Frequently Asked Questions
Frequently Asked Questions
Who is eligible to attend New Heights Charter (NHCSB) School?
Any Brockton, Randolph, or Taunton student who wish to attend New Heights and is in the proper grade is eligible to submit an application. During the 2017-18 school year, we are accepting students in grades 6-9.
What is an early college high school?
Early College High Schools have been around for more than 40 years. They are high schools that establish relationships with colleges and universities to allow ALL of their students to take college classes while still in high school for free.
How many college credits can NHCSB students earn?
NHCSB students can start taking college courses as early as the 10th grade and possibly earn an Associate’s Degree at the end of high school.
What does the Academic experience at New Heights look like?
The academic program at NHCSB is rigorous but we offer support to all students!
- The school day begins at 7:40 and ends at 3:55pm.
- We offer an accelerated curriculum. Students will be given 2 periods of English and 2 periods of math, in addition to science, history and an elective.
- The school will hold a mandatory Summer Bridge program from 8:00 to 1:00 for the entire month of July for 8th to 11th grade students.
What English Learner services does NHCSB provide?
The English Language Education (ELE) program at New Heights Charter School of Brockton is designed to ensure all of our English learners (ELs) are provided the opportunity to participate meaningfully in our general education program, gain social and academic English proficiency, and develop essential skills and habits that promote lifelong learning and college and career readiness. At NHCSB our English Learners are a top priority. In order to equip our students with the tools they need to be successful in school and beyond, we have developed a multifaceted and comprehensive approach to addressing the linguistic, academic, and nonacademic needs of our ELs.
One of the key elements of our approach is celebrating and valuing our English learners’ diverse backgrounds. We recognize that our ELs bring a wealth of linguistic and cultural diversity to our community, and we make it a point to celebrate this diversity and validate our ELs own experiences and backgrounds through various extracurricular activities and a culturally sensitive curriculum.
In addition, our program is designed to provide ELs access to effective, high-quality instruction and to close linguistic and academic proficiency gaps. We provide all of our ELs with sheltered content instruction and specialized English as a Second Language (ESL) instruction that is aligned to the Massachusetts Curriculum Frameworks and the World-Class Instructional Design and Assessment (WIDA) English language proficiency and assessment standards Framework. This essentially means that our ELs are enrolled in a Sheltered English Immersion (SEI) program and receive specialized ESL instruction as a fundamental component of the overarching SEI program.
In our SEI model, ELs from different linguistic backgrounds are in mainstream core academic classes, taught by qualified content-area teachers. All classroom instruction is in English. In order to ensure equitable access to grade-level curriculum, core academic teachers shelter the content, making the content of their lessons more comprehensible for ELs, while simultaneously promoting the development of content-specific academic language needed to successfully master content standards. As an additional component to our ELE program, ELs receive specialized ESL instruction that is designed to advance English language development, and foster English language proficiency. In order to meet our ELs individual needs, ESL instruction provided to our ELs is appropriate for each students’ individual English language proficiency level. ESL instruction promotes academic achievement by providing students with systematic, explicit, and sustained language instruction that entails a laser-sharp focus on academic language. ESL instruction includes social and academic language in all four language domains: reading, writing, speaking, and listening. Together, our integrated approach, provides ELs the SEI and ESL instruction necessary to begin closing linguistic and academic proficiency gaps.
The last part of our strategic ELE approach is building valued and trusting relationships with our EL families. It is important to us that we know our families and that our families know us. One of the cornerstone pieces of our program is ensuring that parents can meaningfully participate in the decision-making process relative to the type of programming their child will receive. Therefore, we have at least one meeting with each family per year and participate in this decision-making process as a team. We provide translation services for families who need it, and we provide important written documents regarding ELs placement in the ELE program in the family’s native language. We value our partnership with our families and believe that together, we can do more to further each child’s education.
What Special Education services does NHCSB provide?
NHCSB provides students primarily with an inclusion approach to classes. As much as possible, students are integrated in general education classes and given varying levels of support as prescribed by their individual education plans. Students may also be provided with pull out support for subjects wherein the inclusion model is not in the students best interest. When a child is pulled out for a class, this provides him/her with a 1:1-4:1 student:teacher ratio and thus a far more individualized learning environment. Outside providers come in weekly to provide students with Speech Therapy, Occupational Therapy and any other services that we do not have the staff to provide, as prescribed by the child’s individual education program. In addition to academics, NHCSB also provides students with emotional and behavioral support through the use of counselors and individual behavioral plans. Also, some students receive supports via a 504 plan that provides them with accommodations that allow them to access the general education program and 504s are generally provided for students with health impairments. Students can be referred for services by NHCSB staff or parents at any time throughout the year and will then be provided with a comprehensive psychoeducational evaluation to determine eligibility for our special education program. Because we recognize that each child is unique, all students are reviewed to determine best program fit on a case-by-case basis to ensure each child gets exactly what he or she needs to be academically successful.
Will you have extracurricular activities?
We currently offer Boys and Girls Basketball, Cheerleading, and Student Council. In addition, NHCSB offers a variety of after school programming from 3:55-5pm including enrichment activities and academic tutoring.