's Avenue
    Jersey City, NJ 07306
    201-714-4310
    japruzzese@jcboe.org