Our school is proud to have three faculty members receive the New Jersey Exemplary Educator Award. These teachers have exhibited and continue to exhibit strong knowledge and skills, inspire their colleagues and students, have a strong rating on their most recent final evaluation, and have an overall positive impact on the school community. Other awards that have been received throughout the year is within our special needs and general education population. Our special needs students are given the opportunity to participate in the New Jersey Special Olympics Program. These students practice and train for bowling competitions, as well as track and field events. This program allows students to learn, grow and know the joy of sports and healthy athletic competition. We also had several students participate in the Union City School District Science Fair. Some of the students received awards and various recognition for their projects and commitment to the field of science.
|White|| 1% |
|Black|| 0% |
|Asian|| 1% |
|Hispanic|| 98% |
|American Indian or Native Alaskan|| 0% |
|Native Hawaiian or Pacific Islander|| 0% |
|Multiracial|| 0% |
|Female|| 46.6% |
|Male|| 53.4% |
|Economically disadvantaged students|| 90% |
|Students with disabilities|| 11% |
|English learners|| 49% |
|Homeless students|| 0% |
|Students in foster care|| 0% |
|Military-connected students|| 0% |
|Migrant students|| 0% |
|Grade||Percent of total students||Students|
|Pre-K|| 3% ||33|
|Kindergarten|| 10% ||108|
|1st Grade|| 15% ||160|
|2nd Grade|| 14% ||154|
|3rd Grade|| 14% ||157|
|4th Grade|| 15% ||162|
|5th Grade|| 14% ||158|
|6th Grade|| 15% ||168|
|Incidents per year|
|Harassment, intimidation, and bullying||0|
|Days absent||Percent of students|
|0 days|| 7% |
|1 to 5 days|| 40% |
|6 to 10 days|| 30% |
|11 to 15 days|| 13% |
|Over 15 days|| 10% |
|Spanish|| 82.9% |
|English|| 16.7% |
|Other|| 0.4% |
Learn more about Robert Waters Elementary School.
The educational vision of our school program is to strengthen the capacity of all teachers in developing rigorous lessons aligned with the NJSLS, which are the basis of the PARCC assessment. Our vision utilizes current research-based practice for meeting the diverse needs of all students in the general education program. Furthermore, we look to enhance the professional practice of teachers through examining the domains and elements of the Ã¢ÂÂUnion City Teacher Effectiveness FrameworkÃ¢ÂÂ.
The district values its commitment to provide the highest quality learning experiences for students. We remain vigilant in our mission to ready each child for a successful future in post-secondary environments of college and career, to become productive members of society, and to become effective contributors within the 21st Century. To accomplish this goal, we enact a rigorous, comprehensive standard-driven curriculum for grades PK -12 in which all of the NJSLS are addressed and integrated.
Our school has various clubs and activities that happen during lunch time and after school. During lunch time, the students are offered the opportunity to participate in art club and in choir. The students thoroughly enjoy having the opportunity to participate in the arts and explore their creativity. After school we have our STEM program. This program is split into two sections, one for grades 2 and 3 and the other for grades 4 through 6. The students in this after school program are chosen by their homeroom teacher. Selection is not based on academic ability, but an interest in a field related to STEM. Utilizing a hands-on approach, the studentÃ¢ÂÂs in this program become familiar with science, technology, engineering and math concepts. Another program we have after school is called the Intervention Program. This program is for students in grades 1 through 3. The purpose of this program is to target students who need extra support in language arts, specifically reading and wri
We have multiple programs that occur before school in our building. The newest program to our building is our after school STEM program. This program is split into two sections, one for grades 2 and 3 and the other for grades 4 through 6. The students in this after school program are chosen by their homeroom teacher. Selection is not based on academic ability, but an interest in a field related to STEM. Utilizing a hands-on approach, the studentÃ¢ÂÂs in this program become familiar with science, technology, engineering and math concepts. Another program we have after school is called the Intervention Program. This program is for students in grades 1 through 3. The purpose of this program is to target students who need extra support in language arts, specifically reading and writing. We also have another after school program entitled Supplemental Educational Services (SES/Title 1). This program is targeted for students in grades 3 through 6. The students selected for this progra
Staff continually attends professional development throughout the school year to enhance teaching strategies and up to date best practices. This includes attending weekly professional learning community sessions and monthly faculty meetings. Moreover, assigned staff members within the grade level community attend workshops out of district and within district to turnkey to the school community. Staff members also have the ability to pursue professional development outside of the school environment and are encouraged to pursue higher-level education courses.
A main component of our student support services is our Interventions and Referral Services Committee. The Intervention and Referral Services Committee joins together to brainstorm different interventions to better service a child in need academically, socially and/or emotionally. The committee involves the Assistant Principal, a Special Education Teacher, the School Social Worker, a member of the Child Study Team, the homeroom teacher, the parents, the Dean of Students (as needed) and the School Nurse (as needed). I&RS meetings take place once a week. If a teacher has exhausted all classroom interventions that they have implemented and the child continues to struggle, then, the teacher will request an I&RS meeting. There are three different Tiers each with a different level of interventions. These interventions are intended to meet the childÃ¢ÂÂs needs. We also have a child study team which services our special needs population.
Every year Union City School District provides the community with a Health and Wellness Fair. At this event parents, students and community members can learn and participate in various activities regarding health and wellness. Every year, Robert Waters School has a booth in which staff members volunteer their time educating the community. Additionally, on a school level, our school nurse conducts routine health checks with the presence of a licensed physician. Students vision and hearing are frequently checked and parents or guardians may receive information on whether or not they need to follow up with another physician.
Parent and community members have various opportunities to be involved in the school. Every month our Parent Liaison holds monthly breakfast workshops where people are invited to attend and usually a specific topic is discussed. For example, our school has had a chef come in to talk to parents and members of our community about eating healthy and cooking balanced meals. Parent and community involvement is ongoing throughout the school year. Parent teacher conferences are held before, during and after school. Every year we also have our Robert Waters School Back-to-School Night and Parents Night, where parents and community members are invited to attend, meet the teachers and learn about the curriculum and other important information pertinent to the students. Additionally, throughout the school year Union City School District provides informative workshops for parents to attend as well.
Robert Waters School is an elementary school ranging from grades pre-k to six with approximately 1050 students. In addition, Robert Waters School serves as a central hub location of the Autism Spectrum Disorder program. There are 54 homeroom classes and 10 special subject classes. Robert Waters has focused on improving the facilities, with repairs to the exterior and interior of the building. This includes heating, plumbing, painting and floor repairs of classrooms, hallways, heating units and boilers.
Robert Waters School conducts an annual staff orientation safety meeting prior to the beginning of the school year. The staff is updated on all safety procedures, drills and emergency routes. In addition, Robert Waters School conducts monthly fire drills and monthly emergency drills (active shooter drill, lockdown, bomb drills, shelter in place, code blue cardiac, and tabletop reviews). Moreover, school security guards are located on each floor of the building along with a School Resource Officer assigned to the school during full time working hours. Security guards are given quarterly trainings and professional development on work related safety topics and procedures. Finally, all staff members must sign in/out on a daily basis along with guest and parents checking in/out at the front security center.
The creation and development of the Robert Waters STEM Lab has been a positive initiative our school has embraced. Since STEM and Maker Education are currently sweeping the country and globe, we found it was important to provide students with a specific space designed and dedicated to the integration and making of various forms of projects and prototypes. It is our belief that working on rigorous and collaborative types of projects, would allow our students to become Future Ready. When designing the STEM Lab, our school felt it was important to speak to the students, as well as staff members, to figure out what they would like to see and learn about in the STEM Lab. Specific furniture was ordered to create an environment where students would be comfortable, yet not fit the typical style of a regular classroom. In wanting to better utilize 21st Century tools, our school purchased various items for the students to use within the STEM Lab, including, 3D printers, robots, green screen
Robert Waters School houses two preschool and four kindergarten classrooms. Our school receives assistance in the form of Master Teachers (deployed by the District) to support the Union CityÃ¢ÂÂs Early Childhood curriculum and assist our teachers. Additionally, our preschool and kindergarten staff is provided with professional development workshops. They also attend bi-monthly collaborative grade level meetings. Off-site schools visit Robert Waters each spring to provide a seamless transition into preschool and kindergarten classrooms.
The creation and development of the Robert Waters STEM Lab has been an initiative our school has embraced. Since STEM and Maker Education are currently sweeping the country and globe, we found it was important to provide students with a specific space designed and dedicated to the integration and making of various forms of projects and prototypes. It is our belief that working on rigorous and collaborative types of projects, would allow our students to become Future Ready. When designing the STEM Lab, our school felt it was important to speak to students, as well as staff members, to figure out what they would like to see and learn about in the STEM Lab. Specific furniture was ordered to create an environment where students would be comfortable, yet not fit the typical style of a regular classroom. In wanting to better utilize 21st Century tools, our school purchased various items for the students to use within the STEM Lab, including, 3D printers, robots, green screens, sewing machines, embroidery machine, iPads, a poster maker machine and a Smart Table. By utilizing design thinking pedagogy and mindset, the items in this space are focused on design thinking, making, coding, and sharing. Our anti-bullying and kindness initiative has been an overall proposal we have tried to incorporate within multiple aspects of the whole school community.. The students have also supported the anti-bullying and kindness mindset. Specific days have been designated for the Robert Waters community to wear fun and creative clothing items that support comradery, kindness and acceptance. Guest speakers have also been brought in to put on assemblies for the students. The students have also participated in creating posters that were displayed throughout thebuilding with encouraging and welcoming pictures and positive messages written on them. It has been important for Robert Waters School to create a climate where all members feel safe and accepted.