HUNTERDON CENTRAL REGIONAL HIGH SCHOOL DISTRICT

HUNTERDON CENTRAL
REGIONAL HIGH SCHOOL
DISTRICT
ANNUAL REPORT
of the
SUPERINTENDENT
SCHOOL YEAR 2010 – 2011
Respectfully submitted by:
Dr. Lisa A. Brady

SUPERINTENDENT’S REPORT 2010 – 2011
Curriculum
Athletics
Broadcasting Technology
Business Education
Counseling Services
Design and Applied Technology
English
English as a Second Language
Family and Consumer Science
Fine Arts
Health and Physical Education
Instructional Media Center
Mathematics
Science
Social Studies
Special Services
World Language
Information Systems
Student Enrollment
Enrollment
Professional Development
Human Resources
ETTC/Academy
Grants
Random Drug Testing
Nursing Services Plan
Annual Insurance Report
HCTV
Transportation
Student Activities
SBAT
School Report Card
Facilities
2

CURRICULUM
3

ATHLETICS
Program Highlights
Hunterdon Central Regional High School is a member of the NJSIAA, the Skyland Conference, the
Hunterdon/Warren/Sussex County Athletic Association, Central Jersey Girls’ Golf League and the Mid-State
Football Conference.
NJSIAA State and Tournament of Champions
Golf (B), Cheerleading, Fencing Squad Foil (B), Softball
NJSIAA Tournament of Champions Participants
Gymnastics, Golf (B)
NJSIAA State Team Championships/Runner-up
Golf (G), Lacrosse (B), Soccer (B), Football, Bowling (B)
Sectional Championships/Runner-up
Champions: Golf (B), Wrestling, Softball
Runner-up: Gymnastics. Cross Country (G)
District Championships
Skyland Conference Champions - Delaware Division
Football, Softball, Golf (B), Volleyball (G), Cheerleading, Fencing (B), Winter Track (G)
Hunterdon/Warren/Sussex Champions
Golf (B), Lacrosse (B), Softball, Swimming (B/G), Volleyball (G), Cheerleading, Golf (G), Tennis (B),
Soccer (B), Tennis (G), Bowling (B)
4

The Athletic Department consists of 33 sports: 16 male, 17 female.
Fall (Boys’) - 3 Fall (Girls’) - 7
l. Football 4. Soccer
2. Soccer 5. Cross Country
3. Cross Country 6. Gymnastics
7. Cheerleading
8. Field Hockey
9. Tennis
10. Volleyball
Winter (Boys’) - 6 Winter (Girls’) - 5
11. Basketball 18. Basketball
12. Wrestling 19. Cheerleading
13. Winter Track 20. Winter Track
14. Swimming 21. Swimming
15. Bowling 22. Bowling
16. Fencing 23. Fencing
17. Ice Hockey
Spring (Boys’) - 6 Spring (Girls’) - 4
24. Baseball 30. Softball
25. Track 31. Track
26. Tennis 32. Lacrosse
27. Lacrosse 33. Golf
28. Volleyball 29. Golf
5

We compete on three levels (Varsity, JV and Freshman) in the following sports:
Football, Soccer (B/G), Field Hockey, Basketball (B/G), Baseball, Softball, Fencing (B/G),
Lacrosse (B/G), Volleyball (G)
We compete on two levels (Varsity and JV) in the follow sports:
Gymnastics (G), Tennis (B/G), Wrestling, Volleyball (B), Cheerleading, Ice Hockey
We compete on one level (Varsity) in the following sports:
Swimming (B/G), Winter Track (B/G), Golf (B/G), Cross Country (B/G), Track & Field (B/G), Bowling
(B/G)
6

SPORTS PARTICIPATION – 2010-2011
No. of Students on Eligibility
List
No. of Students Completing
Season
FALL SPORTS
Cross Country (B) 95 72
Cross Country (G) 46 29
Field Hockey 69
54
Football
Gymnastics (G)
163
17
130
17
Soccer (B) 123 91
Soccer (G)
109
90
Tennis (G)
Volleyball (G)
Cheerleading
28
65
57
24
37
57
Season Totals 772 601
WINTER SPORTS
Basketball (B) 67 39
Basketball (G) 44 38
Bowling (B) 13 11
Bowling (G) 8 8
Cheerleading 54 50
Fencing (B) 30 25
Fencing (G) 22 17
Ice Hockey 29 21
Swimming (B) 27 22
Swimming (G) 27 25
Winter Track (B) 105 90
Winter Track (G) 62 54
Wrestling 61 51
Season Totals
549 451
7

SPRING SPORTS
Baseball 96 72
Golf (B) 19 12
Golf (G) 17 14
Lacrosse (B) 81 76
Lacrosse (G) 62 59
Softball 63 45
Tennis (B) 35 24
Track (B) 195 118
Track (G) 120 105
Volleyball (B) 46 26
Season Totals 734 551
TOTALS 2055 1603
Using the method of counting a student’s participation one time, no matter how many sports they participated
in, totals by class, would be:
Seniors 211
Juniors 248
Sophomores 315
Freshman 354
8

Participation By Grade
No. of Sports Seniors Juniors Sophomores Freshmen TOTALS
3 10 15 27 33 85
2 38 65 78 124 305
1 164 162 211 201 738
Participation Totals
3 Sports 85 x 3 255
2 Sports 305x 2 610
1 Sport 738 x 1 738
Total 1603
9

Staff Development
The Athletic Department consists of 92 positions, held by 65 different coaches. The department also contains
two full-time trainers and one weight room supervisor.
Pending Board approval, this summer, all coaching positions have been filled for the 2010-2011 school year
except for:
Head Coaches:
Volleyball (B/G)
Assistants in:
We are currently working on finding replacements.
Fencing (B/G), Track & Field (B/G), Soccer (G), Volleyball (G/B), Football,
Tennis (G), Basketball (G), Wrestling, Winter Track (B/G), Softball
Staff - Special Recognition
Following is a listing of active coaches who belong to the Century Club (starting at l00 Wins):
Coach Sport Years Record 09-10
Pete Fick Softball 36 668-225-1
Larry Ries Golf 30 467-105-1
LudwikLubaszka Cross Country (B) 40 337-80-2
LudwikLubaszka Cross Country (G) 40 256-63-0
Brian Glennon Basketball (B) 24 299-250-0
Steve Gibble Wrestling 19 290-100-0
Mary Beth Driscoll Lacrosse (G) 17 183-91-4
Amy Cooke Basketball (G) 9 157-71-0
Jennifer Sponzo Field Hockey 11 180-70-15
Mike Raymond Baseball 10 204-72-0
Ken Garay Tennis (B) 11 118-110-0
Larry Ries was selected by the National High School Coaches Association (NHSCA) as the
National High School Boys’ Golf Coach of the Year for 2011.
Larry Ries was selected by the National Federation of High School Sports as National Boys’
Golf Coach of the year.
Eric Wasserman was selected by the Star Ledger for the Boys’ Bowling Coach of the Year.
Anson Smith was named NJ Soccer Coaches Association Boys’ Soccer Coach of the Year.
10

Students - Special Recognition – Champions
Updated throughout the year on the Athletic Department’s webpage.
Athletic Department Accomplishments
The Athletic Department has implemented the new scheduling program,RSchool. The 2010-2011 Sports
Schedules are being put in place through RSchool. Athletic schedules are set with the exception of scrimmages
and independent games being contracted for all sports.
The Athletic Department/NJSIAA start dates for next year will be August 11 th for Football, and August 15 th for
all other sports.
Recommendations for the 2010-11 School Year:
Improvement and upgrading of the following athletic facilities:
• Scorer’s table refurbished
• Sodding fields around goal mouths
• Gear Boss Storage - Field House 3 rd Phase (5 boxes) - Summer
• Replacement of Gymnastics Floor Exercise Apparatus
• Replacement of scoreboard for Baseball and Field Hockey Field
Major Objectives for the Coming Year:
• Continual refinement of Athletic Moodle site for the electronic Coach’s Handbook, Pre-Season,
Post-Season Packets, and various athletic information
• Coach’s electronic evaluation form refinement
• New scheduling software RSchool
• Transfer of Schedule Star information to RSchool
• Reduction of Trips/Costs where feasible
• One form signature of all athletic forms
11

BROADCASTING TECHNOLOGY
Curricular Highlights
John began using the UbD template in the TV1 course. One unit is complete and another in the works. New
material has been added to the course regarding digital video.
There were many curricular highlights added to the Radio II class this year. Voicetracking, the recoding of a
radio show before it airs, was undertaken by all my Radio II students each week, as they researched and then
prerecorded a Top 9 at 9 radio show, or the Country 101 show.
“Eye on Hunterdon” was a final project of sorts for the first quarter of the Radio II class. The students worked
in teams to research, contact, interview, and edit a 10-minute radio show showcasing the people and
organizations having a positive effect on Hunterdon County. The results of the students work has been airing
on WCVH every Saturday morning.
Website Design was another Radio II highlight. The class was shown two different website design sites,
designed to create new websites, and each student was asked to create a website for a fake radio station. Instead
of just comparing and contrasting real radio station websites and then having students discuss what they would
if asked to create a website, the Radio II class actually created their own website. The results were quite
impressive.
New Programs
We have begun using 100% digital, widescreen cameras in all of our work, resulting in a savings by not having
to purchase raw tape stock. The editing computers have all been upgraded and students are now using Adobe
Creative Suite 3. Plans have been finalized for the upgrades to the Communications Building and the TV
Studio equipment.
Both radio highlights listed above could be considered program highlights as both the Voicetracking and “Eye
on Hunterdon” work had a positive effect on the station, and the students’ understanding of broadcast media.
Instituting new radio shows, including a country spotlight show, a request show, a new music show, live instudio
music shows, live broadcasts (both the Soup Cook-Off and the Amnesty Concert series), a Friday night
Countdown, Alternative Central and Country 101 all provided students with the opportunity to see different
types of radio shows available to them, and provided them all with different experiences. From Voicetracking
and researching, to setting up live equipment and mixing, as well as honing interviewing skills, the students
who ran the different radio shows received real experience of what it is like in a professional radio studio rather
than just sitting in the studio introducing songs. Effort was given to attempt to make sure each radio show had a
special theme.
We had new sports broadcasters, broadcasting football and basketball and, for the first time since I have been
here, baseball. Student broadcasters received experience calling real sporting events (and for the six students
we took to the State championship football game – what it is like in a real college broadcasting booth with stat
equipment, etc.).
12

The creation of a station e-mail and texting number specifically for WCVH lent credibility to the station and
excited the kids. It also made the request show possible.
Staff Development
John Anastasio:
• Continued his research in the fields of television and motion picture technology, particularly in the areas
of new camera advancements and 3-D displays.
• Completed all of the staff training sessions in Project-Based Learning held during the school year.
Jeff Lazovick:
• Attended a non-commercial radio station conference for two days in May, taking a lot of great bits of
information away that will benefit not only my classes, but the station.
• Attended ETTC classes and professional development seminars on UBd, 21 st Century learning and
modifying lessons to different learning styles.
• Observed John Anastasio’s TV class to get a better understanding of the TV 1 course.
• The station installed new automation software over the summer. He helped with the install and received
two days of virtual training.
Staff - Special Recognition
John Anastasio:
• Elected as the President of the Glendale Civic Association in Ewing Township.
• Continues to serve on the HCEA Representative Council and is also on the Board of Directors of The
College of New Jersey Alumni Association.
• Associate member of the Society of Motion Picture and Television Engineers, and the Audio
Engineering Society.
• Other memberships include Phi Delta Kappa and the American Society for Curriculum Development.
• He worked cooperatively with faculty member Jim Duffy this year to produce the sets for all of the
school drama and musical productions.
Jeff Lazovick:
• WCVH hosted numerous Cub Scout and Tiger troops in studio again this year.
• In response to the requests we received from the community members who visit our station, and the
opportunities afforded by the new Summer Academy, a class DJ for a Day to help get future Central
students excited about the radio courses, and excited about the possibility of a career in broadcasting has
been proposed.
Students - Special Recognition
As a result of the work done by Joe Gherardi in our video program and on his independent study, he has been
accepted into the Film program by the School for the Visual Arts in New York City.
13

Colin Garland's outstanding videos and independent study work helped to get him accepted into the NYU Film
School.
Evan Moore, who served as a Radio Production Manager for his independent study, created incredible
production pieces that we will use for many years to come. His devotion and enjoyment in creating these pieces
is evident in their final versions.
Tim Rehl, Brian Zelkovsky, Alyssa Dewolfe and Josh Hersch were allowed to continue their radio show all
year long after asking if they could continue their show between the first and second semester. They did not
receive credit for their work, but knew they wanted to have a radio show while enrolled in both Radio I & II,
and agreed to work between semesters without receiving credit. Their shows helped give a live presence to the
station when we usually would have none. Tim Rehl has asked to continue his show over the summer.
14

BUSINESS EDUCATION
Curricular Highlights
The Exploring Careers & College Options classes hosted the following guest speakers:
• Jennifer Horton, Lincoln Technical Institute: (Options for the Future)
• Helene Heintzelman, The Art Institute: (Options in the Arts - It’s not just drawing)
• Karen Halliburton, DeVry University (Careers Inc.): Each student received a PDA to interact with the
presentation and get a glimpse of their future. Careers Inc. emphasizes post-secondary education and
challenges students to turn their passion into their career path by thinking about where their strengths
and interests lie. The workshop provided opportunities for collaboration and competition among
students as they learn how their passions, personalities and skills can lead to rewarding careers in almost
any industry.
Students in the Exploring Careers & College Options participated in individual mock interviews in order to give
each student a better understanding of the interview process. Interviews were conducted by: Thomas Elliott,
(New Jersey Department of Labor), Michele Coneys, Robert DeVoto and Sage Grumbach (Sage Marketing
LLC)
Criminal Law: was visited by several guest speakers this year including a police officer, lawyer/county
prosecutor and judge.
Advanced Web: was visited by a web designer (freelance) and technician, and a corporate web designer to
discuss careers in available using web design skills.
Essentials utilized in-house members Tim Klein and Debi Macdonald as a resource for tech-development
topics.
Curriculum was written for the new Personal Finance course, the Board of Education approved course to meet
the new graduation requirement. The course was designed to meet all of the standards of the State mandate. At
the conclusion of the initial year, refinements will be made based on student feedback and achievement.
Students in the Leadership & Philanthropy raised $1,800 for IHN and $600 for SAFE in Hunterdon.
A parent that was having difficulty extracting the information they wanted from a spreadsheet appreciated that
her son showed her how to filter for the desired information. The parent said that had saved her so many hours
of work and her son said he learned how to do that in Computer Applications.
Another parent shared that her child used some of the leadership strategies from the Peer Leadership class with
her sports team.
Introduction to HTML & Web Design students learn the basics of web design. They create websites using
HTML coding and Microsoft FrontPage. Students create a final project which is a website all about them and
publish it (in a safe manner) to the World Wide Web for friends and family to view! Students show a great deal
of excitement over getting to show their hard work on this project to their friends and family.
Digital Multimedia Design students learn how to create a variety of multimedia, such as flyers and newsletters.
They also learn image editing using PhotoShop, podcasting, and creating and editing videos.
15

Entrepreneurship students learn the basics of small business management.
Civil Law students learn the laws regarding marriage.
New Program Highlights
Freshman students entering Hunterdon Central this year will be required to complete a 2.5 credit course on
Financial Literacy. Personal Finance was approved by the Board of Education to meet this new graduation
requirement. A team of business teachers worked collaborative over the summer to develop the curriculum
which addresses all of the standards identified in the NJCCCS 9.2. Ten sections of the course were offered this
year. Assessments and student feedback will be reviewed to inform curricular refinement.
Staff Development
Julie Nealon:
• Participated in the Peer Coaching course.
• Served as a member of the Cross-Role group.
• Participated in the Montgomery High School Staff Development day.
Joanne Rainforth:
• Participated in Pay It Forward program with NJSCPA as a way of exploring careers in the field of
Accounting and Finance.
Janet Comerford
• Assisted at the HCRHS annual college fair hosted by the HCRHS College & Career Counseling Center.
• Taught Microsoft Office Suite – Word, Excel and PowerPoint for the Hunterdon County Polytech Adult
Education Program for the fall semester.
• Taught Microsoft Excel 2007 for the Hunterdon County Polytech Adult Education Program during the
spring semester.
Erin Ingaslbe:
• Participated in all Mini Course, staff development and pathways meetings.
• Attended two Personal Finance free staff development meetings in April/May.
• Participated in UBD training over the summer and in the fall.
• Utilized time for curriculum updating to work on Personal Finance curriculum.
• Worked with other staff members to revise Computer Applications program to incorporate a projectbased
learning portfolio into the curriculum.
• Took graduate classes to finish her masters relating to the curriculum work we are doing (Curriculum
Development & Design @ Rider University).
Carlos Moscoso:
16

• Attended a State-sponsored Personal Financial Literacy summit at Rutgers University in October.
• Completed a Moodle training course to gain additional insight on this tool.
• Participated in three collegial learning communities that focused on project-based learning, Web 2.0
tools that enhance student learning, and curriculum revision.
• Served as a co-adviser for the Future Business Leaders of America club, and attended State-sponsored
professional development workshops for local chapter advisors.
Samantha Dailey Participated in the following:
• Revised Digital Multimedia Curriculum – Summer 2010
• Understanding by Design Training – Summer 2010
• ETTC Courses
o Problem Based Learning – Summer 2010
o Moodle Assessments – Summer 2010
o Multiple Intelligences – Summer 2010
o Spanish Speaking – Summer 2010
o Co-teaching Partnerships – Summer 2010
o Practical Applications of 21C Learning – Summer 2010
o Free Technology for Use in the Classroom – Summer 2010
o Teacher Portfolio – School Year 2010-2011
o Researching and Evaluating Information – Fall 2010
o Student-Teacher Mentor Program – Fall 2010 and Spring 2011
• Staff In Service – October
• Staff In Service – February
• Pilot 1 to 1 Program
• Served on Educational Technology Committee – ongoing
• Collegial Inquiry Facilitator Trainer
• Collegial Inquiry Facilitator – ongoing
• School Schedule Task Force Committee – ongoing
• Articulation Committee for Business Department – 10/28/10
• Completed Drexel University Graduate Courses in pursuit of a Master’s in Learning Technologies
o Learning Sciences and Instructional Design
o Designing Virtual Learning Communities
o New Media Literacies
• Cross Role Group
Staff-Special Recognition
Julie Nealon served as the Peer Leadership Club co-advisor
Erin Ingalsbe
• Habitat for Humanity advisor- with 150+ students
• Organized Mr. Habitat competition and 1 other event and 3 successful builds on Saturdays
• Organized and ran 3 successful fundraising events
• FBLA co-advisor, meetings every other week, with a 2 day trip to Washington DC for a leadership
conference
• Mentor to 1 sophomore girl, through the Staff Mentor program at HCRHS
17

Carlos Moscoso served as a co-advisor to Future Business leaders of America
Samantha Dailey
• Participated in HCRHS 1-to-1 Pilot Program
• Pilot 1:1 Stoneware Training – August 2010
Students - Special Recognition
• Students in the Leadership & Philanthropy Club raised $1,800 for IHN and $600 for SAFE in
Hunterdon.
• Kate Rainforth was recognized with the annual William M. Colantano, Jr. Award
18

COUNSELING SERVICES
Mission & Philosophy
The District is concerned with the whole child. The personnel providing services are alert to the multiple
dimensions of the child and view her/him as an individual, a unique human being endowed with dignity and
worthy of respect. All students’ ethnic, cultural, racial, sexual differences and special needs are considered in
planning and implementing the School Counseling Program. Counseling Services is available to support
students’ individual needs and assist them in their overall development. The Mission of the Hunterdon Central
Regional High School Counseling Services Department is to assist students in academic development,
personal/social development, and career development. These goals are in accordance with the American School
Counseling Association’s Standards for a Comprehensive Developmental Guidance Curriculum (CDCG).
The HCRHS CDGC grade-level goals are as follows:
• 9th Grade: Transitioning – Adjustment - Assimilation - Personal/Social Development.
• 10th Grade: Conceptualization of Career Pathways and Knowledge of Self in order to make informed
career decisions.
• 11th Grade: College & Career Search - Narrowing the Options.
• 12th Grade: Finalize Career & College Options - Application Process -Transitioning to Post Secondary
Life.
The above student goals are met through individual and group sessions with counselors and/or with hands-on
training in our College/Career Center. Additional family goals are met through informative parent programs and
orientations for parents/guardians of the students attending Hunterdon Central.
The HCRHS Counseling Services Department continues to respond to the ever-changing career trends and
college admission culture. The department and school have continued to implement methods and opportunities
to fully prepare Hunterdon Central students to enter post-secondary experiences. In processing transcript
requests, the department serves currently enrolled students, as well as the large population of HCRHS alumni.
This year, 745 requests were processed for post-graduate transcript services.
For currently enrolled students, the senior counselors and counseling secretaries approved 3,600+ student
transcripts to be sent to colleges and universities via Naviance E-docs, or mailed directly by the department for
those schools not utilizing electronic submission. The College & Career Counselor met with over 250 parents to
discuss post-secondary education plans and goals.
The Class of 2011 collectively earned $2,091,616 in scholarship funds. Of that number $120,375 was given in
Local Scholarships. The post-secondary admission plans of the approximately 800 class of 2011 graduates are:
2-year college: 122/781 = 16%
4-year college: 573/781 = 73%
Other: 86/781 = 11%
19

Below are the most popular 4-year colleges for the Class of 2011, including the number of students attending
each:
Rutgers University (48)
Tie: Rider University & Penn State - All Campuses (19 each)
TCNJ (18)
University of Maryland (12)
Tie: Rowan, University of Delaware, Montclair State (11 each)
Bloomsburg University (10)
Saint Joseph's University (9)
University of Pittsburgh & Kutztown University (8 each)
Based on data reported through June 9, 2011, below is a complete list of colleges/universities that the Class of
2011 will attend. In addition, several students will serve the following branches of the Military: Army, Coast
Guard, Marines.
Alfred University
American University
Arizona State University
Baruch College of the CUNY
Belmont University
Bennett College
Bentley University
Berklee College of Music
Bloomsburg University of Pennsylvania
Boston University
Brown University
Bucknell University
Bucks County Community College
Caldwell College
California University of Pennsylvania
Carnegie Mellon University
Case Western Reserve University
Cedarville University
Coastal Carolina University
Colgate University
College of Charleston
College of Saint Elizabeth
Columbia University
Cornell University
Delaware Valley College
DeVry University
Dowling College
Drew University
Drexel University
Duquesne University
20

East Carolina University
East Stroudsburg University of Pennsylvania
Elon University
Emerson College
Emory University
Eugene Lang College,The New School for Liberal
Arts
Fairfield University
Fairleigh Dickinson University
Fashion Institute of Technology
Fitchburg State University
Florida Atlantic University
Florida Southern College
Florida State University
Franklin Pierce University
George Mason University
Georgia Institute of Technology
Gettysburg College
Grove City College
Gwynedd-Mercy College
Harvard University
High Point University
Hofstra University
Houston Community College System
Indiana University at Bloomington
Indiana University of Pennsylvania
Iowa State University
Ithaca College
James Madison University
Johns Hopkins University
Johnson & Wales University
Juniata College
Kansas State University
Kean University
Kutztown University of Pennsylvania
Lafayette College
Lehigh University
Liberty University
LIM College
Lincoln University
Louisiana State University
Loyola University Maryland
Loyola University New Orleans
Lycoming College
Lyndon State College
Marist College
Marshall University
Maryland Institute College of Art
Marymount Manhattan College
Marywood University
McGill University
Mercer County Community College
Mercy College
Messiah College
Methodist University
Michigan State University
Millersville University of Pennsylvania
Misericordia University
21

Monmouth University
Montclair State University
Moravian College
Mount Saint Mary's University
Muhlenberg College
Nazareth College of Rochester
Neumann University
New Jersey Institute of Technology
New York University
Northeastern University
Northwest State Community College
Norwich University
Ocean County College
Ohio University
Ohio Wesleyan University
Pace University
Palm Beach Atlantic University
Parsons School of Design, Paris
Parsons The New School for Design
Paul Smith's College
Pennsylvania College of Technology
Pennsylvania State University, Altoona
Pennsylvania State University, Berks
Pennsylvania State University, University Park
Philadelphia University
Plymouth State University
Portsmouth Abbey
Potomac State College of West Virginia University
Purdue University
Quinnipiac University
Ramapo College of New Jersey
Randolph College
Raritan Valley Community College
Rensselaer Polytechnic Institute
Richard Stockton College of New Jersey
Rider University
Ringling College of Art and Design
Rowan University
Rutgers, The State University of New Jersey at New
Brunswick
Rutgers, The State University of New Jersey at
Newark
Sacred Heart University
Saint Joseph's University
Saint Louis University
Salisbury University
Savannah College of Art and Design
School of Visual Arts
Seton Hall University
Shippensburg University of Pennsylvania
Slippery Rock University of Pennsylvania
South Plains College
Springfield College
St. John's University
St. Lawrence University
State University of New York at Albany
Stevens Institute of Technology
Stonehill College
Stony Brook University
22

SUNY College at Cobleskill
SUNY College at Cortland
SUNY College at Geneseo
SUNY College of Environmental Science and
Forestry
Swarthmore College
Syracuse University
Temple University
The Art Institute of California, Orange County
The Art Institute of Fort Lauderdale
The Art Institute of Philadelphia
The College of New Jersey
The Community College of Baltimore County at
Essex
The Culinary Institute of America
The George Washington University
The Ohio State University
The University of Alabama
The University of North Carolina at Chapel Hill
The University of Scranton
The University of Tampa
The University of the Arts
Towson University
Tufts University
Tulane University
Universidad de CienciasMedicas
Universidad Iberoamericana
University College Cork
University of Auckland
University of California at Santa Barbara
University of Chicago
University of Cincinnati
University of Connecticut
University of Delaware
University of Delaware
University of Georgia
University of Maryland, College Park
University of Massachusetts, Amherst
University of Miami
University of Michigan
University of Missouri, Columbia
University of New England
University of North Carolina at Charlotte
University of North Carolina at Wilmington
University of North Dakota
University of Notre Dame
University of Pennsylvania
University of Pittsburgh
University of Rhode Island
University of Rochester
University of South Carolina
University of South Carolina, Aiken
University of South Florida, Tampa
University of Tennessee, Knoxville
University of Vermont
Vassar College
Villanova University
Virginia Commonwealth University
Virginia Polytechnic Institute and State University
23

West Chester University of Pennsylvania
West Virginia University
Wilkes University
William Paterson University of New Jersey
Worcester Polytechnic Institute
24

Staff Recognitions:
Linda Kovacs was voted as the “Counselor of the Year” by the Hunterdon County School Counselors
Association. Julie Blake is President of the HCSA for the 2011-2013 school years and Marjorie Schmidt is the
Secretary. Retirees include Registrar, Kelly Jordan; Counselor, Geneva Richards; and Director, David Prutow.
Our retirees made significant contributions to HCRHS and will be missed.
Student Recognitions:
Following a nomination, application and interview, the following Hunterdon Central students were selected for
Girls’ and Boys’ State. Girls’ and Boys’ State are week-long educational programs sponsored by the American
Legion and American Legion Auxiliary for students completing their junior year of high school. Students
spend a week developing their leadership skills and learning first-hand how American government works.
Boys’ State:
Warren Dennis
Henry Gan
Alex Huang
DonalMcGeady
Anthony Nicaretta
Juan Torres
Girls’ State:
Marissa Caniano
CaolineHigley
Jordan Paley
Rachel Redelico
Girls' Career Institute Delegate: Navneet Singh, Alternate: CorynneBielecki
The following, class of 2011, students were accepted into The Governor's School of New Jersey for a summer
2011 Residential Leadership Program:
School in the Sciences: Ethan France and Leanna Zhan
School of Engineering: Alicia Lee and Danielle Rubin
Hunterdon Central students recognized for “exceptional academic promise” by the National Merit Scholarship
Corporation:

Finalists:
Matthew A. Arno
Collin K. Cappelle
Brian A. Dawes
Ishaan K. Desai
Sean D. Esterkin
Lauren E. Evans
Kathleen R. Hoe
Christine L. Jiang
Outstanding Participant - National Achievement Scholarship Program
Andre M. Bone
Finalists - National Hispanic Recognition Program
Anthony Dominguez
FabrizioLepiz-Conejo
Amanda Morillo
Commended Students in the 2011 National Merit Program
Jeffrey Aceti
Michael Andersen
Michael Boch
Isha Desai
Colin Garland
Michael Goldman
Samantha Hatton
SilkeHerold
Sharon Jankiewicz
26

Sonya Kowalczyk
FabrizioLepiz-Conejo
Leah Lewy
Leo Li
Courtney Lind
Jennifer Lind
Christina Mastrull
Timothy O'Hearen
Akshat Parekh
Nicholas Phillips
Daniel Robitzski
John Rowland
Jennifer Smith
GuilhermeTamassia
Testing:
HSPA: administered for all students who did not pass the March administration and for all new students who
have moved into our District from out of state for the senior year. This test is a small administration for about
60 to 80 students. Each student only is required to take the parts of the HSPA that he/she did not pass during
the junior year March administration.
Nearly 1000 students took the PSAT/NMSQT.
The End-of-Course Biology Assessment (EOC) was administered to any student, regardless of grade, who took
Biology during the 2010-2011 school year, Approximately 800 students were slated for these exams. Similarly,
approximately 500 students took the End-of-Course Algebra test.
A total of 641 AP tests were administered this year in 24 different academic areas.
Long-Term Trend (LLT Assessment) selected HCRHS as a testing school and, in accordance, the National
Assessment of Educational Progress (NAEP) was given at our school. Sixty students were randomly selected
from the entire class to take this test.
The SAT’s are administered on a nationally-designated Saturday in October, November, December, January,
May, and June. HCRHS hosts an average of 350-450 students on each of these Saturday mornings. In June,
Hunterdon Central also accommodated the administration of the ACT. Both the SAT and the ACT exams have
a special testing accommodation called a “School Tester.” The students who are school testers have disabilities
27

which do not allow them to take the test with the other students at a center-based test. This year we conducted
five single administrations for our students.
Registration of New Students:
Below is the number of students who moved or transferred to the District and registered to enroll in Hunterdon
Central Regional High School for the 2010-2011 school year:
9 th grade: 44: 9 Special Ed; 12 ESL; 1 into Twilight Program
10th grade:
24: 1 was re-entering; 2 Special Ed;3 ESL
11 th grade: 40: 8 were re-entering (1 re-entered twice); 11 Special Ed (1 twice); 2 ESL; 3 into the
Twilight Program; 1 Foreign Exchange Student from Thailand; 1 parent-paid tuition
12 th grade: 23: 6 were re-entering; 4 Special Ed; 2 into the Twilight Program
TOTAL ENROLLED: 131
THIS REPRESENTS AN INCREASE OF 15% FROM THE SCHOOL YEAR 2009 – 2010.
Home Instruction:
Home Instruction services were provided throughout the school year and into the summer. Each student served
received instruction in three subjects, on average.
Grade 9:
9 individual students received instruction
1 student was in a hospital setting or rehab setting
3 students had Administrative suspension
1 student had CST-initiated home instruction
Grade 10: 10 individual students received instruction (1 was served 2 times) creating 11 episodes of home
instruction
1student was in hospital or rehab settings
3 students had Administrative suspension
1 student had other
Grade 11:
11 individual students received instruction (1 student was served 2 times) creating 12 episodes of
home instruction
5 students were in hospital or rehab settings (1 student was in 2 times)
1 student had CST-initiated home instruction
3 students had Administrative suspension
28

Grade 12: 17 individual students received home instruction (1 student was served 2 times) creating 18 episodes
of home instruction
3 students were in hospital or rehab settings
4 students had CST-initiated home instruction
3 students had Administrative suspension
7 students had other
TOTAL STUDENTS SERVED: 47; 50 EPISODES OF HOME INSTRUCTION. This is a 12%increase in the
number of students served from school year 2009-2010.
Summer Home Instruction: June – August 2010
Seven students received instruction during the summer of 2010 in order to complete their 2009-2010 course
work.
9 th grade: 1
10 th grade: 2
11 th grade: 3
12 th grade: 1
To accomplish instruction for these seven students, we employed 11 teachers to instruct in 18 courses. This is
the same number of students served during the summer in 2009.
Scheduling:
The master schedule was once again copied and modified from last year satisfying staffing and room needs. The
schedule was completed and available for the counselors to begin work on May 25th. Eighty-one percent of the
students were successfully scheduled.
Grading Scale:
Beginning in September 2010, Hunterdon Central instituted a new grading scale. Citing the need to ensure that
HCRHS students remain competitive, especially in the area of college and scholarship applications, the HCRHS
School Board adopted a modified 10-point grading scale. This decision was made after a comprehensive public
input process that included a committee recommendation, discussion forums and surveys of parents, staff and
college admissions officers.
This new system is a modified 10-point grading scale that includes plus and minus values, and increases the
grade point weight for Honors (HNS) courses and Advanced Placement (AP) courses. The new grading scale
went into effect beginning in September 2010 and is not retroactive. Student records for all academic years
29

prior to September 2010 will reflect the old numeric grading system. No historical grades will be changed or
recalculated and the new grade scale will be in place moving forward.
Multiple conversations have taken place with college admissions deans and directors to determine the best
practice for utilizing both grading scales on our student transcripts. Admissions officers are used to seeing
transcripts from students who have attended multiple schools and whose transcripts may reflect different
grading systems. The colleges simply ask us to be as transparent as possible. HCRHS will include an
explanation of the grading system change on our School Profile which is mailed with every college application.
Counselors will also include an explanation of these changes in their recommendation/secondary school reports
to colleges.
The major changes in the scale include expanding to a 10-point range for all grades A through C with plus (+)
and minus (-) values within each range. In addition, the GPA and WGPA will also change. There are two
levels of courses utilized for the purpose of calculating weighted grade point average:
1. Weighted courses are any courses with an AP (Advanced Placement) or HNS (Honors) label. For HNS
courses, grade point equivalents increase 0.5. For AP courses, grade point equivalents increase 1.0. For
example: Standard "B" = 3.0, HNS "B" = 3.5, AP "B" = 4.0.
2. Unweighted courses are any courses not designated AP or HNS. Both weighted and unweighted grade
point averages (WGPA and GPA) are calculated. Only the final grade achieved in each course is used to
compute GPA and WGPA. All graded (non-pass/fail) courses are used in the calculation of WGPA.
Cumulative GPA and WGPA for final course grades are tabulated and posted on student report cards and
the permanent transcript record at the conclusion of each quarter. Please keep in mind that the majority of
colleges recalculate GPA on a pure 4.0 scale. In the recalculation process, colleges use the grading scale
provided by the high school.
Also, rather than receiving a numeric grade on the report card or on a student’s transcript (as is the current
practice), students will receive a final letter grade for each course. Historical grades (those which precede the
grade scale change) will remain numeric. Grades earned beginning with the 2010-2011 school year will appear
as letter grades.
The decision to begin posting final grades earned as letter grades was made because it is the method preferred
by colleges and universities, and it aligns with what is done by other high-performing high schools. It is true
that our plan is for the transcript for current freshmen, sophomore and juniors to show high school grades
earned prior to September 2010 as number grades, and grades earned beginning in September 2010 as letter
grades.
The differences between the two grading scales are demonstrated below:
NEW HCRHS GRADING SCALE:
Grade Numeric GPA WGPA-HNSWGPA-AP
Equivalent
A+ (97-100) 4.0 4.5 5.0
A (93-96) 4.0 4.5 5.0
A- (90-92) 3.7 4.2 4.7
B+ (87-89) 3.3 3.8 4.3
B (83-86) 3.0 3.5 4.0
B- (80-82) 2.7 3.2 3.7
30

C+ (77-79) 2.3 2.8 3.3
C (73-76) 2.0 2.5 3.0
C- (70-72) 1.7 2.2 2.7
D+ (67-69) 1.3 1.8 2.3
D (65-66) 1.0 1.5 2.0
F (below 65) 0.0 0.0 0.0
CURRENT HCRHS GRADING SCALE:
Course Grade GPA No Weight Weighted GPA Grade Equivalent
for HNRS & AP
100-99 4.50 5.00 A
98-97 4.25 4.75 A
96-95 4.00 4.50 A
94-93 3.75 4.25 A
92-90 3.50 4.00 B
89-88 3.25 3.75 B
87-86 3.00 3.50 B
85-84 2.75 3.25 85 = B, 84 = C
83-82 2.50 3.00 C
81-80 2.25 2.7 C
79-78 2.00 2.50 C
77-76 1.75 2.25 C
75-74 1.50 2.00 D
73-72 1.25 1.75 D
71-70 1.00 1.50 D
Less than 70 0.00 0.00 F
How will GPA be calculated during the transition?
Cumulative GPA’s will be calculated using the same methodology under the current and the new system so that
they are compatible, congruent and fair. The cumulative WGPA and GPA will still be on the student’s
transcript. As a point of reference, please understand that most colleges do not utilize a high school's GPA; they
recalculate the GPA using their own scale. Over the next four years,GPA’s will include cumulative grades from
both the current scale and the new 10-point scale. Students in the Class of 2011 will have 75% of their GPA
31

calculated using the current scale. The calculation for each succeeding class will be decreased by 25%. The
school profile attached to each college application will include an explanation of these changes.
GPA's are calculated using the following methodology:
When calculating GPA, first multiply the credit value of the course times the grade point value of the grade
received in the course.
For example:
A student's grades in year 2009-2010 (current system) would be calculated:
Grade of 93 (is 3.75) x 5 credits for course 1 = 18.75 "quality" points
Grade of 84 (is a 2.75) x 2.5 credits for course 2 = 6.875 "quality" points
A student's grades in year 2010-2011 (new system) would be calculated:
Grade of A (is a 4.0 in the new system) x 5 credits for course 1 = 20 "quality" points
Grade of C+ (is a 2.3 in the new system) x 2.5 credits for course 2 = 5.75 "quality" points
The cumulative GPA is then calculated as follows:
Sum of all quality points _______ = G.P.A.
Sum of credits for all courses graded
The sum of all of the quality points, regardless of the system, is added together and divided by total credits
attempted. In this example it would be:
18.75 + 6.875 + 20 + 5.75 = 51.375
51.375 divide by 15 credits = 3.425 GPA (combined GPA - current and new systems).
The same method is used for calculating WGPA and GPA. For HNS courses, grade point equivalents increase
0.5. For AP courses, grade point equivalents increase 1.0.
To reiterate, the new grade scale will go into effect beginning in September, 2010. Grades earned prior to the
2010-2011 school year will be on the current system and will not be recalculated.
32

DESIGN AND APPLIED TECHNOLOGY
Curricular Highlights
This year has been a year of change and expanding into the unknown. With this expanded agenda, we
encountered some failure but much more success; the challenges are not considered failures, but rather they
were learning experiences.
Hydroponics
Introduction to Engineering Design included a hydroponic project and we quickly realized that it takes more
than dirt and water to make a seed grow. During the project, we had some issues with leakage since the systems
ran for about three months. The project was based in engineering design principals of hydroponic system and
how well the system ran. The students were required to maintain the systems and evaluate plant growth. They
kept a running journal of their systems on a wiki page and updated it weekly. The project will be utilized again
next year with changes to designs and safety systems to minimize leakage.
Sun chip
Another project introduced was one of environmental sustainability. Sun chip bags claim to be decomposable;
we took the claim into different environments. The Sun chip claim is in ideal decomposition conditions. We
placed samples into different scenarios and tracked their decomposition. We kept weekly records of weight and
tensile strength for each strip. Again, we kept the data on a wiki site and, in the end, were able to chart the
decomposition rates based on the samples conditions. The most important change in this project is accurate
starting samples to maintain integrity of the study.
BP
Also, in the Into to Engineering class we did a collaboration project with another school in Virginia. The project
was based on the oil spill disaster in the Gulf of Mexico. This was the first collaboration project with another
school; we quickly learned that open communications and a clear understanding of expectations are essential
when communication with a group strictly by email. Although, we would like to do another collaboration
project, we would set up ground rules and make sure everyone was on track with the concept.
Although the Inventions and Innovations class has been a staple in Design and Applied Technology, expanding
elements within the program has enriched and made the program better. Additions to a design project allowed
the students to create an original invention or innovations and expanded it into an infomercial. The first time
through, we made the project simple and filmed the students in the classroom. The results were not very
impressive. We decided to do more with the project and reach out to Tim Klein and Heather Hersey for
assistance. With their help the students were better prepared to film the commercials themselves with scripts,
editing and locations chosen by the students. The infomercials were a success. Student interaction was high and
they really took an interest in preparing the best commercial they could. They practiced, filmed and edited until
they were happy with the results. Students even came in during tutorial to film and edit to make their product
the best it could be. The students seemed to enjoy the interactivity and the ability to take charge of a project and
make it their own.
33

Mechanical Drawing has gone through some changes for the better also. We found that students needed to
spend more time on concepts and understanding through visual means before they could progress to using a
computer-aided program. We developed more modeling projects that enabled students to explore how they saw
things visually. Once on the computer, the problems were based on visual concepts and spatial relations.
Students were better at developing their own ideas after practicing these concepts.
Introduction to Technology this year has been a 1:1 program. The ability to use computers has allowed the
students to develop teaching modules and tests. The students took on the responsibility of teaching an element
within the six simple machines and then taught the element to the class. Each team developed a quiz and
administered a test to chart student knowledge. It was a change from the usual teacher-driven lecture and placed
leaning into the hands of the students. The projects were student driven and involved alternative energy using
wind turbines.
The modifications to the “Wooden Joints” as well as the “Catapults” projects were a success. For the wooden
joints, instead of making three joints, tying together and handing in; students now have to make four joints
attached together in the shape of a square. Students had to draw a blueprint and use math to make sure their
cuts and angles were accurate to make a perfect square. In the catapults project, instead of constructing
catapults to shoot shaving cream, students had to design them to shoot a golf ball as far as possible. Students
then graphed the results in a scatter plot in Excel and determined the feet per second of their shots. Students
then had to hypothesize certain facts about catapults and mechanical advantage.
Architectural Design
• Reviewed and revised Architectural Design Course of Study with UbD template and 2009 standards.
• Purchased and introduced new textbook for Architectural Design that focuses on projects, as organizing
principles.
• Initiated contact with Chicago Architecture Foundation regarding on-line collaboration tools with
professional architects.
Principles of Engineering
• Used Moodle course to facilitate completion of Principles of Engineering course work by a student from
home (online / asynchronous).
• Merged Concept Design and Reverse Engineering units in POE, added content, resources, and
assessments.
• Added use of Inventor and Photoshop to POE packaging project. (Increased integration of software tools
into existing lessons.)
• Added field trip to Weiss-Aug Company to POE manufacturing unit with careers focus.
Honors Engineering
• Expanded Reverse Engineering unit in Honors Engineering with worksheets and a new Steam Power
problem set.
• Initiated process of integrating ITEEA Engineering by Design materials into existing curriculum.
34

• Exploration of rubrics in Engineering by Design resources for improvement of rubrics currently used.
New Program Highlights
The entire Introduction to Engineering Design is a new program. Every project in the curriculum has been
developed to provide for student-centered activates that would enhance the learning experience for all students.
Throughout the course, students are exposed to real world scenarios that allow them to question and design
based on analysis collected through the design process. Understanding by Design (UbD) has become a
department staple and applied throughout.
The Introduction to Technology class has benefited from a grant from the HC Foundation that allowed the
purchase of classroom Wind Turbines that explores gears ratios, velocity, efficient renewable resources and
actual turbine designs. The class kept data on a wikipage so all the information can be viewed and discussed.
Many of the projects within the course have been expanded to allow the input of testing, data collection and
analysis to aid in the design of prototypes.
Mechanical Drawing has been a long-time staple but has expanded into 3D computer innovative design through
use of Inventor Autodesk program software. The software allows the student to experience the computer design
element rather than just the drawing board.
Staff Development
Michael McFadden:
• Attended UbD training sessions with Angela Di Michele Lalor
• Attended annual Professional Conference and Workshops at TCNJ and attended sessions on wind
turbine technology and Shaping District Plan for Integrated STEM
• Completed ETTC course: Inquiry Study Group for Educational Professionals
Maria Smith:
• SSTF – School Scheduling Task Force working towards exploring alternatives to the standard school
day. My team explored Academies as an alternative option to allow a pathway for students to pursue a
career.
• 1:1 Student Tablet Program –currently in the program with Introduction to Technology class. The use of
the computers in the classroom has allowed extensive expansion of the program. Students can now
access research data, collaborate on wikipages and explore an extensive array of design alternatives.
• Pathways and Mini Courses that have been provided has provided me with information and insight into
new technology, new ways of expanding student content and exploring alternative methods of education
in the classroom.
• Attended the following Professional Development programs:
o NJTEA Annual Professional Conference at TCNJ
o NJTEA Annual Professional Conference at NJIT
• Presented a student-based design project that was a collaboration with another school.
35

Kevin Mastropietro:
• Attended NJTEA Annual Professional Conference at TCNJ
• Attended FIRST Robotics Workshop and Competition
Student - Special Recognition
At the spring conference for NJTEA, student Jeremy Harrington and his father accompanied me to present the
project completed in Introduction to Engineering Design, BP Environmental Disaster. Jeremy was invaluable as
a presenter and made an impression on the audience. His efforts and willingness to participate made the day a
success.
Staff - Special Recognition
• Michael McFadden received a HCRHS Foundation Grant for a POE field trip to Weiss-Aug Company
focused on careers in engineering and manufacturing.
• Maria Smith received a HCRHS Foundation Grant to purchase materials needed to introduce a unit on
alternative energy generation using wind turbines.
• Kevin Mastropietro would like to recognize Michael McFadden for being such a wonderful mentor and
his continued support and encouragement. He has always been there to talk when I needed him and has
given me some great feedback and constructive criticism.
36

ENGLISH
Curricular Highlights
During the 2010-2011 school year, the English Department continued to revise elements of our reading and
writing framework, while furthering our exploration of more student-centered teaching practices. Additionally,
we began the process of revising curriculum units in our core program courses (Freshman English, Sophomore
English, Expository Writing) in order to align with the new Common Core Standards and to create more
authentic instruction and assessment opportunities. Teachers worked in professional learning communities to
review existing units, discuss and identify essential standards to be addressed, design learning sequences, and
share assessments or student work. These conversations with continue through summer articulation and
curriculum revision as the department prepares to have all courses aligned to the new standards by September
2012.
Through ongoing conversations, our use of curriculum revision rubrics, workshop attendance, department
initiatives, professional development, individual teacher’s continuing education and the use of classroom
walkthroughs, observation, and coaching the English Department has continued to deepen its understanding and
use of practices such as understanding by design, formative assessment, writing workshop, trait-based writing,
genre study, reading strategies, independent and silent-sustained reading, literature circles, inquiry based
learning, and project based learning.Teachers continue to conceive and design their instruction utilizing
backward planning and authentic assessments implicit in the understanding by design approach. Curricula and
resources are routinely placed on the departmental shared drive, and access to these materials is extended to
Special Education and ELL teachers as a way to better articulate curriculum revision across all Language Arts
settings. Our focus on critical reading and writing, with an emphasis on student-centered practice and choice,
has positioned the department well for a vigorous revision of teaching and learning in the 21 st Century.
The department has developed an articulated writing and reading program whose workshop approach and
common instructional language and expectations has been developed and shared with our four sending districts.
These departmental and inter-district efforts aspire to produce a varied yet common level of writing instruction
across districts, shared practices and expectations among teachers, and a robust and student-centered writing
experience for students. Guiding this work are the new common core standards for writing; revisions to the
NJASK and HSPA State tests, as well as student performance data on these tests; standards and performance
data on national and international tests such as the SAT, the AP and the NAEP; standards and goals as
articulated by NCTE, the National Writing Project and the New Jersey Writing Alliance; and articulation with
Raritan Valley Community College, Rutgers University and the other regional high schools in Hunterdon
County and throughout New Jersey.
The department utilizes both horizontal and vertical articulation teams to discuss initiatives, share best practices,
and study secondary school revision efforts by the State of New Jersey and the 21 st Century skills initiative. We
explore new and best practices in literacy as promoted by The National Council of Teachers of English and
through our involvement in professional development opportunities, such as the Kean University Literacy
Consortium and The College of New Jersey’s Teachers as Scholars program. Teachers share strategies and
materials, instruct colleagues in new practices learned through workshop attendance, and participate in study
groups and online learning communities centered on reading comprehension, writing practices, and emerging
pedagogy and technology.
37

The members of the English Department are intelligent, creative, and passionate teachers who are self-reflective
and collegial. This spirit permeates the department and is a crucial support system to teachers trying new
approaches and challenging their assumptions. This is evident in both the work of dedicated formal mentors
and that of the informal mentors and colleagues who share their materials and open their classrooms to all staff.
Faculty members have done exceptional jobs meeting with, providing for, and transitioning new and
replacement teachers to assume full classroom responsibilities. Special Education educators also play an
essential role in designing curricula and instruction and assessment.
In 2010-2011, Hunterdon Central Regional High School achieved a passing rate on the Language Arts literacy
portion of the High School Proficiency Assessment of 96.4%. These students all scored in either the proficient
(200) or advanced proficient range (250) with a mean score of 239.9. This is strong evidence of an outstanding
program. Hunterdon Central saw a 100% passing rate for General Education students, 76.9% passing rate for
Special Education students, and a passing rate of 50% for students who are limited in English. Teachers,
administrators, and counselors meet each year to examine data, revise instructional and operational strategies to
best support struggling students, and recommend course progressions for all Special Education students and
English language learners.
In addition to common writing prompts and exam components in our classes, Hunterdon Central continues to
administer and score a sophomore diagnostic exam, as well as a new freshman standardized reading assessment,
that provides key program and student performance feedback. The effectiveness of our diagnostic measures and
remediation program, as well as the organized integration of HSPA skills into the curricula of freshman,
sophomore, and junior English classes, is evident in the outstanding performance of Hunterdon Central students
on the Language Arts component of the HSPA. Our after-school and summer tutorials are also instrumental in
assisting students needing remediation. New this year was the creation of an academic lab, staffed by Math and
English teachers and designed to assist at risk students with remediation and practice in Math and Language
Arts. Teachers created an online Reading and Writing Workshop course that is open to all students year-round
so they and their parents could review key skills, see scored samples, and take self-guided practice quizzes.
Scores on AP exams remain consistently higher than both national and State averages. For 2010, AP English
Language and Composition students achieved an average score of 3.714, and AP Literature and Composition
students achieved an average score of 4.0 - both clear indications of a solid program with a growing AP
enrollment.
Curricular highlights include ongoing efforts to improve students’ skills with reading strategies and efforts to
diversify and strengthen their writing experience. Teachers consistently evaluate student performance on the
common mid-term and final exam, as well as the quality of the assessment instruments themselves. Teachers
collaborate on revising the reading comprehension sections of the exam to better reflect the skills and literary
concepts taught in each unit. Additionally, teachers use purchased Applied Practices preparation materials that
articulate close reading and comprehension skills on par with such standardized tests as the SAT and the AP
exams.
Teachers are also in the process of diversifying their approach to reading through the use of literature circles,
independent reading, and sustained silent reading in the classroom. Additionally, changes in the proposed
Language Arts standards point to the increasingly important role that non-fiction reading must play in the
classroom alongside the traditional study of literature. As such, in addition to routinely incorporating nonfiction
reading as unit supplements, we are requiring at least one unit of study at each level to focus on nonfiction
reading. The department, along with the assistance of the Instructional Media Center, has increased our
non-fiction holdings and is providing teachers with resources to study and teach expository writing.
Our other significant and ongoing initiative has involved diversifying the writing program and moving beyond
our traditional approaches into products, presentations, and writings that are more varied, creative, and authentic
38

for students. Some incorporations into the curriculum that have occurred this year are the development of
personal narratives and memoirs, historical fiction, research blogs and wikis, video essays, and multi-genre
research papers. This year, we implemented a writing frame-work for our freshman and sophomore English
classes that requires students to have one fully processed writing piece in each of the following genres:
narrative, persuasive, expository, and a mixed/technology genre that highlights writing such as presentations,
video essays, wikis, and blogs. This year, the majority of our teachers also began working with the six traits
approach to writing instruction. This has been supplemented by teachers independently reading the text 6+1
Traits of Writing by Ruth Culham and the departmental purchase of Write Source materials to introduce
students to trait-based writing and reaffirm elements of the writing process. We are striving to incorporate
writing workshop elements into all of our classes, as we move toward a comprehensive electronic student
portfolio.
Research and information literacy are embedded into many units of study, and subsequent projects require a
host of additional skills such as public speaking and group project 21 st Century skills that were historically
lacking in traditional paper-based writing assignments. Teachers are pleased with the results and continue to
collaborate and revise units with new assessments that strive for more authentic and meaningful products.
Similarly, for the first time, students have experienced inquiry and project-based units of study that incorporate
goal setting as well as individualized reading and writing plans as part of our efforts to make instruction more
student-centered.
The department has developed several mechanisms for the routine analysis of student work in order to evaluate
our adherence to the new common core standards, as well as our own high expectations for quality writing and
critical thinking. Teachers meet in professional learning communities in the summer and during the school year
to develop and review curriculum, as well as share and examine student products. Teachers also score the
sophomore diagnostic in March and have joined our sending districts to assess common writing prompts, exam
essays, and course papers. This work is helping to establish a common instructional language and benchmarks
for writing for grades 6-12. These efforts will continue to be developed through the use of writing genre units
of study and writing that taps authentic audiences and publication venues.
Our core and elective courses aim to prepare students for the rigors of career and college-level argumentative
writing. Teachers continue to revise and create inventive and topical units for investigation utilizing the
understanding-by-design approach and to embed more workshop structures and processes for formative
feedback. Similarly, teachers’ use of the school’s Moodle online classroom management system affords
numerous opportunities for using web 2.0 technology to have students receive information and interact in an
online educational format. English teachers continue to expand their use of the tablet and web 2.0 technologies
to facilitate communication and feedback among students and between students and teachers.
Lastly,the department hosted the New Jersey Shakespeare Theater’s production of A Midsummer Night’s Dream
which was thoroughly enjoyed by over 500 students.
Staff Development
The English Department has enjoyed a third year of participation in the Literacy Consortium at Kean University
and attended workshops on Individualizing students’ writing strengths; Exploring poetry in the classroom;
Comprehension and making meaning; and Raising literate children. After attending, teachers subsequently
shared materials and implemented new ideas and strategies. Attendees included Scott Belsky, Kathryn
DiMarcello, Kathy Dittrich, Nina Leu, AlinVaks, Scott Einhorn, Lori Freeman, Christine Kania, Jeremy Long,
Kelly Reimer, and Erin Drulis. The Special Education English teachers also joined and attended the consortium,
thus expanding to over 20 the number of teachers attending workshops presented by leading authors and
39

esearchers around literacy. The English Department also participated in NCTE’s second virtual conference
with sessions that covered everything from reading strategies to writing workshops. Additionally, numerous
department members participated in the Teachers as Scholars courses offered by The College of New Jersey,
taking courses on topics such as Shakespeare, Art in Literature, and The Witch in Literature. Teachers also
attended the Rutgers (mid-winter) Writing Conference, differentiated instruction workshops with Carol Ann
Tomlinson, 21 st Century skills/education, the new common core standards, The New Jersey Language Arts
Leadership conferences, and several “Technology in Education” conferences where department members Cathy
Stutzmanand Mary Woods presented. Finally, English Department members have played instrumental roles in
teaching ETTC courses and short skills sessions, as well as providing valuable leadership in our One-to-One
student tablet pilot program, and our District vision efforts and committees such as the Faculty Planning Group
and our District vision work.
Several English Department teachers have just completed or are continuing work on advanced degrees at
various universities. Scott BelskyandHeather Baldwin are working on Master’s Degrees in English Literature at
TCNJ; and Jen Miers has completed her Master’s program at Breadloaf.
Summer curriculum articulation days and study/curriculum groups remain the primary venue for the
development of curricular initiatives and an opportunity for reflection and articulation. Once again, this
summer, all of the department’s members have committed themselves to working on individual courses or in
departmental study/curriculum groups. Throughout the summer, English teachers collaborate for each of the
courses they teach, updating and revising curriculum, and reviewing and revising content, strategies, and
assessments. These meetings are absolutely essential for ensuring consistency, creativity, and the academic
excellence of teachers and our overall program. In August, the department will provide workshops for
freshman, sophomore, and Expository Writing teachers to revise curriculum using the new common core
standards and the New Jersey State curriculum unit template, as well as develop additional materials, refine
current practices, and target specific areas for improvement for the 2011-2012 school year.
The English Department continued meeting in Curriculum Committees within the department in order to revise
curriculum maps to the Understanding by Design format and to perform a gap analysis that compare our current
curriculum to the new common core standards for Language Arts literacy as well as the 21 st Century skills
initiative. Curriculum teams also revised individual units, working in authentic writing components and more
student-centered and project-based assessments.
Teachers have wholeheartedly taken to these opportunities to discuss, critique, and conceive a picture of the
curriculum for the 21 st century. The dialogue has been honest and critical as teachers have had an ongoing
opportunity to share ideas, materials, and strategies as we engage with the many challenges and changes facing
education.
English teachers have also continued to welcome informal 5-to-15 minute observations that gather quick
information on a class and results in critical feedback, ongoing dialogue, and coaching on their improvement
efforts. These visits are followed by either brief conversations with the teacher or a shared script of the
observation. This year, teachers have also begun to informally observe each other’s classes in an effort to
provide more articulation and coaching support, as they attempt new practices and pursue their individual
professional development plans.
Staff - Special Recognition
40

Gail Enterline directed two successful student productions – one dramatic and the other musical which were
both well-received by staff and community members.
Erin Drulis had her proposal accepted to present at NCTE’s annual conference.
Christine Heuner had her fiction published in an online literary journal and on BarnesandNoble.com.
Michael Lee had his hip-hop translation of book I of The Odyssey published.
Jennifer Miers coordinated and chaired the school’s second One School, One Book initiative involving staff,
students and families.
Scott Belsky completed a sabbatical as part of his inquiry into the teaching of 21 st Century skills.
Once again, this year’s Echo earned praise for the effortsofScott Belsky.
Lori Freeman and Christine Heuner have continued their work with the New Jersey Writing Alliance in
promoting workshops that seek articulation between high schools and colleges to improve student writing.
Heather Baldwin led her student organization Invisible Children through a second year of successful
fundraising; they raised over $3,000.
Tom McHale had another successful year as advisor to The Lamp and developed the new Lamp online edition.
In addition, throughout the year, many parents have recognized department members as inspirational role
models for their children and credited them with helping their children to persevere and strive to reach their
personal best.
Student - Special Recognition
Amy Hood received the 2010-2011 English Department award for exceptional work over four years in
Language Arts.
Teacher Reflections 2010-2011
Heather Baldwin
“I’ve been working on doing more productive formative assessment, sticking only to assignments that were
really going to help students meet the summative assessment goals… I think taking the UbD courses and trying
to create more UbD units has helped me realize the difference between meaningful moments with my students
and things that are not aligned with curricular goals.”
Scott Belsky
41

“My sabbatical afforded me the time and resources to systematically reflect on my teaching. I have revised
every single English 1 unit that I teach, and redesigned every single daily lesson plan within those units. The
end result, I believe, is an educational experience that can redefine teaching and learning in the 21 st Century. It
is my belief that the plans I have for my classes will balance the traditional and essential basic skills that all
students need with the emerging “soft” skills the education community is realizing must be part of the
curriculum. Furthermore, the projects my students will complete have high interest and authentic audiences the
likes of which I have never striven towards before.”
Kelly Bousum
“I am extremely pleased with the Six Traits writing approach, and I am convinced that it has helped me improve my
writing instruction and my students’ writing.
First, I succeeded in using Six Traits explicitly and consistently. I checked student readiness (familiarity of Six
Traits characteristics/language/skills) by giving them a bench mark (multiple choice) assessment and timed writing
during the first week of class. These formative assessments were used to diagnose students’ readiness and ability,
and as a result, they helped me plan and design appropriate learning activities. In all cases, Six Traits skills,
language, and rubrics were used explicitly and consistently. This explicitness and conciseness was effective for
students, as they became better at articulating ideas about writing, and they became more confident and accurate in
self and peer assessing.”
Jonathan DeLisle
“I see my willingness to try PBL as a strength because I think it produces dynamic learning and shows that I am
not afraid to change my practice. There is a time tradeoff with other parts of the curriculum, of course, but the
paradigm shift forces teachers to be more creative with time management and how to teach core skills. I love
experimenting in the classroom, and the longer I teach, the more I discover. In keeping with PBL I have been
trying to make my non-project lessons more student-centered. As I circulate during group work time (in HE2), I
find that the students are more on-task this year. I don’t know if the projects are responsible for this, but it’s
possible. It seems like the students are taking more initiative because I am spoon-feeding them less, and that’s
good for everyone.”
Kathryn DiMarcello
“CCCS aside, knowledge of my subject matter has never been an issue for me because I feel with my
educational background and ongoing professional development, I have a firm grasp on the material that I teach
my students; however, with some of the pedagogical shifts that our curriculum has undergone and/or is
undergoing (21 st Century skills, Six Traits of writing, reading/writing workshop), I am continuing to experiment
with my plans and lessons. In addition to continuing to allow students time daily for silent, sustained reading,
for journaling, and/or for writing workshop, I am continuing to create lessons are student centered, while I often
am serving as facilitator and/or observer.
As a result of these changes, I have learned to keep my objectives as simple and as straightforward as possible.
Whether it is developing reading strategies through silent sustained reading and independent book projects
(book talks, literature circles, book reviews, etc.) or whether it is focusing on and strengthening voice in a piece
of writing (using Six Traits as a guide), students are aware of their daily/weekly expectations.”
42

Kathy Dittrich
“Since my teaching approach has really changed this year, I feel that my strengths fall in getting to know my
students strengths and weaknesses early in the course through diagnostic and formative assessment then
structuring my lessons/class time around those skills. I believe the modeling I have done with the students on
an almost daily basis has helped to reinforce those skills and allow them to take more risks with their thinking
and writing. I also believe that my flexibility and willingness to change direction pretty spontaneously helps
foster an effective learning environment.”
Meg Donhauser
“Like last year, I’m continuing to use formative assessment as a tool to improve instruction and reflection is a
big component of that, I think; doing reflections on blogs or as exit slips has really helped create a dialogue
amongst the class and myself. The Brit Lit blogs are solely about what they’ve learned about learning and how
they’ve grown as individuals and it lets them help each other and learn from each other.”
Erin Drulis
“One of my PDP items this year is to create a student centered environment and implement the writing
workshop into the classroom. I always strive to have the students doing the work during the class daily.
Students are expected to have independent reading material (self selected) to read in class each day. Students
also lead book talks and quick writes as the warm up for the day. In Expository Writing, students present strong
samples of the essay we study and lead a class discussion on the given essay. In freshmen English, students
research pre-reading material, and teach their findings to the class in order to prep their classmates before
beginning a novel. Students in my expository writing class were using the writing workshop approach
everyday.”
Scott Einhorn
A second strength is offering student choice in writing. I had the feature food blog in English II already from
last year, which allows students to craft their own topic that is in any way, either directly or remotely, tied to
what one might eat or drink. In addition to this, I changed a movie review assignment into a “review-anythingyou-want”
assignment and got really positive results. It was definitely more work to cull high-quality
professional models for everything from album and video game reviews to restaurant and theatre reviews, but it
was worth it in the end as students were able to write about what really interested them.”
Cynthia Forck
“I have become more comfortable with making changes to the curriculum than I have been in the past. This
year I have tried to adjust my lessons to “demonstrate flexibility and responsiveness” to new research and
growing trends, especially in English I. For example, this year I incorporated SSR during the first 15 min. of
class and required students to complete at least one independent reading a quarter. The first independent read
had to be a nonfiction work, to give students more familiarity and experience with reading nonfiction. It has
44

een so wonderful to hear so many students suggesting books to each other, planning their next reading, and not
being able to put the book down with SSR time is over.”
Lori Freeman
“I believe I do the best job at creating a classroom environment that focuses on respect for all individuals and a
great rapport with students. Since I have been teaching, my rapport with my students has consistently been
excellent. I do not allow any hurtful remarks and I quickly extinguish potential problems through mutual
respect between the student and me. I establish a culture of learning because I show my students that I, too, am
learning with them. I always try to use Gardner’s Seven Intelligences in my planning, so it becomes natural to
students who have a particular strength, and I can engage students in learning through their inquiry.”
Brian Glennon
“I am confident about my knowledge of the content areas I teach and the methods to deliver the content. I try
very hard to help the students to make connections between the subject matter and their lives and the world
around them, and this goal informs my lesson planning and designing. I focus on the student assessments and
the educational outcomes I want to achieve and recognize the value that different kinds of assessments can
have. I do enjoy creating more authentic assessments, such as the writing of a Declaration of Independence for
a character in one of our texts, and I look forward to making more of these assignments come to fruition next
year. In addition, I feel more comfortable with incorporating the six traits of writing in my instruction, so future
products and assessments will include the traits as part of my assessment of work and as part of the students’
self-assessments.”
Brien Gorham
“One of my strengths has always been creating an environment wherein students feel comfortable and
respected. More and more this year, I have attempted to instill an atmosphere of inquiry and I have found it has
added greatly to the achievement level of my Honors British Literature students. Pushing students into an
independent inquiry during our study of Chaucer created an environment where students were subsequently
much more comfortable questioning and challenging basic assumptions about Hamlet. Students have begun to
generate topics for discussion with far more depth than I anticipated.”
Christine Heuner
“I’ve also been very attentive to providing students with models as a benchmark for their own writing both in
Creative Writing and in A.P. Literature. Throughout the year, I’ve cited models from student work and my own
work to demonstrate before assignments what I’m looking for. I provide further samples after grading an
assignment to illustrate how particular students succeeded in areas where other students had trouble. I want to
take this a step further by asking the students to comment on these writings; however, in this case, I will use
more than benchmark writings.”
Christine Kania
“This year I included students in planning lessons and designing assessments more so than past years. Students
were asked to identify skills and habits of mind needed for writing assignments and projects and then explain
45

how such skills should be accounted for when assessing their work. They provided some of the language used
in our writing rubrics.
As in past years, I demonstrated knowledge of content and pedagogy by modeling work and providing
resources for my students. For all classes, I taught and used the six traits and wrote model papers and / or
paragraphs and invited students to comment on my work.”
Michael Lee
“Another profession improvement goal of mine was to assess and then hone my students’ ability to do focused
research for their argument paper. It had been my concern that many students, in doing research for this paper,
simply Google terms - often without quotation mark or indeed any other research symbols - resulting in a kind
of crap shoot of sources that may or may not be the best for their given topic. Students, I determined, were for
the most part unfamiliar with many of the features of advanced Google searching - e.g., the “wild card” asterisk,
the minus sign, etc. - and while students knew that putting words and phrases in quotation marks resulted in
finding articles that only contained these words and phrases, few of them appreciated or implemented this
powerful tool for narrowing their search and/or finding articles that will be highly relevant to their research
project.”
Nina Leu
“For the past few years I’ve shown documentaries (such as An Inconvenient Truth and Trashed) in my HSPA
class that tie in with the persuasive argument unit. This year I decided to try PBL featuring the documentary
Tapped as the springboard for inquiry. I chose this topic because I thought that every student in the class could
connect with it because many students carry a bottle around with them.
Thanks to the support from Marci Zane and Emily Ford, the project surprisingly yielded unexpected results.
My block 1 class decided to build a water bottle structure to raise awareness of the school community to the
problems that this “convenience” has generated. I have never seen a class so excited, so engaged, and so
cooperative. Students who would never share the same air space were working side by side. Students who
would put their heads down on the desk were the glue gun experts. Students who regularly complained about
school and work were now volunteering to go around campus to dig into school recycling bins to amass the 600
+ used plastic water bottles. A girl designed and built the wooden frame. A parent said the water bottle project
was the only thing her son talked about, and it was the only time he talked positively about school to hisparents.
I had students hugging me, making me a teacher appreciation PowerPoint at Christmas, and telling me they
didn’t want the class to end. Obviously, I tapped into something wonderful.”
Jeremy Long
“One element of my teaching that I am especially proud of this year is my how I have been designing student
assessments. I have used formative and summative assessments effectively, but now I have tied much of this to
larger exams and tests. As a result, I think the process of learning has become more apparent in my classrooms.
“Doing school” is not a good approach to learning and I seek to discourage it as much as possible. I have
noticed that students who value rote memorization tend to become a bit frustrated in my classes now. Early on
they learn that memorizing things is not going to get them an “A” in Expository Writing, Media Literacy, or
English 1. One example of this was seen in my use of portfolios in English 1. Last year’s PDP proposed to use
portfolios and engage in writing conferences as often as possible. I believe that since students were able to take
46

part in so many conferences, they saw the value of working through many drafts and not just “doing school”
and getting it done.”
Jessica Long
“I have improved immensely with conferencing, and in allowing students to improve almost without end. I have
changed my whole approach to the idea of finality in grades. I try to build in, in nearly every activity that gets a
summative grade, the opportunity to improve. It is nice because you get the serious approach a student takes to
a summative grade without the “end of learning” feel that summative can have if the opportunity for
improvement is not built in. Students see the value in visiting and revisiting a piece, when that is usually the last
think they want to do otherwise. … I find students feel fairly treated, and I feel I can be honest, when this
process is in place.”
Karen Malzone
“After a quarter of exploring specific skills and traits in writing and the imaginative process, the students got to
a point in HIP where they could forge their own creative paths. I feel that in granting them an independent
study, it forced them to behave as real-world writers/thinkers do: they had to be self-motivated, communicate
with the broader community, collaborate for revision, and re-think and re-define goals throughout the course.
By letting them choose their own genre, they were selecting mentor texts and actively thinking/reflecting on
components of style, theme, and audience-appeal. Throughout the process, they made oral presentations to the
class, communicated effectively online for accurate and refined revision, and then presented their works to the
class and world community for an authentic audience.”
Thomas McHale
“The school and department have provided new opportunities for professional development, and I’ve tried to
take advantage of them. This year I have been an instructor in the short skills sessions, a facilitator in the
pathways collegial inquiry groups, part of the School Schedule Task Force, and a member of the sophomore
English PCL. This past summer I was also an instructor for the second 1:1 pilot program, and have been a
frequent contributor in the weekly Twitter discussions Cathy Stutzman has organized on Wednesday evenings.
Being a member of these groups has helped me to grow professionally and personally as well.
I am always looking for new ways to better engage students in learning. Doing this often means responding to
what is working and willing to be flexible and alter plans. I’ve always felt this is one of my strengths, yet I
always see it as an area for growth as well. I feel that I can constantly look to improve the way I engage my
students, and would like to explore a more effective uses of formative assessment.”
Jennifer Miers
“I’m pleased with the experience of redesigning my Public Speaking class around the practice of formative
assessment. In the past, I’ve always been disconcerted by the lack of interest the students have in truly
improving their Public Speaking skills - they wanted the good grade, but they didn’t want to do the work to get
the better grade. I decided to approach my quarter three class in an entirely different way, making the students
responsible for identifying their strengths and weaknesses, for developing goals, for making improvements, and
finally for assessing themselves. The key to this being successful was the use of videotaping the students:
because they were able to see themselves and what they do, their impressions of how effective they are as
47

speakers was far more realistic, which allowed them to establish goals that were not only important to meeting
the objectives of the course, but which also were important to them. I was confident that these changes would
impact the way the students approached the course, but I was surprised by how much it impacted the role I
played in the classroom. I was able to watch the students as they delivered speeches and write down feedback
rather than frantically fill out a rubric. I read what the students had to say about their own performances and
decided whether or not I agreed with them rather than being the one who gave them their grades. In a sense, I
felt more like a participant in the class rather than the dictator of the class. It was a good feeling, and I think the
students agreed.”
Melissa Mongi
“From year one to now, my instructional practices have changed significantly. Actually, even in the last three
weeks my instructional practices have changed. I’m definitely looking towards inquiry based learning
techniques and I’ve taken a more out of the spotlight approach to the classroom (which is hard for someone who
loves the spotlight). What I’ve seen has been so much more rewarding than before. I know I’m pushing the kids
with questions that make them think. I sort of love hearing them say “this class makes me think too much” and
I’m hearing this now more than ever. I know we talked earlier in the year about challenging them when they’re
in small groups, and I’ve definitely been working on this since we’ve spoken. I’ve seen much greater
conversations develop from new questioning techniques and I think this has improved my instruction greatly.”
Maryellen O’Shea
“Over the course of the year, my sophomore classes did almost daily journal writing.
I also included independent reading in those classes, including a trip to the IMC each marking period to select
books, and allotted time during class for quiet reading (of curricular as well as independent books). I
experimented with creative projects which enabled students to make their own choices, rather than be limited by
the parameters of the assignment. I have students assess their progress and set learning goals for themselves at
the beginning of each semester. I taught vocabulary from the literature, rather than from an outside source, and
often allowed students to select their own vocabulary words, and be tested on words of their choice. At other
times, students were not tested on vocabulary, but rather produced a project. I also experimented with
formative assessments throughout the year, often having students test themselves on material before
administering an official summative assessment. I let students know ahead of time that their work would not be
corrected or graded, which established a certain comfort level, enabling them to complete their work without
fear of a bad grade, embarrassment, shame or humiliation.”
Kelly Reimer
“To generate more student ownership of learning, I started having the students design their own essential
questions for units. I’ve spend a lot more time getting them to practice inquiry based learning: they wrote their
own essential questions for writing analysis or critical lens papers … We spent a lot of time modeling, having
students evaluate writing and theme, and forcing them to try different types of note-taking. By the end of the
semester, we were really successful with poetry and Shakespeare, and I believe it’s because of the critical
reading prep we did with them earlier. We found students were able to extract meaning from these difficult texts
because they were able to apply understanding of word connotations, patterns, etc.”
48

Catherine Stutzman
“I used my experience with the Competition Project to develop a learning progression for my students in
American Lit. However, in addition to using the learning progression to develop skills and content specific to
English, I used it to develop curiosity and inquiry over the course of 9 weeks. I started by listing things that the
students would need in order to design their own learning plans, and Heather and I created activities to lead
them there.
For the first time I also worked with an English teacher from a completely different course to develop our
approach. We co-designed learning plans and we worked to revise our courses by using student feedback and
input. My favorite learning experience this year was the professional day that Meg and I used to meet with
Heather, Marci, and two students to rework our assignments and expectations.”
AlinVaks
“Students grouped in small clusters, net-books and novels open on the desks before them, some speaking and
listening, others reading and jotting notes down on post-its, and still others writing and posting to the wiki site
the class is creating. This is a snapshot picture of my English 1 class as the students work on their analysis of
The Secret Life of Bees and the creation of our Wiki project. The students are engaged in the learning process,
working collaboratively to develop their understanding, that of their classmates and peers, and even the outside
world.”
Dan VanAntwerp
I am always comfortable and at home in the classroom. For me, classroom management feels like a very
natural, organic outgrowth of human behavior rather than a separate component of teaching. I believe that,
especially in my “workshop classes” (Hon. English I, Honors Expos, HIP) a culture of learning exists, and
students work cooperatively and effectively toward reaching their goals. I haven’t had to write up a student in
year, and I believe that much of this is due to a relaxed but respectful classroom atmosphere.
In terms of instruction, I am happy with my questioning techniques and student engagement, but am always on
a quest to find better and more efficient methods. I am very interested in increasing student decision-making
and reflection, in order to get students to take even greater ownership of their learning. I am experimenting with
a new final project in HIP this year that will hopefully achieve this end.”
Penny Wintermute
“Many of the resources I’ve sought in professional development have been in pursuit of engaging students in
learning. The practices of writing to think that I’ve learned at Bard College and at the National Writing Project
at Rutgers have helped me give my students a voice in classroom discussions. I also concentrate heavily on
questioning techniques; not mine, but the students. I have learned to use formative assessment to guide my
instruction as well. One area that I am exploring is giving students choice in reading materials and having them
create their own learning plans. This seems like it would truly engage students in their learning and I am
looking forward to working with those concepts.”
49

Mary Woods
“For AP English Language and Composition, the students, during the first week, reflected on their writing
skills. They wrote a paper on good writing in which they were supposed to try to demonstrate such skill; they
identified several goals to work on, as well as means to achieve them; they researched some of their issues; they
conferenced with me to help revise and reset these goals; they worked individually or in small groups on their
goals; and they were asked to apply this goal work to assignments and activities occurring within a week of the
focused goal work. Additionally, I had the students keep folders in class for work like multiple choice practice
and smaller writing assignments by which they could track their performance. They had several opportunities
to revisit their performance on the midterm prior to taking the final exam, on order to best prepare. For the
good writing essay, the first for the course, all of their process was posted on Moodle in a single strand, so they
could see the improvement as a sort of electronic portfolio. This also allowed them to utilize the feedback of
peers.”
50

ENGLISH AS A SECOND LANGUAGE
The Limited English Proficiency (LEP) Task Force was formed in September 2002, in an effort to provide
much needed services to a growing population of students and their parents. We serve these students
curricularly through our high-intensity English as a Second Language (ESL) program.
Mission of the LEP Task Force:
To provide the highest quality program(s) for students with
Limited English proficiency at Hunterdon Central Regional High School
The District’s ESL Task Force was reconvened this school year to help examine our current program and make
recommendations for the District’s new Three-Year (2011-2014) ESL Plan.
The meetings began to take place during the first week in February, and several meetings were held throughout
the spring semester. The culminating activity of this team was organizing an ESL Instructional Audit
conducted by an outside vendor.
The data collected during this audit supports several of the findings identified by Dr. Williams Fernekes in
2008, namely that:
1) ELL students’ overall performance lags behind the performance of other students in the District.
While it is neither reasonable nor fair to expect all ELL students to be able to reach same standards
when they first arrive to the school, they should be able to reach the same level of attainment of other
students in the school when they graduate.
2) ELL students are heterogeneous as a sub-group. Students of Hispanic origin have a much greater
variance in terms of language and academic attainment than students from other cultures. The
placement process that is currently implemented burdens selected individuals and does not sufficiently
enable them to accurately ascertain student content learning needs, because these are masked by their
language proficiency.
3) ELL students are socially isolated within the school setting and lack the same kinds of opportunities
to become involved in the school community than other students. While it is common for all students to
form cliques based on common backgrounds and interests, ELL students do not have access to the same
kinds of electives and extra-curricular opportunities that are afforded to other students. It is not clear
that all ELL students would avail themselves of the opportunities to access such offerings since many of
them work or have other demands placed on them, but, to the extent that the District believes that all
students should have the equal access to the same opportunities, it bears burden of providing them.
4) The way in which the ELL program is currently structured is more characteristic of a remedial than
an enrichment program, and limits access to the range of required and elective courses that ELL
students need to acquire in order to meet graduation requirements in a timely fashion.
51

5) Only a small number of teachers in the District have the needed background knowledge and
experience to address the needs of ELL students, and even they have expressed the need to deepen their
learning about how they can best support these students.
6) The faculty, at large, lacks an awareness of ELL students’ needs and how they can support them.
7) Students in the ELL program and across the school would benefit from more and deeper experiences
with extended writing, and other performance assessments which have an authentic purpose and
audience, and from student-centered instructional practices.
Following are specific recommendations from the consultant to address these needs.
1. Articulate a clear vision and goals for the ELL program that are consistent with the overall District
vision and its definition of student achievement. This vision could address questions such as:
• How important is it to integrate the students into the fabric of the school?
• How much should they be sheltered and in what ways?
• How soon should students be mainstreamed?
• What support systems need to be in place to support students who, due to interrupted
education or other factors, lack both needed content background and language skills?
• What opportunities should the District provide for the students to graduate within a
reasonable amount of time?
• What opportunities should the District provide for teachers to address the needs of ELL
students within and outside of ELL classes?
This vision should be co-constructed with faculty, students and community members, shared with all
members of the school community, and be consistent with theory-grounded and research-based
attributes of an ELL program. These attributes include the provision of sufficient English language
development, academic support, first language and literacy development for ELLs, cross-cultural
competence for all students, and enrichment for ELL students.
2. If the vision requires that students be prepared for a college education, provide students with access
to ELL and other courses that support that goal.
3. Provide students with access to alternative and/or additional courses and course delivery systems to
ensure greater access to required and elective courses for ELL students.
4. Appoint one individual at the Central Office with the responsibility for monitoring, staffing and
monitoring the ESL program.
5. Increase the number of ESL-qualified staff in the Hunterdon School District. This could be
accomplished by offering incentives for teachers to pursue ELL certification, by requiring specific
new hires to obtain ESL certification, and by hiring more ESL content area teachers to replace
retiring teachers.
6. Provide additional professional development for all teachers who teach ELL students on ELL
appropriate curriculum, instruction and assessment practices, including best ways to differentiate
lessons and assessments to address the needs of each student.
7. Refine the placement and induction process for students to include greater access to translators and
content area teachers, as well as more opportunities for students to demonstrate what they know and
52

can do in different content areas regardless of how much English language they know. In addition,
include the kinds of questions and prompts that Kris Myers has generated and proposed for students
and parents.
8. For faculty and staff at large, provide access to awareness-level professional learning experiences
related to cultural diversity and bias sensitivity, leading to learning and assessment experiences that
foster a deeper understanding of cross-cultural competencies among all students.
9. Include a broader representation of parents and students on the ELL Task Force, who represent the
needs of ELL students and develop clear and tangible mechanisms for engaging the support and
involvement of ELL parents. The Task Force should inform the refinement of the placement process
and develop a mentoring and induction process for all ELL students. This process should ensure all
students with fair and equitable access to the culture of the school.
10. Engage the whole staff in a deeper exploration of authentic and project-based assessment and its
integration into units of study for all teaching staff, including attention to fewer but more ongoing
and comprehensive writing assignments.
53

FAMILY AND CONSUMER SCIENCE
Curricular Highlights
Every member of the department has contributed to the substantial progress made in addressing the following
Department Goals:
• Infuse the use of innovative learning strategies by integrating supportive technologies, inquiry-and problembased
approaches that contain elements that integrate 21 st century skills and themes into the refinement of
curriculum.
o Refine existing curriculum/instructional strategies as a result of participation in the 1-to-1 pilot
program. (expanded course resources, student projects, individual portfolios, etc.)
o Infuse service-learning activities, measure impact on student mastery.
o Teacher teams completed the design of a LMS or Moodle template for two new courses, and
refined the model during the school year. All course assignments, homework and project
materials are to be posted on the site. Teachers involved will compare the completion of work
assignments, frequency of student problems accessing work and the consistency of student
performance to previous years. This technology, coupled with the analysis of formative
assessment practices and existing student-learning activities, will enable teachers to provide
closer attention to the diverse needs of their students and ultimately design self-paced curricular
modules. Teachers will be able to provide timely feedback on student work and give individual
comments on more assignments. The number of interactive student assignments is expected to
increase using this model.
o Teams of teachers complete a gap analysis of NJSCCCS utilizing a departmental summary of all
courses. This electronic format provides a complete overview of what standards are being
covered and what remain to be addressed through our curricular refinement process. This
departmental curriculum map will be used to inform future planning for teams and summer
work.
o The new course of Real World was introduced this year and a second year model will be
proposed for the following year that will provide opportunities for them to apply their own
leadership and learning styles, study local community needs and resources, identify service
projects and facilitate plans to address the identified problems. Food insufficiency and
homelessness will be the common threads/focus. The Community Shelters, SAFE in Hunterdon,
Interfaith Hospitality, and Hunterdon County Food Pantry are some of the service agencies that
will be examined.
• Establish and participate in a community of learners that functions as a collaborative inquiry group that is
continuously learning and refining curriculum and instructional strategies that support high student
achievement for all students.
o Every teacher worked in ongoing cross-disciplinary collegial inquiry groups to research selected
topics for the Pathway groups as part of the District professional development time. This
information was used to refine existing curriculum and enhance instructional strategies
introduced in emerging UbD units.
o Ongoing participation in Department Curriculum Teams that produce/refine UbD model units.
Teams of teachers completed alignment to new NJSCCCS, transitioned to UbD template and
revised existing Cycle Plans for five courses.
54

• Establish comprehensive classroom assessment systems that measure a full range of student’s abilities
through the use of varied formative and summative assessment tools/practices that will support timely
interventions to improve student achievement for all students.
o Teams of teachers utilized formative unit data to analyze student achievement /performance and
refined instruction (PDSA) via changes in daily lesson plans or UbD Unit design.
o Teachers completed a quarterlygap analysis of existing curriculum to ascertain the need for more
timely feedback that could be used to inform interventions and student goal setting.
o Graphic information on the results of student performance on the end-of-course exams and the
final grade for the course were analyzed by each teacher and provided in the form of a report to
the Department Supervisor and colleagues teaching the same subject. Gaps in student
performance and issues with the assessment tools were identified and addressed quarterly with
curricular refinements completed over the summer when teachers have time to analyze more
formative data.
• Establish classroom management systems that recognize diverse student needs, cultures and perspectives,
foster effective Habits of Mind/Dispositions of Practice, infuse visible thinking skills, and promote
individual learning plans.
o One of our courses was used to pilot a focus on individual Habits of Mind or Dispositions of
Practice and gather feedback on the impact on student learning. More curriculum work will be
completed on this over the summer.
o Teams of teachers participating in the Habits Pathway discussed opportunities for the infusion of
instructional strategies in Lesson or Unit Plans to include opportunities for students to make their
thinking visible, and to measure how this impacted student learning and deepened understanding.
o Develop course mastery charts that enable students to track their own levels of mastery, and
identify areas of strength and areas for growth.
o Child Development for the three-year old students has introduced the practice of concept
mapping to support deeper understanding of the curriculum and enable a better translation to
planning for the Little Devils’ instruction. Student products/artifacts are analyzed using a quality
rubric.
• Increase student participation in authentic learning experiences that provide opportunities to master the
required course content and serve the needs of our community.
o The Family and Consumer Science Department continues to work on the selection and infusion
of service-learning opportunities into the courses available to students at each grade level.
Teachers have created partnerships in service learning with the following groups:
• Desmares Elementary School
• H&PE Blood Drive/NJ Blood Services
• Hunterdon Hospice SAFE in Hunterdon
• Hunterdon Medical Center
• The Manor
• HOPE
• Hunterdon Food Pantry
• Hunterdon County Vo. Tech.
o Family and Consumer Science partnered with the Health and Physical Education Department in
Project Adventure that engaged the Little Devils in an experiential learning model similar to the
inquiry model. Students explored a variety of movement skills and solved a series of ageappropriate
physical challenges. The H&PE students learned about the physical capabilities and
knowledge base of the four-year old Little Devils.
o The Child Development and Early Childhood teachers facilitated the annual service learning
project focused on verbal language in preschool children. Our high school students study the
needs of preschool age students that are related to literacy and develop three-dimensional books
to engage preschoolers in reading experiences. The project combines both the picture and text
55

o
concepts, as well as infusing the human senses in reading each book. Our high school students
then present the books to various preschool populations in the sending districts, like the special
needs preschoolers at Desmares and Delaware Township. The student-designed books are then
shipped to Project HOPE, an international organization targeting underdeveloped countries.
These resources provide schools that have minimal reading resources with essential materials to
support the foundation for language acquisition and reading comprehension.
The Child Development and Early Childhood programs continue to maintain course standards
and requirements that enable them to provide students with college credit from Seton Hall
University in the area of Child Development and Early Childhood. University resources are now
available for our students and faculty in this area.
New Program Highlights
The Child Development and Early Childhood courses utilized textbooks in electronic format this year,
analyzing the shift for ease of access, frequency of operational issues, student-based and teacher problems and
concerns. Surveys completed during and at the close of the courses indicated very positive results for the
majority of students. Hard copies were available for students who did not have access to computers on a regular
basis at home.
Each department course taught has been realigned to the new State Core Curriculum Content Standards to
ensure we meet the State mandate for compliance in 2012. The Gap Analysis process is used to complete a
review of the coverage of NJSCCCS as a Department. Gaps that are identified will be used to inform
curriculum revisions, department team work during the year and allocation of summer curriculum work at the
end of the year. The professional development plan this year provided time for teams of teachers teaching the
same subject to work together to analyze the activities in each unit, and determine if they addressed the skills
and the content described in the New Jersey State Curriculum Core Content Standards. This work was essential
in translating the unit design into the new UbD templates. The Pathway collegial inquiry groups created an
opportunity for teachers from across curriculums to explore common interests that would inform greater
expansion of learning activities for our students. These pathways provided insight into the types of learning
opportunities and thinking that will assist students in constructing knowledge and developing a deeper
understanding of content. The team and Pathway meetings provided opportunities to analyze existing
curriculum for level of rigor, quality of assessments/assessment cycles and the degree of differentiation inherent
in the instructional strategies to address the standards and meet the needs of our diverse learners.
Every course in the department has some opportunities for students to engage in the process of service learning.
During the summer, we will be refining our existing Real World course, and designing a second-level course
that utilizes a more inquiry and problem-based approach. This course targets service learning, critical thinking,
decision-making and problem-solving skills. This non-lab course will address some of the new revisions in the
Consumer Science, Family and Life Skills NJ Core Content Standards, and numerous cross-disciplinary
standards. Real World II will provide our students with an authentic learning experience that expands their
connection from the needs of their local communities to a more global perspective on the same issues. Strong
community partners will provide valuable insights into the real world problem-solving approaches that are so
essential for today’s students to develop.
Students continue to elect a variety of courses in the Family and Consumer Science program of electives. As a
result of limitations of staffing, the following courses were eliminated from the offerings available to students
for the 2011-12 school year: Choices and Challenges, Food Technology, Independent Living, and Family
Living. As a result of this program change,300+ students did not receive their first request and had to fill the
credit requirement in this area through seeking electives outside the Family and Consumer Science Department.
56

Staff Development
All members of the department completed the District Professional Development programs offered throughout
the year. These District programs afforded teachers the opportunity to work within and across departments. In
addition, they provided opportunities for teachers to work collaboratively in collegial inquiry groups and
experience what students might experience as learners working collaboratively and challenged to construct their
own meaning around content related questions or problems. The departmental teams utilized these experiences
and artifacts of students’ work, data from assessment results and the NJ State Curriculum Core Content
Standards to inform revisions in existing curriculum.
These trainings provided each teacher with the opportunity to read and discuss current research related to the
needs of our students, and to share classroom practice and artifacts of student work that would inform
curriculum revision as we move forward with a shift to a more inquiry-based, problem-based, and standardsbased
approach. This new format was very effective in engaging teachers from across the District in crossdisciplinary
discussions that broadened our base of best-practices, and expanded our pool of human resources
focused on curriculum and instruction. These teacher meetings were complimented by a focus on increased
feedback to the teacher through the use of walkthroughs. These snapshots of practice provided an expanded
look at what was happening in the classroom, and the timeliness of the information enabled more effective
feedback and analysis of teacher work.
Department meetings were used to compliment and scaffold the work targeted in the In-Service, Pathway and
teacher training sessions on UbD. The department level work focused on ensuring the requirements of the
revised NJ State Core Curriculum Content Standards was being addressed in both the “skills’ and “content”
areas of the CPI. Department members worked in teams to align existing course content and skill development
to the revised standards and to identify authentic, problem- and inquiry-based learning opportunities for
students. Assessment practices and tools were reviewed quarterly and data was analyzed to help inform
refinements.
Every department member participated in the scheduled Technology mini workshops during the school year.
This model supported the individualization of training that teachers most appreciate, enabling them to select
courses of interest from a menu of possibilities. This focus enabled teachers to make a connection to the NJ
Technology Standards and the specifics of their content area. Teachers were able to more readily see and
understand why and how the various technologies might be used to support the development of 21 st Century
skills and content mastery.
Staff Recognition
Diane Scarbaci completed a service-learning program that enabled our students to work in partnership with an
urban school in NJ to design and produce reading books for young students, who otherwise would have
extremely limited resources. In addition, these classes created their own three-dimensional books (pop-ups) and
read them to students in Desmares School as part of their Child Development study.
Linda Ruckriegel engaged her Child Development and Early Childhood students in the Read Across America
Program, inviting community members in to see and hear the reading of student-developed books. We continue
to offer student Raritan Valley Tech Prep credit for their participation in these programs.
57

Linda Hults completed a service-learning partnership with CASA to support the implementation of “The
Forgotten Children Campaign”. This campaign focuses on the issues of the children in the foster care system in
Hunterdon, Somerset and Warren Counties. Students assisted in setting up the program at the county
courthouse, participated in a presentation at Youth Services in Somerville and attended a press conference at the
County Courthouse.
Jane Paradiso’s Real World class partnered with Interfaith Hospitality to explore food insufficiency in our
community, and to raise awareness of the needs that are local. In addition, students partnered with a variety of
business partners to explore the process of job applications and interviewing skills, introducing them to local
companies and essential skills for the future.
Sandy DeSapio involved students in a variety of service projects in her Fashion and Sewing classes. Students
would use scraps of material to design and sew a variety of small products that would then be sent to the
consignment shop whose funding is used to support the women’s shelter in Flemington. Students were able to
learn about the need for these services, what is being done and how the services are supported.
Students-Special Recognition
The students below received the Family and Consumer Science Department awards in one of the three award
categories listed below:
Excellence in Education Award Education
Alex Andre
Julia Joswick
Tatiana Malkin
Tara Manz
Christina Nitti
Erica Silva
Alyssa young
Janine Young
Early Childhood Education
Melanie Byrne
Lindsay Dilginis
Nicole Draheim
GeenaGordley
Jaime Kindervatter
Cristina Kossak
Sophia Moreira
58

Katelyn
Schultz
59

FINE ARTS
Curricular Highlights
Members of the Fine Arts Department made the decision, this year, to institute an in-house Arts Showcase. The
Showcase replaced our usual participation in the Hunterdon County Teen Arts. The decision was based on a
desire to include more students in the event and to provide for more in-depth work with professionals. The first
Annual Arts Showcase took place on May 20 th and 21 st . Two professional artists were on hand to offer personal
critiques to Visual Arts students. In addition, Hunterdon Central graduates returned to offer Art demonstrations
for parents, community members and current students. Current students also offered demonstrations on wheelthrowing,
oil painting, printing and drawing. Over 250 pieces of artwork were on display in the Commons for
the event. All of the Visual Arts teachers were on-hand to set-up for the event and meet with parents during the
event.
Instrumental students provided background music during the event. In addition to the events of May 20 th and
21 st , Instrumental Music students were able to participate in half-day workshops with Georg Balog, a professor
at TCNJ. These workshops served as a clinic/critique of selections for the instrumental concerts.
The feedback about the Arts Showcase from students, staff, parents, community members, alumni and critiquers
in attendance was very positive. Discussions have already begun on how the event can be expanded and
improved upon for next year.
Students in several Art classes participated in the Memory Project, which is a national program where students
create portraits for children in orphanages around the world as a keepsake, for the second year. The
involvement in the program was funded by a grant from the Hunterdon Central Foundation. Students
completed approximately 45 portraits for the organization. A reception was held at the Arts Showcase for
parents of the students involved, the Foundation members and Board of Education members in May. We were
informed by Ben Schumacher, the coordinator of the program that, nationwide, we helped draw 6,000 portraits
this year of children.
Reduction block printing was added as a learning unit in Art 2. Students were challenged to make a three-color
print. This required multiple stages of reducing the printing block using subtractive carving techniques, and
pulling prints of a different color at each stage. Students printed on painted canvas board, specialty printing
paper, for their own Photoshop images, and collages.
The instructional units for Digital Photography were further refined. Reducing the number of projects, but
increasing the expectations, has resulted in students producing better photographs. Now that the Photo program
is established, there is a clearer understating of what needs to be taught, explained and demonstrated to the
students to get a consistently good output of photographs from the students. The classes continue to evolve and
change which demonstrates my ability to keep the courses interesting while evaluating their effectiveness.
The “16 Habits of Mind” were incorporated into the Commercial Arts class for their flag-book layouts. I shared
results with my Habits of Mind learning community. Students also worked with librarian Emily Ford as a client
to make bookmarks for the IMC with my Commercial Arts class.
Honors Gifted & Talented Art 2 Class exhibited their life-size expressive self-portraits in the IMC.
60

Honors Gifted & Talented Art 3 Class exhibited their Senior Thesis in the Commons Lobby in January. The
class was interviewed and videotaped for FOX 5 News during the school-wide paper crane folding event in
honor of David Heard’s charitable contributions to children’s hospitals.
The Honors Gifted and Talented Art I class created a large acrylic painted mural for permanent installation in
the 800’s hallway. This mural attempts to express the idea that, as adults, we need to maintain our spirit of
Creativity and Joy in life.
The Annual Portfolio Preparation Senior Art show was displayed in the Commons along the windows.
Community, family and friends were invited to view the exhibit.
A representative from Temple University of the Arts and Art Institute of Philadelphia visited Portfolio
Preparation class.
Visual Art Department members:
• Collaborated to expand curriculum for Exploring Art courses and created a new Final Practical Exam
and Final Exam Grading Rubric.
• Collaborated to expand curriculum for Craft and Design class including the Final Practical Exam and
Grading Rubric
• Developed and implemented new project lessons to enhance the Ceramics, Craft and Design, and
Exploring Arts Curricula Created PowerPoint lessons, Project handouts, and assessments.
• Utilized the District Share Drives in Exploring Art, Ceramics and Craft and Design: enabled students to
better evaluate their progress resulting in a more holistic assessment and more meaningful end product.
After refining the AP Theory course a bit further, more actual AP test examples were incorporate into our
curriculum, which greatly helped the students to prepare for the test.
An end-of-the-year performance project was implemented in Vocal Music. The students had to select a song,
learn the music, create harmonies, find appropriate accompaniments, coordinate costumes, create choreography
and document the project. The students in each class voted for a winner of the 2011 HC Harmony Award.
Vocal Music students performed at four concerts over the course of the year. Concert schedules were revised to
accommodate the semester class schedule.
The Instrumental Music program performed four formal concerts for the community.
• Holiday Concert featuring Freshman String Orchestra and Pit Orchestra
• Winter Instrumental Concert featuring the Freshman Concert Band, and Freshman String Orchestra
• Spring Instrumental Concert featuring the Symphonic Band, Intermediate String Orchestra, Intermediate
Full Orchestra, and Jazz Band
• Spring Instrumental Concert II Featuring Wind Symphony, Advance String Orchestra, Advanced Full
Orchestra, and Percussion Ensemble
• HC Instrumental Music Clinic – Feature guest clinician George Balog, Band Director at TCNJ Wind
Symphony, Advanced Strings and Jazz Band performed
• Jazz Band performed at the 2011 “Devils Cabaret”
The Marching Red Devils performed in six competitions, and five football games.
The Marching Band held its first annual “8 th Grade Band Night”. Seventy 8 th grade band students came to the
high school to observe a typical MRD practice. After practice, each 8 th grader was assigned a “band buddy”
61

and the students had dinner together, and then performed in the stands for the football game. They also
performed a piece on the field with the MRD.
The MRD participated in the State Football Game at Rutgers University.
The Marching Red Devils were featured in the Hunterdon County Holiday Parade.
Music Department participated in its annual “Day of Music” where 8 th grade music students from all four
sending districts came to the high school and our Music Department put on a performing demonstration for
them.
The Winds of the Pit Orchestra participated in the Town Caroling.
The Pit Orchestra (entirely made up of curricular-orchestra students) performed all music for the musical “Guys
and Dolls”. The group also performed at The Jenny Haver Revue.
The Marching Red Devils and members of the Orchestra program – 208 students in all – traveled to Orlando
Florida to take part in the Disney Performing Arts Program. (This was the largest multi-overnight trip done by
Hunterdon Central Instrumental groups to date). During the week, the Marching Band marched down Main
Street USA and the Magic Kingdom, and also participated in an Instrumental and Color Guard workshop. The
Orchestra students performed a concert on the Waterfront Stage in Downtown Disney. They also participated
in an Instrumental Workshop.
Devil’s Cabaret featured performances by the Jazz Band, Madrigal Girls, Fiddle Club, and many individual
music students performing on their own.
The full Orchestra performed a pre-graduation concert.
Throughout the year – the Fiddle Club (made up of students in both fall and spring curricular orchestras)
performed 16 times throughout the community.
Two to three times per year, the Instrumental classes are combined with Mr. Wendt’s Physics classes to do a
joint – lesson on acoustics/jazz, utilizing individual participation, as well as performing for the students as a
trombone/piano duet.
Students in the Theater classes had an opportunity to participate in a Shakespeare Residency Program with Jim
Jack from the George Street Playhouse. The residency was funded by a grant from the HC Foundation.
Honor’s Theater students performed at the Thespian inductions.
Mr. Bernet attended a film seminar in the Teachers as Scholars program in which we studied American political
films. He then utilized that information and articles he’d read in the Honors Film class, studying The
Manchurian Candidate and incorporating that into a larger context of two other films related to communism and
the cold war.
New Program Highlights
There were no new programs offered this year.
Staff Development
62

Vince D’Amico:
• Attended a Professional Conference – one-day overview of Understanding By Design
• Participated in multiple Mini Course sessions entitled, “ Showcasing Student work using E-Portfolios
with Google Apps
• Participated in multiple sessions for Habits of Mind, lead by HC teacher, Heather Peschl
• Participated in the Affirmative Action Survey on June 6, 2011
• Participated in departmental curriculum meetings with my group throughout the year
Bob Douglass:
• Attended Student Centered Learning mini course
• Attended Habits of mind Pathways meetings
• Collaborated with colleges to discuss changes to the curriculum and the impact the changes in Digital
Photo and Exploring Art have had on student’s success in the course
• Collaborated with colleges on creating UBD unit lessons for Digital Photography 1 and Ceramics 1
• Completed the training and participated in the student/teacher mentor program
• Completed ETTC summer courses on Formative Assessment and Project Based Learning
Debbie Dominguez:
• Attended two seminar sessions “What is Art” through the TCNJ Teachers as Scholars Program. This
seminar focused on philosophies of what constitutes the essential and necessary qualities of a work of
art. The development of these ideas from Plato and Aristotle to the present was the subject of our
independent pre-readings and discussion group. A philosophy professor led20 Art teachers, as well as
those from other disciplines, in lively exchanges on the meaning and qualifications of what makes a
work of art.
Chris Larson:
• Participated in the mini-course sessions and also the pathways. I learned more about Moodle and it’s
uses
Jessica Musolino-Sanz:
• Attended the summer and fall seminar on UBD Framework. This course helped navigate the UBD
format and templates. These seminars enabled and provided a jumping-off point to begin a unit design
template in the following courses: Craft and Design, Exploring Art and Art 1.
• A department cohort provided time to further develop, focus and revise an introductory unit in Art 1. We
plan to continue to create units focused around the six Elements of Art and Design. We plan to continue
this work through the end of the year and well into next school year.
• Participated in Project Based Pathway. This pathway provided insight into what Project-Based learning
and Unit design is. Our cohort investigated best practices published on the web and also had a best
practice share among our cohort’s participants. This sharing provided insight into the other departments’
offerings and reaffirmed the awesome approaches and vast offerings our District provides for our
students. We constantly look for ways to prepare our students for learning in the 21st Century.
63

• Participated in the mini course on Google Docs. This course introduced Google Docs and its use in our
school, and the effect it has on certain subjects. It is a wonderful and complex tool to use; however, it
might not be the best tool to use for assessments and portfolio activists in our Visual Art courses.
• Participated in the College of New Jersey’s Teachers as Scholars course “Art and Love in Renaissance
Italy.” This course was extremely informative and inspirational. The information will be integrated
into an Art History/Lecture overview in Honors Studio Art.
HelaineSchechtman:
• Attended UbD training
• Participated in the following ETTC courses:
o Finding and Evaluating Electronic Information
o Using Hip Hop to Integrate 21st Century Skills in All Curriculums
o What's Your Intelligence? The Multiple Intelligence Approach
o Practical Applications and Critical Conversations of 21st Century Skills
o Facilitating Restorative Conferences
Robin Zwizanski:
• Worked with other teachers researching Project-Based Learning and how it can be applied to our school
and subjects areas through the Pathways meetings
• Worked on writing Understanding by Design units for Art 1 with other members of the Fine Art
Department
• Presented at and attended the Art Educator’s of New Jersey Convention. Nicolle Schuster and Mary Jo
Rosania presented a session on creating portfolio books as final Art course evaluations.
• Attended an Islamic Culture and History workshop here at HCRHS that was presented through our
History Department
Gail Enterline:
• Participated in an Artist in Residency program with Jim Jack of the George Street Playhouse, funded by
a grand from the Hunterdon Central Education Foundation.
Greg Bernet:
• Attended a Teachers as Scholars seminar at The College of New Jersey on American Political Films
• Completed on-line learning on Moodle and started to use it in Introduction to Film class
• Continued to increase knowledge of film subject matter by doing background research on film from
books and watching numerous films and programs about filmmakers
Elise Bestreski:
• Attended the school in-service days
• Completed the required training on Diabetes and Affirmative Action
• Researched AP Music Theory Materials and exercises.
64

Bob Kenny attended:
• Mini Course - Moodle Training
• ETTC - Moodle Workshop - Assessing Student Learning Using Online Tools
• University of Phoenix – Graduate Course, Instructional Design - 3 Credits
• University of Phoenix – Graduate Course, Supervision, Curriculum, and Assessment – 3 Credits
• Pathways – Understanding by Design
• Department Sessions – Standards Based Unit Design, Music Reading Comprehension
Will Magalio attended:
• Mini-Courses – Moodle for the Experienced User
• Pathways
• Curricular development within the department
Peter Stevenson:
• Participated in Facilitator Training
• Served as a Facilitator for a Collegial Inquiry Group
• Participated in departmental collaborative curriculum revision/refinement
Hillary Colton attended:
• Attended In-Services and Short Skill Sessions
• Took ETTC classes
• Attended the NJEA, NJMEA, and MENC Conventions
Megan Petrushun attended
• Attended In-Services and Short Skill Sessions
• Took ETTC classes
Staff - Special Recognition
Bob Douglass:
• Photographed children attending the haunted high school
• Photographed the 9/10 play and created a display showcase for guests
• Photographed the 11/12 play and created a display showcase for guests
• Photographed the Musical and created a display showcase for guests
• Served as an advisor for the Photo Club
• Continued to coordinate the life at central project with the Photo Club and displayed students
photographs in the showcase in each building
HelaineSchechtman:
65

• Wrote and had accepted for publication an article for School Arts magazine for the second year
• Served as a member of the Art Interview Committee
Jessica Musolino-Sanz:
• Geraldine R. Dodge Fellow
• National Art Education Association Member
• Art Educators of New Jersey Member
• Served as a member of the Art Interview Committee
• Served as a faculty advisor to several independent study projects
Vince D’Amico:
• Served as a member of the Art Interview Committee
• Worked after school hours with students to create a “Welcome Home” banner (25’ long) for a former
HC student coming home from Afghanistan
Robin Zwizanski:
• Served as a member of the Art Interview Committee
Chris Larson:
• Recognized many times at our Ice Hockey banquet this year for all the hard work and time put into the
team and the season. Hired as an assistant coach this year giving more responsibility and also more
contact with the parents. The end result for the JV team was placing 2 nd in our championship playoffs.
Betty Jacobsen:
• Exhibited artwork at:
Kleinert/James Art Center, “Tenth Annual 5 by 7 Show”, Woodstock, NY
Sidetracks Art Gallery, “Moby Dick on the Delaware” and “Naked in New Hope”, New Hope,
PA
Shad Festival Poster Auction supporting high school scholarships for the arts, Lambertville, NJ
Hunterdon Art Museum, Juried Members Exhibition, Clinton, NJ
Gail Enterline:
• Directed the school musical “Guys and Dolls”
• Participated in an Artist in Residency program through the Georg Street Playhouse funded by a grant
from the HC Foundation
Greg Bernet:
66

• Directed the Lower School (9/10) play, the classic Little Women. Also did the scenic design and
costume design, all promotional work including the program, and budget work, including box office.
The students reached the goals set, and the performances were greeted very enthusiastically with both
laughs and tears.
• In the spring, directed the Children’s Show which we rehearse with two separate casts and then take on
tour to the elementary schools in the sending district. This year’s show was a combination of two plays
dealing with individuality and how it is OK to be different. They are entitled Everybody, Everybody
and Land of Jesters.
• Directed the Thespian play, Endgame, to take to the drama festival competition.
• Produced the Thespis Day initiation ceremony
• International Thespian Society, Troupe # 3035
Hillary Colton:
• Served as the President of the Central Jersey Music Educators’ Association
• Presented sessions at the NJEA and the NJMEA Conventions
• Served on the NJMEA Board of Directors
• Served on the NJMEA Choral Procedures Committee
• Served as the Head Choral Director for the American Music Abroad trip to Europe
Bob Kenny:
• Director of the HCRHS Jazz Band
• Director of the HRCHS Wind Symphony
• Assistant Director of Orchestras
Will Magalio:
• Served as the Director of the Marching Red Devils
• Served as the Conductor of the Pit Orchestra
• Served as the Director for the Jenny Haver All County Revue
Elise Bestreski:
• Served as the Director of the Indoor Guard in its inaugural year
• Served as Assistant Director of the Marching Red Devils
Students - Special Recognition
Artwork made by our students was seen by the public at the first Arts Showcase held in May. Many parents and
students came to see this exhibition and were thoroughly impressed with the talent and dedication of Central’s
imaginative art students. Three students were selected as exemplary by the two art judges: Ryan Peters, Natalie
Ghanem-LaTour, and Serene Cordova
The annual Art Show at the County Library was held in January showcasing work from Hunterdon Central
students.
67

The students from Sketch Club raised $500 through the after-school Art program at Barley Sheaf. The money
will be donated, once again like last year, to the Hunterdon Outreach Program.
Awards were given to student 1 st , 2 nd , and 3 rd place winners of the Photo Club’s photo contest.
Two students selected for the Morris Museum’s “Fresh Perspectives: A Juried High School Art Exhibition”,
May 12 - June 12, 2011. Forty-seven schools entered work with 432 pieces of artwork considered for the show.
Katie Engberg and Ben Cahill both had paintings accepted into the exhibition.
Visual Art Department Awards
Most Dedicated Art Students Awards: Tina Mastrul and Jen Jennis
Photography Awards: Ethan Spitz and Natalie Ghanem-LaTour
Painting Awards: Katie Engberg and Serene Cordova
Sculpture Awards: Chris Walker and Alex Hill
Ceramics Award: Alex Novak
Design Awards: Leo Li and Ryan Peters
Vocal Music Awards
THE NJ GOVERNOR’S AWARD FOR OUTSTANDING VOCAL ACHIEVEMENT
Alyssa Cataldi
ALL-NATIONAL CHORUS
Alyssa Cataldi
Brianna Marti
ALL-EASTERN CHOIR
Alyssa Cataldi
Brianna Marti
Jennifer Weeks
ALL-STATE CHORUS 2011
Jon Betti (#1 in the State)
68

Anthony Calabrese (#2 in the State)
Michaela Kelly (#2 in the State)
Amanda Livesey
Sophie Rowland
ALL-STATE CHORUS 2010
Taylor Beckman
Alyssa Cataldi
Travis Henry
Michaela Kelly
Amanda Livesey
Brianna Marti
Sydney Motz
Janine Pasquale
Lauren Price
Patrick Proctor
Jack Rowland
Sophie Rowland
Angelica Staikos
Dave Thomas
Jen Weeks
REGIONAL CHOIR
Taylor Beckman
Jon Betti
Anthony Calabrese
Alyssa Cataldi
Anna Helfrich
TJ Henry
69

Jackie Hunter
Kara Jimcosky
Amanda Livesey
Brianna Marti
Annie Nazzaro
Janine Pasquale
Frances Petrozelli
Patrick Proctor
Angelica Staikos
Dave Thomas
JR. HIGH ALL-STATE
Jon Betti
Victoria Bullock
Brenna Dougherty
AlinaDavachi
Brianna Graf
KrystinaHanntz
Kara Jimcosky
Jeanne Krupinski
Aidan Luzzi
Choral Music Department Senior Awards 2011
Elizabeth Vosseler Memorial Music Award
Brianna Marti
Outstanding Vocal Musician
Angelica Staikos
Vocal Leadership Award
Lauren Price
70

Jennifer Weeks
National School Choral Award
Alyssa Cataldi
Vocal Music Department Scholarships
Alyssa Cataldi
Angelica Staikos
Jennifer Weeks
Choral Directors Award
Alyssa DeWolfe
Alex Mark
Sydney Motz
Zasha Villa
INSTRUMENTAL MUSIC DEPARTMENT AWARDS - 2010
Instrumental Leadership Awards
Lauren Dodge
Christina Mastrull
Jack Rowland
(4 years’ service multiple ensembles, served leadership rule; i.e.,first chair, senior leader, drum major)
Outstanding Instrumental Musician
Kevin Kuh
Music Theory Award
John Greth
John Philip Sousa Band Award
Adam DeLessio
Louis Armstrong Jazz Award
John Greth
National School Orchestra Award
Sharon Jankiewicz
Woody Herman Jazz Award
Michael Boch
Pattrick Gilmore Award
71

Gabriela Tamassia
Director's Award Orchestra
Nicole Colossi
Michael Goldman
Director's Award Band
Ryan Currie
Brian Gruning
Regional Band/Orchestra Selections
Danielle Rubin (Bassoon) – Region Ensemble & All-State Ensemble
Anthony Nicarreta (Trumpet) – Region Ensemble
Grayson Stoik (French Horn) – Region Ensemble
Theater
Participated in Rising star awards with the Paper Mill Playhouse. Many performers in the musical were
commended.
72

HEALTH AND PHYSICAL EDUCATION
Curricular Highlights
Every member of the department has contributed to the substantial progress made in addressing the following
Department Goals:
• Infuse the use of innovative learning strategies by integrating supportive technologies, inquiry-and problembased
approaches that contain elements that integrate 21 st Century skills and themes into the refinement of
curriculum.
o Refine existing curriculum/instructional strategies as a result of participation in the 1-to-1 pilot
program. (expanded course resources, student projects, individual portfolios, etc.)
o Infuse service-learning activities, measure impact on student mastery.
o Teacher teams completed the design of a LMS or Moodle template for two new courses, and
refined the model during the school year. All course assignments, homework and project
materials are to be posted on the site. Teachers involved will compare the completion of work
assignments, frequency of student problems accessing work and the consistency of student
performance to previous years. This technology, coupled with the analysis of formative
assessment practices and existing student learning activities, will enable teachers to provide
closer attention to the diverse needs of their students and ultimately design self-paced curricular
modules. Teachers will be able to provide timely feedback on student work and give individual
comments on more assignments. The number of interactive student assignments is expected to
increase using this model.
o Teams of teachers complete a gap analysis of NJSCCCS utilizing a departmental summary of all
courses. This electronic format provides a complete overview of what standards are being
covered and what remain to be addressed through our curricular refinement process. This
departmental curriculum map will be used to inform future planning for teams and summer
work.
o The new course of Real World was introduced this year and a second year model will be
proposed for the following year that will provide opportunities for them to apply their own
leadership and learning styles, study local community needs and resources, identify service
projects and facilitate plans to address the identified problems. Food insufficiency and
homelessness will be the common threads/focus. The Community Shelters, SAFE in Hunterdon,
Interfaith Hospitality, and Hunterdon County Food Pantry are some of the service agencies that
will be examined.
• Establish and participate in a community of learners that functions as a collaborative inquiry group that is
continuously learning and refining curriculum and instructional strategies that support high student
achievement for all students.
o Every teacher worked in ongoing cross-disciplinary collegial inquiry groups to research selected
topics for the Pathway groups as part of the District professional development time. This
information was used to refine existing curriculum and enhance instructional strategies
introduced in emerging UbD units.
o Ongoing participation in DepartmentCurriculum teams that produce/refine UbD model units.
Teams of teachers completed alignment to new NJSCCCS, transitioned to UbD template and
revised existing Cycle Plans for five courses.
73

• Establish comprehensive classroom assessment systems that measure a full range of student’s abilities
through the use of varied formative and summative assessment tools/practices that will support timely
interventions to improve student achievement for all students.
o Teams of teachers utilized formative unit data to analyze student achievement /performance and
refined instruction (PDSA) via changes in daily lesson plans or UbD Unit design.
o Teachers completed a quarterly a gap analysis of existing curriculum to ascertain the need for
more timely feedback that could be used to inform interventions and student goal setting.
o Graphic information on the results of student performance on the end-of-course exams and the
final grade for the course were analyzed by each teacher and provided in the form of a report to
the Department Supervisor and colleagues teaching the same subject. Gaps in student
performance and issues with the assessment tools were identified and addressed quarterly with
curricular refinements completed over the summer when teachers have time to analyze more
formative data.
• Establish classroom management systems that recognize diverse student needs, cultures and perspectives,
foster effective Habits of Mind/Dispositions of Practice, infuse visible thinking skills, and promote
individual learning plans.
o One of our courses was used to pilot a focus on individual Habits of Mind or Dispositions of
Practice and gather feedback on the impact on student learning. More curriculum work will be
completed on this over the summer.
o Teams of teachers participating in the Habits Pathway discussed opportunities for the infusion of
instructional strategies in Lesson or Unit Plans to include opportunities for students to make their
thinking visible, and to measure how this impacted student learning and deepened understanding.
o Develop course mastery charts that enable students to track their own levels of mastery, and
identify areas of strength and areas for growth.
o Child Development for the three-year old students has introduced the practice of concept
mapping to support deeper understanding of the curriculum and enable a better translation to
planning for the Little Devils’ instruction. Student products/artifacts are analyzed using a quality
rubric.
• Increase student participation in authentic learning experiences that provide opportunities to master the
required course content and serve the needs of our community.
o The Health and Physical Education Department continues to work on the selection and infusion
of service learning opportunities into the courses available to students at each grade level.
Teachers have created partnerships in service learning with the following groups:
• H&PE Blood Drive/NJ Blood Services
• The Mill Run
• Hunterdon Hospice
• SAFE in Hunterdon
• Hunterdon Medical Center
• HOPE
• Hunterdon Food Pantry
o Health and Physical Education partnered with Family and Consumer Science, in a Project
Adventure activity that engaged the Little Devils in an experiential learning model similar to the
inquiry model. Students explored a variety of movement skills and solved a series of age
appropriate physical challenges. The H&PE students learned about the physical capabilities and
knowledge base of the four-year-old Little Devils.
74

New Program Highlights
Thirteen Health and Physical Education teachers have been trained in UbD and serve as mentors for their
curriculum development teams. This curriculum team work produced alignment to the new/revised NJ State
Curriculum Core Content Standards, identification of relevant CPI’s to be added to each course, revisions in
existing activities and new instructional strategies to address both the skills and the content described in each
CPI. Teachers completing summer curriculum have revised each unit to reflect the principles of UbD using the
District template that aligns to the State format.
This year, a team of teachers researched a variety of video analysis products that are web-based. We identified a
free program called Kinovea that will allow our students to use digital flip cameras to capture movement in any
area of the program, review it, analyze in slow, freeze-frame of normal speed, and make annotations on the
video. This will be used to help develop a “coaching eye”, and build a deeper understanding of the principles of
movement, training and laws of motion. This is one strategy to help students construct their own knowledge and
introduce more project-based activities into the activities portion of their Physical Education courses.
NJ Coordinated School Health Program has provided another vehicle for refining the processes utilized to
provide students with timely feedback on their current fitness and establish a framework for each individual’s
general health status. The Fitnessgram web-based resources purchased through this grant were made available
to our sending district schools to enable a partnership that will allow us to evaluate record, track and analyze the
wellness of their students. This common set of protocols, vocabulary and feedback information will scaffold
student understanding and decision-making in each of the components of health-related fitness. In addition, it
will help students engage in problem-based, authentic learning opportunities that target personal goals for
improvement and enable experiences with the supporting technologies and practices.
Several new teachers are participating in the One-to-One Pilot program, introducing both students and faculty to
the class culture and expectations this new resource will support. The participation in this continuously evolving
student One-to-One Pilot program has provided the department with turnkey faculty who will provide
exemplars for best practices and the kinds of mentoring essential to enabling this in all classrooms. Our
department participants have engaged in cross-disciplinary projects that involved the English, and Family and
Consumer Science programs. This exposure to this kind of research and development has been invaluable in
creating concrete examples for the second wave of change agents within the department. We will have
additional proposals for participation in this research from other department members as a direct result of this
process.
Staff Development
All members of the department completed the District Professional Development programs offered throughout
the year. These District programs afforded teachers the opportunity to work within and across departments. In
addition, they provided opportunities for teachers to work collaboratively in collegial-inquiry groups and
experience what students might experience as learners working collaboratively and challenged to construct their
own meaning around content-related questions or problems. The departmental teams utilized these experiences
and artifacts of students work, data from assessment results and the NJ State Curriculum Core Content
Standards to inform revisions in existing curriculum.
These trainings provided each teacher with the opportunity to read and discuss current research related to the
needs of our students and to share classroom practice and artifacts of student work that would inform
curriculum revision, as we move forward with a shift to a more inquiry-based, problem-based, and standards-
75

ased approach. This new format was very effective in engaging teachers from across the District in crossdisciplinary
discussions that broadened our base of best-practices, and expanded our pool of human resources
focused on curriculum and instruction. These teacher meetings were complimented by a focus on increased
feedback to the teacher through the use of walkthroughs. These snapshots of practice provided an expanded
look at what was happening in the classroom, and the timeliness of the information enabled more effective
feedback and analysis of teacher work.
Department meetings were used to compliment and scaffold the work targeted in the In-Service, Pathway and
teacher training sessions on UbD. The department-level work focused on ensuring the requirements of the
revised NJ State Core Curriculum Content Standards was being addressed in both the “skills’ and “content”
areas of the CPI. Department members worked in teams to align existing course content and skill development
to the revised standards and to identify authentic, problem- and inquiry-based learning opportunities for
students. Assessment practices and tools were reviewed quarterly and data was analyzed to help inform
refinements.
Every department member participated in the scheduled Technology mini workshops during the school year.
This model supported the individualization of training that teachers most appreciate, enabling them to select
courses of interest from a menu of possibilities. This focus enabled teachers to make a connection to the NJ
Technology Standards and the specifics of their content area. Teachers were able to more readily see and
understand why and how the various technologies might be used to support the development of 21 st Century
skills and content mastery.
Most of the grade nine teachers attended a workshop in the area of Human Sexuality provided by the Center for
Human Sexuality at Rutgers University. This series of workshops provides valuable information in each of the
topic areas covered in grades nine and 11. The materials that were accessed at these workshops were shared
among teachers of the same grade level, evaluated and infused into the 2010-2011 course revisions.
Thirteen Health and Physical Education teachers, representing each grade level, participated in the two-day
summer UbD training. These individuals described an extremely positive experience that built on their
department work from this year, and truly helped to inform their transition to the use of the UbD format for
designing course units.
Staff Recognition
Trese Lang completed a one-to-one program in partnership with Cathy Stutzman of the English Department.
This partnership enabled students in both classes to utilize the technology to explore the concept of competition,
to read and reflect on related literature from both disciplines. Students used the technology for research and to
communicate with their cross-disciplinary group members in debate, discussion, analysis of writing prompts.
Students produced a summary project that embodied this process and reflected a deeper understanding than
their counterparts outside the project.
Upon Michael Carr’s departure to assume a Supervisor/Athletic Director position, Meghan Ibach was appointed
as the Chairperson of the Hunterdon Central NJ Coordinated School Health Program. This program was a result
of a grant written by Dr. Carol Kelley, and funded through the NJ Department of Education, Division of Student
Services, and Office of Educational Support Services. Funding enabled HCRHS to facilitate school Health and
Physical Education assessments, analyze results and target programming to close the gaps in both instruction
and school climate. We have collaborated with the School Wellness Committee to strategize about programs for
students and teachers/staff to meet existing needs. We have also partnered with each of the sending districts to
76

infuse a common software and set of protocols for assessing/tracking student wellness, equipment to support
faculty wellness, and a District Health Fair to articulate with community wellness resources.
Heather Reilly and Meghan Ibach organized and managed the Annual Blood Drive to address the needs of the
New Jersey Blood Services. These individual secured speakers, enlisted student volunteer workers,
communicated with the internal school community and solicited donors using a process that has been refined
over the past five years. Once again, the Hunterdon Central H&PE Blood Drive surpassed the goals and
expectations of the NJ Blood Services.
Denise McNally partnered with Linda Ruckriegel to enable an experiential learning opportunity in Project
Adventure for the Little Devils, 4-year olds. This partnership enabled the Child Development students to share
information about age appropriate skills levels of the Little Devils and the PA students to mentor in a movement
exploration experience.
Jackie Drennon and Kelley Huggins introduced the level 12 Teen PEP II program with a single teacher model.
This group partnered with the sending district schools to provide health mentoring for students in grades 6-8.
Our Teen PEP I Student program continues to support the Human Sexuality, and Drugs and Alcohol programs
targeted for grade 9 students.
Lisa Hamill, Trese Lang, Dawn Peins, Kevin Cuozzi, and Kaman Hung completed refresher training in Safe
Dates, a research-based program out of The Princeton Leadership Center that focuses on dating violence, sexual
harassment and bullying behaviors. Hunterdon Central is considered to be one of the exemplar programs by the
Center. All grade 10 students are engaged in this program.
Students-Special Recognition
Students receive written feedback from every teacher on a quarterly basis recognizing them as positive rolemodels,
reinforcing leadership skills demonstrated and encouraging continued collaboration in a team/problemsolving
setting. The Full-Value Contract is used to facilitate this process, and we are currently looking at ways
to systemically shift this focus to the Habits of Mind and Dispositions of Practice. One department team will be
working on this next year during department curriculum team time.
77

INSTRUCTIONAL MEDIACENTER
Curricular Highlights
School libraries provide equitable physical and intellectual access to the resources and tools
required for learning in a warm, stimulating, and safe environment. School librarians
collaborate with others to provide instruction, learning strategies, and practice in using the
essential learning skills needed in the 21st century.
AASL’s Standards for the 21st-Century Learner
As inquiry and research experts, they are invaluable resources to my students, but they are
equally integral to my growth as an educator.
Hunterdon Central Teacher
Learning at Hunterdon Central is changing and, with it, the Instructional Media Center is evolving; we are more
active partners in the improvement of student learning; we are learning leaders particularly in the areas of
information, media, and digital literacy; and we are becoming evidence-based practitioners who work beside
teachers looking at assessment data to strengthen learning. Through this change and growth, the IMC staff has
continued to meet the expectations of faculty and students. This is clearly seen in responses from faculty
members:
Their willingness to work with all students and all faculty, regardless of subject area, demonstrates
the diversity of the IMC staff and the resources they have to offer. They are the group that infuses
cross-curricular connections and brings the faculty together.
The Hunterdon Central Library staff has been an invaluable asset to both me and my students
during 2010-11.
Throughout the five years I have been here the IMC has grown to take a more active role in how we
teach our students.
Though usage and collection statistics tell the story of a busy IMC (see “By the Numbers” charts), the impact
that the IMC makes on student and faculty learning is much deeper. It can be seen in four primary ways –
through the librarians as Teachers, Instructional Partners, Learning Leaders, and Information Specialists. It can
also be seen in our developing concept of library as Learning Commons.
Librarians as Teachers
“Because “information literacy” is no longer simply learning how to use a few sources, the expertise of
librarians as teachers is of growing importance. This year, librarians have co-designed, co-instructed, and coassessed
lessons that improved student learning in areas such as information literacy and fluency, collaboration,
digital citizenship, and inquiry. In these classes, they were true co-teachers that blended into any content area:
78

[The librarian] was there with me to introduce the Information Search Process, conference with
the students about their work, provide formative feedback to the students, and assess their
learning plans and final products. [She] even came to Back-to-School Night to discuss her work
with our class! ~English Department
She worked with my class every week and many of my students came to her on a regular basis
during tutorial. She even assessed source analysis assignments and citations for me, allowing me
to focus on the writing and incorporation of history. ~Social Studies Department
We jointly planned, created the documents necessary to complete each phase of the project,
graded student work and reflected on (almost a daily basis) what went well, what we could have
been done better and what needed to be changed "next time around". The time investment
necessary to do this well was enormous…[The librarian] was in the class with me for at least
75% of time teaching this unit. ~Science Teacher
These partnerships moved beyond stand-alone information literacy instruction; they became true co-teachers in
the classroom. Librarian training has moved beyond information-seeking behavior to include critical thinking
and inquiry, and they are incorporating that expertise directly into the classroom:
Her emphasis is always on enhancing student learning. She challenges students to not only learn
the material, but to consciously expand their skills, particularly in the areas of questioning and
research. ~Teacher
Students have noticed this evolution as well. They shared how helpful it was to have a librarian as a co-teacher.
For some students, simply having another person in the classroom made a positive impact:
The impact of having a librarian as a co-teacher was very positive and helpful, especially when
another opinion or perspective was needed. Having two teachers and two people to give advice
made the course much easier and relaxed. ~Student
However, many students also saw a difference between the types of interactions and feedback they received.
They felt that the librarian improved their learning in a way that was distinct from what the classroom teacher
offered:
[The librarian] provides interesting points that push research even further. ~Student
[Having the librarian as a co-teacher] also helps when we have meetings and talk about our
projects. We get the insight of a teacher but also a librarian. We get better constructive criticism.
~Student
The effect of a librarian embedded in the classroom cannot be understated. The powerful combination of
classroom teacher and librarian has a lasting effect on students. It cultivates the qualities of independent
learners who can think critically and solve problems on their own, because they have been guided and
mentored:
…by the end of the class, both [the classroom teacher] and [the librarian’s] voices had been
stuck in my head. I feel as if I use much more examples, and whenever I am unclear about
something, I hear that voice in my head “what would [they] tell me to do?” ~Student
Librarians as Instructional Partners
79

The IMC staff has also had a tremendous impact on the teachers with whom they have collaborated.
Experimenting with new pedagogy is stressful and requires a willingness to be disturbed; with a co-teacher at
your side, the process is more successful:
When I expressed fear that I didn't have the expertise to be able to help my students with their
research, [the librarian] became my co-teacher….I am absolutely certain that I would not have
continued with this project had I not had her support. I absolutely would have continued with
business as usual - assigning topics and having the class do PowerPoint presentations on them.
[The librarians] did such an amazing job with my PBL [Project-Based Learning]. I never would
have had the positive outcomes from it without their support, instruction, collaboration and
expertise.
This feeling was expressed by many staff members as they worked through a type of learning that is unfamiliar
to them and to students and can often be uncomfortable. The IMC staff not only provided support for teachers,
but also a knowledge of project design that helps students move away from cut and paste research outcomes:
[The librarian] made incredible suggestions as to how to enhance the project;, she worked
tirelessly to assemble resources for student use; helped instruct and to grade certain elements of
projects in both classes.
These ladies have been able to look objectively at a project and assist with so many aspects of
the activity. They helped me to organize and often reword requirements so that the student would
be better able to understand what was expected.
Most importantly, the process of inquiry and the critical thinking required for information literacy are integral
parts of the library field; therefore, we have been able to lead instructionally in these areas:
The library program supports learning because of the inquiry based model that the staff uses to
instruct students. You work with us; you are co-teachers. That makes the difference; you are not
just facilitating our class or learning, you are learners with us.
The IMC staff is partners in the instruction of classes and often work on-on-one with classroom
teachers to help shape lessons and research. Through this joint venture, the two teachers are
able to infuse inquiry-based projects and learning, and help our students become better prepared
for their future outside Hunterdon Central.
For many of these collaborations, the procedures involve common planning time with teachers, building a
project guide (LibGuide), co-teaching various lessons (such as developing essential questions, identifying
information need, searching and navigating electronic and print resources, source evaluation, MLA citations),
assessing student work in both a formative and summative manner, collecting feedback from student reflections,
and collaboratively reflecting on both the process and the product with teachers.
Teaching and Instruction by the Numbers
2008-2009 2009-2010 2010-2011
Total Class Visits 1217 1288 1310
Librarian Visits to the 28 69 142
Classroom (House Calls)
Booktalks 39 111 136
80

Librarians as Learning and Technology Leaders
Along with classroom teachers, the IMC staff has also taken a direct role in supporting the vision of studentcentered
learning:
Their ETTC courses, their partnerships with teachers, and their willingness to share their
incredible knowledge are vital to the progress toward our school’s vision. They are the epitome
of Lisa’s message last year to the staff. They are willing to be disturbed and, even more
impressive and valuable, they are willing to help others through the most uncomfortable aspects
of learner-driven, formative practice.
[The librarian] kept me focused on the students themselves being the driving force in their own
learning.
They served as facilitators in the new professional development model, giving their time to training and
preparation. They have taught ETTC courses and mini-courses about the Information Search Process, Finding
& Evaluating Electronic Information, Web 2.0 Technology, and 21 st Century Skills. In fact, it is often the
professional development they have offered through mini-courses and ETTC that encourage teachers to try out
new ways of learning. Many of the instructional partnerships from this year derived from these sessions. As
one teacher attests,
Had I not taken your ISP [Information Search Process] class, I never would have found the
motivation or inspiration to put together my totally student-generated environmental issues unit.
The IMC staff’s reach does not end when the summer arrives. They are integral to the important preparations
made during the summer. In addition to teaching ETTC courses over the summer, they brought their expertise
to the summer 1:1 pilot training, doing sessions on inquiry, social media tools like Twitter, and source
evaluation.
The twelve-month staff members supported initiatives and meetings taking place during the summer all while
doing preparations required of a school library to make it a warm, welcoming place in September. With the
elimination of the IMC supervisor position, each IMC staff member took on new leadership responsibilities
both instructionally and operationally. Despite the loss of this important position, the IMC’s program and
commitment did not falter.
Librarians as Information Specialists
As mentioned previously, the members of the IMC staff are information specialists. They work tirelessly not
only to help faculty and students to find information but also to process, catalog, arrange, and maintain all forms
of material to make retrieval possible. Even with our team of six, keeping up with a library of this size is a
challenge. However, given teacher and student reaction, we are managing this challenge very effectively:
Were it not for the IMC and its staff, the tools and resources available to both staff and students
would not be as easily accessible or user friendly. ~ Teacher
[The librarian] has taught me to use other sources besides Google and has really made an
impact on the books I have read. She opens up other options of books and different ideas.
~Student
82

We made numerous additions and modifications this year, such as LibGuides and Destiny (see New Program
Highlights), to improve both physical and intellectual access to information. The effect of these new resources
on our program goes beyond information retrieval and works toward improving each student’s ability to find,
assess, and use information. Joyce Valenza, a high school librarian in Pennsylvania, uses a very apt analogy;
she says that she wants her library to be a kitchen and not a supermarket. A library should not be a place with
organized objects for students to grab and go. To that end, the IMC is a place where learning and creating are
encouraged, guided, and showcased. Of course, we worked with the Information Systems Department to make
sure that our new tools and resources integrate seamlessly into the classroom:
The electronic resources, LibGuides and IMC site are hands down the BEST. The services that
you have allowed me to find articles on anything, get them all PDF'ed up and out to kids
paperlessly on Moodle. The databases make teaching controversial topics easier since they're
relatively unbiased and relatively balanced. ~Teacher
Lastly, as mentioned above, the IMC staff focused more on teaching Dr. Carol Kuhlthau’s Information Search
Process (ISP). This framework for research and the basis of guided inquiry should be made transparent to
students before they begin the research process. Unlike other processes, it includes not only the actions of
successful researchers for each stage but also the associated thoughts and feelings. In our first year of teaching
ISP as an explicit process, we can already see a difference for students and teachers as they discuss the impact it
has had upon their learning:
The entire IMC staff all took the time to sit down with me and discuss what my goals and
priorities were and how I could use the ISP to help me achieve them. ~Teacher
At first everything is going to seem very confusing and unclear, but like Carol Kuhlthau says
“we need to go through a period of uncertainty before we can earn clarity and a sense of
accomplishment!” ~Student
Hopefully, through more collaboration with teachers, ISP can become “the language” of research as we help
students to monitor and understand their own learning.
Information, Collection Development, and Circulation by the Numbers
2008-2009 2009-2010 2010-2011
Project Links Created 16 34 59
(LibGuides)
Total Circulation 15242 17895 15976*
Fiction 3437 5570 5358**
Short Story Collection 95 99 64
Graphic Novels N/A 1720 913
Memoirs Newly created category for 2010 and 2011 1394
Additions to the collection 1346 1928 1518
Donations 28 41 72
Interlibrary Loan 25 78 3
*Although we saw a decrease in total circulation this year, it is likely the result of fewer teachers
requiring books for projects and an increase in the purchase and use of our electronic resources.
83

As a result, we will gather electronic usage statistics for this year in order to report a
comparison in next year’s report.
**Though our booktalk statistics went up almost 25%, our fiction remained steady. This is likely
due to the increase in request for booktalks dealing with memoirs and other nonfiction titles.
Library as Learning Commons and Community Outreach Center
Just as the traditional notion of the librarian has evolved, so has the library facility itself and the IMC is
changing with it. When Hunterdon Central’s library was named the Instructional Media Center, that name was
current and fit the trends and pedagogy of the time. However, a lot has changed. The focus is no longer on
instruction or teaching, but instead on learning. The library is more than a collection of media used for
instruction; it is a dynamic place where information is used to create, construct, and, most importantly, learn. It
is not about things but about ideas, people, and collaboration. To that end, the IMC was and continues to be
host to a variety of learning activities, workshops, and exhibits.
The Central Hub opened in September and was an immediate success. More than a technology help desk, the
Central Hub provided just in time educational technology assistance to students and faculty throughout the year.
The busy Hub has been the perfect complement to our already busy IMC. A Tutoring Center was set up in two
areas of the IMC, one for Math and one for English. Just like the Central Hub, these areas provide just in time
assistance to students. Teachers can send down at any time to receive essential and immediate support.
As mentioned previously, the IMC is not only a place for learning but also for showcasing it. Student learning
was highlighted throughout the year during the following exhibits and workshops:
o World War II Museum (US History II
project – Janos &Herbst)
o Amnesty International Workshop (Fernekes)
o Water Bottle Inquiry Display (HSPA English
project – English teachers Leu& Cooper coteaching
with librarians Zane & Ford
o Student-led Women of the World Workshop
(Third Wave Club – Warren and Heimlich)
o Altered Books (Craft and Design – Larson) o Life-sized self-portrait display (G&T Art 2 –
Jacobsen)
o Model Parthenon display (Geometry – o Photography contest student and staff winners
Ternoey)
(Photography Club – Douglas & Larson)
The HCEA began having monthly department-sponsored socials, many of which were hosted in the IMC
including the IMC sponsored KoffeeKlatsch. Other events held in the IMC include:
21 st Century Study Group
Affirmation Action
Amnesty Club
APUSH Review
Archives Advisory Board meetings
Art Honor Society
Articulation – IMC, English, Mathematics
Board of Education
Bookworms
Character Education
KoffeeKlatsch
LAMP
Model UN Club
Moodle Class
National Honor Society tutorials
Netbook Distribution
New Students to District
New Teacher Orientation
NW Evaluation Association
Nurses
84

Classes relocated due to maintenance issues
Coordinated School Health Project
Counseling meetings (Naviance training, etc.)
Curriculum
Department meetings
District Safety Team
Dragon Boat team meeting
ELL Parents
ETTC classes
Facilitator Training
Faculty tutorials and tutoring
Family School Council
Future Business Leaders of America
Future Educators of America
HSPA (4 days), Biology (2 days) and Algebra (1
day) testing
Human Resources
Hunger Prevention Club
Hunterdon County Chamber of Commerce
Hunterdon County Superintendents and
Transportation Coordinators
ID Photos – Sophomore &Junion
Information Systems meetings and workshops
Inter and intra departmental class projects and
speakers
NW Evaluation Association
One School, One Book
One-to-One Pilot training
Peer Mediation training
Professional Development/Learning Centers
Religion Speakers Panel
Rutgers - SCLIS
SBAT
School Scheduling Taskforce
Shared Decision Making
Ski Club
Sophomore Parents with Counselors
Support Staff
Tablet Training
Teacher Portfolio
Teacher Sabbatical Committee
Teacher tutorials
Tech Committee
Teen Pep interviews
Transportation in-service
Unit Lunch
United Way Workshop
Vice Principals
Wellness
Yearbook
The Hunterdon Central Archives played an integral part in several different curricular projects this school year.
Two Honors Freshman English classes dedicated a semester to exploring the materials in the archives in order
to better understand Hunterdon Central’s varying role in the community over the past six decades. Students then
used this knowledge to predict what their class will add to Central’s unique history. The projects and displays
that were created have been added to the Archives collection for future exploration. Sophomore History classes
also used HCRHS yearbooks and newspaper articles from the Vietnam War Era as a way to better understand
the lives of the young soldiers who fought overseas.
Learning Commons and Community Outreach by the Numbers
2008-2009 2009-2010 2010-2011
Events/Workshops held during 19 26 59
instructional time in the IMC
Working papers processed 1263 985 978*
After Hours – Average students
per day (reduced to one hour
three days per week)
37 @ 3:30
29 @ 4:00
37 @ 3:30
29 @ 4:00
23 @ 3:30
15 @ 4:00
*Estimated for the remainder of June. Does not include rejections resulting from Section F of the
working papers being incomplete. These rejections had been included in prior years and will be
included in future reports for consistency.
85

New Program Highlights
Embedded Librarianship
This year, the IMC staff worked toward a new model that embedded librarians in specific classrooms. This type
of partnership (discussed previously in “Librarians as Instructional Partners”) has been a very successful
addition to our current program and is one that we hope to expand in future years. The teachers and students
with whom we had true partnerships witnessed the potential of librarians to improve student learning; hopefully,
through your support, we can continue along this path, particularly as information, media, and digital literacy
become more than curricular add-ins and elective courses. These types of literacy are essential parts of all
content areas and must be infused throughout every course in our schools. Librarians have been trained in
inquiry and the use of technology and can be true partners in student learning and achievement, particularly as
State tests are revised to assess these areas. Embedded librarianship can help the school move toward the goal
of preparing students for these types of tests as well as the unknown “tests” they will face upon graduation.
Assessment
The librarians took a larger role in assessment this year, both formative and summative. They assessed student
learning on their own with annotated bibliographies and website evaluation, and did numerous co-assessments
of student created learning/lesson plans, final projects, and artifacts of learning. Students could see the value of
having both the classroom teacher and librarian as guides in the classroom:
It was indeed helpful because both teachers had different kinds of feedback, which was helpful at
the end to improve my work. ~Student
LibGuides
The IMC staff consistently looks for materials and resources that will enhance our user’s learning experience.
One of our most influential purchases this year was LibGuides. LibGuides has allowed us to create dynamic
project guides that focus students more directly on their learning; they provide topic focused resources in a
variety of mediums and from a variety of perspectives. Students and teachers have already been praising the
helpfulness of the LibGuides that have been created for their classes. Just this year, 38 LibGuides were created
to complement the existing project links. Judging by the number of page views below, the LibGuides were
very well-used.
LibGuides by the Numbers
Page views by students and staff 11,456
LibGuides Created 38
*LibGuides was purchased in December; therefore, we only have six months of data to provide.
Literacy Initiatives: Blind Date with a Book & Six Word Novel Contest
86

The IMC had two brand new literacy initiatives this year. Blind Date with a Book provided festively wrapped
books with small clues to their contents on the outside each one. Students were surprised and delighted to take
home their unknown “dates” for the weekend. We also had a brand new contest for National School Library
Month in April. This year's theme was "Create Your Own Story @ Your Library." In honor of School Library
Month, the IMC hosted a six-word novel contest for staff and students. Fifteen lucky submissions were chosen
randomly to win WAWA, Dunkin Donuts, or Borders gift cards. Submissions were made in person or
electronically through a Google Docs Form. The response was overwhelming and unexpected. A grand total
of 493 memoirs were received! The memoirs were displayed in the IMC through the end of May, sprinkled
throughout the library with beautiful spring decorations! Many teachers did the memoirs as class activities, and
numerous staff members participated. The contest was a testament to the creativity, honesty, and talent of our
amazing staff and students.
EBooks
The IMC piloted two new types of eBooks. The first type of eBook we purchased is available through our
library catalog. To assist with professional development, we piloted this type of book with two popular PD
titles Curriculum 21: Essential Education for a Changing World and Becoming a Better Teacher. The other
type of eBook will certainly stretch our budget dollar and provide up-to-date global history, culture, and conflict
information for our students. These eBooks are still single purchase; however, unlike our previously purchased
eBooks, these are updated at least once per year and more for dynamic topics. This moves the resource closer
to a database without the yearly purchase.
We also purchased Current Biography, which will replace our old print reference set, with a searchable, multiuser
format. Other curriculum focused eBook purchases this year included the Milestones Documents series,
which provides primary sources and analysis of them for a variety of content areas and time periods, and multivolume
reference eBook sets about India, China, and Mexico, three curricular areas needing development.
Staff Development
Marci, Heather, and Emily attended the New Jersey Association of School Librarians’ Conference where Marci
presented “Blogging the Information Search Process: A Student Inquiry Project” with Social Studies teacher
Bill Pisarra, and Heather presented “Learning With and Without You” with English teacher Cathy Stutzman.
Marci, Heather, and Emily also participated in the NJASL/CISSL Focus Group with Dr. Ross Todd and Dr.
Carol Gordon from Rutgers University, and they attended a webinar by NJ Library Cooperative called “Getting
There Together: Assessing Student Learning” with Buffy Hamilton. They also participated in Writing Across
Disciplines meetings with Hunterdon Central teachers from various content areas. They are members of
NJASL (New Jersey Association of School Libraries), AASL (American Association of School Libraries), and
the Hunterdon County Library Association. With sending district librarians, they participated in two library
articulation meetings and the HCLA (Hunterdon County Library Association) Winter Workshop meeting,
where they attended the following presentations: “Essential Questions & Enduring Understanding: Teaching
with Purposes and Meaning” by Hilda Weisburg and “Great Websites for Teaching and Learning”, facilitated
by Heather in the absence of speaker, Fran Daly.
Marci and Heather also co-presented “Ctrl+Alt+PD: Shifting School Culture with Technology and
Collaborative Professional Development” at the New Jersey Association of School Administrator's TECHSPO
2011, and Educon 2011 with Don Ginty, VinnyPanico, Mary Woods, and Cathy Stutzman.
87

Marci and Heather facilitated monthly Pathway meetings on Project-Based Learning and Standards-Based
Curriculum and Assessment, respectively, while participating in facilitator training with Diane Cunningham
from Communities for Learning. They also facilitated monthly short skills/mini-course meetings on Lessons
for Student-Centered Classrooms (Marci) and Finding and Evaluating Information (Heather). Additionally,
Marci and Heather co-facilitated summer and fall ETTC courses (Free Web Tech, Supervising 21st Century
Classrooms, Discussion and Practical Applications of 21st Century Skills, Information Search Process: A
Model for Student; Finding and Evaluating Electronic Information) and participated in 1:1 pilot program as
teachers and summer training instructors. They were involved in the Ed Tech Committee and the Cross-Role
Group with Giselle Martin-Kniep from Communities for Learning.
Marci also represented the IMC on the School Schedule Task Force. She became a member of the NJASL
Professional Outreach Committee, where they seek to establish and maintain contact with various educational
groups in order to promote the importance of school libraries in 21st Century education and in student
achievement. Finally, in October 2010, Marci completed her MLIS Degree after taking a summer course
Organizing Information at Rutgers University, and she began participation in Beta Phi Mu, Rutgers
University’s chapter of the International Library and Information Science Honors Society.
Emily attended the ETTC New Teacher Course. She also participated in the Personal Learning Networks minicourse,
which introduced her to Diigo and Twitter, and was part of the 21st Century Learning Pathway, which
enabled her to collaborate with various department members and discuss the use of new media and technology
in the classroom.
Heather took an AASL Online Course titled, “Design for Understanding Meets the 21st-Century School
Librarian.” She also attended Supervisor’s, Administrative Team, and Study Group meetings. She presented a
session called “Learning With and Without You” with English Teacher, Cathy Stutzman, at the first year of
TeachMeetNJ held at Rutgers University. Heather also participated in the following webinars:
• Still Confused? A Conversation About Copyright, Fair Use & Remix Culture – April 6, 2011 - 3:30 -
5:00
• Personal Learning Environments for Inquiry in K12 - March 8, 2011 -3:30 - 5:00
• Getting There Together: Assessing Student Learning - Feburary 24, 2011 - 3:30 - 5:00
• Inviting Student Participation in Your School Library Media Program - December 16, 2010 - 3:30 - 5:00
• Changed but Still Critical - Brick and Mortar School Libraries in the Digital Age - October 4, 2010 -
8:00 - 9:00
• Virtual Learning Commons - August 9, 2010, 8:00 - 9:00
The entire staff underwent Diabetes Training and Affirmative Action Training. They also viewed and discussed
“Race to Nowhere.” Mary and Jackie attended the “Finding and Evaluating Electronic Information” ETTC
class. Mary took a Prezi class and participated in a JerseyCat Version 3.6 Webinar. Pat lent her expertise in
evaluating a PowerPoint presentation on autism spectrum disorders and participated in an ALA webinar titled
“Cataloging Icky Items”. Jackie continued to pursue her undergraduate studies at Thomas Edison State College
toward Bachelor of English Degree.
Staff - Special Recognition
Emily Ford
Emily Ford’s main objective for her first year at Hunterdon Central was to become acclimated not only to the
IMC, but to the school as a whole. Our program strives to support all subject and curriculum areas. In order to
be successful, it was essential that she became familiar with the mission and goals of the library, as well as the
88

school so that she could then integrate this knowledge into her personal collaborations and teaching
experiences. Her involvement in the New Teacher course gave her the chance to learn from her peers, as well
as two master teachers, Ann Mahon and Brendan Mahon. Additionally, it gave her an opportunity to share her
concerns and successes while gaining insight from teachers from various academic departments and grade
levels. She quickly learned that student-centered learning supported by personal and authentic educational
practices that follow and reflect upon the inquiry process serve as the foundation for creating a successful
learning environment. Over the course of the school year, she has strived to incorporate these practices into her
own teaching. She collaborated with several teachers to create a variety of successful student-centered projects
in multiple subjects and grade levels.
• One of her successful collaboration efforts was with Jen Miers, whose Honors freshman English classes
explored the archives, copies of The Echo, and issues of The Lamp in order to gather information about
the history of Hunterdon Central and its students. Through their research, they discovered what HCRHS
has been in the past, and in turn made a prediction as to what unique contribution the class of 2014
would give to the school. Jen and Emily worked closely on the project, jointly grading the students'
reflection blogs, presentations, and final projects.
• Emily was also fortunate to work with Marci and Nina Leu on their water inquiry project, cleverly titled
H2NO? Nina's two English III/HSPA classes viewed a variety of documentaries pertaining to the
bottled water industry (including Tapped). After completing extensive research on both sides of the
argument, students chose to take a stance against the production and consumption of bottled water. In
order to raise awareness about the issue and try to make a change, students wrote letters to Senator John
Doherty and even built a water wall created from water bottles collected from the campus. The water
bottle sculpture, statistics, and pictures are still on display in the IMC.
• Emily worked on a collaborative writing project with Darrel De Tample’s US History I class, as well.
De Tample’s students focused on writing historical fiction rather than a traditional research paper. Since
the course is basically the equivalent of one lifetime, students wrote four chapters (one for each primary
unit of the course) where their character is impacted by and reflects on the key historical concepts as
they age. Students were required to address two to three core content standards in each chapter as well.
This has been a far more authentic writing experience than the typical research paper. It allowed
students to display comprehension of historical events, movements and ideas (and how they impacted
ordinary people).
Emily also worked closely with Harlene Rosenberg (HCRHS Archives co-founder) to become acclimated with
the Archives collection. She has taken an active role in leading and organizing Archives meetings, while also
working with student archivists to create displays and manage artifacts.
Emily’s knowledge of literature and amazing booktalking ability have been so important, especially since the
number of booktalks we scheduled this year increased by 23%. We would not have been able to accommodate
this increase without the skills of Emily. She has been able to more than fill the booktalking void left by
Heather after she took over the duties of Head Librarian. She has also been willing to take on new challenges
often without being asked and, given our busy nature, this occurred often and, unfortunately, without consistent
guidance. Despite this, Emily’s energy, flexibility, and enthusiasm remained. Lastly, teachers have clearly
taken notice of Emily’s talent, hard work, and drive. As one teacher explained,
Students have written throughout the course (four chapters) and have shown dramatic
improvement in researching, source analysis, and citations. None of this would have been
possible without the constant support of Emily Ford….It is clear that Emily wants to see the
89

students improve and do well, because she is willing to do whatever it takes to make that
happen” ~Teacher
Heather Hersey
With the elimination of the IMC Supervisor position, Heather Hersey stepped into the role of Head Librarian
maintaining all of the managerial and supervisory aspects of the prior position (with the exception of doing
faculty observations), in addition to her already heavy load of teaching. In addition to taking on this new role,
Heather greeted the year with a new obligations process, a new IMC catalog and circulation system, the newlycreated
Central Hub, and new staff member.
Heather is always looking for ways to help teachers create/revise assignments so that students are required to
process the information and present it in a different way to show their understanding, synthesis, and evaluation
of it rather than just cutting and pasting it. This year, she has worked with several teachers who are moving
away from the old models of beginning a research project to newer models that follow the information search
process, which opens up topic selection, allows for student interest, and encourages more self-directed learning.
Heather also worked with a team of teachers on a new Sociology project, developing source and project
requirements. She then taught a lesson with Patti Janos that not only aided them in finding related and reputable
sources, but also to take a more interactive approach in their research by “coding” the sources. The act of
coding in this manner encourages students to discover a thesis rather than choosing a thesis before they have
even read one source. Furthermore, she went over the information search process so students could see how
real learning occurs from research. She and Patti worked hard to prevent students from picking an argument on
the first day and to promote the idea that coding their sources will help them “uncover” a thesis through genuine
learning. She also taught the class how to write surveys and use SurveyMonkey to administer them, in addition
to providing formative feedback to all students on the effectiveness of the surveys they created.
Heather has worked closely this year with several teachers, but none more than Cathy Stutzman and Meg
Donhauser as they embarked on the challenge of handing the curriculum over to their students. She has worked
particularly closely with Cathy, providing resources and guidance on inquiry and the information search
process. Together they have used the work of Meg Donhauser, and then subsequently worked with Meg to
refine it. Through this process, they have created a new model for a literature class (at least new to us), one
where students, as Meg puts it, “choose their own adventure.” This works particularly well for a survey class
like the ones they teach. Heather has co-taught and co-assessed with Cathy, as they navigated this new, and
honestly difficult, territory. The words of Cathy and one of her students show the impact she has had during
instructional partnerships such as these:
This year was the richest professional learning experience of my career, and from what I have
heard from the students, Heather impacted their learning and thinking just as much as she
impacted mine. ~ Teacher
Ms. Stutzman and our friend from the IMC, Ms. Hersey, really helped us along our adventure.
Once we really got a good understanding of what we were supposed to do, we never looked
back. ~Student
Mary Kinkin
Mary Kinkin’s smile for our staff and students never waivered despite an increase in responsibilities.
Everything she does stems from caring for our students and wanting them to be responsible young adults.
90

Mary is also incredibly efficient in helping us process our orders. One minute there is a stack and the next it is
done and ready to go out. She also takes special care to make sure that books students want most have priority.
She does not simply check out books to students; she keeps on top of trends, asks students about their
selections, and provides the IMC staff with purchase information. Recently, she worked with Matt Arno, a
student with Asperger’s syndrome, to make sure that his opinions were counted in our recent manga purchase.
This gesture has completely changed Matt’s dynamic with us.
Mary reaches out to our students and our staff this way every day. Her caring goes beyond work ethic; it is
special, and it is this dedication that enables us to maintain such a large program and still stay involved in the
school on a curricular level. Furthermore, she also lends her time once-a-month to the Senior Luncheon put on
by our Equips classes. Lastly, Mary is exceedingly patient with the obligations list and all of the changes to it
this year. She has helped others tremendously through the transition to a new model and assisted Heather in
adapting to her role in the obligations process as the Head Librarian.
Overall, Mary is more than our circulation clerk. Throughout the day, but particularly during unit lunch and
after school, she goes above and beyond her job requirements. She is often the “face” of our library, smiling,
caring, and always ready to help our community, and the students talk about her in kind, often asking where she
is when absent and consistently commenting on how truly wonderful she is.
Pat Piretti
Pat Pirretti’s main roles were supervision and shelving books, both of which she still does and in increasing
amounts. She does a terrific job of keeping track of our study hall and independent study students, as well as
being a partner for Mary at the desk. Their tireless work frees up the librarians to work closely with students
and teachers to attend curricular meetings. We would not have these opportunities were it not for Pat and Mary.
As far as shelving and locating materials, there is no one better in the IMC to help us track down a misplaced
book. Her attention to detail is terrific, which is important when keeping track of students in a place as large as
ours. Even more significant has been Pat’s expanded role as a cataloger. Because Marci is so involved in
inquiry projects and instruction, Pat has been willing to pick up the original cataloging, which takes a very long
time. Again, her attention to detail is key, as is her ability to focus on a task that really requires concentration
while sitting in the middle of a busy library helping students and staff, taking calls, clearing obligations, and
supervising study hall students. She, along with Mary, supervises the IMC during unit lunch and after school,
often times with little assistance.
Pat’s knowledge of our collection cannot be overstated. There are many blocks when we have five classes in
the IMC, and Marci, Emily and Heather are each with one of them. Pat’s knowledge of our materials, as well as
the projects that use them, is essential to a library as large as ours.
Lastly, budget cuts resulted in an earlier closing time for the IMC, thus eliminating our “after hours” staff. Pat
adjusted her work schedule for the 2010-2011 school year to accommodate these changes and has stayed late
every day. This has added the additional responsibilities of closing up the library and remaining until all
students have left the building. Pat put the needs of the school community above her own and offered to make
this adjustment, and she has displayed this flexibility throughout this often difficult transition year. On an
instructional, supervisory, and operational level, Pat is vital to our busy program.
Jackie Sullivan
91

Jackie Sullivan just started last October and has become an invaluable part of the IMC and the school. With the
increased use of the IMC for meetings and other functions, she has, without prompting, taken on the role of
coordinator for this facility. Her prior experience has enabled her to be prepared for any complication while
remaining flexible and personable. For example, she took the lead on the Helio-Sage presentation keeping in
contact with the company and ensuring that it went smoothly for all parties involved. She has also consistently
coordinated the HCEA monthly events and is even coordinating the end-of-the-year celebration.
Jackie is a wizard with the budget! She negotiates pricing for the school, again without prompting, and saves us
precious budget dollars. Jackie actively asks questions and keeps up with our curricular needs, so she can seek
out opportunities for new purchases. She also effectively and efficiently works with our Business Office and
vendors.
Jackie also chaperoned a field trip to the Museum of Natural History, continued to supervise the computer lab
during unit lunch, and processed a total of 928 working papers for the entire school. Much time is devoted to
working papers since the IMC remains the only place for students to have them processed. Jackie is patient
with our parents and students as they try to navigate the world of work, fielding questions and always finding
answers.
Jackie also was integral in Heather’s transition to the position of Head Librarian. Based on her experience from
last year and her prior business experience, Jackie not only partnered with Heather on the budget but she also
made sure that nothing from the IMC’s program was forgotten. She organized the back area and our files, and
continues to organize the “life” of the IMC.
Simply put, Jackie goes beyond expectation, and she does it with a smile, a sense of humor, and incredible
intelligence. Hunterdon Central is very lucky that she was not lost to budget cuts last year; we would have been
letting go of a star!
Marci Zane
This year, Marci has been collaborating with various teachers to co-teach projects and lessons that involve
inquiry, research, and information literacy. She has developed some new partnerships this year, as well as
further developing partnerships that she established over the past two years. The following are examples of
Marci’s collaboration experiences this year:
• Marci continued to collaborate with Bill Pisarra to refine and develop an independent research project
using Carol Kuhthau’s Information Search Process for his AP Human Geography class. Students
followed the Information Search Process, and they reflected on the stages through blog posts. More
information, including a link to student blogs, can be found at: http://central.hcrhs.k12.nj.us/imc/aphug.
Bill and Marci presented this project at the NJASL fall conference and received a lot of positive
feedback.
• Bill and Marci also formed a partnership around the CWS 127 course. Students compared quality of life
of certain sub-sets of population (poor, teenagers, middle-class urban dwellers, rural dwellers) in two
different countries - Mexico and China. Students were expected to plan the class, set objectives, select
readings for the class, execute the instruction, and assess whether or not they met the objectives (they
must collect data on the assessment). Bill and Marci modeled how to develop essential questions, and
then students developed their own essential questions to establish their "information need" prior to
researching. Bill and Marci also scheduled time for groups to have research conferences with them.
Some groups have used Google Docs and Diigo to share resources and collaborate on the project. Here
is the resource for this project: http://guides.hcrhs.k12.nj.us/mcculture.
92

• Another partnership Marci developed this year was with Karen Batista. Karen piloted a studentcentered
project with her Environmental Science class. Students decided what was important to know
about the impact of humans on our environment. The students guided their own learning for this section
of the curriculum. They first spent time learning about the topic of "Environmental Issues.” They
grouped issues by theme, and then decided on what issue they wanted to become the class "expert.”
Students followed the Information Search Process, and they took part in research groups with each
other, as well as the teachers. Students created essential questions, participated in scaffolding research
exercises, thought critically about source evaluation, wrote annotated bibliographies, created lesson
plans, and sought to connect to the outside community.
• Kelly Hulpa and Marci have partnered for Kelly’s CWS 128 course to pilot a new design for the CWS
128 research paper. While students have always researched modern conflicts in the world, we’ve
designed the project so that students are working in teams of three and will write one comprehensive
paper using Google Docs. Students have been using Google Docs to develop their information need,
take notes, and communicate with their group members. Students will also participate in group research
meetings where they will get assessed by both the content area teacher and the media specialist for their
group research, preparedness, and discussion of their outline feedback. The research meetings are
designed as an intervention to help students deeply engage and think critically about their topic, their
research, and their work in a group setting.
• Lastly, Marci partnered with Nina Leu, Cathy Cooper, and Emily Ford in the HSPA English 2 class on a
student-centered unit. Students engaged in research on documentaries, watched a documentary on
bottled water, and decided to pursue an action project on the topic. Emily and Marci led lessons on
essential questions, source evaluation, notetaking, MLA citations, and the research process. One of the
classes built a small water bottle structure that is currently being displayed in the IMC. The class also
decorated the front display case in the IMC. Another class wrote letters to The Lamp and to our State
senators urging them to pass the Container Act. The purpose of the project was to raise awareness of the
problems associated with the water bottle industry and the effects the bottles have on our environment.
Nina presented her project to the mini-course on student-centered learning that Bill Pisarra and Marci
facilitated.
Aside from these ongoing collaborations, Marci taught lessons on electronic resources, print resources, Boolean
searching, library orientation, primary sources, Diigo, web evaluation, Edublogs, Google Docs, and other Web
2.0 educational technology tools. She participated in a few (mostly non-fiction) booktalks, and she created
LibGuides for student projects and research. Along with the IMC staff, Marci helped to organize and facilitate
a school-wide program in celebration of National School Library Month where students and staff created their
own stories in the form of six-word memoirs. We had over 400 student and staff entries and successfully
honored the theme “Create Your Own Story @ Your Library.”
Marci has also been a mentor for our newest member, Emily Ford. She included Emily on her work with Nina
Leu and partnered with her at the beginning of DeTample’s project. She went with Emily to the classroom and
worked with her until she felt comfortable on her own. Lastly, in addition to teaching, cataloging, assessing,
mentoring, and planning, Marci offers up her time repeatedly to facilitate professional development. She is a
brave, passionate educator and learner who reflects deeply on her practice and works toward constant
improvement. As the following two teacher testimonials show, HCRHS is extremely lucky to have her as one
of its foremost informal leaders:
Marci's willingness to collaborate makes all teachers that work with her better and more
productive teachers. She sets a standard for herself that her collaborators are inspired to try to
attain. ~Social Studies Teacher
93

It was Marci's enthusiasm and interest that kept the seed of the idea fresh in my mind. After the
summer, during the first month or two of school, she would ask how I was doing with my idea
and was there any way she could help. To be constantly reminded that you have support when
necessary makes it easier to decide to take the 'risk'. ~Science Teacher
MATHEMATICS
Curricular Highlights
The 2010-2011 school year had a number of curricular highlights to be presented in this report. The most
influential factors regarding the Mathematics curriculum were the same as in the previous year, namely the
State of New Jersey’s adoption of the Algebra 1 End of Course Exam, the revision of Core Content Standards
(which is now commonly known nationally as The Common Core), and the 2 nd year of the NJ Statewide
Systematic Model for Creating 21 st Century Schools. The focus of the professional development district wide
has been on the curriculum redesign via the backwards design format, the Pathways of inquiry based
professional learning, and the mini-course structure. All staff members were a part of a departmental subgroup
that focused on beginning the long process of rewriting a curriculum that is aligned to the new Common Core
Standards and is in the backwards design (aka UbD) format. Considerable gains were made in this area where
the majority of units in the core courses of Algebra 1, Geometry, Algebra 2, Precalculus (Trigonometry &
Analysis) and Calculus were discussed in collegial groups and have been rewritten in parts to meet the goals set
forth. This process will be continued through the fall of 2012.
Two of the department’s teachers participated in the first one-to-one pilot program in which each of the students
in a Geometry Concepts & Connections (323), an Algebra 1 (312), and a Computer Science (368) class had
netbooks at their disposal both in and out of school. The continued success of the pilot has prompted change in
teaching practices, learning environments, and assessment strategies. With a growing number of students and
staff involved either directly or indirectly with the pilot, it appears that momentum is such that the use of
personal devices such as netbooks will soon be the norm. It is exciting to know that again progress has been
made in this area, and that more staff is welcoming the challenges associated with such change.
Hunterdon Central participated in the state’s second full-state, mandatory pilot testing of the Algebra 1 End of
Course Exam. In May of 2011, all students in who were enrolled in a Math class with Algebra 1 as part of the
title participated in the pilot test of the Algebra 1 EOC Exam. This test was administered in two parts, one in
which calculators were not allowed and one in which they were permitted. The results of this assessment will
be analyzed in the summer of 2011 to help target any instructional, curricular and/or scheduling issues. Targeted
remediation strategies will be developed for students who do not meet proficiency levels. During this past year,
considerable steps were taken to help support students’ preparedness for the Algebra 1 EOC Exam. Three
specific items should be mentioned. First, the teaching staff implemented changes/enhancements to the course
curriculum based off of analysis of last year’s results and the newly released Common Core Standards. Second,
staff used assessment design and styles to align with the expectations and format associated with the EOC
Exams, such as having calculator and non-calculator sections of each assessment in the course. Third, a
campaign of awareness ads and tutorial opportunities was conducted in the months leading up to the May exam.
This campaign included television commercials on the morning announcements, a moodle site devoted to
information and practice associated with the EOC Exam was released and available to all students taking the
94

test, and personalized tutorials held after normal tutorial hours to help refresh students who may have completed
the Algebra 1 course 3 months prior or to advance students currently sitting in Algebra 1 courses. An increase
of 25% in the percentage of students scoring a least proficient from the previous year was realized due in part to
these efforts. Although the Algebra 1 EOC Exam will no longer be a part of the State’s assessment regimen, the
creative efforts attempted in this process will provide proven ideas and strategies for future assessment and
student learning.
The 2010-11 school year brought some significant gains in the area of Advanced Placement testing. The results
of AP Exams for the 2010-2011 school year are listed below.
AP Calculus BC (353) 40 Students (up from 19) Mean Score of 4.5
AP Calculus AB (352) 22 Students (down from 23) Mean Score of 4.1
AP Computer Science (367) 11 Students (up from 7) Mean Score of 4.5
AP Statistics (359) 25 Students (down from 26) Mean Score of 4.2
The following table provides a breakdown of the number of students who earned the possible scores in each of
the AP exams within the Math Department:
Department Totals 5 4 3 2 1 Total Exams
Number of Exams 52 28 16 1 1 98
Percentage of Total 53% 29% 16% 1% 1%
Department Totals 5 4 3 2 1 Total Exams
Calculus AB 11 4 6 22
Calculus BC 25 10 4 1 40
Computer Science 6 5 11
Statistics 10 9 6 25
The number of students taking Advanced Placement exams increased from the previous school year. The
number of tests rose from 75 to 98 in AP Math and Computer Science courses. Significant increases were
experienced in the number of students taking the AP Calculus BC course and exam, with the number jumping
from 19 test takers in 2010 to 40 in 2011. The mean AP scores in the other three exams all rose: Calculus AB
rose from 4.0 to 4.1, Computer Science rose from 4.3 to 4.5, and Statistics rose from 3.8 to 4.2. It should be
noted that there are 155 students registered for AP Statistics in the upcoming 2010-2011 school year, up from
the previous year’s total of 133, with significant increases in Computer Science and Statistics.
The March 2011 administration of the HSPA resulted with 89.6% (up from 88.9%) of all students achieving
scores of Proficient or Advanced Proficient, with 95.7% of General Education students achieving Proficient or
Advanced Proficient scores. This is comparable with the 95.3% reported from the 2010 administration. It
95

should also be noted that 48.1% of the General Education population scored at the AdvancedProficient level.
At the time of authoring of this report, District Factor Group data had not been released to school districts. As in
past practice, the Math Department will work diligently with the Basic Skills office to determine appropriate
methods of remediation for students who scored Partially Proficient. This would include the enrollment into the
HSPA Preparatory course (327), and/or an after-school tutorial program beginning in January of 2012.
New Program Highlights
A new avenue of remediation afforded the students this past school year in Math and English was through the
institution of the Math and Language Arts Labs. During each block of the school year, one Math teacher was
assigned the position of Math lab facilitator in lieu of hall duty. Students who were identified through their
teachers, parents, counselors and/or other individuals were able to meet with the teacher for assistance in ways
specific to that student and their needs. This became a very viable method of preparing students for the
Alternative High School Assessment (AHSA). Furthermore, with the use of the lab, we were able to double the
number of Special Education students passing the HSPA during the third administration of the assessment.
Such a rise contributed to the district meeting AYP in the subgroups of Special Education and Economically
Disadvantaged in Mathematics.
It appears as if End of Course style exams will be a part of the assessment practices administered by the state.
As well as with feedback from the NCAA Eligibility Center High School Review and parents in the
community; the “Concepts and Connections” level of Algebra 1, 2, and 3 will see a transition from the past
practice of three 5-credit courses to two 7.5-credit courses. They will have the titles Algebra 1 and Algebra 2 to
match our level 2 courses. While it is recognized that students may learn at varying paces, it is also imperative
that students receive the same curriculum regardless of the pace of the course. The curriculum redesign is
focusing in part on making both levels of Algebra 1 and 2 have common curricula even though not identical
pacing.
Staff Development
Teachers have been taking advantage of various professional development opportunities. All of the members
participated in informal professional learning communities in which they were to develop a project that
exemplified the 21 st Century Skills movement as part of the Creating 21 st Century NJ Schools statewide
systemic model for professional growth and learning.
A number of staff members facilitated short-skills sessions offered throughout the school year.
Members of the Math Department also attended a variety of conferences, which included:
Rutgers University Pre-Calculus Conference
Association of Mathematics Teachers of New Jersey Conference
County and State Professional Development Conferences
96

- Algebra 1 EOC Exam
- Common Core Standards
- AP Exams
- Habits of Mind
- 21 st Century Skills
- Project Based Learning
- Differentiated Instruction
- ELL / Special Education
- Redesigning Secondary Schools
- Understanding by Design
- Polytech
Staff - Special Recognition
The Mathematics Department had one of its members complete her third year of service, allowing her to earn
tenure in September, 2011.
Two teachers retired in June, 2011, after serving as teacher in this community for over 25 years each. The
department and entire school community recognized their contributions to this great community.
Students - Special Recognition
The Hunterdon Central Mathematics Department Award was presented to John Greth. He received a
check for $500 for exhibiting outstanding achievement in Mathematics.
Danielle Rubin was selected to receive the Math Department Underclassmen Award.
Christina Mastrull was the recipient of the first Peggy W. Foyle Memorial Award that honors a female
student who enjoys Math and has very disciplined work habits. Her work demonstrates high level logical
thinking skills with neat, easy to follow step-by-step procedures. This student is also committee, organized, and
enthusiastic in the Math classroom while meticulous with her problem solving. These characteristics best
summarize what was important to Peggy Foyle, our beloved colleague who taught in the Math Department from
1970 – 2001.
Anne Butt was the recipient of the $500 award presented to the Most Ambitious Math Student. This award
was created by contributions from a former Mathematics teacher, Barbara Lalevee. The goal of the award is to
recognize students who may not have the highest grades in the most difficult courses, but have spent their four
years at HCRHS continuously improving and reaching higher in their Math courses.
Two teams representing Hunterdon Central were awarded with reaching the 2 nd round of the Moody Mega
Challenge, leaving them in the company of only 118 other schools out of a group of 568.
97

The 62 st Annual American Mathematics Competition was held in February, 2011. Matthew Arno earned the
highest score of 94.5 at Hunterdon Central.
A team of three students finished 5 th in the NJIT Computer Programming Contest.
98

SCIENCE
Departmental Philosophy:
The Hunterdon Central Science Department recognizes that Science is a pervasive element in today’s society,
and that technology is one of the major driving forces of this society and critical for maintaining a free society.
Since Science is a world force, the department recognizes the scientific and technical literacy of the students at
Hunterdon Central Regional High School is the major goal of the department.
Because the department is concerned both with scientific and technical literacy, the Science curriculum
emphasizes both theoretical and applied science. The department is also concerned with advancements in both
Science and Technology. Teachers and students are encouraged to study the fundamental laws of nature, to be
involved in extensive laboratory activities, and to become aware of the latest educational and scientific
technologies.
In scientific and technical endeavors, there is a need for collaboration with scientists, technicians and citizens.
Therefore, teachers and students are encouraged to collaborate in science activities both within the scientific
community and throughout New Jersey.
All Science courses in the department include a laboratory component and strive to develop both cognitive and
affective skills in each learner, and an awareness of the impact of Science and Technology on the learner’s
current and future environment. The department also recognizes the need for our students to be successful in a
global society and, therefore, the seven survival skills of critical thinking and problem solving, collaboration
across networks, agility and adaptability, initiative and entrepreneurialism, effective oral and written
communication, accessing analyzing information, and curiosity and imagination are embedded into the
curriculum of each course.
Curricular Highlights
In order to implement the tenets of our departmental philosophy, the department curriculum goals for the year
2010 – 2011 were as follows:
1. Develop activities that lend themselves to problem solving and critical thinking.
The department has completed many units written in the UbD format and many others will be developed during
the summer of 2011. We have also started to develop more inquiry-based lab experiments in all courses in
order to expand upon problem solving and critical thinking skills. Assessments have also been revised to
address more problem solving questions, as well as questions that are written at the higher levels of Bloom’s
Taxonomy. Formative assessments are starting to be used more frequently, but more improvement and greater
implementation is needed in this area.
Karen Batista states the following about a project from her class:
“As a class, we first came up with a definition for what an “issue” is. Then, we tried to define Environmental
Issue, but found it easier to list issues that we were aware of. We searched the internet to make our list more
complete and grouped the issues according to themes. Students were surveyed to see which themes you were
99

the most interesting and important. Students were placed in a group according to a theme of their choice and
asked to refine and add to (if necessary) the issues in each theme. We also gave the class a definition of
Environmental Issue and asked students to narrow down their theme to the four most important issues. Finally,
we told everyone to write a paragraph that described their issue, explained why it was an environmental issue
and how it related to the group theme. Students posted these individually, along with a group generated
paragraph on how all of the themed issues related to one another in a common document on the Google Docs
website. This was the first of the graded documents for this unit.
To make sure that everyone had a focus for their research, it was important to come up with a list of questions
that the class felt were important to answer about any Environmental Issue. We did this as a class in order to
give direction for the search process. The last step, before getting into the work of researching the topic and
learning how to put together a lesson, was to discover how to judge the validity of sources found, and how to
document those sources.
Since students were the ones to decide what was important to know about the impact of humans on the
environment, they were the ones to teach this unit! After researching the answers to the questions that were
generated as a class, EVERYONE CREATED THEIR OWN LESSON that taught what each student considered
to be the most important, interesting, surprising, hard to believe, attention grabbing, thought provoking and/or
inspiring aspects of their issue. Individual lessons were required to show understanding of separate topics, in
addition to how each of the topics related in the over-riding group theme.
Every team had one full block (85 minutes) to teach the class (and any interested observers) what they needed
to know about their theme. The groups were told to use this time any way they wished. The grading rubric was
designed to reward lessons that showed an integration of individual topics. Most groups were able to integrate
individual topics into a cohesive-themed lesson quite well. The highest level of achievement for this
presentation would be for the group to become so involved in their topic(s) that they decide to take action to aid
in the solution of their issue. We had two groups of the five that qualified for these points. One (the Land
theme) organized a campus clean-up to lessen the amount of trash in the environment. The other (the Air
theme) planted a tree(s) on campus to lessen the impact of air pollution locally. Both groups found a way to
demonstrate the need to “Think Globally, but Act Locally.”
Mrs. Doyle’s Anatomy and Physiology students explored mammalian body systems utilizing technologies such
as digital imaging, video, YouTube, and the course Moodle site. Some videos, such as the inflation of the cat’s
lungs, were uploaded onto YouTube and the course Moodle site for all students to view. Other activities
provoked students to explore how their own body systems worked. In the circulatory unit, the students had to
analyze their own EKG. In the nervous system unit, students were testing their own sensory responses and
reflexes. In the histology unit, students were determining the differences of cell types found in the human body
based on relative size, structure, and function.
Mrs. Stauss’s AP Biology class participated in an excellent service project which Mrs. Strauss describes below:
This year's AP Ambassadors Program (a problem-based learning project in AP Biology) had 46 students plan
and design Science lessons that were taught in the EastAmwell School to 5th-8th graders. High school students
became "teachers" as they worked cooperatively with middle school students in March 2011.
Dr. April Bross and Dr. Cynthia Fink instituted the POGIL, Process Oriented Guided Inquiry Learning,
program which is a way to promote inquiry and problem solving. They used these modules regularly and also
developed other inquiry units.
Mr. Vitale shared the following:
100

Project-Based Learning: "I “taught” a unit (Nuclear Chemistry) entirely by utilizing Project-Based Learning.
Overall, as far as the students and their learning, interest and motivation go, again, I don't think this made a
difference one way or the other. The final project grades were similar to regular grades. However, part of the
project grade was a quiz. The students performed more poorly on this quiz compared to how they usually
perform on tests for units that I teach in a traditional way. If anything, though, the project was something
different for the students. Also, part of the project grade was a family presentation. I received nothing but
positive feedback from the parents.”
Mrs. Sharon Cooper shares the following:
“I incorporated an inquiry-based set of activities during the nomenclature unit. Students were placed in groups
and were given a set of examples to examine. They had to look for patterns and come up with a set of rules for
naming. I incorporated some of the chemquests as an introduction to concepts. I do believe all this did help the
students become better problem solvers. I do plan on doing more of this next year in all my classes to raise the
level of thinking.”
Mr. Walt Schulwitz has this to share:
“In the Introduction to Forensic Science course, the students end the year in a three-day laboratory crime scene
project of solving a kidnapping case using the skills, experiments, and data sheets from the previous seven units.
They end up working in an investigatory group of five or six students to test and analyze several items of
evidence. Their conclusion will be to select the guilty party or parties.”
The integration of technology was through the use of the digital camera in ANATOMY & PHYSIOLOGY.
Here the student was able to take pictures through the microscope at slides they prepared, which ended up on
the classes’ presentations for all to see. Also, to help alleviate the stress of not being an artist, the students were
permitted to take pictures of their dissections. That particular lab group (or individual) was able to use this
printed photo for labeling the parts assigned in that particular system.”
Mr. Jay Kreisman shares the following:
“The Aviation Science elective focused many of the class activities around projects that were planned and
completed by the students. These were all student-based activities that included students teaching navigation to
other students, demonstrating how parachutes and paper airplanes work, and building life-sized helicopter and
fixed wing aircraft control panels with controls and instrumentation.
Some CP Chemistry classes used a project-based learning activity on nanotechnology and its applied use. This
was a multi-lab project that spanned about a week.”
Inquiry lessons continue to be used on an increased basis. Examples of these lessons are found across all
curricula with samples such as the use of M&M’s to study probability, isotopes, and atomic mass, Alka-Seltzer
rockets to study velocity, acceleration, and Newton’s Laws, and toys to study physical applications. Internetbased
activities and simulations were successfully infused into many of the courses offered.
Many of our Chemistry experiments were also redesigned this year to allow for more inquiry and real world
applications. These changes were made in both introductory and more advanced experiments. A joint research
project with Stevens Institute, in which the students worked on hydrogel applications to be used in the
production of replacement body parts, such as knee and hip replacements, continued this year. The program
took place over a seven-day period in which the students were totally immersed in the investigation and
reporting of results. These results will be shared with Stevens at a later date and improvements and revisions to
the program will be made.
101

Aquatic Biology students generated/maintained an aquarium in the Commons stocked with only local
organisms from campus pond and streams. They also participated in a service-learning project throughout the
year in the Hunterdon Central pond clean-up.
2. Develop methodologies to enhance learning and provide the greatest chance for success in the classroom as
well as other forms of assessment such as the standardized testing including but not limited to the end of
course biology exam, the ACS chemistry exam, SAT exams, and the SAT 2 exams.
The freshmen Science curriculum is continuously evolving. We have adopted a new three-year program for our
most at-risk students. They will now take Earth Science, Environmental Science, and then Biology. This
additional year of Science should help to prepare these students for the Biology Competency Test, which will
become a graduation requirement in 2012.
The placement exam for entrance into Honors Biology was again administered to incoming eighth graders. The
test was not a pre-test on Biology topics, but rather a test of the proficiencies that would be skipped in our 9 th
grade class. A list of test objectives was shared with the 8 th grade teachers before the exam. The test was given
again in May this year, and the results were mailed home in June. Approximately 70% of the students who
tested met the eligibility requirements for entrance into Honors Biology. This is the same number of those
eligible last year. The test, this year, more accurately reflected the new curriculum for our 9 th grade class, with
an emphasis on Science aptitude, problem solving, critical reading, mathematical applications, and data
analysis. One continued area of weakness prevalent among all freshmen is the constructing of graphs and
analyzing of data. Several students were also very close to meeting the requirements and it is expected that
many of these will waive into the class. This test allows incoming 8 th graders to bypass Environmental and
Earth Science and move directly into Honors Biology. This acceleration process will allow more opportunities
for students to take Honors and AP courses in subsequent years.
Our Honors Chemistry students continue to perform well on the American Chemical Society exam with our
mean scores being well above the national mean. The college-prep Chemistry classes continue to raise
expectation levels and the students are meeting the challenge. Seventy percent of our students taking the AP
Chemistry exam received a grade of 3 or higher. Our AP class enrollments continue on an upward trend for the
2011-2012 school year.
AP Environmental Science scores were also impressive with 80% of the students receiving a score of 4 or
higher.
Our Physics curriculum continues to be very strong in its preparation for college levels. The Honors and CP
levels have both set high expectations, and the AP scores are well above the national average with
approximately 85% receiving a grade of 3 or higher. The number of students scheduled for AP Physics B and C
for the 2010-2011 school year has increased.
Overall 91% of our students scored a cumulative score of 3 or higher on all AP exams
3. Incorporate lessons that allow for more student- centered learning environments leading to the attainment
of the seven survival skills.
The integration of technology continues in the Science curriculum and all classrooms are now equipped with
overhead projectors which allows for the use of many Power Point presentations, student presentations, and
simulations. The use of probe ware continues to be investigated and was submitted for a pilot proposal. Our
102

Physics teachers are currently experimenting with these probes and we hope to increase their use in the future.
The Environmental and Earth Science field trip continues to evolve and we are investigating more
environmentally-centered field trips.
Patricia Monahan, our Astronomy teacher, cites the following:
“The astronomy course has seen a shift to a more student-centered learning experience. This year, students
completed a series of Lecture Tutorials that integrated Socratic dialogue-driven questions, along with graphs
and data tables encouraging students to reason critically about difficult concepts in astronomy. In an inquiry
lab, students researched, created and presented a physical model of the Hydrogen atom that illustrated the
processes that produce absorption and emission spectra. Students also conducted a sledgehammer lab that
investigated the size distribution of particle fragments resulting from collisions and compared those
distributions with that of interplanetary debris found in the asteroid belt. Later, this data was related to the size
distribution of craters on the Moon and to the size distribution of fragments in the solar system.”
Implementation of inquiry-based labs in AP Physics C and Honors Physics is well underway and is still being
adjusted to maximize the educational return for the class time spent. Preliminary work for some project-based
assessments in Honors Physics is underway.
Our teachers started to experiment with alternative forms of assessment by allowing students the option to do
projects utilizing different formats versus the standard of reports, papers, etc. The use of spreadsheets was also
used to a large extent minimizing the need for tedious mathematical computations and allowing for more
analysis. Differentiated learning continues to be implemented in many of our classes. This allows for success
by all students and the projects handed in were all of high quality. Cooperative learning activities continue to
be used to a large extent in the delivery of the curriculum.
Brandi Novak implemented a very large project-based learning initiative which involved the study of fats,
lipoids, and starches. The students were to develop menus and recipes based upon the science involved in these
foods. The students experienced some difficulty with this type of learning as it was very different from
previous learning. They now became responsible for a lot of their own learning. After some initial resistance,
the project continued but modifications were necessary and these activities will be revised for future use.
Again, several of our teachers are investigating and implementing joint projects with other departments.
Examples include classes on fats and lipids, in conjunction with the Family and Consumer Science courses, and
also joint lessons with the Arts Department incorporating drawing and ceramics courses.
Many Chemistry labs for CP Chemistry were revised in an attempt to make them more inquiry based and more
21st Century, as well as the introduction of pre-lab Moodle quizzes for the labs. All the labs and quizzes were
placed on the Science Department’s shared drive for all the Chemistry teachers to use if desired. The effects of
these changes are still being studied; however, initial indications have not shown substantial gains in
achievement one way or another.
4. Continue work on articulation with the sending districts, with increased discussion on the impact of testing
as it relates to federal initiatives.
Articulation of State standards was accomplished with the sending districts. The committee met twice during
the course of the school year. Curricular goals were shared and a discussion of the common core standards was
held. The objectives for the 8 th grade placement exam were shared and discussed. The results of the test were
shared and an item analysis was used to determine and change problematic questions. After this review, the
teachers reached a consensus that it was a fair test and thought that the students should have been prepared.
103

The possibility of offering an accelerated 8 th grade Science program was also discussed, but we were told that
this is not necessarily congruent with the middle school philosophy. This discussion should probably continue
as the need for more Honors and Advanced Placement courses continues to increase.
A three-pronged approach was used this year for entrance into Honors Biology.
• Results on Science Placement exam
• Results on Algebra Placement exam
• Prerequisite of successful completion of Algebra I in 8 th grade
It was reiterated that the placement test is not a test to measure knowledge in Biology, but rather a test to
measure competencies in the areas covered in our Environmental and Earth Science class. This is not a
message that is being delivered to the parents clearly, despite many efforts including, discussions at 8 th grade
parent night meetings, visits to middle schools, discussions of teachers with students and parents, etc.
It is not expected that the middle schools teach our curriculum, but rather to ensure that students who skip
Environmental and Earth Science have mastered the skills necessary to be successful on the End-of-Course
Biology exam.
The students who do not qualify for Honors Biology will still be offered the option to waive into Honors
Biology, as long as thy have met the prerequisite of Algebra 1 at program level 1 or 2. Those students who are
not scheduled to take Algebra II in their freshmen year, due to the fact that they did not meet the benchmark
established by the Math Department, will be strongly encouraged to take Environmental and Earth Science in
9 th grade, and then take Honors Biology after they have completed the Algebra 1 prerequisite.
The high school and the sending districts again planned and presented our 10 th annual Family Science Night.
This year’s event attracted an audience of approximately 500 parents and children. They were treated to many
Science activities including the making of slime, the study of chromatography, and many other Physics,
Biology, and Chemistry experiments. This year, we had scientists, Exxon/Mobil, and the Hunterdon County
Health Department as presenters. The Aviation Science elective created a set of activities where children were
able to do a variety of activities that included: building and flying a variety of paper airplanes, rides on a
working hovercraft that was built by the Aviation students, or participating in a “Learn” to fly activity where
children sat in a life-size simulated helicopter and fixed wing aircraft. They received instruction from Central
students on the effects of the flight controls, etc. Almost the entire Science faculty is involved in this
production, either directly or indirectly. They give graciously of their own time to help make this program
successful. The evening concluded with a chemistry “magic” show provided for an SRO audience. Several
members of the department participated in doing Science experiments with these children.
5. Investigate standards-based grading and formative assessments more fully.
An ETTC course on designing assessments took place during the summer of 2010 to investigate this more fully.
Five science teachers were registered for this course. These methodologies were slowly phased into assessment
practices during the 2010-2011 school year.
6. Continue modifying the curriculum with the NCTS standards and the revised NJ Core Curriculum Standards
as benchmarks for improvement. Begin writing unit plans and curriculum guides which incorporate the UbD
template.
104

All curricula were studied during the 2010-2011 school year, and many units were completed in the UbD
format.
7. Begin the formation of professional learning communities.
All members of the department participated in informal PLC’s during the school year 2010-2011.
These were interdisciplinary groups which studied various pathways for achieving our District vision.
As the department moves forward with revisions to the curriculum, I believe the following student reflective
essay most vividly describes our mission.
“When students hear the phase ‘science lab,’ often their first thoughts are troubling: memories of deciphering
monotonous sets of instructions, plowing through procedures, saddled with uncooperative partners. So let’s just
say I was less than thrilled to be starting chemistry in September of my sophomore year. However, as the first
week unfolded, it became quite clear that this was not the experience my classmates and I were about to have.
On day 2 we were presented with our first lab; a fictitious popcorn company sought our advice to improve their
product and increase market sales. We were tasked with analyzing the kernels of several companies to
determine the most favorable traits in an ideal popcorn kernel. But there was something missing from this
assignment – a set of instructions and a list of lab partners. Soon my classmates and I realized that there would
be no one holding our hands, guiding us through every step of the process. In this class, labs challenged us to
access and apply our prior knowledge, take advantage of available resources and work together to complete the
given task. We would lead ourselves.
At first none of us understood or appreciated the lack of structure and format in our labs. It was stressful
having to read between the lines, sift through ideas and collaborate until a feasible solution was reached. What
happened to passively following a designated path laid out by our teachers? Where were the rules? We
eventually adjusted and surprisingly, my classmates and I grew fond of this approach – it felt as if a layer of
freedom and opportunity had been added. We developed a new sense of pride and ownership in our work.
Thinking, working and creating together was immensely satisfying (who knew?)
Almost nothing in the “real world” will be simply handed to you. Upon leaving for college, parents can’t give
you a detailed map outlining the rest of your life (although many would love to). To some degree, you engineer
your destiny. For my classmates and me, Chemistry was an introduction or glimpse at this new world soon to be
thrust upon us. Lessons learned transcended mastery of the subject. In working with others we learned
compassion; through failure we developed perseverance; free format sparked our creativity; and independence
moved us to self-reliance – an unexpected outcome in a subject so absolute.”
105

Staff Development
Several members of the Science Department attended the New Jersey Science Teachers’ Convention. The
teachers were able to implement many of the ideas and strategies learned into the curriculum.
Linda Strauss continues as an outside consultant to ETS, with additional writing assignments for the revised
College Board AP Bio Exam. Item writing is a challenging but valuable tool to learn about upcoming changes
in the curriculum for the fall of 2012. Many teachers continue to work on their graduate programs. Many of
these programs are being completed through on-line venues. Many of the staff continued to take ETTC
offerings and out-of-District workshops in astronomy, discipline, and genetics.
The Boy Scouts at St Magdelen's Church in Flemington invited Dr. Dan Allen to give a talk to the scouts in
May 2011. He performed a 30 minute lecture/demo on 'the chemistry of explosions' -- with a few hydrogen
balloon explosions and the methanol rocket. In between booms, they had really good discussions about gases,
types of energy and conservation of energy, and then ended it with a discussion about energy in food. “The kids
were really into it and had great questions/answers, and the pack leaders were very appreciative.”
Jessica Doyle, Stefanie Bord, and Karen Batista will be attending the Leaders Take Flight workshop through the
Central Jersey GAMTTEP collaborative at the end of June. The purpose of this workshop will be to promote
the fields of Science, Technology, Engineering, and Mathematics in women. Furthermore, this aviation
workshop will not only work to develop the teacher as leader, but will also serve as a metaphor to develop the
individual in all facets of personal and professional life.
Dr. Kenneth Micai presented workshops on Designing Assessments and Using Excel to Analyze Data.
All of our teachers also participated in the mini-courses offered throughout the year.
Mr. Walt Schulwitz participated in an ETTC course on Digital Photography which he incorporated into his
classes seamlessly. He, along with eight other teachers, also participated in our Portfolio classes this year and
demonstrated true reflective practices through the production of a professional portfolio.
Mr. Michael Vitale participated in the following ETTC courses:
• Free Web Technology and Workshop 1: Weblogs, Backchannel Chats, RS
• Feeds, and Social Bookmarking
• Spanish 101 - Connecting with our Latino students and parents
• Moodle Workshop: Assessing Student Learning Using Online Tools
• Problem Based Learning
• Finding and Evaluating Electronic Information
History of Winter Conference: Lou Gatto and Thomas Mistele were selected from a national pool of applicants
to attend the NASA History of Winter Cryosphere Science Training Camp (study of snow and ice as indicators
of climate change). This program serves to enhance our curriculum units on weather/climate and climate
change.
This was a week of experiments and discussions led by NASA researchers on all of the scientific information
that can be derived from ice and snow. Presentations and hands-on sessions included:
- Winter Ecology
106

- Snow Pit analysis - tools and techniques
- Quinzee construction
- Thermochron use for temperature data collection
- Color of Ice - polarized light analysis to categorize ice formations
- Lake ice sampling
- Deep Ice Core Drilling (lecture) by NASA scientists
- Global Snowflake Network and photographing/analyzing snowflakes
- Tour of Adirondacks WILD Center
Earthwatch Expedition: In the summer of 2010, Thomas Mistele received a Geraldine Dodge Foundation grant
to attend an Earthwatch Expedition. The expedition involved nine days of field research in the Teton Mountain
Range of Wyoming, comparing the effects of residential and commercial development on populations of wild
songbirds.
Several members of the Science Department successfully completed the in-house Facilitator Training that was
offered. As a result of this training, these members led groups of peers on Project Based Learning and
Standards-based Curriculum Design as a Group Pathways Facilitator throughout the school year.
All of the members of the department also participated in informal professional learning communities in which
they were to study various pathways necessary to accomplish our District vision. This involved research and
collegial inquiry. As we move toward the implementation of 21 st Century Skills, it will become imperative to
offer professional development in the implementation of teaching strategies, problem-based learning, and
assessment. It will also become increasingly important to implement professional learning communities. This
will take a major commitment by the school community.
Special Recognitions
The Aviation Science elective was involved in bringing the Garrett Morgan Technology & Transportation
Education Program Grant. This resulted in a partnership with Alexandria Airport, the FAA, and DelVal High
School. As a result Hunterdon Central and Alexandria Airport received a Federal grant for $100,000.
As part of the Grant the following activities took place:
• A Grant “kickoff” at Central in November 2010.
• A new Aviation Science Club run jointly by Delaware Valley High School and Hunterdon Central.
• A series of video-taped projects and activities explaining how the activities met the goals of Project
Based Learning.
• On two successive dates, the Aviation Science class conducted hands-on learning sessions at JP Case
Middle School. During these sessions, Central’s Aviation Science class taught the middle school
students the fundamentals of the forces of flight and how to actually fly a simulated helicopter and fixed
wing aircraft that the Central students built themselves.
Sean Chappe was recognized as the 2011 Hunterdon Central Teacher of the Year and the 2011-2012 Hunterdon
County Teacher of the Year. This is a tremendous honor for Sean and Hunterdon Central. Congratulations
Sean on this very worthy recognition of your practice.
107

Students - Special Recognition
Taylor Cox received the Mike Mulcahy Award for excellence in Environmental and Earth Science. This award
is presented annually to an outstanding freshman in honor of a Mike Mulcahy, a freshman Science teacher at
Central, who was tragically killed in an automobile accident. We are sure that Taylor will continue in her
winning ways in the future.
Tara Raj performed research on the ability of amphiphilic compounds to modify a biofilm matrix. She came up
with this idea when she went to the eye doctor because she was getting constant eye infections due to biofilm
buildup on her contact lenses. Tara identified Alkyl-glucosides as a biofilm inhibitor and disruptor compounds,
and was able to propose a novel mechanism to design effective biofilm inhibitor and disruptor molecules based
on micelle encapsulation.
Tara won the following awards for her research:
- Chemistry Category Award First Place- presented by the New Jersey Regional Science Fair to the top
project in the category of Chemistry. (Gets to conduct research at Princeton University this summer.)
- ISEF Symposium Finalist, Sr. Division- one of the top 20 projects out of 200 chosen to advance to a
round of oral presentations before an audience of judges, students, and the general public.
- ISEF Trip Award First Trip Alternate- awarded by the International Science and Engineering Fair.
Fourth place overall out of over 200 students competing at the New Jersey Regional Science Fair.
- Partners in Science Research Award First Place- an award sponsored by the Liberty Science Center to
provide students with the opportunity to further their research.
- Scientific American Award- presented by the Scientific American Scientific Journal to the top
symposium finalists.
- American Chemical Society Award Second Place- presented by the American Chemical Society to
students with outstanding projects in the field of Chemistry.
Thirty-eight students took the 2011 USA Biology Olympiad Open Exam in February. Although Central did not
have any students reach "semi-finalist" status this year, interest in the competition continues to be robust and
participation is a valuable learning experience for Advanced Biology students.
Ben Cahill, CarlieSkellington, and Anna Meh Feindt won first place honors in the 2011 Chemagination
competition held at Princeton University.
Hunterdon Central has officially been certified as a member organization in the Science National Honor
Society. The goals of the society are science tutoring and community/grade-school outreach.
Eighteen of our students also participated in the Chemistry Olympics this year and, although we had no top
three place winners this year, the students had a very good showing with many fourth and fifth place finishes.
108

SOCIAL STUDIES
Curricular Highlights
The Social Studies Department’s reflective spirit and commitment to student achievement were evidenced by
the many innovative instructional practices adopted in 2010-2011. A significant focus was primary source
document instruction. Teachers employed primary source documents and strategies from Electronic New
Jersey, The Gilder Lehrman Institute of American History, the DBQ Project, and the Library of Congress.
Several teachers within the department experimented with Project-Based Learning activities that aimed at
increasing students’ analytical writing and research skills. In a departure from the traditional research papers,
some US History I students were exposed to projects focusing on historical fiction writing. Student portfolios
were utilized to showcase student work and hone 21 st Century skills. Several members of the department took
part in the District’s 1:1 limitative infusing the use of net books into instructional and assessment activities.
The department undertook several projects and initiatives that expanded the practices of its teachers and
incorporated new resources into required courses and electives. Major initiatives were as follows:
Electronic New Jersey
From July through December 2010, a team of six Social Studies faculty from HCRHS prepared three new
curriculum units for inclusion in Electronic New Jersey, funded by a grant from the New Jersey Historical
Commission. Beginning in February 2011, the former Electronic New Jersey website is now the centerpiece of
the New Jersey Digital Highway's Educators Portal http://njdigitalhighway.org/educators.php/. Containing 23
curriculum units about New Jersey history and its relationship to major themes in US and Global History,
Electronic New Jersey provides students and teachers with access to content, instructional activities and
assessments using source materials drawn primarily from the Rutgers University Special Collections and
University Archives, along with other New Jersey repositories and containing links to selected high-quality
online learning sites.
Gilder Lehrman Institute of American History Affiliation
In January, HCRHS was selected to become an affiliate school of The Gilder Lehrman Institute of American
History. Founded in 1994, the Gilder Lehrman Institute of American History (GLI) is a nonprofit organization
dedicated to improving and enriching American History education through a wide range of programs and
resources for students, teachers, and scholars throughout the nation. Affiliation is awarded after a competitive
selection process. HCRHS teachers and students now have unlimited access to Gilder Lehrman's award-winning
resources for teachers and extensive collection of over 60,000 documents through a members-only web portal.
Additional GLI affiliation benefits includes access to recorded lectures and podcasts by noted historians,
priority standing for summer professional development seminars, assistance with creating history clubs, and
support in pursuing grant opportunities. Social Studies Department teachers have taken full advantage of GLI’s
resources utilizing primary source documents to enhance lessons and foster analytical writing skills.
Holocaust Overseas Study Tour
109

In late April, fourteen HCRHS students and teachers, Lindsay Warren, Derek Khoudja, and Ryan Herbst visited
the Czech Republic and Poland. The HCRHS contingent stayed with counterparts from Lyceum V, Krakow
Poland. Upon their return to the US, HCRHS staff and students presented their reflections on their trip at the
Flemington Jewish Community Center. Videos, blogs, photos, and journals have been compiled for a
commemorative webpage on the Social Studies Department site.
Teaching American History Grant Application
The Teaching American History Grant program is a discretionary grant program funded under Title II-C,
Subpart 4 of the Elementary and Secondary Education Act. The goal of the program is to support programs that
raise student achievement by improving teachers' knowledge, understanding, and appreciation of American
History. The program supports competitive grants to local educational agencies. The purpose of these grants is
to promote the teaching of traditional American History in elementary and secondary schools, as a separate
academic subject. Grants are used to improve the quality of history instruction by supporting professional
development for teachers of American History. In March, the Social Studies Department collaborated to submit
a 2011 Teaching American History Grant Application to the US Department of Education. If awarded, the grant
will be for $1,000,000. Funding for the grant is currently pending authorization by the US Congress. HCRHS
serves as the lead and organizing district of the Skylands Consortium for the Teaching of American History
(SCTAH). The consortium member districts are Elizabeth, Chatham, Watchung Hills Regional, North
Hunterdon-Voorhees Regional, Bernards Township, Bridgewater-Raritan, Warren Hills, Flemington-Raritan,
Readington Township, Delaware Township, and East Amwell Township. SCTAH has partnered with Rutgers
University, Columbia University Teachers College, the Gilder Lehrman Institute of American History, the
Foundation for Teaching Economics and local history centers including the New Jersey Vietnam Veterans
Memorial to propose a dynamic three-year (300 hour) professional development program. The specific project
goals of SCTAH are to increase teacher content knowledge of American History; recruit and retain program
participants; improve teaching practices; increase student content knowledge of American History; and increase
student appreciation of American History. SCTAH has enlisted the services of Dr. Paul Clemens of Rutgers
University to serve as project historian and Dr. William Gaudelli of Columbia University Teachers College who
will serve as the project’s pedagogical advisor. If SCTAH is not awarded a TAH grant this year due to budget
constraints, the application will be resubmitted in the 2012 competition.
Curriculum Mapping and Alignment with State and Voluntary National Standards
In 2010-2011, the Social Studies Department began revising and updating its required curricular offerings
pursuant to the HCRHS Vision and Goals, as well as the 2009 NJCCCSSS. In April, the department began an
investigation into Rubicon Atlas curriculum mapping software. Rubicon Atlas is a platform for writing online
curriculum units in Understanding by Design (UbD) format. Further, Atlas aligns the curriculum units with the
NJCCCSSS, the Common Core, and voluntary national standards. In May, department members attended a
professional development conference at Watchung Hills High School on curriculum mapping and the use of
Rubicon Atlas software. In June, the department voted unanimously to pilot Rubicon Atlas. The department will
utilize Atlas throughout 2011-12 to revise its required US History and Comparative World Studies curricula in
UbD format according to the NJCCCSSS.
Staff Development
110

Social Studies faculty members are engaged continuously in a broad array of staff development programs
throughout New Jersey and the United States.
Social Studies teachers attended seminars and conferences sponsored by the following institutions:
National Council for the Social Studies
NJ Council for the Social Studies
Rutgers University Center for Historical Analysis
American Psychological Association
Gilder Lehrman Institute of American History
The College Board
NJ Holocaust Commission
Japan Society
New Jersey Historical Society
Prince Alwaleed Bin Talal Center for Muslim-Christian Understanding
National Consortium for Teaching About Asia
Princeton University
The College of New Jersey
Kean University
Richard Stockton College
Drew University
Social Studies teachers completed graduate study at the following institutions:
Drew University: Ann Mahon, Laura Sproul, Lindsay Warren.
Rutgers University: Derek Khoudja and Darrell De Tample
Centenary College: ArenApffel and Paul Urban.
Seton Hall University: Cynthia Gensinger
New Brunswick Theological Seminary: Ken Kotcher
Staff - Special Recognition
ArenApffel - Aren attended Rutgers University Center for Historical Analysis conferences entitled Teaching
about Middle Eastern History and Afghanistan and Pakistan in Perspective: Crossroads of Traders, Pilgrims,
111

and Conflict. Aren continued to do fine work in teaching our CWS I/II program and in collaborating with Kelly
Hulpa in the teaching of our Honors Economics course.
Chris Bellotti - Chris did excellent work incorporating 21 st Century skills into his activities and assessments.
Chris employed student portfolios and social networking projects in his AP Psychology classes. Chris was an
active participant in the UbD curriculum revision process and the investigation of Rubicon Atlas.
Dave Berger - Dave continued to advocate for staff and students as the president of the HCEA along with his
role on the District’s SDM/SBAT Steering Committee. Dave also continued to develop innovative service
learning projects for his Contemporary American Problems course.
Dan Butler - Dan Butler did fine work in teaching a variety of courses, most notably in AP European History.
His collaboration with Marco DiMarcello sustains the high quality of this District program. Dan also made
significant contributions to the preparations for the Holocaust Overseas Study Tour.
Amy Cooke - Amy continued her excellent work as head women’s basketball coach. She attended conferences
at the Rutgers University Center for Historical Analysis on the Culture of the 1960’s.
Keith Dennison - Keith Dennison did exceptional work in many areas, especially with the 1:1 student computer
initiative. Keith was also an active participant in Electronic New Jersey. Keith hosted numerous public servants
and elected officials in his Political Science class.
Darrell De Tample - Darrell De Tample did very high-quality work. Especially noteworthy is the historical
fiction project that he developed for his US History I class. This project is evidence of Darrel’s reflective nature
and willingness to take risks to enhance the learning experience of his students.
Marco DiMarcello - Marco DiMarcello chaired the District’s Professional Development Committee. He
continued his collaboration with Dan Butler in delivering a very high-quality AP European History program to
HCRHS students.
Bill Fernekes - Bill retired from the District on December 31, 2010 after 36 years and siz months of dedicated
service to the students and community at HCRHS. During his last months as supervisor, Bill completed the
Electronic NJ project, organized the professional conference on Islam, and made preparations for the smooth
transition to a new department supervisor.
Cynthia Gensinger - Cynthia Gensinger was actively involved in several department and District initiatives,
including serving as a pathways facilitator and participating in the investigation of Rubicon Atlas. This year,
Cynthia took on the additional teaching assignment of AP Psychology.
Steve Gibble - Steve Gibble did high-quality work in teaching US History I and II. He served as head coach of
the wrestling team and assistant coach of football and lacrosse. Steve attended conferences at Kean University
on Holocaust Education and a Facing History and Ourselves conference at Drew University
Tom Heard - Tom did excellent work despite enduring the most tragic of circumstances. Tom diligently
attended to his students and his teaching while balancing extreme personal difficulties. Besides being an
exceptional educator, he modeled for the HCRHS community what it means to be a loving father and husband.
The crane project touched the entire community and brought David into everyone’s lives.
Ryan Herbst- Ryan did superb work with his US History II and Sociology classes. Ryan did a tremendous
amount of work making the 2011 Holocaust Overseas Study Tour a resounding success. His personal rapport
with student and parents, as well as his expertise in international travel, were invaluable to the program.
Kelly Hulpa - Kelly Hulpa continued her very strong work in teaching both levels of the Economics program.
Kelly was selected by the Japan Society to participate in the About Japan project. This project will create free,
112

online materials to help K-12 educators teach about Japan in a global context. These unique resources, which
will include lesson plan ideas, background essays, abundant video and audio material, and numerous materials
for classroom use, will be posted on Japan Society’s website, About Japan: A Teacher’s Resource.
Patricia Janos - Patricia attended two Rutgers University Center for Historical Analysis conferences and was
selected to the James Madison Seminar at Princeton University this summer. Patti was one of the first teachers
to sign up for the investigation of Rubicon Atlas mapping software and participated actively in the department’s
exploration of this curricular tool.
Derek Khoudja - Derek made excellent progress in his Master’s Degree in History at Rutgers-Newark. Derek
played an integral role in the 2011 Holocaust Overseas Study Tour. He displayed exceptional organizational
and logistical skills during the planning and execution of the trip. Derek is also collaborating with Dan Butler
to write a course proposal for a Middle East North Africa (MENA) course.
Ken Kotcher - Ken was a member of the Electronic NJ project team, collaborating with Sharon Sweeney on
the development of an online curriculum module on Civil Rights at Rutgers. He was selected to the New Jersey
Council for the Humanities week-long summer institute at Monmouth University on "Race In American History
and Culture," led by Dr. Clement Price, Board of Governors Distinguished Service Professor of History at
Rutgers University.
Adam Leonard - Adam worked with Keith Dennison to develop an online curriculum module on Clifford Case
and Executive Power for Electronic NJ. He was selected to the Gilder-Lehrman Summer Seminar: “Crisis and
Compromise in the 1850’s” at Columbia University.
Ann Mahon - Ann Mahon did very fine work teaching a wide variety of classes. Ann also served as the codirector
of Project Graduation. Ann skillfully interfaced with HCRHS sending districts during articulation
sessions and presented at the year-end articulation meeting.
Brendan Mahon - Brendan Mahon coached boys’ soccer and co-advised the Ski and Snowboard Club.
Brendan taught an ETTC class entitled Using Hip Hop to Integrate 21 st Century Skills in all Curricula.
Kris Myers - Kris is a leading advocate for ESL students at HCRHS. He worked with community based Latino
advocacy groups (Hunterdon Hispanos) to help bring better services to Latino immigrants and will help design
the 3 rd annual Latino Community Day. Kris attended a conference at Rutgers University on undocumented
students. During spring break, he traveled to Guatemala to learn more about Latin American culture and utilized
information learned from the trip in CWS 127 and ESL history classes.
Matthew Perotti - Matthew did fine work as head football coach. He attended a summer institute on World
Religions and Contemporary Politics at Stockton State College. Matt continues to collaborative on the fast
growing Comparative World Religions program.
William Pisarra - Bill undertook multiple successful curricular initiatives this year including a research/PBL
performance-based assessment in CWS 128. He also organized the AP Human Geography field trips to a
variety of local farms and the Port of Newark.
Chris Ruggere - Chris led the District’s Peer Coaching ETTC program. Chris continued to advise the
District’s PULSE Club. Chris also reached out the Hunterdon Islamic Center and established a collaborative
relationship.
Anson Smith - In addition to his fine stewardship of the boys’ soccer program, Anson displayed strong
leadership with the AP US History program. Anson implemented a dynamic PBL writing project along with
Catherine Stuzman in Humanities I.
113

Laura Sproul - Laura Sproul made excellent progress in her Doctoral Program at Drew University during her
dissertation sabbatical in the spring. She did fine work coaching field hockey and women’s lacrosse.
Sharon Sweeney - Sharon Sweeney attended a Gilder Lehrman Summer Institute at Amherst College on John
and Abigail Adams. Sharon was accepted to the Toyota Institute International Teacher Program and will travel
to South Africa for July and August. Sharon did exceptional work in the Multicultural Studies and African
Studies courses.
Cecilia Tyler - Cecilia Tyler remains a stalwart of our Psychology program, teaching all three courses in this
challenging curricular sequence. This summer Cecilia will attend the APA conference in Florida.
Paul Urban - Paul completed his Principal and Supervisory Master’s Degree program at Centenary College.
He did fine work in the AP US History program and helped to sustain the fine performance in that rigorous
curriculum.
Lindsay Warren - Lindsay Warren did excellent work incorporating primary source strategies into her Honors
US History classes. She also developed an Electronic New Jersey unit on Title IX. Lindsay chaperoned the
Holocaust Overseas Study Tour and maintained a blog while traveling in Poland and the Czech Republic. In
terms of extra-curricular activities, she continued her work as Third Wave co-advisor and co-advisor for
Central’s Ski and Snowboard Club.
Robert Zywicki - Robert Zywicki joined HCRHS as Supervisor of Social Studies on January 1, 2011. Robert
was selected for the second time by the College Board to serve as an AP Reader for the AP Microeconomics
and AP Macroeconomics Exams. Additionally, Robert was tapped by ETS to serve as an expert panelist on
economic and pedagogical research topics. Robert was picked to attend a Gilder Lehrman Summer Seminar at
The University of Colorado on “American Environmental History.”
Students - Special Recognition
The department’s award winners for 2010-2011 were Ishaan Desai (Wilson Carey McWilliams Civic Education
Award), Dakota Kornicker (Vision of Democracy Award), Peter McHale (Social Studies Department Award),
Kaitlin Callahan and Emily Kong (American Psychological Association Excellence in Psychology Award),
Rebecca Balzer (University of Rochester Humanities/Social Sciences Award) and Roberto Matos (American
History Scholarship sponsored by the Colonel Lowery Chapter, Daughters of the American Revolution,
Whitehouse).
114

SPECIAL SERVICES
Curricular Highlights
The department held the annual fall Articulation meeting with teaching staff, Child Study Team members and
Special Education administration from the four sending districts. The participants reviewed the process of
transition to high school, suggesting improvements to the current system based on input received from students
and families. Additionally, revised reading lists from each district were shared, new courses described, and
each school’s Continuum of Services discussed. The scheduling process for 8 th grade students was again
identified as challenging, since some IEP meetings occur after the Home Logic has already closed. High school
teachers of both ICS and Resource Center made presentations about expectations of the courses and offered tips
for determining placement of students. Staff from the department’s self-contained programs attended as did
representatives from the Twilight and Polytech programs.
Central’s speech therapist coordinated two additional Articulation meetings in the spring, one with therapists
from the sending districts and one with therapists from the county high schools. They, too, spent time focused
on the 9 th grade transition process, as well strategies for working with students with auditory processing, social
skills for students with Autism, on-line links related to language and social skill acquisition, and augmentative
devices.
The Coordinator of Special Education at Hunterdon Central again held three days of tours for parents and
teachers of 8 th grade students in December, just prior to the start of scheduling for the upcoming school year.
The tour schedule was full, and many additional tours were offered during second semester to accommodate
those who missed them in December. Teachers, case managers and paraprofessionals also visited sending
district programs that feed into the high school EKWIPS program to observe strategies and meet rising 9 th grade
students.
The Resource Center In-Class Support program will offer 145 sections in the 2011-2012 school year, up from
the 139 sections offered in the 2010-2011 year. These classes are scheduled in both college prep as well as
basic skills levels in all academic disciplines, including World Languages. The large number of ICS sections is
in keeping with the State Board of Education philosophy of providing special needs students programs with a
high level of academic rigor and opportunities to be successful in General Education settings.
The department continues to focus on increasing the passing rate of students on HSPA and State-mandated Endof-Course
tests. This year, additional seats were available in HSPA preparation courses offered during the
school year, and the Child Study Team and counselors strongly encouraged students to attend summer prep
courses, increasing the number of Special Education students participating in these opportunities. Special
Education teachers worked throughout the school year with General Education teachers updating curriculum
with newly adopted core content standards and created substantive lessons to improve student growth in weak
areas.
115

Curricular Field Trips
Mark Mylod took his US History I classes to Philadelphia’s Independence National Historical Park. This field
trip helps to evaluate the importance of the Declaration of Independence, the Constitution, and the Bill of Rights
to the spread of democracy around the world.
Amy Staats took her Life Skills class to Stop & Shop to shop for grocery items needed for the Senior Luncheon.
This trip allows the students to utilize the information and concepts discussed in class to navigate and consumer
shop. They use an itemized text/picture shopping list to find items for the recipe they have chosen to prepare
for the Senior Luncheon. This trip is based around the Transition/Life Skills curriculum and addresses money,
household and community management (comparison shopping, consumer skills, meal planning, etc.).
Amy Staats took her Life Skills class to tour the PNC Bank and the Flemington Post Office. The trip is based in
the Functional Life Skills curriculum. It addresses several objectives in the Money Management, use of
community facilities, and work-place objectives in the curriculum. The students explore these facilities both as
consumers and potential employees. Students also gain experience using The Link for transportation.
Amy Staats took the Life Skills class to the Flemington Baptist Church in Flemington to set tables, chairs and
centerpieces for the Senior Luncheon. Students also organize plate settings and centerpieces, as well as arrange
name tags in alphabetical order and set up the cold drink station. The Senior Luncheon is a service-learning
project that Life Skills students support both in and out of school. The custodian provides the students with a
tour of the building, the details of maintaining his job and the skills needed to secure this type of employment.
Kathy Zullo took her EKWIPS class for a tour of TD Bank in Flemington. Students study personal banking
skills in Math class. On this trip, they learn not only how a bank is operated but also how to become a good
employee and how to manage their own accounts.
Amy Staats took her Life Skills students to Dress Barn and Marshalls in Flemington. Students utilized the
information and concepts discussed in class (Money Management unit) to navigate and consumer shop, in
addition to using other money management strategies (budgeting, check writing, etc.). The trip allowed
students to tour and utilize clothing stores in their local community, while focusing on seasonal attire,
navigating the store, and reading clothing labels. Students all experienced using The Link for transportation.
Michelle Murphy took her Science class to The Raptor Trust. This trip enhanced students’ understanding of
Ecological and Environmental studies, as well as provided direct exposure to the remarkable conservation
efforts of this wild bird rehabilitation and preservation facility. Students built upon prior knowledge to develop
a deeper understanding and appreciation of the delicate balance that exists between abiotic and biotic factors in
our ecosystems.
Amy Staats and her Life Skills class toured the Panera Bread facility, inquiring about job opportunities, the job
application process and using consumer/social skills to purchase food and dine.
Amy Staats and the Life Skills class toured Tabby’s Place to learn about careers related to small animal care.
Many of the students have an interest in the Polytech small animal Pre-Vet program. This trip gave them the
opportunity to see the kinds of tasks and responsibilities associated with this type of career choice.
Kathy Zullo took her EKWIPS students to tour the Hunterdon County Courthouse in Flemington while he class
was researching Hunterdon County history. Many of the most important sites of our community are located on
or near Main Street, Flemington. The guided tour inside the courthouse and old jail provided the students with
a real look into the past and the most famous event to happen in Flemington, the Bruno Hauptman/Charles
Lindbergh kidnapping case.
116

Amy Staats took her EKWIPS students to tour the PolytechBartles’s Corner Pre-School Program. Students
created their own children’s stories with illustrations by using the writing and editing process. Students utilized
their oral reading and social skills while presenting their stories to the children in the pre-school program.
Amy Staats took her students to the American Place Cinema Plaza Theater to view the film, “Gnomeo& Juliet”.
This field trip gave the students the opportunity to view another interpretation of the Shakespearean play and
allowed students to make comparisons between the two versions. Additionally, students require concrete
learning experiences in order to generalize content knowledge and use of social and pragmatic language skills.
The social outing as a group reinforces skills learned in the classroom.
The EKWIPS class went to the Raritan Valley Community College Arts Center to see the play, “Click, Clack,
Moo”. Over the summer, students participated in circle stories and the making of a children’s book of their
own. After seeing this play, students recreated another circle story and presented it to the Little Devil’s Pre-
School Program on campus.
Amy Staats took her Life Skills students on a fashion scavenger hunt in Marshall’s. This trip allowed the
Transition/Life Skills students to utilize information and concepts discussed in class to plan and find clothing in
a scavenger hunt, while staying within a budget.
Amy Staats took her Life Skills students to The Bank of America to tour the facility both as a consumer and a
potential employee. Students were also able to enjoy the social experience of having lunch out at The Great
Lodge.
Kathy Zullo took her EKWIPS to the Stop ‘n Shop in Flemington to practice market Math skills in a real-life
shopping situation.
Ms. Staats took her Life Skills students to Independence Manor in Flemington to tour the facility and inquire
about employment opportunities/application and the interview process.
Michelle Murphy took her Science students to the Adventure Aquarium in Camden, NJ. This trip enhanced
students’ understanding of ecological and environmental studies, as well as provided direct exposure to the
conservation efforts of the Adventure Aquarium.
New Program Highlights
As mandated by State code, meetings for parents of special needs students were held throughout the school
year. Hunterdon Central Exceptional Parent Advisory Committee (HCEPAC) hosted the following programs.
Steven Factor, Vocational Rehabilitation Counselor from the Division of Vocational Rehabilitation Services, NJ
Department of Labor and Workforce Development, presented about the organization, whose mission is to
enable eligible individuals with disabilities to achieve an employment outcome consistent with their strengths,
priorities, needs, abilities and capabilities. DVR specializes in finding employment for eligible students with
disabilities after high school graduation.
Marty Mayes, START Project Parent Group Specialist from Statewide Parent Advocacy Network (SPAN),
spoke about support for Special Education parent groups. Mr. Mayes encouraged parents to participate in
training sessions offered by the organization including understanding law and regulation, learning about
parental rights for parents of special needs children, student supports and advocacy skills.
Judy Impell, Director of Disability Services at Raritan Valley Community College, presented information about
services available to students as they attend college. She encouraged students to visit any campus they are
considering attending, including the disability services office to find out what is available at the school.
117

The group viewed the video “Motivation Breakthrough” by Rick Lavoie.
Myths/misconceptions about the motivation of students with learning and behavior disabilities were presented
and dispelled.
Staff Development
“Managing Children & Adolescents with Hearing Loss in the Classroom & Community”
Annual Conference of the New Jersey Dyslexia Association
“Reality in Special Education: Assessment, IEPs, Law, NJALC Fall Symposium 2010
“No Brain Left Behind: Improving Teaching, Testing and Treatments”, Cambridge, MA
“Universal Design: Best Practices for All Learners”
APA Training
Pathway Facilitator Training
NWEA Training
UBD Template Training
Annual Workshop for New Jersey Mock Trail Advisors
“Hidden Gems”, Kean University
NJ Association of School Psychologists Winter Conference
“Hidden Gems: Naming & Teaching From the Brilliance in Every Student’s Writing”; NJ Literacy Consortium
“Awakening the Heart: Exploring Poetry in the Classroom”; NJ Literacy Consortium
“Reading for the Joy of It: The Heart of Comprehension is all About Making Meaning”; NJ Literacy
Consortium
“It Takes a Village to Raise a Literate Child: Connecting the Home, School & Community”; Kean University
Literacy Consortium
“Strengthening Your Students’ Writing Using the SIX TRAITS”
Kean Literacy Consortium: “Reading for the Joy of It: The Heart of Comprehension is all About Making
Meaning”
Transition Coordinators Network of New Jersey, Middlesex County College
“Dropout Prevention”
School Vision Committee Conference
New Jersey Branch-International Dyslexia Society
“Teaching About Islam”, delivered by Georgetown University
118

“Best Practices in Functional Assessment & Developing Effective Treatment for Learners with Special Needs”
“Advanced Topics in Functional Analysis & Treatment Development”
“How to be the Master of your School Schedule”
“Rosie the Riverter” Workshop, TCNJ Teachers as Scholars
“Motivating THAT STUDENT”, Quest Education Systems
“Train the Trainer-Proficiency & Beyond”
The Learning & Brain Symposium, NYC
“Stepping Stones to Using Data”
“Climbing the Data Ladder”
NJ Association of Pupil Services Administrators’ Director’s Academy Workshop on Legal Updates in Special
Education”
“Reaching the Unreachable Child”
NJAPSA Directors Academy Conference on Legal Updates in Special Education
ETTC Workshop on Bookshare for Students with Visual, Physical & Perceptual Reading Difficulties
Law-Related Education Conference by the NJ State Bar Foundation to Enhance Mock Trial Programs
Transitional Services Seminar at New Road School
“Restoring Community in Schools: Promoting Positive Alternatives to the School-to-Prison Pipeline”
“All Kids Can Succeed! Effective Interventions for Behavioral & Social Challenges”
“Teacher of Trainers: Intro to Restorative Practices & Using Circles Effectively”
Moodle Conference in Delhi, NY
ISTE Conference, Philadelphia, PA
Rider University Teacher Leadership Community Institute
“Components to an Effective Program Serving Adolescents & Young Adults With ASDs”
21 st Century Teacher Institute, Rider Institute: “Cyberbulling”
Staff - Special Recognition
Congratulations to Sue Ryan whose daughter, Brittany, kicked her way into history at Lebanon Valley College
this school year as the kicker for the LVC Football Team. She etched her name in the NCAA football record
book by becoming the all-time leading female point scorer in any division. Congratulations to Brittany and her
very proud Mom, Sue Ryan!! Brittany has since graduated from Lebanon Valley College and is employed fulltime
by the Hershey Corporation.
119

Congratulations to Ken Garay on induction into the New Jersey Scholastic Coaches Association Hall of Fame.
Ken coaches boys’/girls’ Tennis and is the Assistant Wrestling Coach. Congratulations to Ken on this welldeserved
honor.
Students - Special Recognition
Congratulations to Charles Koontz and the HCRHS Boys’ Cross-Country team. Charles finished 6 th in the
Hunterdon/Warren/Sussex Cross-Country Championships. The HCRHS Boys’ team finished 4 th over-all.
Congratulations to Haley Cortelyou and the Girls’ JV Tennis team for finishing first in the Doubles Team
competition at the Montgomery JV Girls’ Tennis Tournament.
Congratulations go to Trey Leggett and the Boys’ Soccer team for their win in the Hunterdon/Warren/Sussex
County Championship game. Trey was named the Tournament MVP. HCRHS Boys’ Soccer is now 13 and 5
and will play Elizabeth in the State NJSIAA Tournament.
Congratulations to Trey and the Boys’ Soccer team on their winning the NJSIAA State Sectional Finals against
Bridgewater. This is Central’s first ever Boys’ Soccer Sectional Championships. The team will now play in the
semi-finals of the State to face West Orange.
Congratulations to Trey Leggett and Connor Perauskas on being named to Skyland Conference Boys’ Soccer
All-Conference 1 st and 2 nd teams, respectively.
Congratulations to Charles Koontz on being named to the Skyland Conference All-Conference Boys’ X-C
Country 2 nd Team.
Congratulations to Anthony Calabrese on being named for membership in the Regional Choir.
Congratulations to Trey Leggett on being named Player of the Year for Boys’ Soccer for West Jersey. Trey led
Central to its first ever appearance in the State Group IV Championship game. Trey was also named to the
Boys’ Soccer All-Area First team, All-Group First team & All-State Second team.
Congratulations to Connor Petrauskas on being named to the All-Area First team for Boys’ Soccer.
Congratulations to Charles Koontz and Dan Blauvelt on being named to the All-Hunterdon/Warren First team
for Boys’ Cross-Country.
Congratulations to Kaitlyn Clarke on being named to the All-Hunterdon/Warren Third Team for Girls’ Cross-
Country.
Congratulations to Jake Maffucci who took second place in the HCIWT Wrestling Tournament.
Congratulations again to Trey Leggett, who was named Regional All-American for Boys’ Soccer at the NJ
Soccer Coaches Assoc. All-State Awards Banquet. Trey was also named Top 5 Boys’ Soccer Players in the
State, as well as First Team All-State (all schools/all groups) and First team All-Central Section 1.
Congratulations to Matthew Arno on being named as a Semi-finalist in the 2011 National Merit Scholarship
Competition.
Congratulations to Jake Maffucci and Dylan Nace and the rest of the Hunterdon Central Wrestling Team for
winning their 2 nd straight NJSIAA Noreth 2 Group 4 Sectional Championship!
120

Congratulations to Tyler Cote, Jake Maffucci, Dylan Naceand the HCRHS Wrestling team on their capture of
the NJSIAA District 17 Championship Title. All three boys will advance to Region 5. Dylan placed 2 nd at 103
pounds. Tyler placed 2 nd at 145 pounds and Jake placed first at 171 pounds.
Congratulations Dylan Nace and Jake Maffucci on being named to the Star Ledger Wrestling All-West Jersey
2 nd Team & 3 rd team, respectively.
Congratulations to Daniel Blauvelt on being named to Boys’ Winter Track All-West Jersey 3 rd team.
Congratulations to Greg Simonds and the rest of the Boys’ Golf team on their being named Hunterdon Central
Group IV Boys’ Golf State Champions! The Team won the NJSIAA Group IV State Championship held at
Neshanic Valley Golf Course.
Congratulations to Michael Schreck on being named to the Skyland Conference Boys’ Lacrosse 1 st team and
also to the 1 st Team Coaches All-State Boys’ Lacrosse.
Congratulations go to Greg Simonds for being named to the All-Conference Boys’ Golf 1 st team.
The following students have secured full-time employment or were accepted to the following
universities/colleges/technical schools:
Josh Altman – East Stroudsburg
Kira Bacon – Lesley College
Caitlin Bendall – Bloomsburg University
Tristram Bone – Rensselaer
Erin Critelli – Lyndon State College
Heather Critelli – Northampton College
Caroline Dudley – Penn State, Altuna
Rebecca Hendricks – Raritan Valley Community College/Fire School
Corey Holland – Diesel School, Ohio
Russell Houseworth – Diesel School
Matthew Kelly – Montclair State
Dallas Kirchner – Full-time Employment
Trey Leggett – Rutgers University
Walter Maze – Raritan Valley Community College
Victoria Paul – Raritan Valley Community College
121

Erin Sanquini – Delaware Valley College, Alvernia University, King’s College, Kutztown University,
Mount St. Mary’s (Newbourgh, NY), West Chester University, Centenary College, Bloomsburg
Colton Schenck – Montclair State
Christopher Stefanick – Raritan Valley Community College
John Wade – Raritan Valley Community College
Nick LoSardo – Rutgers University
Jordan Spusta – Salisbury University
Jonathan Grand – Rider University
Thomas Miller – United States Army-Armored Tank Division
Luke Phillips – Hofstra University
Paul Tarashuk- Parsons School of Design
The following Special Education students were recipients of scholarships/awards:
Kira Bacon – Lauren Moore Memorial Scholarship
Arthur Paul Burson – Pupil Personnel Services/Furthering Education Scholarship
Erin Critelli – Pupil Personnel Services/Furthering Education Scholarship
Heather Ann Kovacs – Pupil Personnel Services/Furthering Education Scholarship
Trey Leggett – HCRHS Athletic Awards: Parker Agency Outstanding Athlete Award
Daniel Perrine – Pupil Personnel Services Award/Character Award
Erin Sanquini – Pupil Personnel Services Award/Character Award
Colton Schenck – HCRHS Athletic Awards: Gayle McNally Scholarship
Michael Schreck – Flemington/Raritan Business Association Scholarship
Gregory Simonds - HCRHS Athletic Awards: Howard S. Stewart Memorial Sportsmanship
The following students received Outstanding Student Awards from Hunterdon County Polytech:
Megan Bongiovanni
Heather Kovacs
Timothy Kunkel
Tyler Stankowitz
Matthew Wand
122

WORLD LANGUAGE
Curricular Highlights
World Language teachers continue to explore instructional strategies and develop learning activities that help
students to become more proficient communicators. Teachers focused unit design on authentic development and
the use of the target language in and beyond the classroom in keeping with the New Jersey Core Curriculum
Content Standards. During the past year, teachers worked together in Pathways groups to explore and expand
their understanding of Project Based Learning, Habits of Mind, 21 st Century Skills, and Standards Based
Curriculum and Assessment Design. The results of their work were reflected in the classroom in a multitude of
learning activities that were developed and debuted.
Project Based Learning informed the design of a French project, “Bon Voyage,” in which students studied the
history, government, art and music of the time period of “Le roisoliel,” and then planned a visit to France to
explore some of the sites and monuments of the time period. Students used Skype to contact hotels and
museums to gather information about booking reservations and tours. Students presented their virtual trip
explaining the transportation system, cultural attractions, restaurants and activities available, while maintaining
a focus on the monuments and art movements that are reflective of the time period that produced them.
French Advanced Placement students explored interdisciplinary themes on environmental issues, human rights,
nationalism, and the changing demographics of France as a result of immigration. Students also participated in
an extensive study of AIDS throughout the world. In all cases, research, reading and presentations were
conducted in the target language. Spanish Advanced Placement students also made extensive use of primary
sources in researching topics suggested by the College Boards.
German students turned their research and learning about German history, culture and contemporary products
and perspectives into a teaching opportunity when they participated in a Skype meeting with high school
students in Warrenton County in the Shenandoah Valley of Virginia. Central students shared Prezi presentations
and participated in a discussion in which they introduced the Virginia students to German language and culture,
and shared their plans for further study of German and the anticipated impact it would have on their future
plans.
Elementary Spanish students experienced authentic language immersion as part of a virtual partnership with
students learning English in Valencia, Spain. Students communicated by letter and through Skype
conversations. German students participated in a pen pal exchange with Gammertingen Gymnasium in
Germany, as well.
Latin students participated in a cross-disciplinary project with the English Department. Students in Latin class
prepared to view a Shakespearian play by studying ancient sources in Ovid’s “Pyramus and Thisbe” poem.
They explored Shakespeare’s use of mistaken identity, slapstick and themes such as Cupid and Psyche, and
related it to Ovid. After viewing the play, students developed these themes into their own version of “Pyramus
and Thisbe” written in Latin, which they performed and filmed.
For the first time, Chinese students were able to prepare and participate in the Advanced Placement class and
testing. The testing for this course is offered via computer and, with the support of the Instructional Technology
team, students were able to record their oral responses and write with Chinese characters by means of the
computer. This was an important first step in preparing for other high-stakes tests that will be delivered and
completed via computer.
123

In many classes across all languages, the One-to-One Pilot program was the impetus for significant changes in
the ways teachers delivered instruction and students participated in learning activities. The extensive use of
teacher-developed Moodle sites also extended learning opportunities and experiences beyond the school day.
Through the use of netbooks and Moodle, teachers have been able to provide students with access to authentic
listening activities, opportunities to practice interpersonal speaking activities, and opportunities to use authentic
sources for research and reading in preparation for presentational events.
The ever expanding use of technology provides students and teachers with improved and relevant ways to share
information. Students create comic strips, animate characters, provide voice-recorded PowerPoint presentations
and access live reports of events in other countries, as well as taking advantage of the opportunity to hear and
see how other countries represent events and activities in our country to gain an understanding of other
perspectives and points of view. Students have used Elluminate to communicate with teachers on days when
school was not in session. Students learned to select presentational formats such as Prezi and podcasts, along
with Skype and Glogster, to share their learning. Social networking such as Twitter, DIIGO, YouTube and
Facebook provided access to other learners around the world and provided a means for students to share their
work with authentic audiences. These powerful tools and the teachers’ growing understanding of different
learning styles and needs are leading the way in helping students to gain global understanding and the
communication skills they will need in the future.
New Program Highlights
Spanish for Heritage Speakers was offered for the first time this year. Thirteen students completed the course.
The course is designed to work with students who have heritage capability in Spanish. While these students may
speak and understand the language well, there is often a gap in their reading and writing skills. Research
indicates that improving the literacy skills of an individual’s first language will improve their likelihood of
gaining higher achievement in second language skills. In view of Central’s concern regarding testing scores for
the Hispanic subgroup, the Spanish for Heritage Speakers course focused on improving overall literacy as well
as increasing the students’ understanding of the importance of achieving balanced bilingualism. The course
addressed their needs more appropriately than would have been possible in a traditional Spanish class, which
addresses the needs of English speaking students. Overall, the course was well received by the students. In the
coming year, Heritage I will be offered as well as Heritage II.
Spanish for Communicators continues to be an important option for special needs students to complete the
World Language graduation requirement, and to gain basic communicative skills and cultural awareness. Since
regulations regarding the needs of these classified students keep class size small, a pilot program ran this year
which combined classes to provide a Spanish content area teacher for each section working with one Special
Education teacher, serving the needs of two sections meeting in the same time and location. The co-teaching
experiment was a cost-saving success and also benefited students by providing them with a year-long program
during which two content teachers worked together to team teach the classes. Teachers were able to collaborate
on planning, work with different instructional strategies, and experiment with ways to effectively meet the
needs of the students. The approach was evaluated in March and teachers reported that they clearly saw benefits
to the team approach, including the ability to maintain more instruction in the target language, build
relationships with students, and maintain the momentum of instruction without the usual regrouping that occurs
at the end of a semester when students are reassigned to new classes and teachers. The pilot will continue in the
coming year.
Next year, a new course will be offered to German students: Modern Germany for Today’s Young Adults. The
course will serve to provide additional opportunities for German students and to support authentic use of
language while gaining contemporary views and insights. Additionally, a quarter course is under development
124

and will be offered to the Curriculum Committee for consideration that will allow students to explore the Greek
and Latin roots most commonly seen in the study of Science.
Staff Development
In preparation, and as part of the focus on curriculum redesign, 16 World Language teachers received training
in the Understanding by Design template adopted by the State for curriculum writing. Five teachers were added
to the One-to-One Netbook Pilot program, bringing the total of World Language teacher participants to eight.
Four members of the department were trained as Facilitators to work with colleagues in the exploration of the
Pathways designated, as integral to moving the District into a sharper focus on the District vision. All teachers
engaged in the Pathways and Mini-courses study groups throughout the year. Many teachers participated in
graduate programs; ETTC summer, fall and winter training; and attended workshops and professional
organization meetings and training.
Maria Amorim completed an ETTC class in: Teachers as Leaders. Ms. Amorim also traveled to France, Spain,
and Portugal. In each country, she immersed herself in the language and culture to bring her travel experiences
to the classroom. She participated in the curriculum design group for French II, her Mini course work focused
on Moodle, and her Pathways study area was Standards Based Assessment and Curriculum Design.
Ray Aron participated in various webinars run by the College Board including Using Literature to Teach AP
Spanish Language, as well as a LARC and Calper webinar on “Foreign Language Classroom Assessment in
Support of Teaching and Learning.” He explored Habits of Mind in his Pathway group.
Robert Baca completed extensive research on the teaching of heritage speakers and worked on designing
instruction in this area. He explored Project Based Learning in the Pathways group.
Amanda Brown completed a number of ETTC courses during the school year: Introduction to Formative
Assessment, Co-Teaching, Inquiry Study Group for Educational Professionals, Teachers as Leaders and
Teachers as Leaders II, and Thinking Critically about Documentary. She also attended a virtual Moodle
conference to share best practices and learn about new enhancements available for enriching the student
learning experience. Ms. Brown participated in the Teacher Portfolio course as a means of self-reflection,
evaluation, and growth and was in the Project Based Learning Pathways group.
Sara Catedra completed all District in-service programs and short skills sessions; she participated in the
Pathways group exploring Project Based Learning.
Mr. Cipolla attended the ETTC courses called Introduction to Teachers as Leaders, and Fundamentals of
Service Learning. He spent 11 days last summer at the Conventiculum MMX at the University of Kentucky.
This is an annual meeting of scholars and teachers who meet to discuss various topics of interest exclusively in
the Latin language. His Pathways group explored Standards Based Assessment and Curriculum Design.
Evelyn Diaz completed ETTC courses in Moodle: Assessing Student Learning using online tools, Drawing
Technology in the Classroom, Inquiry Study Group for Education Professionals, Teacher Portfolio, and
Teachers as Leaders the Next Step. She was part of the Project Based Learning Pathways group. Ms. Diaz
completed one graduate course at Rutgers - “Languages Across the Curriculum” during the summer of 2010 and
attended workshops at the NJEA’s Teacher’s Convention in Atlantic City.
Sergio Fernandes participated in the training for One-to-One Pilot teachers during the summer. He attended a
conference on improving language proficiency. He participated in the Project Based Learning Pathways group.
125

Brigitte Fischer completed summer ETTC courses in Free Web Technology, Facilitating Restorative
Conference, Practical Applications & Critical Conversation of 21st Century Skills, Introduction to Formative
Assessment, Information Search Process (A Model for Students Research), and Problem Based Learning. She
completed the Mini course training in Lessons for Student-Centered Classrooms.In March, she participated in a
one-day seminar offered by the AATF on the new French AP curriculum. Ms. Fischer was in the Projects Based
Learning Pathways group.
Greg Gichan participated in the summer training for One-to-One Netbook Pilot teachers. He worked with the
21 st Century Skills Pathway group.
MaritaGlowacki attended training for the One-to-One Pilot program during the summer. Ms. Glowacki
attended two conferences offered through AATG Professional Development, “Let’s Get Technical” and the
Rutgers Conference, “German as Foreigners-Immigration.” Additionally she participated in the ETTC class,
Peer Coaching II. She explored Project Based Learning in the Pathways group.
Dana Heimlich completed several summer ETTC classes including Spanish 101, Designing Assessments, Free
Web Technology and Workshop 1, and Finding and Evaluating Electronic Information. Her Pathways study
was in the area of Project Based Learning. Ms. Heimlich attended the December 2010 workshop on Teaching
about Islam held on campus
Peter Huryk completed ETTC courses in Successful Co-Teaching, Moodle, and Portfolio Training. He worked
with the 21 st Century Skills Pathway group.
Roberta Kaplan participated in two ETTC classes during the summer of 2010: Introduction to Formative
Assessment, and Information Search Process: A Model for Student Research. Her Pathways study was in the
area of Project Based Learning.
Tracy Lomax completed work on her Master’s Degree in Spanish Literature. She also completed ETTC courses
in Empowering Different Learning, and Successful Co-teaching Partnerships. In the Pathways group, she
explored 21 st Century Skills.
Kate Losavio was a member of the Mini Course session - “Classroom Instruction that Works” and was part of
the Project Based learning Pathways group. She participated in a webinar entitled “Foreign Language
Classroom Assessment in Support of Teaching and Learning” through LARC and Calper. Ms. Losavio
completed several ETTC courses throughout the summer and the school year including Free Web Technology
and Workshop 1: Weblogs, Backchannel chats, RSS feeds and Social Bookmarking, Spanish 101: Connecting
with our Latino students and parents, Moodle Workshop: Assessing Student Learning Using Online Tools,
Designing Assessments, Using Hip-Hop to Integrate 21 st Century skills in the Classroom, and Finding and
Evaluating Electronic Information. She also completed one graduate course for the Master’s program in
Education at the Regional Training Center/College of New Jersey - Universal Design for Learning - Reaching
All Learners in the Digital Age.
LudwikLubaszka participated in the summer training for the One-to-One Pilot program. He completed
explorations of Standards Based Curriculum and Assessment Design as part of the Pathway groups. In Short
Skills Sessions, he participated in Diigo, Wikis, and Poll Everywhere.
Lynn Luster participated in the administrative collaborative inquiry (study) group, supervisors’ meetings and
attended workshops related to instructional strategies and leading change, including: Second Annual Summer
Leadership Conference, Central Region – Leading in Difficult Times, Integrated Performance Assessment,
Technology in the Classroom, and Creating Results-Oriented Staff Development through Professional Learning
Communities. Ms. Luster participated in several webinars including an ASCD webinar offered by Heidi Hayes
Jacobs which clearly addressed the needs of the 21 st century learners in relation to the development of
126

curriculum, the LARC and Calper webinar entitled “Foreign Language Classroom Assessment in Support of
Teaching and Learning,” Robert Marzano’s webinar on developing growth plans for teachers, the PD 360
network webinar on Questioning as doorways to learning, and Charlotte Danielson’s webinar on Teacher
evaluation format with an online tracking tool. The Pathways group explored by Ms. Luster was Standards
Based Curriculum Design and Assessment.
Cecilia Oak participated in AP Chinese Training in China during the summer, as part of a College Board
scholarship. She was part of the One-to-One Pilot program training during the summer as well. Her mini course
training was in Teaching Strategies, and she explored Habits of Mind in the Pathways groups.
Heather Peschl participated in the Peer Coaching program and completed four ETTC courses: Peer Coaching II,
Teachers as Leaders, What’s Your Intelligence? The Multiple Intelligence Approach, and Fundamentals of
Service Learning. Ms. Peschl attended the December 2010 workshop on Teaching about Islam held on campus.
She explored Habits of Mind in the Pathways groups.
Linda Peterson completed the Advanced Peer Coaching class this year. She attended two UBD workshops
facilitated by Angela Di Michele Lalor. She participated in the mini-course entitled “Classroom Instruction that
Works.” Ms. Peterson studied in the Standards-based Curriculum and Assessment Design Pathways group for a
discussion of assessment and UBD design.
Scott Saks continued to take classes at La Salle University to pursue his Masters’ in Education. This year, he
completed Role of the Developing Teacher, Foundations of Education and Geography in Education. Mr. Saks
attended a conference for Web 2.0 through FLENJ. In the Pathways study groups, Mr. Saks explored Project
Based Learning. Mr. Saks attended a workshop on Using Data to Promote Learning.
Peter Simpson travelled to Puerto Rico during spring break to explore the culture and history of Old San Juan,
and to re-immerse himself in the Spanish language. Mr. Simpson completed a number of ETTC classes during
2010-2011: Teacher Portfolio, Thinking Critically about Documentary, Inquiry Study Group for Educational
Professionals, Drawing Technology in the Classroom, Moodle Workshop: Assessing Learning Using Online
Tools, Free Web Technology and Workshop (Weblogs, Backchannel Chats, RSS Feeds, and Social
Bookmarking), Practical Applications and Critical Conversations of 21 st Century Skills, and Finding and
Evaluating Electronic Information. He studied 21 st Century skills in the Pathways group.
Pam Vance continued to work in the One-to-One Netbook Pilot group. In the Pathways group, she studied
Project Based Learning and helped teach a Short Skills series about Differentiation of Instruction. She attended
several workshops including: Rutgers Conference on Undocumented Students, NJTESOL, writing workshops,
and NJDOE Curriculum Development. Ms. Vance completed several ETTC classes including: Fundamentals of
Service Learning , Inquiry Study Group for Education Professionals, Drawing Technology in the Classroom,
Moodle Workshop: Assessing Student Learning Using Online Tools , Writing as Thinking, Finding and
Evaluating Electronic Information, Teachers as Leaders I & II, Project Based Learning and Teacher Portfolio.
Jessica Wallace participated in the ETTC Moodle Training class and completed an on-line graduate class titled
“Foreign Language Methodologies.” Ms. Wallace participated in a group on student-centered learning and was
a member of the Project Based Learning Pathways group.
Laura Wright participated in a Rutgers University during Institute to prepare for the role of teacher of Advanced
Placement Spanish Language. During the year, Ms. Wright participated in the Standards Based Curriculum and
Assessment Design Pathways group.
Stephen Zarodnansky completed ETTC courses on Cooperative Partnerships and Formative Assessment. Mr.
Zarodnansky studied 21 st Century Skills in the Pathways study groups and also attended a lecture on
127

Contemporary Spanish Literature at the Cervantes Institute in New York City. Mr. Zarodnansky attended a
workshop on Using Data to Promote Learning.
Staff - Special Recognition
World Language teachers continue to be involved in many activities outside of the classroom that promote the
District vision and support student achievement. Teachers recognize the importance of working with students in
extracurricular activities and in collaborating with colleagues in curriculum development, assessment design
and analysis, and in serving as instructors, facilitators and representatives on committees.
Ray Aron continues to serve as advisor to the Spanish Honor Society which was involved this year in
organizing the annual Honor Society World Cup soccer games. The club worked to raise funds to help students
in Honduras.
Robert Baca serves as Fencing Coach and was recognized this year for having the foil team win the State
Championship for the second time in a row.
Robert Baca and Evelyn Diaz worked during their duty-assignment block on translating to Spanish several
documents and communications that are sent home with students. This work included information from
Counseling and Testing Services, information on grading, interim and marking period comments and several
documents for the Health Office. In addition, Mr. Baca worked on translating an extensive PowerPoint
presentation which was created by the American Diabetes Organization (expressed permission was requested
and received). This information was used to train Spanish-speaking staff and familiarize them with important
signs of diabetes and procedures to follow in related emergencies. The translation service has been provided in
an effort to keep the families that speak Spanish aware of important information that is occurring here at
Hunterdon Central, and to allow for training for any employees that have limited-English capability.
Amanda Brown completed coursework from Centenary College and received her NJ State Supervisor’s
Certificate. She also served as co-chair of the One School, One Book Committee. Ms. Brown also served on
the World Language Articulation Committee and the School Scheduling Task Force. She worked with students
as the advisor of the Hunger Prevention Club.
Phil Cipolla works with Greg Gichan to advise the Latin Club and Latin Honor Society. These gentlemen help
students to prepare to participate in the Certamin at Princeton University each March. Mr. Cipolla continues to
work with Mr. Gichan on the PrandiumLatinum, a Sunday Spoken Latin Colloquium.
Evelyn Diaz was accepted to the MAT-Spanish program at Rutgers University.
Sergio Fernandes was accepted into the Master’s program for Teachers of Spanish offered through the Embassy
of Spain at Salamanca, Spain. He will attend in the summer of 2011.
Brigitte Fischer and Kate Losavio served as advisors for the French Honor Society. Ms. Fischer was recognized
as one of Raritan Valley Community College’s most influential women. A poster with her picture and a resume
of her life accomplishments were displayed near the college Student Center during March, Women’s History
Month. Ms. Fischer, along with Scott Saks and Lynn Luster, continues to participate in the Cross Role Group
reviewing the progress of the District to close the gaps between the current reality and the vision of the District.
Ms. Fischer was trained as a facilitator for the Pathways groups. She is also active in the HCEA.
Greg Gichan was trained to serve as a facilitator for the Pathways study groups. Mr. Gichan also taught the
ETTC course Building a Personal Learning Network.
128

MaritaGlowacki is the advisor of the German Honor Society and works diligently with students on a number of
community outreach projects throughout the year, including holiday visits to Independence Manor Nursing
Home. Ms. Glowacki continues as an adjunct professor for Seton Hall University for the German IV course
which is offered for dual high school and college credit.
Ms. Glowacki and Dana Heimlich collaborated to teach the Short Skills session that dealt with e-Portfolios and
Google Apps. They will continue to collaborate as they work together on the German Exchange Program which
will allow 15 American students to travel to Germany during the month of July to attend school and live with
the German students who visited Central this spring. Ryan Herbst of the Social Studies Department will
accompany them on the exchange.
Ms. Heimlich also works with the German Club, an active organization that supports the activities of the
German Honor Society. Ms. Heimlich is a member of the World Language Hiring Committee; the School
Scheduling Task Force Committee; the One School, One Book Committee; and the World Language Video
Committee. Additionally, she mentored a new Spanish teacher, Victoria Echeverri.
Roberta Kaplan is a representative on the Association Rep Council.
Tracy Lomax completed her Master’s Degree at Montclair State University this spring. She completed her last
two classes: Medieval Spanish Literature and Cervantes in the fall and completed her graduation requirements
in the spring. Ms. Lomax participated in SBAT and the critical issues days with the administration. She is the
advisor of the Sophomore Class and plans to continue in that position next year.
Kate Losavio participated on the Articulation Committee with the middle school teachers.
LudwikLubaszka was recognized as coach of the Girls’ West Jersey Team of the Year for Winter Track. He
continues to coach Cross Country, as well as Girls’ Track.
Cecilia Oak received a scholarship from the College Boards to study in China last summer and is in the process
of applying for sponsorship to participate in a digital teaching and curriculum design workshop in Beijing this
summer through the Confucius Institute of Rutgers University. Ms. Oak was invited to be a guest panel judge in
this year’s Annual New Jersey Chinese Cultural Project Contest with final presentations last spring (May 7,
2011).
Heather Peschl traveled with Jon Pennington and 10 students during July 2010 to Argentina with the home stay
exchange program to Bahia Blanca, Argentina. While there, Ms. Peschl had first-hand experience learning to
use the Argentine dialect which she has shared in all levels of Spanish that she has taught this year. Ms. Peschl
was trained to serve as a facilitator for the Pathways study groups.
Mr. Saks completed his fifthyear as the advisor of the Red Cross Club. This year, he organized a successful
blood drive, used clothing drive and organized a concert for Japanese Relief. The students also taught fire
prevention at Copper Hill Elementary School. Mr. Saks also was the co-advisor for Junior Class Council. This
year, the council had a successful Last Band Standing and Junior Prom.
During the summer of 2010, Mr. Saks taught an ETTC course on connecting with the Spanish speaking
students. In the class, the participants learned how to use basic skills and tools when communicating with a
student and/or parent in the Spanish language.
Pam Vance participated in the grading of the 10 th grade diagnostic tests to become more familiar with the HSPA
writing expectations, in an attempt to improve instruction and student achievement for English language
learners. Ms. Vance served on the LEP Articulation Committee, meeting with the middle school teachers.
129

Laura Wright serves on the Articulation Committee with the middle schools. She is the advisor of the PAWS
Club.
Mr. Zarodnansky organized and performed in the Guitar Showcase here at Central on May 20, 2011. Mr.
Zarodnansky judged in the Last Band Standing Competition.
Ray Aron, Laura Wright, Robert Baca, and Dana Heimlich serve on the World Language Hiring Committee.
Students - Special Recognition
This year, enrollment continues to be strong in World Language classes demonstrating the understanding that
World Language is an integral part of preparing students for the 21 st century, both linguistically and culturally.
Ninety-nine students were inducted into the National World Language Honor Societies: 40 - Spanish Honor
Society; 12 - Chinese Honor Society; 10 - Latin Honor Society;23 - French Honor Society; and 14 - German
Honor Society.
French AP students took the AATF French National Exam at the highest level. Charlotte Fischer performed in
the 94 th percentile for the State of New Jersey and in 91st percentile at the national level, ranking ninth and at
the State level ranking sixth. Two other students, Caroline Miller and Olivia Price, ranked in the 85 th percentile
at the State and national level.
Chinese II students, Seth Mead and Theodore Valinsky, and a senior, Chinese Honor Society member,
Glorianne Montes, have been selected to receive scholarships to attend a two-week long summer camp in
China.
Deanna Ko, Patrick Ferraro, and Stephanie Eng participated in the Annual New Jersey Chinese Cultural Project
Contest this year and received Honorable Mention.
Graduating senior and AP Chinese student, Patrick Ferraro, was accepted by a special East Asia Study program
of New York University to study two years in China with scholarship funding.
This year, two former and one current ESL student received an HCEA Senior Scholarship to further their
education -Thaovy Nguyen, Edy Luca and Paula Amaya.
German students received recognition for high scores on the AATG annual exam:
Level IV Kendra Guinness 84% SAT 722
Level III Jessica Faller 81% SAT 686
Level III Zachary Vitez 81% SAT 686
German student, Alison Rizzo, was accepted by the AATG Exchange Program and will study for three week in
Kaarst, Germany during the summer.
Daniel Inglin was the recipient of an Outstanding World Language Student Department Award for excellence in
the study of World Languages. Daniel completed classes in Spanish through Advanced Placement with
excellent grades. He continues his studies this semester in Spanish Cinema. Daniel has also pursued the study of
Italian outside of school.
Purna Chandrasekhar was also recognized for excellence as an Outstanding World Language Student. Purna
studied Latin while at Hunterdon Central and completed five levels of Latin, earning top grades in each class.
Both Purna and Daniel will continue language study at the university.
130

INFORMATION SYSTEMS
Student One-to-One Computing Pilot Project
The purpose of the Student One-to-One Pilot Program is to redesign instruction to make it more studentcentered,
project-based and technology-rich, with the goal of promoting greater student engagement and higher
order skill development.
As part of this project, each of the pilot teachers participated in 12 days of summer professional development
that focused on social networking and project-based learning curriculum redesign. The end goal was to create
dynamic, engaging, student-centered lessons and units. Every department in the school has teachers that
participated in the project, and the classes selected represent all student grade levels and include a mix of
General Education, Special Education, ELL, Honors and AP courses.
Hunterdon Central’s second year of the student one-to-one pilot expanded to include 25 new teachers, bringing
the total to 42 teachers now trained and evolved in the pilot. At any given time, nearly 600 students had a
netbook computer for their use in class and at home. Almost half of the student body, 1,400 total students, has
been involved in the program during 2010-2011.
To support the more than 600 new end-users and to enable the expansion of the program, several process and
infrastructure improvements were completed. A new centralized support center, “Central Hub” was created.
Our issue tracking system was redesigned to include a real time, bar coded inventory process and an issue
resolution knowledge base. Both volunteer teachers and students, including accredited internships, were
included in the support team together with the existing Information System technical staff, and workflows were
revised to achieve optimum benefits from the expanded support team.
Both the wired and wireless networks were upgraded including guest wireless to support the increased usage
demands. More than 200 wireless 'N' access points were added across the campus and both the network
backbone and connections to desktops and wireless access points were improved by a factor of 10.
Evaluation of the program included information from students, teachers, parents and staff. The evaluation took
place on a number of levels including student data, surveys, focus groups, classroom observations and budget
analysis. The data that resulted from the pilot continued to be remarkable. Students demonstrated more
improvement of the District’s key critical skills when compared to their experience in non-one-to-one classes.
Teachers were enthusiastic about the effects in their classroom with 100% reporting that they would teach all of
their classes one-to-one if given the opportunity. Students overwhelmingly preferred the student one-to-one
classes to traditional classes, often citing in focus groups that they felt the learning was more genuine and more
effective.
The success of the pilot with certain sub-groups of our population has been remarkable. Individual parents and
teachers reported that the devices were so helpful to Special Education students that the IEP process was revised
to include the option of giving netbooks to students not in the pilot program. Also, the program was so effective
at addressing technological inequities endured by many of our English Language Learners that we distributed
netbooks to that population regardless of their participation in the pilot. Partnering with Counseling Services,
students in economic need, without any computer or internet access at home, have been identified and with the
help of Hunterdon Central’s Foundation donations, we have provided these students with netbooks and internet
modems.
As technology capabilities continue to evolve, the hand-held computer device market now has a large cadre of
excellent learning devices for students, teachers and parents to consider for their use. This changing opportunity
131

equired us to revise and redefine our student one-to-one computing approach, shifting from school provided
netbooks, to leveraging student owned computers as our optimal set of possible resources for students to use to
enhance their learning.
To prepare for the use of student owned devices on campus, we have successfully piloted allowing guest access
to our wireless network while still maintaining District internet filtering. To prepare for outside of school access
to our licensed school software resources, feasibility testing of virtual desktop implementation options has been
completed during the second half of this year. The test results are very positive and plans for further scaling of
this capability are being made for 2011-2012.
The pilot’s work complemented the District’s 2010-2011 professional development efforts that included
collegial discussions called, “Pathways”, curriculum redesign using understanding by design methodology,
(UbD) and “Mini Courses”. The following “Mini Courses” course titles clearly show the integration of
technology together with instructional approaches and goals, as well as the synergy of the student one-to-one
pilot work with our District vision goals:
• Instructional strategies for the one-to-one classroom
• Redesign Lessons for Student Centered Classroom
• Developing a Personal Learning Network
• Maximizing your resources via collaboration, shared research and web 2.0 tools
• Moodle Tutorial for Experienced Users
• Moodle Workshop for New Users
• Teaching new research and literacy skills
• Empowering different learning styles via assistive technologies & techniques
• Showcasing student work using eportfolios with google apps
• Classroom Instruction that works
• Formative assessment powered by web 2.0 tools
• Using student data to plan and deliver intervention response efforts for at risk students.
The synergy across all these programs helped us focus on our District’s student achievement goals while
teachers rewrote their units and lessons shifting from traditional teacher led to student centered, technology
enabled and globally-connected learning opportunities. All teachers have become comfortable with and are able
to leverage the benefits of all students having access to a computer of some type to enhance instruction and
learning. As such, this project is no longer a “pilot”, since it has become the norm for teaching and learning at
Hunterdon Central.
As we prepare for the third year of the program, we plan on utilizing last summer’s Professional Development
Program that was videotaped and made available online for all staff to utilize. This efficient use of training will
enable us to scale the summer training program to include as many as 100 new teachers assuming that we see
this many teachers volunteer for the 2011 summer Professional Development Program. Our classrooms during
2011-2012 will have a mix of school-provided, student-owned and handheld computer devices maximizing the
number of students with a learning device in their hands.
Hunterdon Central provides full technology support to Hunterdon Polytech
Hunterdon Central continued to provide technology support for Hunterdon County Polytech’s staff and students
in return for an annual fee. During 2010-2011, Hunterdon Central supported all infrastructure and equipment, as
well as provided help desk support. The District also assisted Polytech with technology integration, professional
development, databases, learning management solutions, budget and planning. The two districts worked
132

together to streamline Polytech’s technology infrastructure and to select new equipment and internet
connectivity. Central has received incredibly positive feedback, and we are looking forward to continuing the
support arrangement for 2011-2012.
Shared Services
During the 2010-2011 school year, Hunterdon Central continued to grow its shared services initiative. Despite a
client expansion freeze, the District focused on its vertical integration of existing client base. The learning
management system (LMS) services that were first introduced in 2008 were overhauled to improve usability
and customer satisfaction. This commitment to excellence has garnered new LMS implementations within our
existing pool of clients. Please see the next section below, Learning Management System (LMS), for more
information regarding these modifications. The Hunterdon Central student and learning management shared
services initiative has generated $83,655 of revenue this year.
In addition to these education-based services, we also produce just over $25,000 in annual revenue by renting
server rack space to several third parties, such as Prudential, Glaxo and RCN; as well as by offering list server
services to schools and municipalities.
Learning Management System (LMS)
During the summer of 2010 and “Mini Courses” during the 2010-2011 school year, we achieved nearly 100% of
the staff having been training in the many features of Moodle. Also during the summer of 2010, we completed
an upgrade of Moodle in order to offer a systemic virtual classroom environment that managed creation and
transitions of Moodle courses. As a result, we now more than doubled the use of Moodle, having 475 virtual
Moodle classrooms. We also now offer a departmental supervisor capability to make review of departmental
Moodle courses easier so that review and evaluation of content is possible by each department. This summer,
2011, we plan on developing parent access capabilities so that parents, via their own account, can monitor and
support their children’s classes and academic progress. To further grow asynchronous professional development
offerings, specialized Moodle courses will be built to help mentor students for district and state assessments
during 2011-2012.
Teacher Tablet Program
What was once a yearly program is now mainstream at Hunterdon Central. The focus has shifted from teacher
device knowledge, to student devices, evolving use of available technical tools, and effective use of web-based
software available to help enhance teaching and learning. With guest wireless access now available, we have
begun to see an increase in staff bringing in their personal computing devices for learning purposes. Similar to
the changing opportunity in the variety of available devices, we researched, evaluated and selected a minimum
number of teacher tablet PCs to help manage the depreciation of current teacher tablet PC devices as they reach
their end of usefulness lifecycle. Optional tablet PC refresh and re-imaging will be available to staff during the
upcoming summer to maximize the effective use of their current tablet PCs.
133

District Website Redesign Project
This year, the District researched, evaluated, negotiated, and finalized a working agreement with Silverpoint to
begin redesigning the District website. Design work and planning for a 2011-2012 implementation will begin in
June. The new District website will improve District-wide communication and provide a central place for
students, teachers, staff, parents, Board of Education and community members to share information and obtain
information about all of our District activities.
District Site Visits and Inquiry about our Programs
Tighter budgets and increased utilization of available virtual access to information reduced the demand for onsite
visits to Hunterdon Central from interested school districts. We, instead, saw a significant increase in social
networking inquiries and collaborative relationships and sharing. We did hold an on-site visit with the
Hershey,PA school district during the fall of 2010.
Additional Projects
• Summer student technicians were hired to assist network technicians with the removal, replacement and
upgrading of computer systems and printers across the campus. A full campus sweep resulted in removal of
antiquated equipment and recycled and/or sold in order to better manage our existing equipment on campus.
• The department completed the annual technology survey as required by the New Jersey Department of
Education.
• The department developed dozens of SurveyMonkey surveys for use by the Hunterdon Central community.
• eRate provided over $40,000 in refunds/revenue to the District.
• Professional conference presentations and District representation at – NJASA Techspo, Educon 2011 and a
25+ District team is planning to attend ISTE 2011 taking advantage of this conference being held in
Philadelphia this year.
134

STUDENT ENROLLMENT
135

ENROLLMENT
The average daily enrollment for the 2010 – 2011 school year was 97.1%. The average daily enrollment for the
previous year was 2986.
The daily average attendance rate for the 2010 - 2011 school year was 2823.
Our history over the past several years has been:
2009 – 2010 98.5%
2008 – 2009 96.9%
2007 – 2008 98.5%
2006 – 2007 96.5%
2005 – 2006 96.8%
2004 – 2005 96.7%
2003 – 2004 96.5%
2002 – 2003 96.3%
2001 – 2002 95.7%
2000 – 2001 95.6%
1999 – 2000 95.5%
1998 – 1999 95.3%
1997 – 1998 95.5%
1996 – 1997 95.3%
1995 – 1996 94.7%
1994 – 1995 94.2%
136

PROFESSIONAL
DEVELOPMENT
137

PROFESSIONAL DEVELOPMENT COMMITTEE
Chair:
Marco DiMarcello
Committee members: Karen Batista, Marco DiMarcello, William Pisarra, William Wilson, Suzanne Cooley,
Brendan McIsaac
Goal Statement:
To address Highest Student Achievement (DSA I) and ongoing Performance Excellence for Everyone,
appropriate professional development opportunities must be provided to meet the needs of our diverse staff.
The Professional Development Committee will be proactive in providing training and resources to enablestaff to
function and perform their jobs within the organization in a manner that is consistent with individual needs,
PDPs, and department and District goals.
Summary:
Since the primary aim of the Professional Development Committee is to develop a Professional Development
Plan which ensures high levels of learning for the staff, thereby improving learning for all students, the
District’s professional development goals, established by the Professional Development Committee are
summarized below. These goals were established based upon student learning goals and our District’s vision:
To create teaching and learning environments that engage all students, foster achievement, and
cultivate the skills needed to compete, connect, and collaborate in a global society as ethical and moral
participants.
Student Learning
Goals
This year, we will
determine what
motivates our
students to learn – to
pass the test or to
accumulate wisdom
and personal
meaning.
This year, we will
determine our
students’ ability to
perform “higherorder”
thinking
skills.
2011-2012
PD Goals
Data from the 2010-2011 habits of mind survey will be shared with and
analyzed by the Cross Role Group to establish a benchmark and to inform
that group’s recommendations for collaborative learning and curriculum
revision work for 2011-2012.
Explore more cost effective tools such as using ACT, EXPLORE, or NAEP
data to evaluate our students and sub-groups relative to other schools and
employ our supervisor and teacher study group structure to research and
design protocol and models for developing classroom performance
assessments.
138

Student Learning
Goals
This year, we will
increase
opportunities for
critical thinking, and
reduce the gap in
opportunity for
critical thinking
across our curriculum
map of our
departments.
2011-2012
PD Goals
The Cross Role Group will analyze the collected data to inform future
planning of our collaborative learning time.
Continue to implement, refine, and focus our collegial inquiry and
collaborative learning time.
Solicit staff feedback on embedded collaborative learning structures and
provide this data to the Cross Role Group to inform the implementation for
2011-2012 and again at the end of 2011-2012.
The Cross Role Group will explore the appropriate forum and mechanism to
share materials, ideas, or research relevant to the Pathway group’s topic of
study and show evidence of group’s learning and journey, (e.g. summary of
notes, teaching products created, attendance, agendas of discussion topics,
etc...). This data will continue to inform curriculum redesign in 2011-2012.
Support the implementation of standards-based curriculum/assessment
design.
Provide for weekly collaborative learning time and resources to support
teachers in ongoing curriculum revision and emerging PLC efforts.
Train supervisors and teachers to evaluate and provide peer-feedback in
order to ensure consistent quality of units (e.g., Interdisciplinary
connections, diversified assessments, authentic learning experiences, and
use technology to promote collaboration/inclusive work).
This year, we will
make AYP in
Mathematics and
Language Arts
Literacy.
Professional development and ongoing support will be provided to allow for
common understanding of terms and concepts related to standards based
curriculum design and assessment and methods to examine student work
(data) and solicit student and parent/community feedback.
Curriculum revision teams that pair Special Education teachers with English
and Math teachers will continue their collaborative redesign work and
sharing of best practices.
Specifically, curriculum redesign teams and emerging PLCs will be
provided with time, training, and protocol to engage in peer review with
other teams as a way to gather additional feedback during the revision
process. These collaborative learning teams will include Special Education
and ELL teachers in order to better calibrate curriculum and assessments to
HSPA and SAT expectations.
Provide administrative support, training, and release time to pilot Math and
English teachers for their use of NWEA MAP data to benchmark student
performance and develop individualized learning plans for at-risk students.
Workshops, focused feedback, and the modeling and sharing of best
practices (through ETTC classes, and District learning opportunities during
the day), as well as the effective use of data will continue to support teacher
139

Student Learning
Goals
learning and PDP development.
2011-2012
PD Goals
Literacy and mathematical reasoning/application presentations will continue
for all staff in addition to online resources being made available. Similarly,
supervisors will encourage teachers to pursue interdisciplinary initiatives.
In 2010-11, we began
to develop
curriculum templates
that will help our
students apply
academic knowledge
to authentic
situations by:
promoting the use of
innovative learning
strategies; integrating
supportive
technologies,
inquiry- and
problem-based
approaches and
higher order thinking
skills; and integrating
21 st century skills
and themes, global
perspectives, cultural
diversity, awareness,
technology, and
interdisciplinary
connections within
our curriculum.
The administration will oversee the creation of a task force to research data
warehousing and curriculum mapping software to assist in the identification
and support of at-risk students and to aid in curriculum redesign and
articulation.
Curriculum redesign teams will be provided with guaranteed time to
continue their work and supported in their efforts toward PLC practices
(e.g. the sharing and use of student work, access to available data, PDP
alignment to student needs).
The administration is charged with building the capacity of the leadership
team to support the curriculum redesign work. Monthly, the supervisors’
group will engage in professional conversations in order to identify and
understand the qualities and components of quality curriculum.
Supervisors will engage and support all teachers in opportunities to observe
and discuss what we see happening within our classrooms and to field test,
in whole or part, units created by the departmental curriculum/assessment
redesign teams. This administrator/supervisor study group will relate this
professional learning to their practice by identifying steps and follow up
activities for their work with teachers.
Next Steps for PD Committee:
These priorities will be communicated to our staff through our Board of Education meetings, Cross Role team
meetings, District articulation sessions, and information sharing from the Director of Curriculum and
Instruction’s office. Additionally, our PD Committee will send a communication to our stakeholders outlining
our student and adult learning priorities for 2011-2012. These priorities will also be available on our District’s
website. Our PD Committee will monitor and report progress of each area to the staff twice a year (December,
2011 and May, 2012).
140

HUMAN RESOURCES
141

HUMAN RESOURCES
Staff
We will conclude the 2010-2011 school year with a total of 525employees. Listed below is a breakdown by department:
5 - Administrators
3 - Non-Instructional Supervisors
18 - Supervisors/Vice Principals (17 F/T and 1 P/T)
283 - Instructional Personnel (274 F/T and 9 P/T)
56 - Non-Instructional Support Personnel (52 F/T& 4 P/T)
39 - Custodians/Maintenance Personnel
64 - Transportation Personnel (55 Bus Drivers, 2 Mechanics and 7 Support Personnel)
57 - Aides (50 F/T and 7 P/T)
Instructional staff consists of 283 employees (278 F/T and 5 P/T). The following is a breakdown by departments:
3 - Athletics
31- English
16 - Fine Arts
27 - World Language (25 F/T and 2 P/T)
20 - Guidance
4 - Health Personnel
3 - Library
32 - Mathematics (31 F/T and 1 P/T)
25 - Physical Education – 20/Living Skills – 5 (24 F/T & 1 P/T)
29 - Science
30 - Social Studies
38 - Special Education
11 - Special Education - Child Study Team
142

14 - Business Ed. - 8/Technology – 6 (13 F/T and 1 P/T)
Professional Improvement
189 staff members took 549 courses during the 2010-2011 school year.
Employee Attendance
Our overall daily attendance rate for staff is 97.19%, when adjusted as State formula allows by subtracting the
number of long term absences (five days and greater). This computes to an occasional absentee rate of 97.01%
for certified staff.
Certified Staff Turnover
This figure is calculated by dividing the total number of permanent replacements by the total number of staff
members. For 2010-2011, the rate of certified staff turnover is 3%. This compares to previous years as follows:
2009-2010 - 4.25%; 2008-2009 - 10.9%; 2007-2008 - 8.8%; 2006-2007 - 8.1%; 2005-2006 - 7.8%; 2004-2005 -
8.0%; 2003-2004 - 6.91%; 2002-2003 - 8.49%; 2001-2002 - 14.34%; 2000-2001 - 8.36%.
2010-2011 Overall Daily Attendance Report
GROUP
# of
Possible
Days
Total #
Days
Absent
# of Days
Present
% Adjusted Daily
Attendance
Administrators 2132 39.5 2092.5 98.15%
Supervisors 3824 64.5 3759.5 98.31%
Teachers 51336 1534.5 49801.5 97.01%
Aides 9384 362.5 9021.5 96.14%
Support 16571 378.5 16192.5 97.72%
Bus Drivers 9955 219.5 9735.5 97.80%
Operations/Maintenance 9360 280.0 9080.0 97.01%
TOTALS 102562 2879.0 99683 97.19%
143

ETTC/ADADEMY STAFF PARTICIPATION 2010 – 2011
HUNTERDON CENTRAL ACADEMY FOR CONTINUAL DEVELOPMENT/
HUNTERDON COUNTY EDUCATIONAL TECHNOLOGY TRAINING CENTER
Since the spring of 1995 when the Academy for Continual Development at Hunterdon Central became
operational, 678 course offerings have been developed. 32 courses were offered in the summer of 2009, 13
courses were offered in the fall of 2009, 4 courses were offered in the spring of 2010, 20 courses were offered
in the summer of 2010, 11 courses were offered in the fall of 2010 and 5 courses were offered in the spring of
2011.. This data is illustrated in Figure 1. During the forty-six sessions of the ETTC that have been completed,
there have been 10,374 registrants (duplicated count). 8,658 of the registrations have been received from
Hunterdon Central staff members; 1716 registrations have been received from outside participants. Therefore,
83% of the registrations are coming from Hunterdon Central staff members and 17% from outside participants.
144

Figure 1 – ACADEMY/ETTC COURSES OFFERED
176 certificated staff members have taken or taught at least one Academy/ETTC course during the 2010-2011
school year. This represents 58% of the certificated staff (301 instructional personnel and supervisors). A
breakdown of courses completed and credits earned for all staff members at Hunterdon Central is shown on
Attachment 2. Please note that the number of courses completed may not equal the number of credits earned
because in some cases staff members have opted for pay rather than credits. Figure 2 illustrates enrollment
totals by session for the 2010-2011 school year.
145

Figure 2 - ETTC ENROLLMENT
146

PROFESSIONAL DEVELOPMENT – 100 HOURS
The New Jersey professional development hour process was put in place during the 2000-2001 school year. A
new 100-hour cycle began with the start of the 2010-2011 school year. The Hunterdon Central Regional High
School Professional Development Committee manages the process in conjunction with the Administrative
Team.
ACADEMY EVALUATIONS
During the 2010-2011 school year, Academy course evaluations continue to be collected each semester,
electronically. In addition to the evaluation questions, participants are asked to suggest additional training that
would help them in their jobs. These suggestions along with the course evaluations are reviewed by the
Professional Development Committee for program review and improvement. The modified evaluation form
was used beginning with the fall 2006 semester.
During the summer of 2004, the Professional Development Committee created an alignment of Academy/ETTC
courses with New Jersey Professional Teaching Standards. The purpose of this alignment is two-fold. It
informs the group about the focus of training for Hunterdon Central staff and assures that all training reflects the
New Jersey Professional Teaching Standards. Secondly, this analysis identifies areas of the Standards that are
underrepresented in the Hunterdon Central training model. Based on that information, courses, workshops and
training in underrepresented can be developed and expanded.
MENTORING PROGRAM
The Hunterdon Central Mentoring Program was fully implemented during the 2001-2002 school year after a
successful one-year pilot program funded by the New Jersey Department of Education and a Dodge Foundation
Grant. During the 2010-2011 school year, 7 staff members were mentored: 5 year-one traditional; and 2 yearone
alternate route.
147

GRANTS AND
NOMINATIONS
148

GRANTS AND NOMINATIONS
No Child Left Behind - Title II, Part A – Carol Kelley $50,449
No Child Left Behind – Title II, Part D – Carol Kelley $ 106
No Child Left Behind – Title III (Consortium) – Carol Kelley $29,109
$79,664
Hunterdon Central and Alexandria Airport received the following Federal grant: $100,000
Garrett Morgan Technology & Transportation Education Grant – Ken Micai
Sean Chappe was recognized as the 2011 Hunterdon Central Teacher of the Year and the 2011-2012 Hunterdon
County Teacher of the Year.
149

RANDOM DRUG
TESTING
150

STUDENT RANDOMDRUG TESTING
The Student Random Drug Testing Program at Hunterdon Central Regional High School had 2,433 eligible
participants in 2010-2011. Throughout the course of the school year, 514 tests were administered to 489
students. In addition, 150 students were randomly tested for alcohol (passive breathalyzer) at both the Junior
Prom and Senior Ball. As a result, 639 eligible students (26%) were tested this year with six students testing
positive.
The goal of the program is to maintain a 20% - 25% testing rate.
151

NURSING SERVICES PLAN
152

NURSING SERVICES PLAN
Hunterdon Central Regional High School
2011 – 2012
The certified school nurses in the Hunterdon Central Regional High School have a multitude of roles within the
scope of their professional practice. In an ongoing effort to insure children remain healthy and ready to learn,
the school nurses take on roles of nursing care provider, investigator, communicator, counselor, educator, child
advocate, community liaison, recorder and manager.
Nursing Care Provider
Within the role of nursing care provider, the school nurse uses the nursing process, which includes assessing,
planning, implementing, and evaluating the nursing care in an ongoing manner. The development of
individualized health care plans (IHCP’s) and emergency care plans (ECP’s) are carried out by the school nurse
for each student with acute or chronic health concerns.
Investigator
As investigators, the school nurses seek information regarding health histories, health practices, environmental
concerns, safety issues, communicable disease patterns and current health information relevant to the practice of
school nursing. Consultations with parents and guardians, pediatricians, specialists, health agencies, classroom
teachers, custodial staff and maintenance staff are sought in order to gather information.
Communicator
As communicators, the school nurses use varied approaches to share important information with students,
parents, staff members, physicians, health care agencies, administration and governmental entities. Telephone
conferences, personal letters, health office booklet, flyers, bulletin board postings, e-mail communications,
website updates, personal conferences, departmental meetings, Pupil Assistance Committee Meetings and Child
Study Team meetings, represent some of the methods and forums in which health information is communicated.
Counselor
School nurses serve in the role of counselor to students, parents and staff alike regarding health issues and
personal concerns. Referrals are made to the school psychologist, student assistance counselor, private
physicians, or community health resources as needed.
Educator
The role of educator is a vital role for the certified school nurse. Informal teaching takes place continuously on a
one-to-one basis during the delivery of nursing care to both staff and students. Staff education on pertinent
health topics (asthma, allergies, diabetes, PEOSHA, child abuse, seizure disorders, etc….) is provided at
153

uilding meetings or in small groups as is appropriate. Parent education is provided through written materials
and discussions.
Child Advocate
As child advocates, school nurses work closely with staff and families to facilitate that health needs and
accommodations are identified and met. Advocacy can extend beyond these arenas to include referrals for
health services, counseling, community programs, camps or even DYFS.
Community Liaison
In the role of community liaison, school nurses work with local groups and organizations to bring special
programs into the schools.
Recorder
A time-consuming role for school nurses is the role of recorder. A legal record must be maintained for each
student, and documentation for each incident of nursing care is required. Each entry must include the date, time,
major complaint, nursing assessment, plan of care, implementation and evaluation. Written communication
from parents or health care providers must also be incorporated into the student records. Data must also be
collected and recorded for state agencies related to immunizations, tuberculosis testing, medical waste
management, and employee injuries.
Manager
With the variety of roles the school nurse takes on, and the variety of needs that must be balanced at any given
point in time, the school nurse takes on the overarching role of manager. In the school setting, it is essential to
aggressively manage any health problems that are likely to compromise learning. For this reason, school health
care providers must prioritize concerns and assign health services staff in a way that achieves this goal.
The assignment of school nurses in the Hunterdon Central Region High School must not be based solely on
student population. Consideration must also be given for the special education population and the severity of
health concerns present within each building. Severity coding can be broken down into four levels: Nursing
Dependent, Medically Fragile, Medically Complex, and Health Concerns.
Level I: Nursing Dependent
Nursing dependent students require 24 hours/day, frequently one-to-one, skilled nursing care for survival. Many
are dependent on technological devices for breathing, for example, a student on a ventilator, and/or require
continuous nursing assessment and intervention. Without the use of the correct medical technology and nursing
care, the student will experience irreversible damage or death.
Level II: Medically Fragile
Students with complicated health care needs in this category face each day with the possibility of a lifethreatening
emergency requiring the skill and judgment of a professional nurse. Examples may include, but are
not limited to: severe seizure disorder requiring medication, severe asthma, sterile procedures, tracheostomy
care with suctioning, unstable or newly diagnosed diabetic with unscheduled blood sugar monitoring and
154

insulin injections, diabetics with insulin pumps requiring monitoring, and asthmatics requiring nebulizer
treatments.
Level III: Medically Complex
Students with medically complex concerns require treatments or close monitoring by a professional nurse. They
may have unstable physical and/or social-emotional conditions and the potential for a life threatening even may
exist. Examples include, but are not limited to: ADHD and on medication, anaphylactic event, cancer, immune
disorders, moderate to severe asthma (inhaler, peak flow meter), preteen or teenage pregnancy, carefully timed
medications, medications with major side effects, unstable metabolic conditions, continuous or intermittent
oxygen, and complex mental or emotional disorders.
Level IV: Health Concerns
In the category of health concerns, the student’s physical and/or social-emotional condition is currently
uncomplicated and predictable. Occasionally, the student requires monitoring, varying from biweekly to
annually. Examples include, but are not limited to: dental disease, headaches, migraines, sensory impairments,
diabetes self-managed by the student, dietary restrictions, eating disorders, orthopedic conditions requiring
accommodations, and encopresis.
In preparing the nursing services plan each year, it is critical to review not only population size, but also the
severity of health concerns and associated time requirements. The attached summary of data for our school
supports the need for full time certified school nurses on each campus – 9/10 and 11/12.
155

NURSING SERVICES PLAN
HunterdonCentralRegionalHigh School
2011 – 2012
Grade Levels: 9 – 12
Student Population: 3079
General Education Enrollment: 2560
Special Education Enrollment: 519
Students with serious medical involvement:
Preschool students ages 3-5 years old 29
Level I: Nursing Dependent 2
Level II: Medically Fragile 14
Level III: Medically Complex 551
Level IV: Health Concerns 166
Special Concerns:
Due to the high enrollment of students, as well as the increased number of students transported to the
emergency room, Hunterdon Central requires four full-time nurses, three which are certified. Each nurse is
responsible for a specific class which provides the students with continuity of care as the nurse remains with the
class from freshman through senior year. During the 2010-2011 school year, there were a total of
approximately 20,500 student visits to Hunterdon Central’s Health Office and 15 transported to the hospital.
One nurse is also assigned to the Twilight Program. The Twilight Program operates Monday thru Thursday,
3:00 pm to 6:00 pm, with 25 students currently enrolled. During the 2010-2011 school year, the Hunterdon
156

Central School Nurses will be responsible for emergency care at the Hunterdon County Central Polytech
Program. Currently there are 536 students enrolled in the Polytech Program.
ANNUAL INSURANCE REPORT
157

HUNTERDON CENTRAL REGIONAL HIGH SCHOOL
SCHOOL HEALTH SERVICES
ANNUAL ACCIDENT AND INSURANCE REPORT 2010 - 2011 SCHOOL YEAR
Physical Education Accidents or Injuries………………………………………………………………………………..38
Miscellaneous Accidents or Injuries ……………………………………………………………………………………39
Sports Accidents or Injuries:
Baseball ………………………………………………………………………………………………….0
Basketball (boys’)………………………………………………………………………………………..3
Basketball (girls’)………………………………………………………………………………………..1
Cheerleading ……………………………………………………………………………………………9
Fencing ……………..……………………………………………………………………………………1
Field Hockey …………………………………………………………………………………………….4
Football…………………………………………………………………………………………………47
Gymnastics……………………………………………………………………………………………….2
Ice Hockey………………………………………………………………………………………………..1
Lacrosse (boys’)………………………………………………………………………………………….3
Lacrosse (girls’)…………………………………………………………………………………………0
Softball …………………………………………………………………………………………………0
Soccer (boys’)…………………………………………………………………………………………….0
Soccer (girls’)…………………………………………………………………………………………….5
Swimming………………………………………………………………………………………………..0
Tennis…………………………………………………………………………………………………….2
Track…………………………………………………………………………………………………….13
Volleyball…………………………………………………………………………………………………9
Wrestling…………………………………………………………………………………………………7
Accidents or Injuries to Employees………………………………………………………………………………………13
Total Physical Education and Miscellaneous Accidents/Injuries………………………………………………………69
158

Total Sports Accidents or Injuries ……………………………………………………………………………………107
Total of All Accidents and Injuries……………………………………………………………………………………..189
159

HCTV
160

HCTV ANNUAL REPORT FOR 2010 – 2011
Overview:
In 2011-2012, HCTV continued its high level of production, developing, producing, shooting, and editing,
creating 153 new programs during the past school year. Throughout the year, HCTV also: expanded its
capacity for video and DVD production and online instructional videos, played a major role in the District’s
Professional Development initiative and the One-to-One Teacher Training Program, functioned as an essential
administration-to-student communications vehicle, was utilized for faculty communications in small group
settings, expanded its capacity for live broadcasts, and maintained a DVD archive of major HCTV programs for
the HCRHS Archives in the IMC.
Throughout the year, HCTV was once again used synergistically with Hunterdon Central’s website and listserve
to create maximum exposure for key messages and programs.
In 2010-2011, HCTV continued to expand its service to the community; broadcasting a local mayoral debate,
partnering with Hunterdon Prevention Resources to spread the message about teen drinking and drug abuse and
continuing our partnerships with the Hunterdon Healthcare System and the Hunterdon County Bar Association.
In addition, HCTV continued to showcase community services and initiatives, featuring “Eye on Hunterdon”
interviews with organizations such as Anderson House, as well as feature interviews with Hunterdon Central
Foundation Hall of Fame Award Winners.
HCTV maintained its high level of new programming for Channel 14 in 2010-2011. In addition, HCTV also
produced programs and videos for our internal channel at the high school and also produced a significant
number of online videos for our public website, instructional portal, and for the websites of our partners, thus
playing a significant role in the technology arm of our 21 st Century education initiative. Programming
highlighting project-based learning initiatives, such as the Aviation Sciences class and the One-to-One Tablet
initiative, gave educators the opportunity to see how 21 st Century methods are being used to further educational
goals at Central.
HCTV also continued critical work that assisted in preparation for standardized testing, taping new segments of
the ongoing HSPA review series, and creating a series of videos for the Mathematics Department, highlighting
areas of study for the end-of-year Algebra exam.
While maintaining focus on the creation of content for the channel and the website, HCTV has also been
working to improve its infrastructure. A new automation system was launched this past year, allowing for
greater flexibility and reliability in both internal andexternal programming. In addition, the HCTV staff has
been actively involved in the planning, equipment recommendations and technical specifications for a studio
renovation taking place during the coming months. The staff has also been working with the Video Production
instructor to create a temporary studio space that will allow for a continuing capability for studio production
during the renovation.
Please note: HCTV continues to operate with a staff of three: an executive producer, two HCTV technicians
(a videographer/editor and a programmer) and a group of student technicians who are trained and directed by
the professional staff. Like all departments at Central, HCTV has operated with no budget increases for the
161

last four years. HCTV continues to generate revenue through HCTV sponsorships, DVD sales and video
productions, in an effort to defray production costs.
The following are highlights of HCTV television programming, video production and communication
initiatives, achieved during the 2010-2011 school year:
HCTV Student Technicians:
HCTV is extremely proud of the talents and accomplishments of our “Red Devils TV Crew.” This past year,
approximately 18 students worked regularly on HCTV productions. We are especially proud of the
achievements of our graduating seniors. Three of our student techs will be pursuing communications-related
degrees next year, and will be attending Rowan University, Drexel University, and the University of Delaware.
HCTV remains committed to providing our student technicians with professional-level opportunities in
television and video production, along with our guidance and instruction on production and direction. This
year, student techs were, while supervised, responsible for directing and shooting all of the multi-camera events
produced for HCTV, including football games and concerts, making them truly student-produced programming.
In addition, students were given responsibility for editing several programs. It should be noted that one student,
Josh Hersch, a four-year veteran of the HCTV Student Tech program, achieved a level of proficiency in
production that enabled him to take several programs (softball and baseball games, Guitar Showcase, Spring
Instrumental Music Concert) from start to finish this year. His skills as a director, editor and camera operator
will be missed next year. However, there are several underclassmen that have shown promise, and we look
forward to developing their talents during their HCTV careers.
New Programming Highlights:
The following are some key achievements for the 2010-2011 school year:
Hunterdon HealthWatch: HCTV continues its partnership with Hunterdon Medical Center, producing
approximately one new health and wellness program each month. HCTV also creates videos and DVDs, which
are posted on the Medical Center’s website and made available to their staff and patients. Because of this
successful partnership, HCTV staff has been asked to produce for-profit videos independently for the Medical
Center, thus enhancing the station’s revenue-generating potential.
Hunterdon Prevention Resources: HCTV worked with HPR to create programs that are of particular
importance to the school community. These programs highlighted the danger faced by teenagers and young
adults when they abuse alcohol and prescription drugs. HCTV will grow this relationship and continue to
provide more information to the community on this important topic throughout the 2011-2012 school year.
News in Five: This year, HCTV continued its partnership with Central’s Journalism II classes to create weekly
news programs aired on our internal channel. We look forward to another season of News in 5 during the 2011-
2012 school year.
Political Debates & Programming: Based on the success of the State Senate Debate produced by the channel
last year, HCTV was asked to produce and broadcast a debate with candidates for the Mayor of Flemington in
2010. In addition, we were once again honored to have Congressman Leonard Lance stop by the studio for an
interview following a presentation he made to one of the Political Science classes. In 2011-2012, HCTV will
continue to tape various government and political figures who visit Central’s Political Science classes.
Departmental Videos: As part of the District’s outreach and communications initiatives to our sending
districts, HCTV has been working on departmental videos that will be used in articulations with sending
162

districts. When completed, the videos can be aired on HCTV, posted on Hunterdon Central’s and sending
district’s websites, and supplied as DVDs to the Counseling Departments of sending district schools.
Sports: HCTV continues to broadcast all Red Devils football games, working with WCVH to create a
simulcast with student announcers. This year, for the first time, we broadcast the Central vs. Bridgewater
playoff semifinal game live, with announcer commentary, half-time show, and on screen graphics. This effort
received favorable feedback from the community, and plans are underway to air all home games live during the
2011 football season, and possibly airing some additional sports programs live throughout the year.
HCTV continued to pursue its goal of producing at least three sports shows for all other Red Devils Sports
Teams, whenever possible.
Miscellaneous Programing: HCTV also tapes, produces and broadcasts every Counseling Service program
and presentation, and all Choral and Instrumental Concerts, along with a number of other District and
community-based programs. A complete list appears below.
HCTV Programs Produced and Aired in 2010-2011:
Central File: Programs for and about Hunterdon Central:
Central File - World Language Honor Societies Inductions
Central File - Project Graduation Fashion Show Class of 2011
Central File - 2011-2012 HCRHS Budget Presentation
Central File - Bullying and Harassment Policy
Central File - 8th Grade Parent/Guardian Activities/Athletics Program
Central File - Teacher of the Year: Sean Chappe
Central File - Graduation 2011
Community Programming (Miscellaneous):
Flemington Mayoral Debate
Counseling Services Presentations:
9th Grade Parent Orientation
Senior College & Post-Secondary Admissions Seminar
Junior College and Post-Secondary Admissions Seminar
HomeLogic Instructions
163

8th Grade Parent & Guardian POS Orientation
Career Cruiser Demo
College Search on the Internet Workshop
Counseling Services: Transition Forum for Senior Parents
Counseling Services: Local Scholarship Night
Red Devils Replay:
Football vs. Linden
Football vs. Elizabeth
Field Hockey vs. Watchung
Football vs. Bridgewater-Raritan
Girls’ Soccer vs. Franklin
Boys’ Soccer vs. Watchung Hills
Football vs. Hillsborough
Girls’ Volleyball vs. W. Windsor
Girls’ Volleyball vs. Hackettstown
Field Hockey vs. North Hunterdon
Football vs. North Hunterdon
Girls’ Volleyball vs. Cranford
Boys’ Soccer vs. Montgomery
Football vs. Ridge
Field Hockey vs. Hillsborough
Football vs. Phillipsburg
Girls’ Volleyball vs. Mt. St. Mary
Football vs. Franklin
Boys’ Soccer vs. Elizabeth
Football vs. Montgomery
Girls’ Volleyball vs. Cherokee (State Quarterfinals)
Football vs. Westfield (Playoffs Round 1)
164

Football vs. Bridgewater-Raritan (Playoffs Round 2 - LIVE)
Football vs. Piscataway (State Championship Game)
Girls’ Basketball vs. North Hunterdon
Boys’ Basketball vs. Ridge
Boys’ Fencing vs. North Hunterdon
Girls’ Fencing vs. North Hunterdon
Wrestling vs. Hillsborough
Boys’ Basketball vs. Gill St. Bernards
Hockey vs.Watchung
Boys’ Fencing vs. Ridge
Girls’ Fencing vs. Ridge
Girls’ Basketball vs. Voorhees
Hockey vs. Brick
Boys’ Basketball vs.Watchung
Girls’ Basketball vs. Bridgewater-Raritan
Girls’ Lacrosse vs. Hillsborough
Baseball vs. South Brunswick
Boys’ Volleyball vs. Hillsborough
Softball vs. East Brunswick
Boys’ Lacrosse vs. Montclair
Boys’ Lacrosse vs. Watchung Hills
Softball vs. Hillsborough
Girls’ Lacrosse vs. Bridgewater-Raritan
Baseball vs. Immaculata
Softball vs. Warren Hills
Baseball vs. North Hunterdon
Boys’ Volleyball vs. Summit
Hunterdon Healthwatch:
165

HealthWatch - Men’s Health Fair
HealthWatch - HodaKotb
HealthWatch - Family Risk Assessment
Professional Development:
One-to-One Cohort Week 1
One-to-One Cohort Week 2
One-to-One Cohort Week 3
One-to-One Cohort Week 4
Staff Opening Day: Lisa Brady
PD Profiles - Jeremy Long
PD Profiles - Scott Belsky
PD Profiles - Michele Bernhard
PD Profiles - Suzanne Vrancken
PD Profiles - AlinVaks
Language Arts Articulation Meeting
Eye on Hunterdon: HCTV’s Community Service Programs
Eye on Hunterdon - Daniel Lerch
Eye on Hunterdon - Hall of Fame: Ray Farley
Eye on Hunterdon - GAMTTEP Aviation Grant Launch
Eye on Hunterdon - Hall of Fame: Judy Gray
Eye on Hunterdon - Hunterdon Prevention Resources: Teen Safety
Eye on Hunterdon - Anderson House
Eye on Hunterdon - Solar Energy Press Conference
Eye on Hunterdon - CEA
Eye on Hunterdon - Volunteer Guardianship
Eye on Hunterdon - Hall of Fame: Bill Sondervan
166

Family Science Night
Eye on Hunterdon - Hunterdon Prevention Resources Town Hall
Eye on Hunterdon - Law Day: Cyberbullying
Eye on Hunterdon - Congressman Leonard Lance
Performing Arts:
Fall Foliage Choral Concert
Holiday Strings Concert
Say Wha' Karaoke
Winter Wonderland Choral Concert
Winter Instrumental Concert
Last Band Standing
Spring Choral Concert I
Devils Cabaret
Arts Showcase
Guitar Showcase
Spring Instrumental Music Concert I
Spring Instrumental Music Concert II
Mr. Central
Spring Choral Concert II
Academics:
Social Studies Classroom Observation
HSPA Tips Update 2011
End-of-Year Math Tutorial Week 1
End-of-Year Math Tutorial Week 2
End-of-Year Math Tutorial Week 3
End-of-Year Math Tutorial Week 4
News in 5 for 5/11/11
News in 5 for 5/27/11
167

News in 5 for 6/3/11
News in 5 for 6/10/11
Class of 2012 National Honor Society Induction Ceremony
World Languages: Chinese Class
World Languages: Latin Class
World Languages: German Class
Lessons in Learning: Aviation Sciences Class
Commencement
Internal Projects:
Wisdom Wednesdays
Back-to-School Night 2010 - Superintendent's Message
Back-to-School - Message to Students
Staff Medical Assistance Fund Message
Principal’s Message: Football Game Behavior
Pink Out Commercial
Fest Promos
Life Skills Class “Thank You” Commercial
The Crane Project
New Year’s Message: Chris Steffner
Back-to-School Night 2011- Principal's Message
Principal's Message - Obligations
Kevin Gilbert Memorial
Algebra Commercials
Student Council Campaign Speeches - Sophomore Class
Student Council Campaign Speeches - Junior Class
Student Council Campaign Speeches - Senior Class
Departmental Awards: World Languages
Departmental Awards: English
168

Departmental Awards: Instrumental Music
Departmental Awards: Consumer Science
Departmental Awards: Social Studies
Departmental Awards: Fine Arts
Departmental Awards: Pupil Personnel Services
Departmental Awards: Fine Arts
Departmental Awards: Choir (from Spring Choral Concert II)
Departmental Awards: Math
Miscellaneous:
Athletic Director Honors: Bob Rossi (B-roll)
Commencement Pre-Production (equipment move and test)
Website: The HCTV staff is currently working on the development of new webpages for HCTV and WCVH.
The new webpages will greatly increase our capacity to provide online programming, including the use of
online streaming. The new websites are expected to be online by September, 2011.
169

TRANSPORTATION
170

TRANSPORTATION
Highlights
The Hunterdon Central/Flemington-Raritan Regional School Districts’Joint Transportation Department
continued to develop shared services agreements with other school districts. We successfully completed the
third year of our East Amwell Township School transportation services. This jointure included all home-toschool
student transportation, field and athletic trips, and in-service student classroom safety training, in
addition to all transportation-related State reports. The Delaware Township shared services agreement
continued to be successful. These agreements were in conjunction with the other shared services agreements
with Readington Township, North Hunterdon and Neptune Township school districts, as cost saving measures
for all districts involved.
The New Jersey Transportation Efficiency Report Comparative Spending Guide for the 2010-2011 school years
ranked Hunterdon Central Regional High School 31 st in the State out of 420 school districts reporting, with a
2.25 efficiency rating. Currently, the State of New Jersey has designated a 1.20 rating as the minimum
efficiency standard for school district transportation operations.
Home to School Student Transportation
Hunterdon Central 2,970
Out-of-District 44
Total transported 3,014
J. P. Case Middle 838
Intermediate 705
Barley Sheaf 340
Robert Hunter 453
Desmares 497
Copper Hill 609
Out-of-District 8
Total transported 3,450
East Amwell 448
Delaware Township 162
171

Total transported 610
Non Public
Students transported 90
Received Aide in lieu 299
Application withdrawn 4
Ineligible request 3
Total B6T applications 396
Operations
Athletic/Field trips
Hunterdon Central Regional 1,313
Flemington-Raritan Schools 193
East Amwell School 78
Total Trips 1,584
Trips canceled
521 (not included in the above calculations)
Midday school runs
On campus transportation
Late bus routes trips
Home-to-school route trips
Home-to-school route trips
Student trips
Student trips
Total vehicle mileage
8,460/year
1,085/year
891/year
498/daily
89,640/year
14,328/daily
2,574,040/year
2,100,088 miles/year (District and contracted)
Safety
172

25 IEP’s attended to insure a smooth transition main streaming students to the bus.
6 Meetings with school administration and Child Study Teams to resolve behavioral issues for both in
District and out-of-District schools.
2 District Policy and Procedures meetings for all drivers.
5 Wheelchair proper placement and securement training sessions for drivers.
2 In-service bus evacuation training class held for all District and contracted drivers. This class
simulated a school bus with a smoke condition and drivers evacuated the bus.
3 Drivers successfully completed CDL training.
6 Drivers in training for their CDL licenses.
In addition, drivers were given refresher training for the National Safety Council Defensive Driving, Diabetes,
Affirmative Action, Harassment awareness and air brake pre-trip review. Kindergarten Rider programs
performed for all schools. Flemington-Raritan program allows a parent to ride with their child on their first
school bus ride to their schools orientation program.
School bus evacuation drills performed at each school twice during the year.
School Bus Maintenance
NJMVC inspections completed 158
Vehicle services 90 day/3,000 miles 393
Vehicle repair orders completed 979
Vehicle breakdowns 7
Vehicle accidents 5
Shop safety record remained intact and now has successfully completed 22 years without an injury or workers
compensation case.
Departmental Awards
14 Drivers Perfect Attendance Awards
26 Drivers receiving the National Safety Council Safe Driving Award
The New Jersey School Bus Safety Committee awarded Jo Ann Tangesecond place, and Lisa Polenz third in
their annual competition held in April 2011. Over 95 drivers competed in this contest.
173

STUDENT ACTIVITIES
174

STUDENT ACTIVITIES
The 2010-2011 Student Activities Program at Hunterdon Central Regional High School had approximately
2,300 participants in the 89+ activities offered. These numbers represent the commitment that the Board of
Education of Hunterdon Central Regional High School has made towards the development of a community that
encourages and supports academic and personal growth of the whole child. This commitment is further
illustrated through faculty and staff at the high school; there are 74 staff members who volunteer their time to
advise clubs.
New Clubs
The following new clubs were approved by the Board of Education during the 2010-2011 school year: Improv
Comedy Club, Future Engineers Society Club, Knitting Club, Electronic Arts Club, Doctors of Tomorrow Club,
Tribe2Tribe Initiative Club, Hunterdon Central Walking Club, Hunterdon Central Outdoor Club, and BMX
Club.
Awards/Accomplishments
Academic Team:Won the fall Warren-Hunterdon academic meet and made it to the quarter-finals of the
BRITE tourney. The HC Academic Team also won $500 enabling them to give monetary awards toseniors.
Amnesty International: Completed a number of school-wide activities to raise both awareness and funds -
Free Tibet concert, Jamnesty Summer Unit Lunch Concert Series (St. Baldrick’s fundraiser topediatric cancer),
and an Identity Issues All-day IMC event.
Bookworms:Reading great books and finished the school’s participation in the YALSA Gallery Group.
Bridges: This group grew to 40+ active members who went monthly to Independence Manor, a Senior
Assisted Living Facility. Students created and played games with the residents, did crafts and activities,
brought food and gifts at each event, and planned and held a “Senior Prom” with a DJ, gifts, food, and beautiful
dresses! In addition, they added a new monthly luncheon with seniors at the Flemington Baptist Church on
Saturdays. Students volunteered to set up, serve and clean up lunch for almost 60 senior citizens in Flemington.
Cabaret: CABARET is Hunterdon Central’s annual student talent show. It is an auditioned program that
accepts around 30 acts – ranging from singers, dancers, instrumentalists and bands to individual solo and
comedy acts.
Chemistry Olympics: Competed in the May 2011 Chemistry Olympics competition at NJIT (Newark, NJ).
Chess Club: Provided students with a place to gather and play chess in a non-competitive atmosphere. Chess
players of all levels participated in this club.
Children’s Play: Performed “Everybody, Everybody” and “The Land of Jesters.”Booked and performed at
four elementary schools in the sending district (K-3).
175

Chinese Honor Society: Inducted new members and fundraised. Members of the Chinese Honor Society also
participated in the NJ Chinese Culture Contest and won Honorable Mention.
Chinglish Club: Practiced speaking Chinese, celebrated Chinese holidays, learned cultural related events -
making dumplings, watched videos, listened to audio tapes, learned Chinese yo-yo, learned Chinese ribbon
dance, and learned Chinese calligraphy.
Chorale: Performed four in-school performances and two out-of-school performances.
Class of 2011: The Senior Class Council participated in the annual Homecoming Fest and held their fourth
annual “So You Think You Can Dance” competition and it was a bigger success than the year before. The
Senior Class Council also planned their Senior Prom which was held at the Skyland’s in Randolph. This may be
the largest prom to date with 774 students attending. The Senior Class Council bought cakes for the staff during
Teacher Appreciation Week. They participated in Kids Vote, Kids Night, helped out with back-to-school night,
made cranes for the David Heard Fund, sold key chains for the Kevin Gilbert Scholarship Fund and made
donations to the David Heard Fund, Kevin Gilbert Scholarship Fund and donated to a local family who lost
their home in a fire. The money they were going to use to buy favors at the Senior Ball was all donated to the
above charities.
Class of 2012: The Junior Class Council successfully participated in Homecoming activities and Spirit Week,
and organized both Last Band Standing and the Junior Prom.
Class of 2013: Donated over $1,300 to Autism Speaks and collected can tabs (school-wide) to donate to the
Ronald McDonald House to offset the costs of treatment for patients and their families. Lastly, the sophomore
class has started to pre-sell bids for the Junior Prom to book a venue of an appropriate size.
Class of 2014: Conducted a number of successful fundraisers (t-shirt sales, Best Pizza contest, Central Flea
Market, and the Dorney Park field trip) with new class officers. Getting freshmen acclimated to HCRHS can be
challenging: however, freshmen students stepped up from the beginning to participate in Spirit Week and other
activities throughout the year.
Dance Team: First place in ECDA’s competition.
Dramatics 9/10 Play: Produced a well-received, entertaining classic story “Little Women.” This year was the
highest attendance since instituting matinee performance last year.
Dramatics 11/12 Play: Produced a well-received staging of “All In the Timing”.
Elan: Successfully edited and published Elan, our school’s literary arts magazine.
ECHO: This year, the yearbook members produced their 55 th edition; the book was 428 pages long and
captured many memories that will be cherished by students and staff for years to come.
There were 17 contributing editor and staff members.
French Honor Society: Participated in Homecoming Fest selling glow in the dark necklaces, held two
successful fundraisers, held an induction ceremony in October for new members, had a holiday party and an
end-of-year party, held elections for new officers, and participated in a "world cup" soccer game with the other
Language Honor Societies.
Future Business Leaders of America (FBLA): Three students placed 8 th for their Business Ethics presentation
at the State Leadership Conference. Students raised over $300 for the March of Dimes by placing first in a
dodgeball tournament sponsored by South Brunswick High School.
176

Future Educators of America: Sent two members to state-wide Teacher Convention in Atlantic City.
Members participated in state-level leadership opportunities that arose throughout affiliation with TCNJ and the
state association. Two members (Dina Gold- Central Jersey representative) attended the national conference in
Georgia this year and (Rachel Redelico- club president) attended the state convention and became the next
Central Jersey representative. Another excellent aspect of the club this year was the inclusion of a partnership
between FEA and the local grade schools. Once a month, our students would volunteer in classrooms of
Demares Elementary School and Robert Hunter School. FEA members also supported many of the HCRHS
community outreach efforts (Kids Vote, Halloween High School, etc.).
Gamers’ League: Provided an environment for students to enjoy social interaction together over a shared
interest.
GAPP (German American Academic Exchange): The group met in order to prepare for their German guests
as well as to prepare for their own trip in June/July. The group designed GAPP t-shirts, created a research hunt
of Flemington, and developed a group PowerPoint to be presented in classes at the partner school. They learned
about what to expect with cultural differences and hosted the German partners for three weeks in the US.
German Club: Decorated a section of the hallway in the 11/12 building for Haunted High School and
participated in that activity, had a movie day in November wherein we watched a German film. Members made
gingerbread houses for the elderly at Independence Manor in December and had a soccer game against the
Spanish Honor Society in November. They coordinated several events with GAPP exchange students; for
example, playing volleyball, hosting picnics, participating in Adopt-a-German and organizing Shadow Partners.
German Honor Society: Members participated in Halloween High School, Spirit Fest, Letter to Soldiers in
Afghanistan, Thanksgiving Baskets, Gingerbread Houses, Spring Plantings for Independence Manor Nursing
Home, Volleyball Game with German Club and the GAPP Exchange Program, Ryan Herbst as guest speaker on
the Amish, Amish Trip with German Club and the German Exchange Program, Pheasant's Landing end-of-theyear
cultural dinner. Inductions and an end-of-the-year soccer tournament with the other Language Honor
Societies took place.
Habitat for Humanity (HFH): Fundraised and donated to RV Habitat and participated in Mr. Habitat
competition.
Hunger Prevention Club: Successfully conducted the second annual Great Wall of Soup and collected money
for the Flemington Food Pantry.
Interact: October 2010: A group of officers attended the Leadership Training Workshop sponsored by the
Rotary District, helped to increase school spirit by selling PomPom’s at Homecoming fest, and Rotary Club
Pancake Day (assisted with the serving of breakfast for the Rotary Club fundraiser). November 2010: Assisted
with the operation of the Turkey Trot in Flemington. December 2010: Acted as servers for the winter Senior
Citizens Luncheon. February 2011: Sold Valentine’s Day Fortune Cookies and helped to serve and bus tables at
the Rotary Soup Cook-off. March/April 2011: Attempted Beach Sweep for Clean Ocean Action at Sandy Hook,
NJ. June 2011: Acted as servers for the spring Senior Citizens Luncheon, volunteered at the Rotary’s Dog Walk
fundraising event, and created a hair cutting event with The Hair Place to raise money for the Debbie Harris
Comfort Fund and donating hair.
International Thespian: Participated in Halloween High School by reading stories to children. Provided
publicity, house management and refreshment sales at the 9/10 Play and 11/12Play, as well as refreshment sales
at Musical. Performed for the Aviation Show in the Auditorium and took a theatre trip to McCarter Theatre in
Princeton, NJ.
Invisible Children: Sold bracelets to raise monies to send to the IC Foundation to benefit our sponsor school in
177

Uganda. Sponsored a book drive to send books to the children's displacement camps in Uganda.
Japanese Culture Club: Explored anime and assisted with the Japan relief concert.
Jazz Band: Performed at the Devils Cabaret and Spring Instrumental Music Concert, and the Spring HC
Instrumental Clinic.
Joshua Generation: Participated in a service project called “Operation Christmas Child” where members
collected personal care items and small toys and school supplies that were sent to needs children overseas.
Latin-Honor Society:The club participated in Classic's Day at Montclair University, the New JerseyJunior
Classical League's annual Certamen at Princeton University, and held the first ever "Latin Day" at Hunterdon
Central. Ten new members were also inducted into the society during the Latin Honor Society Induction. The
primary accomplishment of the Latin Club/Latin Honor Society was to establish a stronger identity; i.e.,
"Hunterdon Central's Latin Club participates each year in theseactivities…. and is dedicated to helping other
students learn Latin and promote the value of Latin in the modern curriculum." Members of the Latin Honor
Society also helped Jane Paradiso prepare bread for a social-learning activity. In addition, the club assigned
more experienced Latin students to those studying Latin in need of help. This should be one of the central
focuses of the club and it became part of it this year. The club also established two activities as part of its
identity: The Annual Saturnalia and Floralia - "i.e., Latin Grafitti Day." Finally, several club members have met
with Lynn Luster to begin organizing a Hunterdon Central Latin Competition/Certamen in which schools in our
region will be invited to participate in a competition hosted at Hunterdon Central.
Madrigal Girls: Sang at four concerts and at a Rotary Lunch. Students have the opportunity to audition for
out-of-school curricular choirs. Students selected for honors: NJ Governor's Award- 1 student; All-National
Choir - 2 students; All-Eastern Choir- 4 students; All-State Mixed Choir and Women's Choir 2010 - 15
students; All-State Mixed and Women's Choir 2011 - 6 students; Central Jersey Regional Mixed and Women's
Choir - 18 Students; and Junior High All-State Choir - 11 students.
Marching Band: Performed in many state and regional competitions. Performed and supported the football
team at all home games. Performed at the Hunterdon County Holiday Parade and Memorial Day Parade.
Math League: Jennifer Lind and Matt Boylan won local and regional awards for the Continental Math League.
Mock Trial: Made it to the Hunterdon County Mock Trial Championship, losing to Voorhees.
Model Legislative League: At the State Conference, Alex Huang and Henry Gan passed their Bills. Alex
Huang was nominated for CONA - the Council on National Affairs. (1 of 20 students from NJ)Kyle McNulty
and Vidhaath Sripathi were named as CONA alternates. Steven Rofrano's Bill won Outstanding Legislation. (1
of 4 of the 300 Bills at the Conference). Steven Rofrano was alsoselected to serve as Assembly Speaker at the
2012 Conference - a very honorable student leader position.
Model UN: While attending the Model UN Conference in Hershey, PA, Seniors Mike Harrington and Ishaan
Desai received the Premier Delegation award for representing Iran in the United Nations Development Fund.
Six Central students received Honorable Mention awards: senior Paula Martinez and freshman Hannah Corn for
representing Iran in the World Health Organization; sophomore Gabriel Harrison and freshman SarangYeola for
representing Iran in the Council on Sports for Peace and Development; and sophomores Joe Sollad and
VidhaathSripathi on the United Nations Commission for Technology and Development.
Mu Alpha Theta: Danielle Rubin and Brian Dawes were superstars with NJ Math League and the ATPAC
tests sponsored by Mu Alpha Theta.
Musical: The kids worked together to put on the musical, "Guys and Dolls.”
178

Mythology Club:Medusa Mythology Exam Silver Medal- Ethan France Certificate of Honor;Medusa
Mythology Exam Olivae Certificate- Brian Robichaud.
National Honor Society: Induction of new members to the National Honor Society for the 2011-2012 year. In
addition, members participated in a March of Dimes fundraiser (donating $2,000), Say What Karaoke (to raise
funds and awareness for David Heard), Special Needs tutoring, General tutoring of HCRHS students, and other
variations of community service.
PAWS: Members successfully completed fundraisers, a donation drive, purchased items for an animal shelter,
and a hosted a pet adoption in June of this year.
Project Graduation:Fashion Show; Cash Raffle; Comedy Night; Donations - Purpose:To provide
entertainment faciliteis and transportation for graduating seniors.
PULSE: This year, the members of the club planned and implemented the Safe Space Campaign, created club
advertisements, attended the GLSEN Forum, discussed LGBT issues, discussed current events, and created
PULSE commercial for the morning announcements.
Red Cross Club: Received an award from the American Red Cross of Central New Jersey for a Community
Award based on our two successful blood drives. Members of the Red Cross sponsored a Clothing Drive, a
Borders Sale, Japan relief concert, and Chili's Dine-to-Donate night.
Robotics Club: Participated in the US FIRST Robotics Competition and were awarded the Rookie Inspiration
Award.
Skateboard Club: Took four successful skateboard club trips to different parks.
Sketch Club: The club was involved with a successful after-school art program teaching the fourth graders at
Barley Sheaf Elementary School different principles of art. The students created some small paintings which
they then sold as a fundraiser. The students helped at the Arts Showcase drawing caricatures and selling pretzels
as a means of fundraising.
Ski & Snowboard Club: The Ski Club continued to have numerous members and active participants for every
trip planned.
Social Studies Club: In addition to the Food Fest, club members participated in the Feed the Need event at
South Ridge Community Church in Clinton, NJ. Students gave up their Saturday morning to work together as a
team to pack hundreds of high-protein meals which were sent to needy children in Nicaragua. The successful
event has inspired us to look into holding a similar event in the Field House at HCRHS. Additionally, club
members Cami Picchio and Dan Al-Daqa were selected as the Class Humanitarians for the Class of 2011 senior
superlatives. Their work with the club and outside of the club has raised awareness for several important
causes, and has inspired so many students to get involved. They are to be commended for their contributions to
our community.
Speech and Debate: The following students won awards and qualified for the State Championship: Matt
Begane and Abhishek Damaraju: Public Forum (Summit High Classic); Ishaan Desai: 6th in Impromptu
Speaking (Freehold Township Invitational), 2nd in Declamation (Freehold Township Invitational), and 6th in
Declamation (Montville Township Invitational); Vidhaath Sripathi: 3rd in Novice Lincoln-Douglas (Montville
Township Invitational); Alex Huang: 6th in Varsity Lincoln-Douglas (Montville Township Invitational); and
Jake Gichan: 5th in Varsity Lincoln-Douglas (Montville Township Invitational).At the NJFL State
Championship Tournament, the following awards were won: Vidhaath Sripathi,semi-finalist in Novice Lincoln-
Douglas; Alex Huang: 2 nd in Varsity Lincoln-Douglas; and Hunterdon Central earned 5 th in Debate Team
Sweepstakes.
179

Student Council: Honor School (5 th year), 1 st place -state charity NJSC, collected over 3,000 cans of food for
the Food Panrty (Holiday food drive), raised over $8,000 for charity, ran class competitions, March madness,
Homecoming Fest, Mr. Central, Carnation sales, Homecoming and Spirit Week, Freshman orientation
presentation. Students also organized a “pink out” for breast cancer awareness.
Student Environmental Alliance (SEA): May was school-wide recycling month. Students created
commercials, posters to promote awareness, held informational booth during lunch, worked with Global
Learning of NJ to promote energy awareness. Members, worked in conjunction with Mr. Dave Klein, to help
green the campus, took part in campus cleanups, and designed an outdoor classroom.
Third Wave: Organized and ran two Women of the World days in the IMC this year, one in January and one
in May. Many Social Studies classes and other classes attended- positive feedback was received for these
events. Two fundraisers were conducted, both for women's rights regarding domestic violence and sexual
assault. Club members designed t-shirts for Women's History month and wore them to represent the club. An
Appalachia Drive was conducted with the surrounding community to collect women's products and
undergarments for the people in that region.
Tribe to Tribe: Actively raised funds for an orphanage in Thailand.
Other events
8 th Grade Visits: Current freshmen, sophomores, juniors, and seniors made visits to all upcoming freshmen
planning to attend Hunterdon Central for the 2011-2012 school year, in their respective middle schools. The
sessions were devoted to alleviate anxiety for upcoming freshman, as well as give them a clear understanding of
what the climate and culture at Hunterdon Central is like and what to expect once they arrive in September.
Additionally, we scheduled the visits to take place prior to the 8 th grade State assessment to emphasize the
importance of taking the assessment seriously as their scores impact the course options for 9 th grade students.
Central Rocks the Vote: Members of the Class of 2011 participated in the Central “Rocks the Vote” campaign
to educate and encourage students to register to vote. Several members of the class of 2011 successfully
registered to vote and received the message that they have the opportunity to affect the future through voting.
Halloween High School: For the second year, advisors and club members have hosted Halloween High School
(in conjunction with the Rotary Club’s BooBerry Pancake Day). We asked future Red Devils (grades K-3) to
join us for Halloween fun and games. This was a free event sponsored by several clubs at HCRHS, and was our
way of saying thank you for supporting our high school. This event was such a success that people asked if we
would be doing this every year.
Kids Vote: For the fourth year, this event was a success and has become a tradition here at Hunterdon Central
Regional High School. Overall, feedback from sending districts, parents and the community was positive.
Hunterdon Central students, along with students from East Amwell, Delaware Township, Flemington-Raritan,
and Readington, participated in Kids Vote this year. Kids Vote was our way of familiarizing children with the
election process by creating an opportunity for them to vote on an important issue. Kids Vote elections were
held simultaneously with School Budget elections on April 27, 2011 and provided each child with a “hands on”
civics lesson. In addition, this allowed high school students to interact with elementary and middle school
students in a meaningful way by sharing the voting/election process. Kids Vote polls were open from 3:30 pm -
8:30 pm.
180

Philosophy
Hunterdon Central Regional High School strives to engage as many students as possible in student activities and
as a result, we offer over 75 activities that appeal to a wide range of student interests.
Our comprehensive program is designed to provide an opportunity for our students to enhance their learning
and development beyond the standard curriculum of required elective courses. Student activities support the
goal of teaching students to be responsible and fulfilled human beings, providing them with opportunities that
develop character, critical thinking, sociability and specific skills. In addition, research has shown a strong
relationship between participation in student activities and academic achievement.
We encourage all of our students to take advantage of our activities program by participating in as many clubs
as possible during their time at Central.
181

SITE‐BASED ADVISORY TEAM
(SBAT)
182

SITE‐BASED ADVISORY TEAM (SBAT)
Affirmative Action
The Affirmative Action Committee met one time this year, on Tuesday, March 8, during Block 5 in Sue
Cooley's office. We discussed the new anti-bullying initiative for students and brainstormed ways to coordinate,
implement and enforce these new State-mandated laws without any or much cost to the District. Ideas were
brought up but no definitive process was put in to place.
The staff also participated in a mandatory Affirmative Action training through the computer.
Archives Committee
The Archives began the new academic year by welcoming Ms. Emily Ford to the Archives staff to replace Mrs.
Harlene Rosenberg. Students decided they wanted to pursue a digital panel project complete with digital
monitors as a way of telling the “story” of Hunterdon Central to all those who visit our halls. Ms. Ford
undertook coordination the project via Google Docs.
Curriculum Committee
The curriculum committee met in September to hear proposals for new courses to be included in the 2011-2012
Program of Study. A summary of courses proposed are:
• Advanced Computer Applications - A quarter class that condenses the existing courses of Advanced
Computer Application I & II.
• Case Studies in AP Biology - Proposed as a quarter-course with completion of AP Biology as a
prerequisite that would broaden student’s understanding by engaging them in discussions including bioethical
issues. This is a non-lab course and cannot have the AP designation in the name without College
Board approval.
• Word Formation of Scientific Vocabulary - A quarter-course that would seek to provide students with
background knowledge and practical information needed to develop a better understanding of
nomenclature used in science.
Matt Thompson discussed the APEX curriculum which will be used to provide direction for some Twilight
classes. This is in response to the need to broaden the curriculum in an effort to attract out-of-district students.
Educational Technology Committee
Student One-to-One Computing Pilot Project
183

The purpose of the student one-to-one pilot program is to redesign instruction to make it more student-centered,
project-based and technology-rich, with the goal of promoting greater student engagement and higher order skill
development.
As part of this project, each of the pilot teachers participated in 12 days of summer professional development
that focused on social networking and project-based learning curriculum redesign. The end goal was to create
dynamic, engaging, student-centered lessons and units. Every department in the school has teachers that
participated in the project, and the classes selected represent all student grade levels and include a mix of
General Education, Special Education, ELL, Honors and AP courses.
Hunterdon Central’s second year of the student one-to-one pilot expanded to include 25 new teachers, bringing
the total to 42 teachers now trained and evolved in the pilot. At any given time, nearly 600 students had a
netbook computer for their use in class and at home. Almost half of the student body, 1,400 total students, has
been involved in the program during 2010-11.
To support the more than 600 new end-users, and to enable the expansion of the program, several process and
infrastructure improvements were completed. A new centralized support center, “Central Hub” was created.
Our issue tracking system was redesigned to include a real time, bar coded inventory process and an issue
resolution knowledge base. Both volunteer teachers and students, including accredited internships, were
included in the support team together with the existing information system technical staff, and workflows were
revised to achieve optimum benefits from the expanded support team.
Both the wired and wireless networks were upgraded including guest wireless to support the increased usage
demands. More than 200 wireless 'N' access points were added across the campus and both the network
backbone and connections to desktops and wireless access points were improved by a factor of 10.
Evaluation of the program included information from students, teachers, parents and staff. The evaluation took
place on a number of levels including student data, surveys, focus groups, classroom observations and budget
analysis. The data that resulted from the pilot continued to be remarkable. Students demonstrated more
improvement of the District’s key critical skills when compared to their experience in non one-to-one classes.
Teachers were enthusiastic about the effects in their classroom with 100% reporting that they would teach all of
their classes one-to-one if given the opportunity. Students overwhelmingly preferred the student one-to-one
classes to traditional classes, often citing in focus groups that they felt the learning was more genuine and more
effective.
The success of the pilot with certain sub-groups of our population has been remarkable. Individual parents and
teachers reported that the devices were so helpful to Special Education students that the IEP process was revised
to include the option of giving netbooks to students not in the pilot program. Also, the program was so effective
at addressing technological inequities endured by many of our English Language Learners that we distributed
netbooks to that population regardless of their participation in the pilot. Partnering with Counseling Services,
students in economic need, without any computer or internet access at home, have been identified and with
thehelp of Hunterdon Central’s Foundation donations, we have provided these students with netbooks and
internet modems.
As technology capabilities continue to evolve, the hand held computer device market now has a large cadre of
excellent learning devices for students, teachers and parents to consider for their use. This changing opportunity
required us to revise and redefine our student one-to-one computing approach, shifting from school provided
netbooks, to leveraging student owned computers as our optimal set of possible resources for students to use to
enhance their learning.
To prepare for the use of student-owned devices on campus, we have successfully piloted allowing guest access
to our wireless network while still maintaining District internet filtering. To prepare for outside of school access
184

to our licensed school software resources, feasibility testing of virtual desktop implementation options has been
completed during the second half of this year. The test results are very positive and plans for further scaling of
this capability are being made for 2011-2012.
The pilot’s work complemented the District’s 2010-2011 Professional Development efforts that included
collegial discussions called, “Pathways”, curriculum redesign using understanding by design methodology,
(UbD) and “Mini Courses”. The following “Mini Courses” course titles clearly show the integration of
technology together with instructional approaches and goals as well as the synergy of the student one to one
pilot work with our District vision goals:
• Instructional strategies for the one-to-one classroom
• Redesign Lessons for Student Centered Classroom
• Developing a Personal Learning Network
• Maximizing your resources via collaboration, shared research and web 2.0 tools
• Moodle Tutorial for Experienced Users
• Moodle Workshop for New Users
• Teaching new research and literacy skills
• Empowering different learning styles via assistive technologies & techniques
• Showcasing student work using eportfolios with google apps
• Classroom Instruction that works
• Formative assessment powered by web 2.0 tools
• Using student data to plan and deliver intervention response efforts for at risk students.
The synergy across all these programs helped us focus on our District’s student achievement goals while
teachers rewrote their units and lessons shifting from traditional teacher led to student-centered, technology
enabled and globally-connected learning opportunities. All teachers have become comfortable with and are able
to leverage the benefits of all students having access to a computer of some type to enhance instruction and
learning. As such, this project is no longer a “pilot”, since it has become the norm for teaching and learning at
Hunterdon Central.
As we prepare for the third year of the program, we plan on utilizing last summer’s Professional Development
program that was videotaped and made available online for all staff to utilize. This efficient use of training will
enable us to scale the summer training program to include as many as 100 new teachers assuming that we see
this many teachers volunteer for the 2011 summer Professional Development program. Our classrooms during
2011-2012 will have a mix of school-provided, student-owned and handheld computer devices maximizing the
number of students with a learning device in their hands.
Hunterdon Central provides full technology support to Hunterdon Polytech
Hunterdon Central continued to provide technology support for Hunterdon County Polytech’s staff and students
in return for an annual fee. During 2010-2011, Hunterdon Central supported all infrastructure and equipment, as
well as provided help desk support. The District also assisted Polytech with technology integration, professional
development, databases, learning management solutions, budget and planning. The two districts worked
together to streamline Polytech’s technology infrastructure and to select new equipment and internet
connectivity. Central has received incredibly positive feedback, and we are looking forward to continuing the
support arrangement for 2011-2012.
Shared Services
During 2010-2011 school year, Hunterdon Central continued to grow its shared services initiative. Despite a
client expansion freeze, the District focused on its vertical integration of existing client base. The learning
185

management system (LMS) services that were first introduced in 2008 were overhauled to improve usability
and customer satisfaction. This commitment to excellence has garnered new LMS implementations within our
existing pool of clients. Please see the next section below, Learning Management System (LMS), for more
information regarding these modifications. The Hunterdon Central student and learning management shared
services initiative has generated $83,655 of revenue this year.
In addition to these education-based services, we also produce just over $25,000 in annual revenue by renting
server rack space to several third parties, such as Prudential, Glaxo and RCN; as well as by offering list server
services to schools and municipalities.
Learning Management System (LMS)
During the summer of 2010 and “Mini Courses” during the 2010-2011 school year, we achieved nearly 100% of
the staff having been training in the many features of Moodle. Also during the summer of 2010, we completed
an upgrade of Moodle in order to offer a systemic virtual classroom environment that managed creation and
transitions of Moodle courses. As a result, we now more than doubled the use of Moodle, having 475 virtual
Moodle classrooms. We also now offer a departmental supervisor capability to make review of departmental
Moodle courses easier so that review and evaluation of content is possible by each department. This summer,
2011, we plan on developing parent access capabilities so that parents, via their own account, can monitor and
support their children’s classes and academic progress. To further grow asynchronous professional development
offerings, specialized Moodle courses will be built to help mentor students for district and state assessments
during 2011-2012.
Teacher Tablet Program
What was once a yearly program is now mainstream at Hunterdon Central. The focus has shifted from teacher
device knowledge, to student devices, evolving use of available technical tools, and effective use of web-based
software available to help enhance teaching and learning. With guest wireless access now available, we have
begun to see an increase in staff bringing in their personal computing devices for learning purposes. Similar to
the changing opportunity in the variety of available devices, we researched, evaluated and selected a minimum
number of teacher tablet PCs to help manage the depreciation of current teacher tablet PC devices as they reach
their end of usefulness lifecycle. Optional tablet PC refresh and re-imaging will be available to staff during the
upcoming summer to maximize the effective use of their current tablet PCs.
District Website Redesign Project
This year, the District researched, evaluated, negotiated, and finalized a working agreement with Silverpoint to
begin redesigning the District website. Design work and planning for a 2011-2012 implementation will begin in
June. The new District website will improve District-wide communication and provide a central place for
students, teachers, staff, parents, Board of Education and community members to share information and obtain
information about all of our District activities.
District Site Visits and Inquiry about our Programs
Tighter budgets and increased utilization of available virtual access to information reduced the demand for onsite
visits to Hunterdon Central from interested school districts. We, instead, saw a significant increase in social
networking inquiries and collaborative relationships and sharing. We did hold an on-site visit with the Hershey,
PAschool district during the fall of 2010.
Additional Projects
186

• Summer student technicians were hired to assist network technicians with the removal, replacement and
upgrading of computer systems and printers across the campus. A full campus sweep resulted in removal of
antiquated equipment and recycled and/or sold in order to better manage our existing equipment on campus.
• The department completed the annual technology survey as required by the New Jersey Department of
Education.
• The department developed dozens of SurveyMonkey surveys for use by the Hunterdon Central community.
• Professional conference presentations and District representation at – NJASA Techspo, Educon 2011 and a
25+ district team is planning to attend ISTE 2011 taking advantage of this conference being held in
Philadelphia this year.
ELL Committee
Going into this year, it was decided that the ELL Committee was one of them that was cut/reduced since we had
too many committees going on. But then Dr. Kelley has headed up, instead, an ESL Task Force, made up of
mainly the same folks, to take a more critical role in identifying needs of the program. That groups has met a
number of times and was audited by an outside agency in late May. The auditor was paid thousands of dollars
to spend a day interviewing students, teachers, counselors and administrators. She will get back to us in June
with her recommendations.
Instructional Council
The Instructional Council, perhaps better called the Calendar Committee, continued its’ annual function of
developing the school calendar for the coming year(s). The 2011-2012 calendar has been approved and the
framework for the 2012-13 calendar has been developed.
The committee, in response to the increasing number of post high school commitments placed upon our
graduates, has placed an increased emphasis on attempting to end coming school years by mid-June. In an
effort to accomplish this task, the committee has changed its’ approach of calendar development and, instead of
building forward from a start date, has picked end dates and worked backwards.
Working around the various constraints (national holidays, exams, natural breaks in the calendar…) makes it
increasingly hard to end by mid-June without starting school prior to September 1. The committee was (and
still is) unanimously in favor of a pre-September start, but there are contractual and timing issues that need to be
dealt with prior to this being a reality.
Plant and Facilities Committee
The Plant and Facilities Committee’s goal has been to keep the staff updated as to projects and goals of the
physical operations of the Hunterdon Central complex. Through the 2010-2011 school year, projects have been
reported on to the staff. The following is a recap of improvements and accomplishments:
• Installation of windows in various locations on campus
• IMC to Sophomore wing canopy lighting upgraded
• Transportation garage upgrade; bus drivers bathrooms, conference area
• A/C completed in 9/10 cafeteria
• Back-up generator on 9/10 campus replaced
187

• Upgrade of Metasys (energy management system) Admin. Wing, Comm. Bldg., several 9/10
campus classrooms
• Replacement of domestic hot water heaters and boilers in 9/10 upper boiler room
• Cleaning and air quality testing in the IMC bldg.
• Solar panel installation on 600 L roof
• Addition of outside PA speakers in various locations
• Extensive on-going door replacement project
• Energy saving light fixtures installed in wooden gym, aux. gym and field house
• Removal of concrete pad outside of team room area
• Work order requests are to be funneled thru their immediate supervisor
Additional work for the 2011-2012 school year:
• Projected installation of back-up generator in the 11/12 campus
• Re-construction of the IMC parking lot
• Major repair to sidewalk and curbing
This committee will continue to report out to staff as schedules permit.
Professional Development Committee
The Professional Development Committee created the District plan over the course of the 2010-2011 year. The
plan incorporated the elements that were dictated by the tool kit provided by the state.
The committee sought to achieve the goals of:
1. PLC – through department and pathways meetings
2. UbD – through department meetings
3. 21 st Century Skills – through minicourses
The committee’s report to the state was accepted and has become an exemplar for other districts as well.
Safety Committee
The Safety Committee continues to be the “overseer” of the District’s safety practices and procedures, working
in conjunction with administration, security, and O&M. In addition to insuring compliance with Federal and
State safety regulations, the committee provides training and conducts drills that practice the District’s safety
protocols, as well a serving a primary responders in the event of an emergency on campus.
The full committee only met one time this year, but co-chairs Chris Steffner and Craig Blanton met frequently
and with each other, security, and O&M.
The primary focus this year was restructuring and implementing our existing security drills to be in compliance
with the new Drill Bill requiring one school security drill per month.
Chris Steffner’s status as a co-chair remains to be seen as she assumes the interim Superintendent role.
188

Wellness Committee
The Wellness Committee has been working on a number of projects, and is planning to start “monthly themes”
for each month beginning in September. Some of the ideas are: Life balance, Eat this-not that, Read it before
you eat it, Stress management, Healthy resolutions, Healthy heart, Spring tune-up, and Shape up for summer.
We would also like to provide monthly blood pressure days, an educational booth during unit lunch, morning
commercials, and a food tasting booth during unit lunch, featuring healthy alternatives. Additional programs
may be implemented as well.
We are also revamping our current Moodle site in order to allow all staff, and perhaps students, to have access
to the website, which will be updated each month with the monthly themes.
We hope to offer information on the following topics:
-Newsletters – based on monthly themes
-Community services
-School programs offered to staff
-Yahoo groups (support groups, running clubs, etc.)
-Insurance information
Our goal is to have the Moodle site up and running for September.
The Wellness Committee will also be working on an Elder Care support group (Yahoo Groups) where staff
members may share information regarding resources for the care of elderly parents, relatives, etc.
189

SCHOOL REPORT CARD
190

SCHOOL REPORT CARD
HUNTERDON CENTRAL HIGH 2009-2010 SCHOOL REPORT CARD
COUNTY: HUNTERDON
DISTRICT: HUNTERDON CENTRAL REG
District Narrative
HUNTERDON CENTRAL REG (19-2300)
Located in beautiful, historic Hunterdon County in central New Jersey, Hunterdon Central Regional High
School serves the five municipalities of Delaware Township, East Amwell Township, Flemington Borough,
Raritan Township, and Readington Township. The District is comprised of 152.5 square miles and has a
population of approximately 48,680 residents.
One of the largest, campus-style high school districts in New Jersey, the school occupies a 72 acre campus and
includes four general classroom buildings, a music building, a 2,000 seat Fieldhouse, and an Instructional
Media Center (library). A communications building houses an FM radio station and cable television station,
from which satellite downlinks are available.
The total student enrollment at Hunterdon Central for the 2009-2010 academic year is approximately 3,000.
Average class size is 21.5, student to faculty ratio is 10.5 to 1 and student to computer ratio is 2 to 1. The school
operates under a block schedule system, which supports the district vision of "Performance Excellence for
Everyone."
The school's rigorous and comprehensive academic program is further enhanced by a co-curricular program,
which includes 33 interscholastic athletic teams. Hunterdon Central Regional High School strives to engage as
many students as possible in student activities and, as a result, we offer over 90 activities, including dramatics,
student government, publications, service organizations, clubs, an award-winning marching band and awardwinning
orchestral and choral programs.
Hunterdon Central's dedicated professional staff is committed to providing a rigorous and expansive academic
program to our students. In the classroom, teachers incorporate technology and instructional strategies, and
balance content knowledge with the development of critical thinking and other 21st Century Skills. The district
offers a staff training program, which has achieved state and national recognition from The National Center for
Public Productivity at Rutgers University, The New Jersey Association for Supervision and Curriculum
Development and the U.S. Department of Education-Professional Development National Awards.
Faculty at Hunterdon Central use technology as a powerful transformative tool. Curriculum and instruction
feature wireless connectivity, digital multimedia devices, web publishing tools, and a wide array of subjectspecific
software to enhance students' comprehension and skills. Technology highlights include a summer
academy that attracts teachers from around the world, who learn how to use technology to improve teaching; an
on-site professional development center dedicated to technology training for HCRHS faculty and staff;
191

individual technology subcommittees for every academic department; teacher and student Tablet PC programs;
digital projectors in every classroom; 2 to 1 student to computer ratio; cable television station; FM radio station;
comprehensive student information system for data-driven decision making and a pilot for a Student 1:1
Computer Program, involving 500 students.
In 2002, Hunterdon Central became the only New Jersey school to be awarded the status of Blue Ribbon School
by the U. S. Department of Education for the second time, the first being in 1997. This honor, the highest
national recognition a school can achieve, is awarded for excellence in instructional delivery and educational
environment. The school was also the first in the State of New Jersey to be designated as a Star High School by
the New Jersey Department of Education.
In 2010, Hunterdon Central was chosen as one of two schools in the State of New Jersey to receive a "Best
Practice Model for High School Redesign" for our technology integration and embedded professional
development for teachers.
Lisa Brady, Ed.D.
(908) 284-7135
lbrady@hcrhs.k12.nj.us
www.hcrhs.k12.nj.us
Local Narrative
HUNTERDON CENTRAL HIGH (19-2300-050)
Hunterdon Central Regional High School strives to create a challenging and nurturing learning community for
approximately 3,000 students from the municipalities of Delaware Township, East Amwell Township,
Flemington Borough, Raritan Township and Readington Township.
Our vision is to create teaching and learning environments that engage all students, foster achievement and
cultivate the skills needed to compete, connect and collaborate as ethical and responsible participants in a global
society. Our jointly created definition of student achievement states: Student achievement at Hunterdon Central
should produce responsible, caring, and ethical citizens who value self development, think critically about
issues, communicate and collaborate effectively, apply academic knowledge to authentic situations, and display
mastery of curriculum as defined by the State of New Jersey.
Hunterdon Central was the State of New Jersey’s first Star High School; we are also one of a small number of
two-time Blue Ribbon Schools in the country, as recognized by the U.S Department of Education. Hunterdon
Central was invited to be part of the New Jersey Department of Education’s High School Redesign Initiative -
Preparing Students for the 21st Century. As part of this initiative, we are currently engaged in a Student 1:1
Computing Program Pilot and were selected as one of only two schools to receive a “Best Practice Model for
High School Redesign” award.
While we are one of the largest comprehensive public high schools in the State of New Jersey, we continue to
focus on meeting the needs of every student who walks through our doors.
At Hunterdon Central, we recognize our responsibility to teach our students to become good citizens, as well as
critical thinkers and lifelong learners in a global world. We operate on a traditional 4 X 4 block schedule with a
common unit lunch, to improve the school day for our students and staff. We offer a wide variety of academic
opportunities, in order to meet the general and individual needs of a diverse student body. In addition to 192
192

General Education Courses, 51 Honors Courses, 32 Special Education Courses and 22 Advanced Placement
Courses, our students may also take classes at Hunterdon County Polytech.
We encourage a rigorous approach to academics. The class of 2010 took a total of 3,415 Honors and AP classes,
and the mean number of credits taken for graduation was 150. Hunterdon Central’s performance on student
achievement tests is well above the state average in all academic assessments, such as the SAT, AP and the
High School Proficiency Assessment (HSPA). Detailed results of these tests can be seen in the NJ DOE Report
Card.
In addition to an outstanding curriculum, Hunterdon Central’s co-curricular program offers 33 interscholastic
athletic teams and over 90 activities, clubs and organizations, which support our efforts to keep our students
active and involved. Both in and out of the classroom, our students are encouraged and challenged to perform at
their highest levels.
Our dedicated professional staff uses technology as a powerful transformative tool and Hunterdon Central
utilizes a comprehensive student information system for data-driven decision making. We are committed to a
cycle of continuous improvement that focuses on student learning. We have an on-site professional
development center, which has been recognized by Rutgers University, New Jersey Association of Supervision
and Curriculum Development (NJASCD) and the U.S. Department of Education. Our Tablet PC program for
teachers is quickly being recognized as a national model, and teachers from across the United States have been
trained in our Tablet PC Academy.
We are extremely proud of the efforts and accomplishments of all of our students. Parents and community play
a vital role within the school community and Hunterdon Central prides itself on involving its stakeholders in the
decision-making process. Hunterdon Central is large enough to offer something for every student, yet still
provides a family environment where each individual is valued within our school and community.
Ms. Christine Steffner
(908) 284-7155
csteffne@hcrhs.k12.nj.us
www.hcrhs.k12.nj.us
193

2010 NCLB Report
Adequate Yearly Progress (AYP) Status
School made AYP:
School classified as "In Need of Improvement":
"In Need of Improvement" status:
District classified as
"in need of improvement" status:
NO
YES
year 2
YES
Graduation Rate
School District State
Class of 2010
(2009-10) 96.9% 96.9% 94.7%
Class of 2009
(2008-09) 97.4% 97.4% 93.3%
Dropout Rates
2009-2010 2008-2009
School District State School District State
Total 0.9 0.9 1.7 1.1 1.1 1.7
Students with Disabilities 3.0 3.0 2.5 3.8 3.8 2.8
Limited English Proficient 11.1 11.1 3.9 19.0 19.0 2.8
White 0.6 0.6 0.9 0.8 0.8 0.9
African-American 5.4 5.4 3.2 2.9 2.9 3.5
Asian/Pacific Islander 1.4 1.4 0.4 1.4 1.4 0.3
American Indian/Native American 0.0 0.0 1.0 0.0 0.0 2.8
Hispanic 4.0 4.0 2.7 4.8 4.8 3.0
Other Race 1.2 0.8
Economically Disadvantaged 1.2 1.2 2.4 1.9 1.9 1.9
High School Proficiency Assessment (HSPA)
SCHOOL DATA COMPONENTS
LANGUAGE ARTS LITERACY
Percent Proficiency Percentages
Year Not Tested Partial Proficient Advanced
State Standard for AYP = 85% Proficient
All Students
School 2009-10
2008-09
.7%
.1%
5.7%
4.6%
71.8%
67.5%
22.5%
27.9%
»details for subgroups for
LAL
District
State
2009-10
2008-09
2009-10
2008-09
.7%
.1%
.5%
.4%
5.7%
4.6%
10.3%
11.8%
71.8%
67.5%
75.7%
75.5%
22.5%
27.9%
14%
12.7%
194

MATHEMATICS
Percent Proficiency Percentages
Year Not Tested Partial Proficient Advanced
State Standard for AYP = 74% Proficient
All Students School 2009-10
2008-09
.3%
.1%
10.3%
7.5%
49.3%
50.6%
40.3%
42%
»details for subgroups District 2009-10
.3% 10.3% 49.3% 40.3%
for MATH
State
2008-09
2009-10
2008-09
.1%
.6%
.4%
7.5%
18.4%
18.2%
50.6%
57.9%
57.8%
42%
23.7%
24%
Recently Arrived Limited English Proficient
Number of recently arrived limited English proficient (LEP)
students who were not assessed on the state’s language arts
assessment.
School District State
2009-10
Teacher Information
One year of data for 2009-10 for:
>>% of classes NOT taught by highly qualified teachers:
School: 0.0% District: 0.0% State: 0.0%
1467.00
>>% of classes NOT taught by highly qualified teachers in
quartiles for:
High poverty schools: 0.3%
Low poverty schools: 0.0%
There are three essential components of a highly qualified
teacher:
• Hold at least a bachelor’s degree;
• Be fully certified/licensed by New Jersey; and
• Demonstrate competence in each of the core
academic subjects in which the teacher teaches.
Teachers can demonstrate competence in the
subject(s) they teach by either:
• Passing a rigorous state test or completing an
academic major, graduate degree, coursework
equivalent to an undergraduate academic major, or
national certification or credentialing;
OR
Teachers' Professional Qualifications
BA/BS MA/MS PhD/EdD
2009-10 37.7% 59.4% 2.9%
2008-09 46.5% 51.5% 2.0%
195

School Environment
Length of School Day
Amount of time school is in session on a normal school day.
School
6 hours: 28 minutes
State Average
6 hours: 53 minutes
Average Class Size
2009-2010
School State
Grade 9 22.4 19.5
Grade 10 22.0 19.8
Grade 11 21.4 19.6
Grade 12 24.0 19.7
SE students
in specialized classes 4.7 5.0
Total School 21.7 18.2
Instructional Time
Amount of time per day students are engaged in instructional activities.
School
Full-time Students
Shared-time Students
State Average
Full-time Students
Shared-time Students
Student/Computer Ratio
Numbers of students per instructional, multi-media-capable
computers, manufactured after July 1, 2006, available for use in
supervised instruction.
School
State Average
2009-10 1.7 3.1
5 hours:20 minutes
2 hours:40 minutes
5 hours:56 minutes
1 hours:55 minutes
Internet Connectivity
Numbers of instructional, multimedia-capable
computers with a manufacture date after July 1,
2006 available for instruction at various locations
and how many of those computers have a
connection to the Internet.
2009-2010
Computers
Connected to
the Internet
Locations Computers
Classroom/Instructional 1489 1489
Library/Media Centers 30 30
Computer Labs 244 244
All Locations 1763 1763
196

Student Information
Enrollment by Grade
Counts of students "on-roll" by grade in October of each
school year.
Grade
2009- 2008- 2007- 2006-
2010 2009 2008 2007
Grade 9 760.5 769.0 785.5 741.0
Grade 10 768.5 787.5 747.0 716.5
Grade 11 749.5 730.0 697.5 715.0
Grade 12 697.0 669.0 702.0 653.5
SE students
in specialized classes
23.5 41.0 70.0 65.5
Total School 2999.0 2996.5 3002.0 2891.5
Student Mobility Rate
Percentage of students who entered and left during the school
year.
School State Average
2009-10 2.8% 9.7%
2008-09 2.9% 9.6%
2007-08 2.6% 9.9%
Students with Disabilities
Percentage of students with IEPs
(Individualized Education Program)
regardless of placement/programs
Language Diversity
First language spoken at home in
order of frequency.
Language Percent
English 95.3%
Spanish 2.5%
Mandarin 0.6%
Polish 0.3%
Arabic 0.3%
Portuguese 0.2%
Others 0.8%
Limited English Proficient
(LEP)
14.9%
Percentage of LEP
students 1.2%
Student Performance Indicators
ASSESSMENTS
High School Proficiency Assessment (HSPA)
LANGUAGE ARTS LITERACY
Year
All Students School 2009-10
»details for subgroups
2008-09
for Language Arts District 2009-10
Literacy
2008-09
DFG 2009-10
2008-09
197
Number Proficiency Percentages
Tested Partial Proficient Advanced
775 4.5% 61.4% 34.1%
746 7.4% 70.5% 22.1%
775 4.5% 61.4% 34.1%
746 7.4% 70.5% 22.1%
15554 3.5% 62% 34.5%
15277 5.2% 68.7% 26.1%

State 2009-10
2008-09
96852
95942
12%
15.5%
69.3%
70.9%
*To protect the privacy of students, the Department of Education suppresses sufficient information to eliminate the possibility that personally identifiable information
will be disclosed.
18.7%
13.6%
High School Proficiency Assessment (HSPA)
MATHEMATICS
All Students
»details for subgroups
for Mathematics
Year
School 2009-10
2008-09
District 2009-10
2008-09
DFG 2009-10
2008-09
State 2009-10
2008-09
Number Proficiency Percentages
Tested Partial Proficient Advanced
773 11.1% 46.6% 42.3%
748 12.6% 46.4% 41%
773 11.1% 46.6% 42.3%
748 12.6% 46.4% 41%
15539 10.3% 46.7% 43%
15256 11.1% 47.4% 41.5%
96761 25% 50.7% 24.3%
95691 26.4% 50.3% 23.4%
*To protect the privacy of students, the Department of Education suppresses sufficient information to eliminate the possibility that personally identifiable information
will be disclosed.
Graduation Type
Percentage of students satisfying the state testing requirements through different means.
School State Average
Regular students graduated by passing HSPA 98.9% 90.6%
All who graduated by passing HSPA 93.0% 82.5%
All who graduated via AHSA process 2.4% 9.4%
All who graduated exempt from passing HSPA 4.6% 7.7%
The percents appearing in the last three rows sum to 100%.
Scholastic Assessment Test (SAT) Results
Students
Taking Test Mathematics Verbal Essay
Percentile
Percentile
Percentile
Average Scores
Average Scores Average Scores
# % Score 25th 50th 75th Score 25th 50th 75th Score 25th 50th 75th
2009-10
School 594 85% 571 500 580 640 549 480 540 620 553 480 550 630
DFG 13080 87% 574 500 570 660 546 480 540 620 555 480 550 630
State 65673 66% 520 440 510 600 496 420 490 570 499 420 490 580
2008-09
School 508 76% 562 485 560 640 544 470 550 620 548 480 550 610
DFG 12223 82% 574 490 580 660 549 480 550 630 553 480 550 630
State 63618 63% 515 430 510 600 494 410 490 570 494 410 490 570
2007-08
School 626 89% 561 500 560 630 538 470 540 600 551 480 550 620
198

DFG 13776 93% 569 490 570 650 544 470 540 620 549 470 550 630
State 69478 73% 514 430 510 600 492 420 490 570 494 410 490 570
Advanced Placement Results
Test Name
# of Students
in Class
# of Students
Taking Test
Biology 80 69
Calculus AB 35 23
Calculus BC 20 19
Chemistry 66 49
Computer Science A 11 7
English Language &
Composition 86 77
English Literature &Compositi 52 37
Environmental Science 58 25
European History 19 14
French Language 19 15
German Language 9 5
Government & Politics Us 0 3
Human Geography 42 17
Latin: Vergil 0 1
Macroeconomics 31 12
Microeconomics 31 13
Music Theory 11 6
Physics B 17 5
Physics C Electricity & Magnet 33 26
Physics C Mechanics 33 26
Psychology 82 53
Spanish Language 36 31
Spanish Literature 7 7
Statistics 44 26
Us History 58 54
Total* 880 620
*The total number of students in class is a duplicated count as the same student may take
multiple AP classes.The total number of test-takers may exceed the number of enrollees
as students may take the test without taking the class.
Advanced Placement Results Summary
Number of test scores 3 or higher: 554
Advanced Placement Participation
for Grades 11 and 12
School State Average
2009-10 23.9% 19.9%
OTHER PERFORMANCE MEASURES
Attendance Rates 2009-2010 2008-2009
Percentage of students present on average each day. School State School State
Grade 9 98.9% 94.1% 97.4% 94.0%
199

Grade 10 98.8% 94.0% 97.1% 94.0%
Grade 11 98.5% 93.8% 96.9% 93.6%
Grade 12 97.8% 92.4% 96.0% 92.3%
Total School 98.5% 94.6% 96.9% 94.6%
Dropout Rates* 2009-2010 2008-2009
Percentage of students in grades 9-12 who dropped
out during the school year.
School District State School District State
White 0.6% 0.6% 0.9% 0.8% 0.8% 0.9%
Black or African American 5.4% 5.4% 3.7% 2.9% 2.9% 3.5%
Hispanic 4.0% 4.0% 2.9% 4.8% 4.8% 2.9%
American Indian or Alaska Native 0.0% 0.0% 1.0% 0.0% 0.0% 2.7%
Asian 1.4% 1.4% 0.4% 1.4% 1.4% 0.3%
Native Hawaiian or other Pacific Islander 0.0% 0.0% 1.3% 0.0% 0.0% 0.4%
Two or More Races 1.2% 0.7%
Male 1.5% 1.5% 1.9% 1.4% 1.4% 1.9%
Female 0.2% 0.2% 1.5% 0.8% 0.8% 1.4%
With Disabilities 3.0% 3.0% 2.7% 3.8% 3.8% 2.7%
Limited English Proficiency 11.1% 11.1% 4.0% 19.0% 19.0% 2.7%
Economically Disadvantaged 1.2% 1.2% 2.5% 1.9% 1.9% 1.9%
Total 0.9% 0.9% 1.7% 1.1% 1.1% 1.7%
*NOTE: These dropout rates are based on self-reported data from school districts.
Graduation Rates*
School District State
Class of 2010 (2009-10) 96.9% 96.9% 94.7%
Class of 2009 (2008-09) 97.4% 97.4% 93.3%
Class of 2008 (2007-08) 96.7% 96.7% 92.8%
*NOTE: These graduation rates are based on self-reported data from school districts.
Post-Graduation Plans
200

Percentage of graduating seniors pursuing various self-reported post-high school plans.
Intended Pursuits Class of 2010
Four-year College/University 75.5%
Two-year College 16.6%
Other College
Other Post-secondary School
Military 0.7%
Apprenticeship Program 0.3%
Employment 2.2%
Undecided 3.1%
Other 1.6%
Student Suspensions
Percentage of students who were suspended from the school
during the school year.
School
District
Average
State Average
2009-10 5% 5% 14%
2008-09 7% 7% 14%
2007-08 6% 6% 14%
Student Expulsions
The number of students who were expelled
during the school year.
School District State Total
2009-10 0 0 90
2008-09 0 0 35
2007-08 0 0 66
Staff Information
Student/Administrator Ratio
Numbers of students per administrator.
School State Average
2009-10 170.4 178.5
2008-09 165.6 176.4
2007-08 165.9 178.8
Student/Faculty Ratio
Numbers of students per faculty member.
School State Average
2009-10 10.7 10.8
2008-09 10.5 11.1
2007-08 10.6 11.1
Faculty Attendance Rate
Percentage of faculty present on average each day.
School State Average
2009-10 97.6% 96.0%
2008-09 97.8% 95.6%
2007-08 97.6% 95.9%
Faculty Mobility Rate
Percentage of faculty who entered and left the
school during the school year.
School State Average
2009-10 1.1%
2008-09 8.7% 4.0%
2007-08 2.5% 5.7%
201

Faculty and Administrator Credentials
Percentage of faculty and administrators possessing a bachelor's, master's, or doctoral degree.
BA/BS MA/MS PhD/EdD
2009-10 35.0% 62.4% 2.6%
2008-09 40.2% 57.8% 2.0%
2007-08 37.4% 60.6% 2.0%
National Board Certification
Number of teachers who have been certified by the National Board for Professional Teaching Standards.
School District State
2009-10 0 0
2008-09 0 0 93
2007-08 0 0 93
District Financial Data
Administrative and Faculty Personnel
In FTE (Full-time Equivalents).
# of Administrators # of Schools
# of Students per # of Faculty per
Administrator Administrator
District
State
Average District
State
Average District
State
Average District
State
Average
2009-10 20.6 17.3 1.0 1.6 145.6 130.0 13.6 11.7
2008-09 21.1 17.1 1.0 1.6 142.0 131.7 13.6 11.8
2007-08 21.1 17.1 1.7 0.0 0.1 13.4 11.7
Median Salary and Years of Experience of Administrative and Faculty Personnel
2009-10 2008-09 2007-08
Administrators
Salary - District $128,574 $124,209 $119,604
Salary - State $119,066 $115,729 $113,540
Years of Experience - District 27 27 26
Years of Experience - State 22 23 23
Faculty
Salary - District $62,746 $60,499 $58,413
Salary - State $66,220 $63,188 $60,930
Years of Experience - District 9 8 8
Years of Experience - State 10 9 9
202

Teacher Salaries and Benefits
Percents of teacher salaries and benefits of the total comparative expenditures. The percent increase or decrease
represents the expenditure change in teacher salaries/benefits from one year to the next.
% for Teachers Salaries/Benefits % Change - Increase/Decrease (+/-)
District State Average District State Average
2009-10 50% 52% 8% 5%
2008-09 50% 52% 8% 5%
2007-08 52% 53% 4% 6%
Administrative Salaries and Benefits
Percents of administrative salaries and benefits of the total comparative expenditures. The percent increase or
decrease represents the expenditure change in administrative salaries/benefits from one year to the next.
% for Administrative Salaries/Benefits % Change - Increase/Decrease (+/-)
District State Average District State Average
2009-10 7% 8% 7% 9%
2008-09 7% 8% 7% 9%
2007-08 7% 8% 3% 1%
Revenues
Percents of total revenues from various sources.
2009-2010 2008-2009 2007-2008
State
State
State
District Average District Average District Average
Local 81% 69% 80% 68% 90% 74%
State 11% 23% 11% 22% 12% 22%
Federal 1% 1% 1% 2% 1% 2%
Other 7% 7% 8% 8% -3% 2%
Per Pupil Expenditures
Two calculations of the average cost per pupil in the district.
(See #1 and #2 below).
2009-2010 2008-2009 2007-2008
District State District State District State
Budget Average Actual Average Actual Average
Classroom - Salaries and Benefits $8,196 $7,415 $7,596 $7,183 $7,188 $6,651
Classroom - General Supplies/Textbooks $446 $349 $365 $343 $394 $357
Classroom - Purchased Services and Other $190 $179 $155 $153 $138 $145
Total Classroom Instruction $8,832 $7,943 $8,117 $7,678 $7,720 $7,154
Support Services - Salaries and Benefits $2,858 $1,873 $2,694 $1,723 $2,487 $1,666
Support Services - other $180 $220 $155 $181 $168 $166
Total Support Services $3,038 $2,093 $2,849 $1,904 $2,655 $1,832
Administration - Salaries and Benefits $1,132 $1,191 $1,054 $1,113 $1,006 $1,084
Administration - other $299 $324 $196 $291 $304 $292
Total Administration Costs $1,431 $1,515 $1,250 $1,404 $1,310 $1,376
Op./Maint. of Plant - Salaries and Benefits $1,089 $918 $977 $832 $983 $817
Op./Maint. of Plant - other $1,173 $1,002 $940 $930 $1,007 $915
203

Total Operations and Maintenance of Plant $2,262 $1,920 $1,917 $1,762 $1,990 $1,732
Total Food Services Costs $0 $13 $0 $17 $0 $23
Total Extracurricular Costs $771 $790 $747 $738 $720 $698
(1)TOTAL COMPARATIVE COST PER PUPIL $16,487 $14,354 $14,741 $13,536 $14,520 $12,880
(2)TOTAL COST PER PUPIL $19,707 $16,937 $16,621 $16,039 $16,587 $15,161
(1) The Comparative Cost Per Pupil represents comparisons with districts of similar budget type. The
components that comprise the comparative cost per pupil are as follows: classroom instructional costs; support
services (attendance and social work, health services, guidance office, child study team, library and other
educational media); administrative costs (general administration, school administration, business administration,
and improvement of instruction); operations/maintenance of plant; food services, and extracurricular costs. The
total of these expenditures is divided by the average daily enrollment to calculate a total comparative cost per
pupil.
(2) Second is the Total Cost Per Pupil which, in addition to all of the costs listed above for the comparative cost,
includes costs for tuition expenditures and payments to preschool providers; transportation; other current
expenses (lease purchase interest, residential costs, and judgments against schools); equipment;
facilities/acquisition; and restricted expenses less nonpublic services and adult schools. The total of these
expenditures is divided by the average daily enrollment, combined with all students sent out of the district as
reported on the ASSA (annual state aid collection) to calculate a total cost per pupil.
Hunterdon Central Regional High School 2009-2010 School Report Card.(2010) New Jersey Department
of Education. Retrieved from: http://education.state.nj.us/rc/rc09
204

FACILITY USE
205

FACILITY USE
700 Level Window/Door Replacement Project – Funded through ROD (Regular Operating District)
Windows were replaced in the 700-Level building. The old windows were single pane with no insulation value.
The new windows are double pane with built-in venetian blinds. They are Energy Star rated, designed to
provide increased energy efficiency and sound reduction. New exterior doors with the same characteristics as
the windows were installed.
Boiler Replacement Project (upper boiler room) – Funded through ROD Grant
Three new high-efficiency boilers and a domestic hot water tank were installed in the upper boiler room of the
9/10 building. The system is controlled and monitored via an automated energy management system. This
project was funded through the ROD grant funds. The new boilers are designed to increase energy efficiency,
thus reducing utility costs.
Solar Project Power Purchase Agreement (PPA)
A 54 KW (kilowatt) rooftop solar energy system was installed on top of the 600-Level roof. This system
generates an approximate annual output of 67,900 kilowatt hours. The PPA transfers ownership to a third party
expert. In exchange, Hunterdon Central enjoys the benefits of the world’s cleanest source of energy with none
of the ownership burden.
A kiosk was installed in the lobby of the 11/12 building which allows students to monitor the energy being
generated from the solar array.
Lighting Retrofit Project – Funded through ROD Grant
All of the light fixtures in the field house, old wood gym, and the auxiliary gymnasium were replaced with high
efficiency lighting. The new light fixtures provide increased foot-candles while reducing energy demand. The
new lighting system was interfaced with automated controls to minimize the amount of lights needed based on
occupancy.
300 Level Corridor Improvement Project
The old green lockers in the 300-Level corridor were refurbished and painted red. The refurbished lockers
provide better accessibility and storage for students. The old green tile was painted with an epoxy finish to
brighten the hallway.
Paint/Floor Covering Replacement.
As per the five-year Comprehensive Maintenance Plan, various rooms/areas were painted, and carpet and floor
tiles replaced.
206

USE OF FACILITIES BY ORGANIZATIONS FROM JULY 1, 2010 THROUGH JUNE 30, 2011
NAME OF ORGANIZATION CONTACT PERSON AREA UTILIZED COST
4H Dinner Sherrie Peterson Commons $75
5-6-7-8 Dance CharissaPokokuha Auditorium $1,764
5-6-7-8 Dance CharissaPokokuha Auditorium $2,485
8th Grade Parents Night D. Prutow Auditorium N/C
9th Grade Visitations D. Prutow Commons N/C
AAU Basketball R. Armelino Gyms $1,350.00
ACT Testing D. Prutow 600 rooms N/C
Actors (Kara) Kara Dejesus Little Theater $410.00
Adult Education Classes Denise Karcena Miscellaneous rooms N/C
All Sports Boosters Banquets Miscellaneous Commons N/C
All Sports Boosters Meetings Miscellaneous Cafeterias N/C
Anderson House Show J. Hendricks Auditorium $125.00
Antique Show (Boosters) E. Winebrenner Fieldhouse/Commons N/C
Archives Mtg. Harlene Rosenberg IMC NC
Athletic Activities Bob Rossi Sports N/C
Awards Night D. Prutow Auditorium N/C
Back to School Night C. Steffner Entire Building N/C
Back to School Night C. Steffner Entire Building N/C
Band Banquet MaryJane Thomas Fieldhouse NC
Band Competition R. Kenny Football field/café N/C
Band Parents Meeting Mary Thomas Band Room N/C
Basket Bingo MaryJane Thomas Commons N/C
Basketball Camp Amy Cooke Fieldhouse $100.00
Basketball Open Gym Brian Glennon Wooden Gym N/C
Basketball Tournament K. Terhune Fieldhouse $1,100.00
Broadway Bound Dance Auditorium $1,895.00
Cabaret Will Magalio Auditorium N/C
Cheer Competition Boosters Club Fieldhouse N/C
Children’s Play Greg Bernet Little Theater N/C
Choral Concert Hillary Colton Auditorium N/C
Choral Meetings Hillary Colton Room 519 NC
Church of the Holy Spirit Aud.- Concert $400.00
College Admissions Night D. Prutow Commons N/C
College Planning Night D. Prutow Little Theater N/C
College/Career Night D. Prutow Fieldhouse N/C
Color Guard Elise Bestreski Music Bldg. NC
Computer Applications Jackie Cole Rooms 200,300,305 N/C
Connell Dance Mimi Connell Auditorium $1,495.00
Dance Unlimited Gina Regan Auditorium $1,286.25
Diamond Nation Baseball Mike Raymond Varsity BB Field NC
District Wrestling Boosters Club Fieldhouse/Commons NC
Downtown Players Ginny Brennan Little Theater $350.00
Drum Corps Elise Bestreski 100 rms, gyms, turf $1,138.00
Electrical Training Peter Motta Cafeteria 173 $200.00
Elks Wrestling Matches Ellen Contrera Fieldhouse/Commons $1,100.00
Elks Wrestling Practices Ellen Contrera Fieldhouse/Commons N/C
207

Elks Wrestling Practices Ellen Contrera Fieldhouse/Commons N/C
ESL/CWS Classes Kris Myers Room 306 NC
ETTC Courses Gail Berarov Miscellaneous rooms N/C
FAF Night D. Prutow Little Theater NC
Falcon Football Ray Hatton Football field $980.00
Field Hockey Pasta Party Boosters Club Caf. 173 NC
Flemington Rec BKB Gretta Kenny Gyms $3,740.00
Flemington Soccer Jon Carbone Turf Field $500.00
Football Club Matt Perotti Field,Track,Weight Rm. N/C
Football Dinners Matt Perotti Caf. 173 NC
Girl Scouts Dance C. Bendall Commons $100.00
Grade School Graduation
Kathy Hollinger Fieldhouse N/C
(Readington Twp.)
Grade School Visits Ed Brandt 9/10 Campus NC
Gymnastic Pasta Dinner Boosters Club Commons NC
Hall of Fame Dinner Foundation Commons NC
Harmonizers Ron Newsome Auditorium $587.50
HCIWT Tourney Wrestling Boosters Fieldhouse NC
Healthquest Dance MaryAnn Barraco Auditorium $1,845.00
HMC Show Kathleen Selig Auditorium $100.00
Homecoming Fest Ashley Walulak Turf field NC
HOPS Programs Steve Carroll Fieldhouse/Fields NC
HSPA Classes MichelineLerch Rooms 821, 920 NC
HSPT Tutorials T.Smith/Lerch Rms.821,822,823,920 N/C
Hunterdon Symphony Nancy Roth Room 501 NC
Hunterdon Symphony Nancy Roth Auditorium $400.00
Instrumental Concert Bob Kenny Auditorium NC
Inzane Theater Laurie Zane Little Theater $565.00
Islamic Dinner YaserElMenshawy Commons $410.00
Jennie Haver Revue Will Magalio Auditorium NC
Jr. Legion Baseball Mark Rehl Varsity BB Field $100.00
Jr. Parent Night D. Prutow Auditorium NC
Just Friends (Partnership) Kim Dubiel Room 700 NC
Karaoke Night NHS Advisors Little Theater NC
Lacrosse Pasta Dinners Boosters Club Commons NC
Last Band Standing Dan VanAntwerp Auditorium NC
Legion Baseball Steve Farsiou Varsity BB Field $100.00
Lower School Play Greg Bernet Little Theater NC
Marching Band Rehearsals Bob Kenny Music Bldg. NC
Mr. Central Ashley Walulak Auditorium N/C
Musical Gail Enterline Auditorium NC
New Staff Meeting Marshall Sigall Commons, Room 807 NC
New Student Orientation A. Waluluk Commons/L.T. N/C
NHS Inductions Auditorium NC
Open Gym - BKB Boosters Amy Cooke Wooden Gym N/C
Orchestra Camp Will Magalio Music Bldg. NC
Orchestra Parents Meeting Will Magalio Room 504 N/C
Physical Night Bob Rossi Commons NC
Poetry Reading (Readington) Pat Garay Little Theater $100.00
Polytech Program Dan Kerr Commons NC
208

Program of Study Night D. Prutow Aud. NC
Project Adventure Sandy Chronic Fieldhouse/Outside NC
Project Graduation Meetings D. DelTemple Soph. Caf. NC
PSAT Testing N. Bennett Soph. Hall Rooms NC
Radio Control Club Room 700 $125.00
Readington Youth BKB Greta Kenney Gyms $750.00
Region Wrestling Boosters Club Fieldhouse/Commons N/C
River Ballet V. Szeplaki Auditorium $325.00
Rotary Pancake Breakfast Lisa Brady Commons/700 Rooms N/C**
Rotary Soup Cook Off Lisa Brady Commons N/C
RVCC D. Stevens Room 210 N/C
SAFE Program J. Dilts Auditorium $200.00
SAT Review Class N. Bennett Soph. Hall Rooms NC
SAT Testing Nancy Bennett 11/12 campus rooms N/C
Science Night Ken Micai Commons, 900 Rms. N/C
Sending District BKB B. Rossi Fieldhouse/Commons NC
Senior Citizens Luncheon Sal Randasseze Commons N/C
Shannon Daley BKB Paul McGill Fieldhouse $432.00
Show Biz Kids Nancy Lihan Auditorium $1,425.00
Show Biz Kids Nancy Lihan Auditorium $1,670.00
Soccer Dinners Boosters Club Caf. 173 NC
Speed and Agility Training Doug Stellman Turf/Track Area NC
Sr. College Night D. Prutow Auditorium N/C
State Gymnastics Boosters Club Fieldhouse NC
Summer Band Camp Bob Kenny Yale, Caf., Turf NC
Summer School Donna Puluka Rooms 809,811,813 NC
Symphony Parents Mtg. Magalio Room 504 NC
Twilight School Mike Parise Rms. 809,823,821 NC
Upper School Play Greg Bernet Little Theater NC
World Language Inductions Lynn Luster Commons N/C
Bold indicates that we have not
received payment as of June 28,
2011.
209

210