WETHERSFIELD HIGH SCHOOL NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGES SELF STUDY 2011 ACCREDITATION VISIT NOVEMBER 13-16

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1 WETHERSFIELD HIGH SCHOOL NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGES SELF STUDY 2011 ACCREDITATION VISIT NOVEMBER 13-16

2 2 WETHERSFIELD HIGH SCHOOL SELF STUDY FOR NEW ENGLAND ASSOCIATION OF SCHOOLS & COLLEGES ACCREDITATION VISIT NOVEMBER Co-Chairs Diana DeVivo Mathematics Department John Gallivan Language Arts Department Steering Committee Marisa Betts Science Department Emily Daigle Dean of Students Dan Jensen Mathematics Department Mary Kotak Special Education Department Jen Lindsay Guidance Department Cristina Lopes World Language Department Stephanie McKenna Language Arts Department Jeff Moger Social Studies Department Kim Niemiec Social Studies Department Nithi Rajan Social Studies Department Jeff Roets Language Arts Department Maureen Sweeney Administrative Assistant Nella Szilagyi Media Specialist Lisa Tomaszewicz Special Education Department John Walsh Science Department Kerri Zaleski Social Studies Department

3 3 WETHERSFIELD HIGH SCHOOL ADMINISTRATION Thomas Moore Principal Jill Krieger Assistant Principal Andy Komar Assistant Principal Emily Daigle Dean of Students

4 4 WETHERSFIELD HIGH SCHOOL MISSION STATEMENT Core Values, Beliefs and Learning Expectations The mission of Wethersfield High School is to prepare all students to make a positive and meaningful contribution to society. This effort is made in a safe, healthy and respectful environment conducive to optimal teaching and learning. We are also focused on creating a positive work ethic among students and the development of positive relationships. All staff members and resources at Wethersfield High School are dedicated and committed to student achievement and well-being. Academically, Wethersfield High School students will: Effectively communicate through speaking, writing and electronic communication Demonstrate the ability to access and apply appropriate technologies in educational endeavors Demonstrate creative and effective problem-solving skills Use higher order thinking skills in the analysis of text In terms of Social and Civic Expectations, Wethersfield High School students will: Understand and apply the attributes of being a positive contributor to a team Exhibit respectful and ethical behavior towards self, others and their environment Value, embrace and respect diversity Take responsibility for their own education, citizenship and wellness

5 5 TABLE OF CONTENTS Teaching and Learning Standards Page 1) School and Community Profile 6 2) Core Values, Beliefs and Learning Expectations 12 3) Curriculum 26 4) Instruction 45 5) Assessment of and for Learning 60 Support Standards 6) School Culture and Leadership 80 7) School Resources for Learning 99 8) Community Resources for Learning 122 Instructional Leadership Team Responsibilities 9) Top Ten Strengths ) Two and Five Year Plan for Meeting Needs 149

6 6 WETHERSFIELD HIGH SCHOOL SCHOOL AND COMMUNITY PROFILE Co-Chairs Jennifer Lindsay - Guidance Department Maureen Sweeney Administrative Assistant Committee Members Pat Allen Guidance Department Karl Bayek - Art Department Cynthia Bryan - Guidance Department Sara Coffey Guidance Department Peg Harding Attendance Officer Pam Harrison Guidance Department Junito Mendez School Resource Officer Cindy Pagliarello Secretary Judy Rodd Guidance Department Deborah Schwager Guidance Department Karen Toscano Guidance Department Secretary Coleen Wood - Secretary

7 7 Wethersfield, Connecticut is a thirteen square mile suburban community located directly south of the capital city of Hartford. Settled in 1634, Wethersfield counts itself among the three oldest communities in Connecticut and is bordered on the east by the Connecticut River and on the west and south by the suburban communities of Newington and Rocky Hill. Wethersfield High School occupies 37 acres in a residential area of town. The current high school building was originally constructed in 1953 with a major renovation completed in At 230,000 square feet, the building includes 42 general classrooms, a lecture hall, an auditorium, media center containing 18,000 volumes, and various technology, language, science, business, and computer laboratories, as well as a greenhouse. In addition to a synthetic track and turf field, tennis courts, and other fields, the building also houses an indoor swimming/diving facility. The 2008 population of Wethersfield was reported as 26,888, remaining relatively stable since the 1950s, with 2.4% growth from 1990 to Wethersfield reports a median family income of $67,724 with a per capita income of $28,930 and a poverty level of 4.4% (2000 Census). As with the rest of the state, the town has seen rising unemployment; the rate was reported as 9.1% in August 2010, as compared to the state average of 9.3%. The median selling price of houses in Wethersfield in 2006 was $246,000 compared to the state median of $275,000. The proposed town budget allocates $49,503,063 for education, representing 59.5% of the total. In 2006, 70.7% of the town s tax revenue was spent on the education budget. Per pupil expenditure is $12,209 compared to the state average of $12,805. Wethersfield Public Schools is comprised of five elementary schools, a middle school, and a high school. The elementary schools house students in grades K-6 with enrollment as follows: Emerson-Williams, 446; Highcrest, 410; Hanmer, 383; Charles Wright, 317; and Webb, 407.

8 8 Hanmer and Webb each offer a pre-kindergarten special education program as well. Silas Deane Middle School s student population, grades 7 and 8, is currently 627. Wethersfield High School, with 1190 students, has experienced a 7% enrollment increase over the past five years. Grade nine is the largest class with 313 students, grades ten, eleven, and twelve have 261, 296, and 308 students, respectively. The state s Strategic School Profile indicates a minority population at Wethersfield High School of 22.1%, with a breakdown as follows: American Indian,.2%; Asian American, 3.2%; Black, 6.4%; and Hispanic, 12.3%. Also indicated, 1.9% of students in the district were not fluent in English, and 9.6% of students received special education services. The Wethersfield student population that met the federal income guidelines for free/reduced lunch was 11.9%. Student attendance rate was 94.7% for Teacher attendance rate for was also 94.7%. Dropout rate for was 3.2%. The high school is staffed by 111 certified employees. The leadership team includes four administrators, seven department leaders and one instructional supervisor. Student support professionals include six school counselors, one full- and one part-time school psychologist, one school social worker, a part- time speech pathologist, a transition coordinator, and two school nurses. An additional 42 support personnel include paraprofessionals, tutors, secretaries, security, and custodial staff. Students at Wethersfield High School must earn 22.5 credits for graduation, exceeding the state mandate of 20 credits, and can choose from among thirteen Advanced Placement classes as well as a variety of business and technical education electives. Opportunities for interaction among students and community members are woven into the curriculum; for example, students are required to perform fifteen hours of community service in order to graduate and often choose

9 9 to complete their hours at the local nature center, library, or community center. Wethersfield Studies, a popular senior English elective, takes students on various local field visits, including the Wethersfield Historical Society, to study the literature, history, and art of the community. Students may also choose to participate in Career Shadow Day, a joint program between the high school and local Chamber of Commerce. Other partnerships between students and community businesses include relationships with Coca Cola, True Value, the Nutmeg Credit Union, Hartford Hospital, Hamilton Sundstrand, a division of United Technologies, and the National Aeronautics and Space Administration (NASA). The high school aims to serve the needs of all students with a variety of individualized specialized services. For example, the Capital Region Education Council (CREC), one of six statewide regional educational service centers, occupies classroom space at Wethersfield High School, offering education for hearing impaired students. The English Language Learner (ELL) program provides instruction to students with limited knowledge of the English language. Students with disabilities comprise 7.19% of Wethersfield high school students; instruction is modified to accommodate their educational needs. The Adaptive Living Skills (ALS) program serves intellectually disabled students, and the Alternate Day Program (ADP) assists those students identified as special education students who require an alternate setting/program. The local community center houses the Transition Academy which focuses on vocational and life skills for qualified students ages Wethersfield students take great pride in their athletic teams, music and performing arts departments, and a large number of co-curricular clubs as well. Student achievement is celebrated through a variety of recognition programs. These include the honor roll system,

10 10 Student of the Quarter, Freshman Awards and Breakfast, National Honor Society, Spanish, Italian, and French National Honor Societies, Academic Awards Night, Sports Awards Night, the Chamber of Commerce Art Award, and various banquets and local scholarships, to name just a few. In addition to its program for the hearing impaired, CREC provides educational programs for adults and students at more than 20 schools in a dozen towns, including inter-district magnet schools with specialized areas of focus (global learning, fine and performing arts, math and sciences, etc.). As an alternative to the high school, Wethersfield students may choose to attend one of these schools at no additional cost; CREC also operates Open Choice, which provides opportunities for Hartford students to attend school in suburban districts, including Wethersfield. The state s technical school system and vocational agriculture programs provide other options as well. In addition to Wethersfield s public school system, there are three independent schools within the town: Corpus Christi, a Pre-K-8 parochial school; CREC Soundbridge, a regional education school providing services designed to meet the needs of hearing-impaired children from birth to 21, and Connecticut Children s Medical Center School, a co-ed and nonsectarian school for students grades Several local colleges allow area high school students, including those at Wethersfield High School, to enroll in one tuition-free college course. Tunxis Community College, Capital Community College, St. Joseph College, Trinity College, and the University of Hartford are among the participants. Successful completion of a course results in credit which the student may transfer to another institution upon matriculation. Wethersfield High School also participates in the development of future educators by serving as host to student teachers and interns from local

11 11 colleges including Central Connecticut State University, St. Joseph College, Quinnipiac University, and the University of Connecticut. The Class of 2010 at Wethersfield High School numbered 281 graduates, among whom 89% were accepted to institutions of higher education; 68% to four-year colleges, and 21% to twoyear colleges. An additional 5% chose a technical or business school, and nearly 5% entered the workforce. Less than 1% chose military service. Graduates of Wethersfield High School may choose from a range of higher educational opportunities. These include nearby branches of the state community college system including Manchester Community College, Tunxis Community College, and Capital Community College. Also easily accessible from Wethersfield s convenient location within Hartford County are Trinity College, Goodwin College, the University of Hartford, and St. Joseph College. Opportunities for adult career and technical education include Porter and Chester Institute, Lincoln Technical Institute and New England Technical Institute, as well as schools of cosmetology including Nirvana and the International School of Cosmetology. Adult continuing education is available to town residents and is housed within Wethersfield High School. In all, students may access dozens of colleges, universities, and technical and career institutions within Wethersfield and the immediate environs of Hartford County.

12 12 WETHERSFIELD HIGH SCHOOL CORE VALUES, BELIEFS, AND LEARNING EXPECTATIONS Co-Chairs Stephanie McKenna Language Arts Department Lisa Tomaszewicz Special Education Department Committee Members Diane Adamson Social Studies Department John Campanello Physical Education Department Larry Carrier Technology Education Department Jessica Catalano Physical Education Department Joseph Kess Science Department Kay Long Guidance Department Rich Scoppetto Physical Education Department Tara Tabellione Mathematics

13 13 Wethersfield High School collaborated with faculty, students, and parents to create a mission statement that reflects the core values and beliefs of the school community. The entire faculty was involved in a collaborative effort to determine the most essential requirements needed to best educate Wethersfield students. The faculty, students, and parents participated in surveys, and the staff collaborated during staff meetings, after school, and during Professional Development to develop the mission statement. Wethersfield High School engages in a dynamic, collaborative, and inclusive process informed by current research-based best practices to identify and commit to its core values and beliefs about learning. There are numerous opportunities throughout the school year for staff to collaborate departmentally and with colleagues outside their own departments. Collaboration is an on-going practice that occurs both formally and informally during the course of a school year. The Wethersfield High School staff collaborates formally throughout the school year on days designated for Professional Growth Objectives, departmental meetings, professional development, and collaboration. Informal collaboration is a continuous process that occurs on a daily basis interdepartmentally and at large with the community, including administrators, families, and across the curriculum. General collaboration of faculty includes meetings to discuss instructional practices, curriculum, common assessments, curriculum writing, individual student concerns, and coordination with teachers across disciplines. Teachers develop and share departmental and school-wide rubrics, consult on instructional pace, and the order and inclusion of topics. They also evaluate and share teaching aids and materials, and compare data collection and student work samples. Specialty area teachers, mainstream classroom teachers, ELL teachers, and special education teachers partake in regular on-going collaboration across all disciplines to

14 14 discuss appropriate interventions, modifications, and accommodations for students. The ninthgrade team meets weekly to monitor student progress and provide interventions as needed. Formal collaboration occurs weekly during the Scientific Research-Based Intervention (SRBI) team meetings, where staff and administrators discuss students at risk, and determine what, if any, interventions would benefit these students. Data is collected and shared, which is the basis for the decision-making during this process. Further collaboration includes meetings with coaches to help ensure the success of our student athletes. In addition, teachers meet regularly with paraprofessionals to conference on individual students. Because school counselors are inherent liaisons to the Wethersfield High School community they collaborate with the entire school community both in and out of school on a regular on-going basis to discuss scheduling, credits, placement, the college process, cultural adjustments, grades, etc. Wethersfield faculty and staff communicates with the administration on attendance issues, disciplinary concerns and policies, school-wide testing on a daily basis through an open-door policy with the principal and the assistant principals, and more formally via a faculty senate committee, which is comprised of staff and administrators to discuss concerns of the faculty and staff, or to provide positive feedback regarding things that are working well at Wethersfield High School. Wethersfield High School has challenging and measurable 21st century learning expectations for all students which address academic, social, and civic competencies, and are defined by school wide analytic rubrics that identify targeted high levels of achievement. Wethersfield High School has many graduation requirements which promote the academic, social, and civic skills and knowledge necessary for students to become productive members of

15 15 society once they leave the school. At the start of each school year, students and parents receive the Wethersfield High School Student/Parent Handbook. This handbook explains the academic, social, and civic expectations of Wethersfield High School. Freshmen also receive the Freshmen Student Handbook which helps these children transition from middle school to high school in a way which positively addresses the academic, social, and civic expectations of this school. Athletes are given an Athletic Handbook which also addresses the academic and social expectations of Wethersfield High School s athletes. Biannually, there is a mandatory Parents Night for athletes parents to better understand these expectations. Because of the strong curricula at Wethersfield High School, teachers have created multiple common assessments. These rubrics are accessible to teachers who teach the same class, allowing common assessment and encouraging high achievement. Rubrics may be found within the curriculum, but they are also accessible through the department leaders of the different subject areas. Students have the options and opportunities to take challenging classes at Wethersfield High School. We offer a great variety of honors level and advanced placement level courses. Every year, we have many students who take the AP Tests and perform very well. Annually, Wethersfield High School also provides activities for students to celebrate Constitution Day and learn about the Constitution. Another annual event which freshmen participate in is the community service activity for the required civics course. The civics syllabus provides a rubric for the civic and academic requirements of the freshman community service project. Besides the mandatory civics class, Wethersfield High School also has some popular clubs which promote civic competency; the Key Club and Honor Societies (National Honor Society, Italian Honor Society, and French Honor Society) encourage students to volunteer. The Wethersfield Registrar of Voters annually visits Wethersfield High School in

16 16 May to register students who are eligible to vote. Many Wethersfield High School students also work at the polls on Election Day. Wethersfield High School not only encourages academic and civic competencies, but we also encourage social competencies. The Scientific Research-Based Intervention (SRBI) Team is a proactive group which tries to solve problems among students before they start. SRBI develops strategies to help identified students who are struggling with academic, behavioral, or social expectations. The Peer Mediation Group gives students the opportunity to help each other. The SHAPE class encourages students to analyze and solve their problems. Annually, the freshmen experience the Names Program. This program focuses on bullying and how to prevent and stop it. Every year a group of students organize the Day of Silence to bring attention to bullying issues in schools, as it pertains to the gay, lesbian, and transgendered community. A transition program was implemented in the fall of 2010 that offers job training, coaching and a continuation of appropriate life skills to students who are in the Adaptive Living Skills Program (ALS) at Wethersfield High School. Wethersfield High School s core values, beliefs, and 21st century learning expectations for all students which address academic, social, and civic competencies, and are defined by school wide analytic rubrics that identify targeted high levels of achievement. Wethersfield High School houses numerous programs that support the learning expectations for all students with regard to culture, including the following: a Self-Help and Personal Enrichment (SHAPE) program is designed to assist students who are deemed at-risk, either academically, emotionally, or both. The students meet twice a week with the school social worker in a classroom setting, and students are required to elicit feedback from their classroom teachers on a regular basis. The Alternate Day Program (ADP) is a self-contained alternate setting for students with special needs

17 17 in grades 9-12 who have difficulty achieving success in general education due to social and emotional difficulties. The ultimate goal of ADP is for students to return to the general education environment and/or graduate from Wethersfield High School. The Adaptive Living Skills Program (ALS) is a program that focuses on providing support in the mainstream setting and teaches adaptive living and transition skills. The NAMES Program was developed to prevent and combat bullying. It is a full day freshman activity designed to focus on diversity, acceptance of peers, and the potential consequences of bullying. Upper classmen participate as panelists and present skits, which become the subsequent focus of small group discussions. Peer Mediation is run by students with the help of adult advisors. Students partake in training sessions that aid them in helping other students with conflict resolution. The Grade Nine Team is comprised of a group of teachers and an administrator predominantly involved with ninth grade students. The focus is on transition to the high school and freshmen are monitored during their first year at the high school to ensure academic and social success. Wethersfield High School has a full time School Resource Officer who assists in school security, develops positive relationships with students by availing himself as a mentor and support system to many students. For the past two years Wethersfield High School has had a Dean of Students, who works collaboratively with students, staff, administration and the community to improve student achievement, the culture, and the school climate. A variety of school groups perform volunteer and community services throughout the school community. The Key Club, is a group of students who volunteer in our community; volunteers for Habitat for Humanity contribute time and labor twice a year in surrounding communities; these are just a few of the many examples of organizations housed at Wethersfield High School

18 18 that participate in community service. Finally, at the request of Wethersfield teachers, the Registrar of Voters visits the high school bi-annually to register new voters. With regard to curriculum, Wethersfield High School utilizes TechPathways, a curriculum mapping and writing program accessible to all teachers and administrators. Teachers across all disciplines have begun writing their curriculum into this program. Developmental Guidance has been in practice for many years; school counselors develop lessons that are implemented in sophomore and junior classrooms. Wethersfield High School offers a plethora of evolving, updated instructional resources available to the students. One such program is Partners Advancing Literary Skills (PALS), which provides students the opportunity to enhance their own literacy skills as they apply what they have learned by creating lessons for elementary students. The Academic Literacy /Numeracy Class has been designed to assist students in world history, civics, and mathematics. The Media Center continuously provides updated on-line resources to students and staff members that are accessible from home and school. Here is just a sample of these tools: Marshall Cavendish Databases, a selection of reference works on science, health, societal issues, literature and world cultures; Grolier Online--a collection of subscription encyclopedia with links to relevant articles and websites; Sharpe References; and an E-version of Social Issues in America-EBSCO. There are many other resources for students, staff and parent, such as the Science Reference Center, History Reference Center, Points of View, Psychology and Behavioral Sciences Collection. Wethersfield High School teachers collaborate to provide students with common assessments across subject areas. The English 9 Honors Humanities classes use several common

19 19 assessments. The sophomore level 2 English classes use a common midterm exam. Earth Science students take a common pretest and similar final exams. Biology teachers use a common final exam in each level. All level 1 students in chemistry take nearly identical midterms. All physics classes take the same final exam, which is being rewritten for the school year. In mathematics, there is a common midterm and final examination. Students have nearly identical assessment activities in Foundations of Technology. With regard to physical education, common assessments are used across grade 9 health via the Freshman Experience, and all sophomores partake in the Connecticut State Fitness Assessment every year. Wethersfield High School regularly reviews and revises its core values, beliefs, and 21st century learning expectations based on research, multiple data sources, as well as district and school community priorities. Periodically reviewing, revising, and updating is a common event for Wethersfield High School. Yearly revision of the Student/Parent Handbook, Teacher Handbook, Student Athletic Handbook, Freshmen Handbook, and Grade 9 Study Skills packet helps Wethersfield High School community regularly keep focused on its core values, beliefs, and expectations. These revisions are based on student performance, teacher surveys, and other data sources. The Student/Parent Handbook is revised in late spring/summer by the administration team and secretaries based on changing demands, population, and needs. It is then sent to Central Office for revision/approval. The Student/Parent Handbook is distributed to each family and faculty member for reference. The Athletic Handbook is a publication which addresses expectations of student athletes; polices are outlined and emphasized. There is a mandatory Athletic Parent Night for all athletes and parents in fall and winter seasons. Expectations for sportsmanship, crowd behavior, and parents roles in supporting their student/athlete during the season are addressed. Because of periodic review of values and

20 20 learning expectations, athletic eligibility rules were changed to encourage stronger academic performance among athletes as their academic success is a priority to their lifetime success. Because freshman year is so pivotal to success in high school, we have developed a grade 9 Team that meets twice a week to discuss activities and strategies for students in addition to identifying students who are struggling and working with them to attain success. The team is made up of freshmen teachers from across the disciplines including representatives from special education, guidance, mental health, administration and nurses. Initiatives that have come out of this are: Bridge Program Part I Junior students are trained to present a program in all classes based on FAQ s determined by 8th grade students Bridge Program Part II a two-phase process designed to prepare incoming freshmen for the realities of their transition to Wethersfield High School Eighth Grade Transition Academy Summer school program for students Informal please watch list from the Eighth Grade Team to the Ninth Grade Team In September, we host a parents night for all parents of freshmen and new students Ninth Grade study skills packet developed with input from all departments and includes subject-specific study strategies Freshman handbook Freshman Experience (specific lessons taught within the Health curriculum by guest presenters) The annual Incoming Grade 9 Parents Night informs parents of the values, beliefs, and expectations of Wethersfield High School. This also is communicated to the students at the annual June Bridge Program. Phase one of the Bridge Program takes place at Silas Deane Middle School where eighth grade students hear current juniors respond to questions about high school life that previous eighth grade students have submitted. These juniors have been pretrained; they will serve as the eighth grade students group guides during phase two when the incoming freshmen tour Wethersfield High School one week later. Phase two incorporates a

21 21 meeting with an administrator during which the values, beliefs, and mission of Wethersfield High School are explained to students. The values, beliefs, and mission of Wethersfield High School are reflected in our academic, social, and civic expectations and for growth and achievement of students. The incoming freshmen also obtain information about sports and clubs that are offered for extracurricular growth. Parents Night for athletes parents also expresses the expectations for student athletes. Throughout the school year, Wethersfield High School continues this encouragement through the Freshmen Experience, a part of the Freshmen Health Class. Because this is done in grade 9, it will follow them throughout their four years of high school. Freshmen have had the opportunity to view the film Remember the Titans as a class. They then participate in a lesson on values and beliefs reflective of the film and of Wethersfield High School. The Names Program (anti-bullying assembly) also encourages freshmen to display the expected values of Wethersfield High School. While freshmen are engaged in this lesson on values and beliefs, sophomores take the PSATs. This test helps students see 21st century expectations. The results of the PSATs also help teachers in planning their lessons. The test results can be found on TechPaths. This program, accessible to all teachers, also contains scoring information for many other school-wide tests: CAPT, CMT, DRP, etc. Standardized test scores are all available on TechPaths. This allows teachers to make decisions on best practice based on the composition of their classes. It includes test results from the elementary level. Individual departments have policies concerning the preparation that students should have for CAPT during the classroom experience. This is revised yearly based on success of the previous year. A co-teaching model has been incorporated for students who are most at risk and/or to ensure success in the mainstream classroom. Professional development was offered for teachers who wished instruction for best practices on

22 22 implementation. District and school priorities assist in the choice of Professional Development activities. Professional Development is continuously being revised and updated, also. We explore and implement options regarding schedule, curriculum writing, and best practice as research supports ideas to better prepare our students. Recently, there has been training in Differentiated Instruction to help with the Academic Literacy and Scientific Numeracy classes. Teachers have also had the opportunity to experience professional development in co-teaching. These professional development activities allow Wethersfield High School to promote 21 st century learning. The Junior Review is an important part of students transition towards graduation. Junior year is the time when upperclassmen and their families officially start the post-secondary planning process. Students explore the options of different careers, colleges, trade or technical schools, military, etc. From February through May of the junior year, parents and students meet with school counselors to explore these options. Beginning in grade seven, students learn how to use the online search engine, Naviance, which is paid for by the district. The Naviance program allows students to begin exploring post-graduate options in their junior year, even as early as grade 8. This program gives students direct data about their interests and goals, including a learning style inventory, career interest inventory, college search, salaries, and much more.

23 23 Executive Summary Wethersfield High School engages in a dynamic, collaborative, and inclusive process informed by current research-based practices to identify and commit to its core values and beliefs about curriculum and learning. Wethersfield High School has challenging and measurable 21 st century learning expectations for all students, which address academic, social, and civic competencies, as indicated by its Mission Statement and Core Beliefs. Wethersfield High School has rigorous graduation requirements which promote the skills and knowledge necessary for students to become productive members of society once they leave the school. Wethersfield High School faculty and staff are committed to teaching challenging and measurable 21 st century learning expectations. These academic, social, and civic expectations are measured through rubrics found in each department. Assessment, curriculum revision, and school culture reflect the core values, beliefs, and 21 st century learning expectations of Wethersfield High School. Wethersfield High School judges its adherence to the Standard on Core Values, Beliefs, and Learning Expectations as exemplary.

24 24 Strengths The mission statement reflects, recognizes, and supports the core values and beliefs of the community with a focus on 21st century learning expectations. The mission statement was created with the help of the entire faculty who collaborated within and across disciplines and completed written surveys. The mission statement is communicated effectively to students through handbooks and to parents at Parents Night. Core values and beliefs are reflected in the mandated community service for grade nine students, education about diversity and bullying, and an emphasis on student and faculty volunteerism. Data sources and SRBI practices are used to identify and intervene with students at risk; faculty and staff collect and share data through grade 9 team, PGO s, Dept. meetings, PD days. The establishment of a number of processes to ensure the core values and beliefs drive curriculum, instruction, and assessment, e.g. ease 8th grade students transition to high school through freshmen experience, Grade 9 team, Junior Review, and Naviance. Needs Develop cross-curricular and/or general collaboration in teaching as a part of a coherent school policy or curriculum Increase PD to inform staff of research-based practices Provide time for collaboration

25 25 Committee Meeting Dates March 24, 2010 April 1, 2010 September 21, 2010 October 19, 2010 November 16, 2010 November 30, 2010 December 21, 2010 January 25, 2011 February 16, 2011 March 16, 2011 March 29, 2011 April 13, 2011 April 26, 2011 May 24, 2011

26 26 WETHERSFIELD HIGH SCHOOL CURRICULUM Co-Chairs Jeff Moger Social Studies Department John Walsh Science Department Committee Members Cara Alexopoulos Science Department Anne Barton World Language Department Stephen Carr Social Studies Department Karen Colangelo Mathematics Department Andrea Haas Art Department Andy Komar Assistant Principal Alison Loiseau Science Department Matthew Mangino World Language Department Susan Wachtelhausen Language Arts Department

27 27 The Wethersfield High School curriculum is designed to ensure that all students practice and achieve each of the school s 21 st century learning expectations. The curriculum is designed so that all students participate in a range of experiences that allow them to meet all eight of the school s academic, social and civic expectations. For example, regardless of a student s course of study, upon graduation a student will be able to effectively communicate through speaking, writing and electronic communication. In addition, all curricula identify state content standards which reflect the 21 st Century Learning Expectations; however, the school has not identified specific content areas primarily and secondarily responsible for teaching each of the 21 st Century Learning Expectations. Additionally, curriculum documents are driven by essential questions and enduring understandings that promote a student s development of creative and effective problem-solving skills and the use of higher order thinking skills. Decisions to add or delete courses from the curriculum are made by the Administrative Team using a variety of factors which include equity of course offerings, number of students enrolled, and the need for differentiation of instruction. They also take into consideration a course s adherence to the school s 21 st Century Learning Expectations. Currently, curriculum documents do not formally indicate where specific 21 st Century Learning Expectations are addressed; however, these curriculum documents are aligned with Connecticut State Content Standards which are related to our school s learning expectations. The curriculum is being rewritten in a common format that includes units of study with essential questions, concepts, content, and skills; the school s 21 st century learning expectations; instructional strategies; and assessment practices that include the use of school-wide analytic and course-specific rubrics. The process of substantial curriculum revision is ongoing in this district. Curricula are written in the Understanding by Design model. With the use of this tool, curricula

28 28 are more uniform in their format and have become accessible to all teachers across the district. The template includes the following: Enduring Understandings, Essential Questions, Objectives, Instructional Support Materials, Suggested Instructional Strategies, and Suggested Assessment Strategies. Departments are in the process of identifying the school s 21 st Century Learning Expectations within the various curriculum guides. The documents will be updated with language regarding analytic and school wide rubrics. Some curricula include course-specific rubrics and instructional strategies. Existing curriculum documents use a common format to illustrate the essential questions, concepts, content, and skills in the units of study within most courses. Curriculum design is driven by the 21 st Century Learning Expectations but is not directly delineated within the template. Most courses require students to effectively communicate through speaking, writing, and electronic communication, apply appropriate technologies, and demonstrate and use problem solving and higher order thinking skills. Some courses such as civics, environmental issues and Partners Advancing Literacy Skills (PALS), address the civic and social expectations such as being a positive contributor to a team and valuing, embracing, and respecting diversity. Some courses include common lessons and assessments, particularly those that have department wide mid-term and final exams. The curriculum to varying degrees emphasizes depth of understanding and application of knowledge through inquiry and problem solving, higher order thinking, cross disciplinary learning, authentic learning opportunities both in and out of school, and informed and ethical use of technology. Wethersfield High School has the aforementioned components highlighted by the enduring understandings, essential questions, skills and standards included across all subjects in the curriculum.

29 29 Cross disciplinary learning has been included in previous professional growth objectives. Teachers are able to collaborate after school, during professional development, and during the school day for some courses. Cross disciplinary learning is represented in the humanities courses (English 9 honors & civics/history 9 honors). Teachers implement lessons that link together history and English class for humanities students. Within the math and sciences, physics and pre-calculus have created common graphic organizers for students to utilize. Authentic learning both in and out of school is emphasized throughout the curriculum; however, a desire for an increased effort in this type of learning was ascertained from faculty surveys. Within the English curriculum, authentic learning experiences include writing personalized pieces and student revision of their own work. The department also does its best to bring students on field trips to see plays and visit museums. Family and consumer sciences include studying examples of interior design involving what to look for in purchasing furniture, practicing the process of finding an apartment to rent, designing an apartment on a limited budget, reviewing child development/parenting skills to use now when babysitting or watching younger family members. Baby Think It Over is also employed to practice the responsibilities and commitment of parenting. In Spanish IV teachers try to organize one trip a year to see authentic flamenco dancing and try Spanish tapas and food to accent the cultural component of the curriculum. In Spanish II the students and teachers make a Mexican recipe in class that also relates to the cultural curriculum. In addition, the pre-calculus course includes a trip to Lake Compounce during which students study tides, waves, and the trigonometry of rides at Lake Compounce. Inquiry, problem-solving and higher order thinking are increasingly being emphasized as a part of the district s commitment to high expectations of learning. A random sampling of the

30 30 curriculum across Wethersfield High School provided an abundance of essential questions that emphasize inquiry and problem solving. Some examples are the English grade 10 essential question, Why must effective writing incorporate organization, elaboration and fluency?, the jazz lab essential question, What is the cultural and historical significance of improvised music?, and the sociology essential question, Is heredity more important than the environment (Nature v. Nurture)? Examples from the curriculum on problem solving include the essential skills from Robotics Engineering Students will define a problem, brainstorm possible solutions, draw sketches, create a model, test a model and make changes to improve the model ; from drama Students will combine vocal and physical skills to create a fully realized character, from AP art, Students will make choices about theme concept, media technique, etc. when creating their portfolios and from Italian, Use the future tense to express probability and conjecture in present tense. Cooperative learning opportunities not only support the pillars of higher order thinking, problem solving, and inquiry but also correspond with social and civic learning expectations of the district. Several examples from the curriculum include social studies, science, family and consumer sciences, and mathematics. The social studies department uses group projects because the technique teaches students to communicate effectively, solve problems, and work on higher order thinking skills. For freshmen, sophomores, and juniors, there is at least one common assessment group project per year, while the other group/cooperative lessons are by teacher choice. Science lab courses use cooperative learning through activities on a weekly basis. Students are occasionally grouped for activities for non-formal labs as well, but these are by teacher choice and not part of the formal curriculum. Science teachers believe this group work is beneficial to the experience of learning. Within the family and consumer sciences, students are

31 31 grouped all of the time. The students are required to work in groups in order to cook. They discuss teamwork, and they are graded on a rubric on how well they complete things together, solve problems, and discussing issues. Along with this they each get an individual grade. Students each have an individual job that rotates within their group assignments. Math teachers have increasingly emphasized cooperative learning groups, stating they have noticed students are more apt to complete work when sitting with another person, able to compare answers or talk to each other through specific problems. It also enables students to discuss material and ask for help in a less formal setting. They believe such collaborative work has enabled students to improve their depth of understanding and knowledge in a positive way and maintain collaborative practice as a goal. In consideration of improving the 21st century skills, increasing the level of technology use and training has become a curriculum-based goal. In order to use technology in school, an ethical electronics use form has been instituted and will continue to be used. Up to date technology and resources are a desired addition to Wethersfield High School to enhance the delivery of curriculum. Every classroom has at least one computer for the teacher and all teachers have access to projectors; however, there are not enough computer labs to accommodate the needs of all students in the school, and there are a minimal number of smart boards available to teachers and students alike. The school has adopted several strategies to ensure clear alignment between the written and taught curriculum, resulting in a growing level of alignment, but this is an area that requires constant monitoring. All curriculum documents identify the relevant learning expectations through objectives, essential questions, and the school s core values and beliefs on learning.

32 32 Such core values and beliefs are specifically related to academic as well as social and civic expectations. Prior to formal classroom observations, teachers meet with their respective evaluator during a preconference and identify the expectations and objectives on which that lesson is focused. The evaluator or any given classroom participant should be able to identify skills and concepts related to each lesson s objectives and thus specifically answer each unit s essential questions. Overall, the school is working to achieve common assessments within all departments through projects and/or exams. For example, in the Social Studies department, in all commonly taught courses, such as International Studies, all students participate in a Middle East Peace Conference project. Additionally, some departments, such as the math department, have common final exams, while other departments, such as the world language department, have portions of the final exam in common. Some departments have a combination of common midterms and rubrics. By giving common final exams, we are able to better assess the connection between the written and taught curriculum. Although teachers in some departments, e.g., the English department, can exercise latitude in assigning readings from a range of offerings, all essential questions, concepts, content, and skills must be taught. Teachers in sequential courses, e.g. math, modern language, and science courses, meet informally throughout the given school year to ensure consistent and timely coverage of concepts and content. Specifically in the state of Connecticut, it is a requirement that all tenth grade students be assessed through a reading, writing, math and science performance test known as the Connecticut Academic Performance Test (CAPT). Wethersfield High School s math, science,

33 33 social studies, world language, and English departments prepare students in ninth and tenth grade for the CAPT by administering practice questions. Effective curricular coordination and vertical articulation exist between and among all academic areas within the school as well as with sending schools in the district. Curricular coordination at Wethersfield High School occurs on both formal and informal levels. Though limited, there are interdisciplinary links within various courses. For example, 11 th grade students study American literature and American history concurrently, and there exists a similar arrangement at the 9 th grade level as well. On an informal level, interdisciplinary instructional practices are evident between many academic areas and among teachers. Evidence supports the idea that professional development days have been used to enhance collaboration among teachers of similar disciplines. The focus of the annual Professional Growth Objectives for teachers has also included the integration of interdisciplinary goals with an emphasis on literacy. Wethersfield High School provides individual departments time for common collaboration. The school year began the implementation of collaboration between teachers on a monthly basis. Teachers meet immediately after the school day to discuss common assessments, curriculum coordination, and to share concerns and strategies for instruction. This is a formalization of what has been occurring on a teacher to teacher level at Wethersfield High for a long time. The 9 th grade team, composed of 9 th grade teachers, social workers and an administrator, meets bi-weekly to help facilitate student transition to the high school and to discuss and implement intervention strategies to enhance student achievement. In addition to collaboration meetings, department meetings are held on a monthly basis. The meetings cover a variety of topics many of which are administrative in nature. Collaboration does occur at these meetings as issues arise depending on the department. Instructional leaders

34 34 take advantage of these meetings to communicate relevant information regarding topics such as CAPT and the vertical integration of the curriculum; furthermore, there is a monthly faculty meeting allowing the administration and teachers to discuss school and district-wide initiatives. Other communiqué are handled through the use of the district system. Vertical articulation exists at Wethersfield High School. The primary example of vertical articulation occurs during discussions between some of the teachers from Wethersfield High School and the sending schools. These meetings cover the topics of curriculum coordination and alignment. On occasion these conversations happen during professional development days. Members of the staff at Wethersfield High meet with staff from the sending schools to discuss curriculum expectations and placement of individual students. This communication is another opportunity to develop vertical articulation between the two schools at the teacher to teacher level. Finally there exist curriculum maps for each content area covered in Wethersfield Public Schools. These maps are a tool to guide instruction at both the high school and the sending school. Staffing levels, instructional materials, technology, equipment, supplies, facilities and the resources of the library/ media center are sufficient to fully implement the curriculum including the co-curricular programs and other learning opportunities. A majority of faculty members agree that staffing levels at Wethersfield High School are sufficient. Class sizes have slightly fluctuated in recent years; however, class size ranges and averages have consistently remained at acceptable levels. In a random selection of courses, the average class size in Art-1 is 17.7, the average class size in Civics-1 is 23.8, the average class size in English 11-H is 28.7, the average class size in Biology-2 is 20.6 and the average class size in Algebra I-2 is The business department expressed concerns regarding the elimination of courses due to insufficient