Our School

The Renaissance utilizes the Carnegie “school-within-a-school model” and houses two schools in one facility; the Lower School (Kindergarten-Grade 2) and Upper School (Grades 3-6). BRCPS is autonomous and managed by a Head of School, two School Directors, and an Instructional Leadership Team. All teachers are assigned to one of the two schools and report to the Head of School. The Head of School report to the Superintendent and the Superintendent reports directly to the Board of Trustees.

Ms. Jillian Nesgos, Head of School has been a Renaissance team member for 15 years. Ms. Nesgos began her employment with BRCPS in 1996 as a Lead Teacher and has worked as an Instructional Coach, Principal of Primary House, Lead Principal and Chief Academic Officer. Ms. Nesgos is the recipient of the 2011 Massachusetts Elementary School Principals’ Association (MESPA), Thomas C. Passios Outstanding Principal and National Distinguished Principal Award.

Lower School: An Overview
Director: Ms. Jennifer Bestgen
The Lower School consists of 20 homeroom classes and approximately 468 students Kindergarten through Grade 2. Each grade level has an experienced Lead Teacher (one Lead Teacher for kindergarten) responsible for mentoring newer teachers and monitoring the grade specific instructional program. Our staff is committed to the collection, analysis and implementation of the best, research based instructional strategies for inspiring young minds to reach outstanding achievement. Instruction in all subjects is aligned with the Massachusetts Curriculum Frameworks. Teachers and administrators are actively involved in professional development that supports the delivery of scientifically researched instruction that is assessment driven.

Young children come to school with a wide variety of experiences, which include developmental and cultural differences. The Boston Renaissance Charter Public School’s design for instruction and curriculum reflects and celebrates these diversities.

The goals of the Lower School consist of striving for the full development of every child through a rich, integrated, well-specified academic program in Kindergarten through Grade 2. Our academic program allows for a school design that enables Lower School to set specific goals for literacy and math instruction, namely having students perform at a proficient level in both reading and number fluency by the end of the second grade.

Upper School: An Overview
Director: Mr. Bradley Hendrixson
The Upper School consists of 24 homeroom classes and approximately 576 students in Grades 3-6. Each grade level has an experienced Lead Teacher responsible for mentoring newer teachers and monitoring the grade specific instructional program.

The Upper School maintains a theoretical belief that reading is a complex process heavily involved with writing, listening, and speaking across all content areas. The primary goal in the Upper School is to ensure all students become lifelong learners. It is our belief that students need to learn to think analytically, logically, and creatively. They need to integrate experience, knowledge, and understanding to form reasoned judgments, and to solve problems. Students work both independently and in cooperative teams to achieve this goal.

The academic schedule in the Upper School allows for extended math and reading time using a block a schedule. Upper School students receive 90-120 minutes of mathematics instruction, 90-120 minutes of literacy instruction. All classes have a separate 30-60 minute Writing block and 30 minute Science and/or Social Studies block these subjects are also heavily integrated into the literacy and math blocks. Students also receive instruction in the following specialty areas on a rotating schedule: Dance, Art, Music and Technology.

Student Achievement is honored each trimester with Award Ceremonies. Students are acknowledged for academic excellence, perfect attendance, and leadership skills. Students of the Month are recognized in each homeroom with a monthly celebration. Students of the month are recognized for their consistent school attendance, dedication to their academics, positive behavior, and readiness for learning.

 

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