The Intersection of Technology, Design, and Innovation

445 Scotland Road

South Orange, NJ 07079

Mission Statement
The long-range vision for The STEM Innovation Academy of the Oranges (the Academy) is to create a model for STEM
education that unites public and private sector to provide better options for our students and that strengthens the
continuum from high school to college to careers. The Academy will provide a fully integrated STEM education
model using engineering design, mathematical analysis, and scientific investigation to leverage the natural
connections between STEM subjects while offering multiple pathways to post-secondary study.
Its mission is to provide students, underrepresented in STEM college majors and careers, with a personalized
pathway towards mastery of the skills and knowledge that they will need to make the transition from education to
college and industry. The STEM Innovation Academy of the Oranges considers college admission and completion the
goal for all students.

School Profile
The STEM Innovation Academy of the Oranges is a highly-innovative 4 year program spanning grades 9-12 resulting
from the joint collaborative between The City of Orange, the Orange Public Schools, New Jersey’s Institute of
Technology (NJIT), Essex County College (ECC), The College of New Jersey, and Montclair State University. The
Academy exemplifies an early college model whereby students, from grade 9 on, navigate through a four-year scope
and sequence of high school and college coursework. The school operates on an extended school day model with
students attending from 8:20am – 3:30pm; teachers, from 8:05am – 4pm.

Curriculum
In the earlier high school grades, the curriculum is exploratory and highly-focused on a project-based learning model-
-allowing the school to identify the skills whereby students can show ‘excellence’ then set out a path to provide
advantages for students applicable across a broad range of careers. This approach allows students while completing
their HS graduation requirements to grow their interests and passions into careers; thereby giving students decisive
life advantages. The PBL units of instruction for all subjects in the school will include: (a) entry documents introducing
students to a new project, (b) assessment rubrics, (c) interdependent group work, (d) the use of effective
communication during the project and to describe the end product, and (e) workshops. The entry documents are
used to “launch” a project and consist of a detailed description of the goals and constraints of the project.

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Career development will be woven throughout the PBL curriculum, often by organizing the problem scenarios from
the view of a practicing professional in the field in which the PBL scenario is set; for example, “How can I as a
professional do (an action) so that (product)?” In years 11-12, the curriculum is paced to allow students’ completion
of all high school coursework1 and all post-secondary General Education and Additional Course Requirements.

Major fields of study offered include Computing Sciences, Mechanical Engineering, and Biomedical Engineering.
Students enroll in college-level coursework through one of three scenarios-- courses taken for credit at an institution
of higher education (IHE) including community colleges and four-year colleges; college-level courses taken for credit
at the high school campus and taught by either IHE faculty or by HS faculty who are adjunct faculty of an IHE; or on-
line learning for college credit. Students registered to an IHE will receive credit for the college course if they achieve
a grade of C or better in the corresponding Academy course. Additionally, students have to complete a final project-
based presentation to fulfill credit requirements. Transportation to and from the college is provided by the school
district. IHE enrolled students will be able to have access to the college’s facilities such the library, research centers,
science laboratories, computer labs and classrooms.
All curricula are aligned with the Common Core State Standards or the Next Generation Science Standards as the
foundation for learning in higher education institutions with strong mathematics, science and engineering programs.

Focus on Mathematics
The mathematics needs of Academy students will be the major driver of the school’s curriculum design and
approach. All enrolled students are inventoried, up front, to assess skill gaps that will be addressed within the
students’ schedules (study hall/math labs) and during Summer Intensives that begin in the Summer. A Transition 8
class will be offered to provide specific reinforcement of needed skills. Teachers will design three-week units of
instruction using PBL to aim precisely at providing experiences to help students understand the mathematics
concepts in the context of science or engineering, with real world applications. Students can also request
“workshops” (teacher led mini-lessons) during science and mathematics classes that focus on concepts and
operations that need to be better understood.

Industry Connections
Informal STEM education will include apprenticeships, mentoring, social networking and industry courses lead by
industry professionals each semester.

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Students will meet the NJDOE’s 120-credit requirement for graduation. Requirements are met in part through the completion of
a range of learning opportunities, including service learning experiences that meet or exceed the core curriculum content standards
(N.J. Administrative Code 6A:8-5.1)

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Active Learning Spaces
The shift from passive to active learning creates a need to support the integration of pedagogy, technology, and
space. Our classrooms will reflect an active learning ecosystem that offers a range of settings and the choice and
control to select the best environment for the learning; while considering options for adjacency, visual and acoustic
privacy, and collaboration. This includes 3 instructional modes: computer work (focused work environments), talk
with others (collaborative environments), making something (hands-on project work environments) that offer
 Dynamic movement
 Interchangeable configurations
 A mixture of specialized spaces: ex. learning studios, home bases, project planning rooms, work rooms,
break out areas, specialized labs, storage space, wet areas, outdoor learning space, presentation space,
teacher meeting space, makers’ spaces for art, engineering, media, design
 And zero distance design to increase eye contact between instructor/learner

A blend of seating and working options accommodate agility and continuous reconfiguring for project based vs.
discipline based learning and include
 Standing desks
 Moveable wall panels
 White board walls
 Worktables and rolling chairs
 Furnished atriums, alcoves, and corridors

Admissions Criteria
All students who apply to the Academy participate in a hybrid inclusive/selective admissions process. Broadly, the
review panel is seeking students who are Algebra-ready, adept at breaking big problems into little ones, persistent
and creative, who can build solutions in small steps, and who likes trying out and testing new ideas. With the
exception of a Grade 7 PARCC Mathematics score of 745 2 or better, there are no other minimums with regards to
test scores as the panel considers the complete application portfolio in making decisions regarding acceptance. The
admissions process begins in April of the preceding school year and considers middle school report card grades,
multi-year transcripts, standardized test scores (ex: PARCC, PSAT, ACT EXPLORE, Accuplacer), parental support,
previous participation in other related programs, attendance records, student narratives reflecting
commitment/goals/aspirations/career interests, portfolios, references (teacher/parent/student), panel interviews
(that include post-secondary student STEM majors) , and individual and/or group performance tasks. The application
process is open to all district students. Approximately 50 students will be selected each school year. A personalized
application will be mailed to every eighth grade student in the districts and will be made available online in Spanish,
English, and Haitian/Creole3.

2 Considers the Conditional Standard Error of Measurement (CSEM) based upon the 2016 PARCC MATH07 Assessment score of
750 and reflects +/- 5 point range
3 A specified number of slots will remain open for new grade 10 enrollees. Different admissions criteria will be established.

Outside enrollment concludes after grade 10.

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Application Requirements
 Student Statement
 Student Survey
 Parent Survey
 Recommendation from current Science or STEM Teacher
 Recommendation from current Mathematics Teacher
 7th grade transcripts (full year)
 8th grade transcripts (MP1/MP2)
 7th grade PARCC (ELA/Math)
 Panel Interview
 Performance Task

Summer Academy
All students accepted into the Academy will attend a 4-week Summer Gateway Camp designed to prepare
students for the 9th grade year in the areas of Mathematics and Engineering. Students spend the first 3 weeks
engaging in mathematics problem solving. In the final week, students explore activities in Engineering and
Computer Science.

Parental Involvement
The Academy seeks parent involvement. Parents are encouraged to be active participants in the school. And some
parent service is required for helping during and after school. Parents are expected to attend the SIA Parent
Association Meeting every 1st Tuesday of the month.

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What is Unique and Innovative about the STEM Innovation Academy of the Oranges4?

1. STEM-Focused Curriculum with strong courses in all 4 STEM areas (Atkinson, Hugo, Lundgren, Shapiro &
Thomas, 2007; Brody, 2006 as cited in Subotnik, Tai, Rickoff, & Almarode, 2010; Kaser, 2006 as cited in
Means et al., 2008; Means et al., 2008; Rosenstock, 2008; Scott, 2009).

2. Reform Instructional Strategies and Project-Based Learning that immerse students in STEM content,
processes, habits of mind and skills (Atkinson et al., 2007; Means et al., 2008; Scott, 2009) with
opportunities for project-based learning and student production occuring during and beyond the school
day.

3. Blended Formal/Informal Learning beyond the typical school day, week, or year and includes
apprenticeships, mentoring, social networking and doing STEM in locations off of the school site, in the
community, museums and STEM centers, and business and industry (NRC, 2009; PCAST, 2010, Rosenstock,
2008).

4. Real-World STEM Partnerships: Students connect to business/industry/world of work via mentorships,

internships, or projects that occur within or outside the normal school day/year (Atkinson et al., 2007;
Brody, 2006 in Subotnik et al., 2010; Kaser, 2006 in Means et al., 2008; Kolicant & Pollock in Subotnik et al.,
2010; Means et al., 2008; Rosenstock, 2008; Stone III et al., 2006 in Means et al., 2008).

5. Early College-Level Coursework, providing opportunities for students to take classes at institutions of
higher education or online (Atkinson, et al., 2007; Martinez & Klopott, 2005; Means et al., 2008; Rosenstock,
2008; Subotnik, Rayback & Edminston, 2006 as cited in Means et al., 2008).

6. Well-Prepared STEM Teaching Staff: Teachers are qualified and have advanced STEM content knowledge
and/or practical experience in STEM careers (Means et al., 2008; Subotnik et al., 2010)

7. Inclusive STEM Mission: The school’s stated goals are to prepare students for STEM, with emphasis on
recruiting students from underrepresented groups (Means et al, 2008; PCAST, 2010; Scott, 2009, Obama,
2010).

8. Well-Prepared Administrative Structure

9. Supports for Underrepresented Students which include the summer bridge programs, tutoring programs,
extended school day, extended school year to strengthen student transitions to STEM coursework and
careers (Carnegie Corporation, 2009; Lynch, 2000; Means et al., 2008).

10. Integrated, Innovative Technology Use that connects students with information systems, models,
databases, and STEM research; teachers; mentors; and, social networking resources for STEM ideas during
and outside the school day (Means et al., 2008; NRC, 1999, 2009; New Tech High, 2010; Rosenstock, 2008).

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Adapted from the 10 Critical Components for STEM Education (Behrend, Burton, Han, House, Lynch, Ross, Spillane, 2012)

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What are the three areas of major study?

Students can take early college-level coursework in biomedical engineering, mechanical engineering, or computing
sciences