Why Newburgh Prep?

The Difference

Newburgh Prep has a longer school year than traditional schools. Our longer hours and added days allow our students to have: increased computer access, more opportunities for social and emotional growth, work and learning-type internships, college and career readiness, and linkages to community-based services and activities.

The school is based on an innovative, nationally-recognized school improvement model that has proven effective in graduating students who lacked success in a traditional school environment. Through innovative models and participation in an advisory with caring educators, students will grow academically, socially, and emotionally.

Innovative Models

Newburgh Prep offers students a non-traditional learning environment where students are surrounded by adults who understand their academic, social, and emotional needs and are willing to do what it takes to help them earn a New York State Regent’s Diploma. The Workshop Model, balanced instruction, and blended learning are essential when teaching students who have a wide-range of proficiency levels.

Partnership for Innovation in Compensation for Charter Schools (PICCS)

The cornerstone of Newburgh Prep’s education program is based on a school improvement model in use by a consortium of schools involved in a project funded by the U.S. Department of Education’s Teacher Incentive Fund. The model is called Partnership for Innovation in Compensation for Charter Schools (PICCS).

The PICCS School Improvement Model is characterized by facilitative and distributed leadership, collaborative inquiry, and self-initiated learning. The model includes diagnosing, prescribing solutions, monitoring progress, and remedying. This model incorporates best practices of data-driven decision making, professional learning communities, teacher and administrator growth, professional development, and teacher and administrator assessment to improve effectiveness. The model calls for a proven performance-based evaluation and compensation for teachers based on student model outcomes and multiple measures.

Blended Instruction

Technology has the power to move education toward a student-centric model of learning. Students move along their own path and at their own pace to boost learning outcomes. A blended-learning environment allows for seamless targeted interventions and flexible groups, as well as real collaboration among students. Students may have the option to take one or more online courses, which provides an online “personal instructor” for math, science, social studies and language arts courses aligned to state and national standards. After the initial assessment, students will take courses based on three different study models which allows for differentiated customized learning:

  • Workshop Model
  • Blended Learning
  • Balanced Instruction

Workshop Model

The Workshop Model challenges students to learn from solving practical problems. The notion that “We are problem solvers” will guide instruction. Working within the environment where students are striving to reach goals that lead to a high school diploma, the student’s Individual Learning Plan (ILP) helps them reach their goals. As a student progresses in the number of credits earned, their options will increase and they will be given opportunities to get involved in a number of enrichment activities that will impact their lives now and into the future.

Intensive Intervention

The purpose of Intensive Intervention is to engage and provide support to students returning to the educational environment. All students sign a contract with their parent or guardian that requires the student to:

  • attend daily classes in English Language Arts (ELA), mathematics, science, and social studies;
  • participate in an advisory which will provide opportunities for assistance and support necessary to become successful academically and socially;
  • develop a student-driven Individual Learning Plan (ILP);
  • participate in physical education, health, and family and consumer sciences;
  • participate in a community project that is meaningful to the student;
  • develop an understanding of themselves, their community, and decision-making processes necessary to live a healthy and positive lifestyle