Hunterdon Central Regional High School

Hunterdon Central Regional High School
84 Route 31, Flemington, New Jersey 08822-1239 Lisa A. Brady, Ed.D., Superintendent
(908)782-5727 FAX (908)284-7138 Ray Krov, Business Administrator / Board Secretary
Dear Hunterdon Central Board of Education:
Each year, as required by policy, the Superintendent is required to submit an annual report to the Board
of Education. The Superintendent Report is a wonderful opportunity for our entire organization to reflect
on the work that has been done over the past year, and share our many initiatives and accomplishments
with you.
This year, as part of our District-wide initiatives to “go green” and “paperless,” the Superintendent’s
Report is being sent in electronic format. This format will decrease the cost for paper and printing, and
will also allow us to post individual department highlights to each department webpage on the Hunterdon
Central website. It will also allow us to provide a link to the entire report from our website so that
interested community members, alumni and friends can also take a look at the exciting things being
explored and accomplished by our Hunterdon Central staff and community.
I hope that you find this new format easy to use and that the information is interesting and helpful in your
role as a member of the Hunterdon Central Board of Education!
Sincerely,
Lisa Brady, Ed.D.
Superintendent

HUNTERDON CENTRAL
REGIONAL HIGH SCHOOL
DISTRICT
ANNUAL REPORT
of the
SUPERINTENDENT
SCHOOL YEAR 2009-2010
Respectfully submitted by:
Dr. Lisa A. Brady
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SUPERINTENDENT’S REPORT 2009-2010
District Accomplishments 2009-2010
Curriculum
Athletics
Broadcasting Technology
Business Education
Counseling Services
Design and Applied Technology
English
Family and Consumer Science
Fine Arts
Instructional Media Center
Mathematics
Science
Social Studies
Special Services
World Language
Information Systems
Professional Development
Human Resources
ETTC/Academy
Grants
Random Drug Testing
HCTV
Nursing Services Plan
Annual Insurance Report
Theater Use
Transportation
Student Activities
SBAT
Class of 2010 Colleges
School Report Card
Facilities
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DISTRICT ACCOMPLISHMENTS 2009-2010
Defining the Mission/Vision and Student Achievement
As part of our work on the new requirements for the district’s professional development plan, we
embarked on a quest to revise the district mission/vision to reflect the shift toward 21 st Century
teaching and learning. The work included garnering input from teachers, students and parents
regarding “Hunterdon Central’s definition of student achievement” from which all teacher and staff
professional development would be linked. The following definition emerged from this work: 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 the curriculum as defined by the
State of New Jersey.
In addition, the following Mission Statement was developed:
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.
Faculty Meeting Redesign
This clarity around both student achievement and the revision of the Mission Statement provided the
framework for professional development and especially, the model that was used for teachers to
collaborate across disciplines in learning groups during what was formally “faculty meeting” time.
With meeting time at a premium, the administrative team felt that the kind of information traditionally
shared at faculty meetings could be done electronically and that the faculty meeting time would be
better served as a professional development opportunity.
Faculty were assigned to cross-disciplinary, collaborative learning teams in September and the teams
met each month to read and discuss professional literature, engage in professional dialogue around 21 st
Century skills and how to integrate them into the curriculum as well as develop an artifact or project to
reflect the work done by their group over the course of the year. The artifacts were presented to the
entire staff in May during one of the half days generously provided by the BOE for additional
professional development. All of the work of the groups is available for all staff on the 21 st Century
Moodle Site which serves as a great resource for the teachers as well as a collection spot for the blogs,
wiki spaces, videos and other artifacts produced by the groups.
The district will continue to use this model for the 2010-2011 school year and the professional
development framework is being developed this summer and throughout the year by the Faculty
Meeting Planning group which consists of administrators, teachers and member of the Professional
Development Committee.
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Student 1:1 Pilot Project and 21 st Century Teaching and Learning
Student 1:1 computing is a transformational idea that was piloted and implemented at Hunterdon
Central during the 2009-2010 school year. The Twenty-First Century is a time of remarkable
technological change. We have witnessed the rise of a truly interactive World Wide Web where people
of all ages and interests can create content and share their ideas. This connectivity has ushered in an era
of communication and collaboration that our society has only begun to understand. Transformational
tools such as blogs, wikis, podcasts, RSS feeds, social networking and simulations make sharing
information and interacting with others easy and efficient. Wikipedia, You Tube, My Space, Amazon,
EBay, IM and Second Life are just some of the high profile examples of the types of technologies that
are connecting disparate people in communities of work and play.
This world-wide shift has manifested itself at Hunterdon Central in many ways, including a classroom
model that equips each room with at least six computers, a wireless projector and multimedia sound, a
teacher tablet PC program, monthly technology professional development meetings, a summer
technology academy and a teacher technology self-reflection survey that informs the development of
professional improvement plan goals. A 1:1 student computing environment, in which each child has a
computer for use at school and at home, would build upon this existing foundation in many ways. First,
it would enhance the classroom environment by giving every student access to powerful tools
throughout the school day. Second, it would give students the same kind of technologically rich
environment at home that they receive at school. A 1:1 program allows student to begin to spend their
class time and homework time operating in the same kind of information rich environment that they
will use after graduation. This gives students enhanced opportunities for leadership, increases the level
of possible personalization and enhances the environment for teaching and learning.
We believe that it is critical that schools take the lead in producing technologically rich learning
environments since many students, despite their facility with basic technological tasks, do not
understand how to leverage these resources into powerful learning tools. Students need the same kind
of scaffolding for their technology use that they receive in many other areas. They need to learn how to
operate safely online, how to create an age-appropriate online presence, how to connect with other
people to further their learning, how to filter the torrent of available information and how to contribute
meaningfully to the world through their online activity. We believe that a well-implemented
student 1:1 program will measure the same increase in student technological skills and
understanding that we have traced during the past few years in our teachers and will better prepare
them to compete in the Twenty-First Century.
During the 2009-2010 school year, 17 teachers and over 300 students participated in the 1:1 pilot
project. The data collected as related to their experiences has been exciting and powerful for both
teachers and students. During the summer of 2010, an additional 27 teachers were trained and the pilot
will be expanded to include over 1,000 students.
High School Redesign Initiative
This past school year, Hunterdon Central continued to be one of only 14 school districts in the State of
New Jersey to participate in the High School Redesign Initiative in conjunction with the NJ DOE. The
district was first “tapped” to be part of this project in the fall 2008. The superintendent chaired this
effort and the Hunterdon Central team comprised of Lisa Brady, Chris Steffner, Rob Mancabelli, Chris
Bellotti, Claire Curry, Carol Kelley, student – Erin Killmurray and parent – Sue Tingley have worked
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to monitor the student 1:1 pilot project as an exemplar program aligned with the State of New Jersey’s
Essential Elements for 21 st Century Learning.
In June, the district was notified that the State of New Jersey had selected Hunterdon Central to be the
“model” district for exemplary practices related to 21 st Century High School Redesign. The State sent a
video team to the school and various members of the staff and students were interviewed about their
experiences with the 1:1 Pilot Project. Our efforts have positioned the district as a “leader school” in
New Jersey for successful approaches to 21 st Century School reform efforts. The video program will be
shared will all high schools this fall by the DOE, along with information abut the design, development
and deployment of the Hunterdon Central vision for the 21 st Century Learning.
21 st Century Skills Initiative
This has been the major focus of the district vision developed for the next five years. Aligned with the
State of New Jersey Core Reform Plan, the early stages of this total school reform effort were shared
with the BOE at our August 2009 BOE/Administrator Retreat. This focus has been the single biggest
challenge for our school in many years. In order to meet the challenge surrounding the incorporation of
21 st Century skills into the fabric of teaching and learning for Hunterdon Central, the leadership team
has designed an imbedded professional development program which is being touted as a model
program both in New Jersey and outside of our immediate state. Invited to be presenters at the
University of Pennsylvania’s prestigious Ethnography Conference, we are among few school districts
in the country chosen to present our professional development model. The members of the
administrative team are emerging as highly sought after presenters at conferences across the state and
are sharing their knowledge and expertise with their colleagues across the country.
The district continues to explore challenges related to the implementation of Professional Learning
Communities as required by the State of New Jersey’s Professional Development mandates, and we
embrace the reasons for this important shift. Requiring significant changes to the schedule for most any
school, we have reconvened the School Schedule Task Force to help the district explore how we can
meet these new challenges related to the creation of “time” for both teacher training and the expanded
learning opportunities for students.
QSAC Monitoring
The district successfully deployed the extensive review necessary to comply with the QSAC
monitoring mandate from the State of New Jersey. In addition to the actual site visit which occurred on
January 12 and 13, an exhaustive review of each area took place beginning in the summer. The
superintendent coordinated the QSAC monitoring with the assistance of members of the administrative
team and Claire Curry as the liaison for the BOE. The QSAC Committee met numerous times during
the month of November to oversee each area of monitoring and review all of the required
documentation for each DPR. The results of the monitoring were reported in February and the district
successfully passed the monitoring and was cited as a high performing district by the State.
Grade Scale Changes
This was a challenging and important undertaking that began with forming the Grade Scale Committee
in the Winter 2009. Comprised of administrators, teachers, students and a parent representative from
Family School Council, the committee spent several intensive months studying the grade scales used
by other high performing high schools across the country as well as other schools in Hunterdon Central
DFG. Issues with Hunterdon Central’s grade scale have persisted for years and the BOE had requested
that the district tackle this initiative as part of their concerns when the superintendent was hired.
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At the end of the 2009 school year, the Grade Scale Committee made recommendations to the
superintendent. These recommendations were shared with the administrative team as well as the BOE
Curriculum Committee. The Curriculum Committee endorsed the proposed changes and the
superintendent spent three months engaging teachers, students and parents with meetings designed to
share this proposed changes and address concerns. The new grade scale was approved by the BOE in
January 2010 for implementation beginning in September 2010.
Hunterdon Central Regional High School
New Grade Scale effective September 2010
Grade Numeric GPA WGPA-HNS WGPA-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
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
Unit Lunch
After a successful pilot of the Unit Lunch schedule during the fourth quarter of last year, the district
completed its first full year of implementation. The Unit Lunch schedule has been extremely
successful by all accounts; measured both anecdotally and also via staff and student survey.
Pomptonian, our food services provider, has been extremely cooperative with the Unit Lunch schedule
and food sales have remained strong even with the new approach.
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Shared Services Opportunities and Revenue Generating Partnerships
Transportation
Hunterdon Central continues to successfully share transportation services with Flemington-Raritan and
East Amwell.
In addition to East Amwell, Hunterdon Central now shares three routes with Delaware Township
Township. Although arrangements with Delaware are more complicated due to the fact that Delaware
currently runs its own transportation service and has drivers already employed by the district (making
sharing services more challenging), there is continued interest on both sides to look toward an eventual
transportation merger.
Technology Revenue Generating Partnerships
From 2003 to 2009, the Information Systems department has established shared services with schools,
corporations, non-profit entities, parents, students and the local community. These shared services are
intended to:
• decrease the cost of services by lumping together like services for several entities;
• generate a consistent, external revenue stream that will make the District’s technology
programs more sustainable;
• receive discounts on critical products and services by forming strong relationships with
corporate vendors;
• gain recognition for the District through winning grants and serving as a national
technology site for professional development and services;
• influence the shape of technology and education through relationships with non-profit
entities that are involved in policy making at a national level;
• improve educational outcomes for students by providing key services that could not be
provided by a single school.
The District began selling student information system services in 2005 and the following schools
currently use these services (in alphabetical order):
• Delaware Township School
• East Amwell Township School
• Ethel Hoppock Middle School
• Hunterdon County Polytech
• Lambertville Public School
• New Foundations Charter School
• South Hunterdon Regional High School
• Thomas B. Conley Elementary School
• West Amwell Township Elementary School
Sending District Outreach Programs
A number of activities are hosted each year and coordinated by the Administrative Team and other
members of the staff. For the 2010-2011 these activities included:
• Halloween High School
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• Grade 4 & 5 Activity Night
• Family Science Night
• Grade 8 Parent Sports/Activity Night
• Grade 6 & 7 Activity Night
• Kids Vote
ELL Parent/Community Outreach Program
This past year, we were able to successfully partner with representatives from Hunterdon Hispanos to
expand our ELL parent outreach in meaningful ways. With the help of Community Leaders Ken and
Flor Sanchez, two well attended Saturday parent programs were held at Hunterdon Central. The school
staff was able to work collaboratively with our ELL parents in the planning and design of the academic
programs for their children and parents were able to share their concerns directly with the school
administration. This parent outreach is important as part of our community connections with the ELL
community as well as required by the NCLB legislation.
Staff Wage Freeze
It is important to note that for the 2010-2011 school year, the entire staff of Hunterdon Central became
one of the first school districts in the State of New Jersey to voluntarily agree to a wage freeze in an
effort to save the jobs of their colleagues and provide relief to local taxpayers. This effort was made
possible by the collective efforts of the administrative team and the administrators and teachers
association. The senior administrative team agreed to a wage freeze for the second year in a row,
making our team one of the only groups of senior administrators to take this kind of action in an effort
to cut costs and provide incentives to local taxpayers to pass the school district budget.
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CURRICULUM
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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), Golf (G), Cheerleading, Fencing Squad Foil (B)
NJSIAA Tournament of Champions Participants
Gymnastics
NJSIAA State Team Championships/Runner-up
Wrestling
Sectional Championships/Runner-up
Champions: Golf (B), Golf (G), Wrestling
Runner-up: Gymnastics
District Championships
Wrestling
Skyland Conference Champions - Delaware Division
Football, Gymnastics, Softball, Bowling (G), Golf (B), Golf (G)
Hunterdon/Warren/Sussex Champions
Baseball, Golf (B), Lacrosse (B/G), Softball, Swimming (B/G), Volleyball (G), Cheerleading,
Golf (G)
Central Jersey Girl’s Golf League
Golf (G)
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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
We compete on 3 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 2 levels (Varsity and JV) in the follow sports:
Gymnastics (G), Tennis (B/G), Wrestling, Volleyball (B), Cheerleading, Ice Hockey
We compete on 1 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)
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SPORTS PARTICIPATION – 2009-10
No. of Students
on Eligibility
List
No. of
Students
Completing
Season
FALL SPORTS
Cross Country (B) 90 72
Cross Country (G) 38 32
Field Hockey 71 58
Football 213 137
Gymnastics (G) 23 18
Soccer (B) 117 83
Soccer (G) 100 64
Tennis (G) 34 26
Volleyball (G) 60 35
Cheerleading 58 53
Season Totals 804 578
Basketball (B)
Basketball (G)
Bowling (B)
Bowling (G)
Cheerleading
WINTER SPORTS
83 51
47 36
13 13
9 8
54 53
Fencing (B)
34 28
Fencing (G)
24 22
Ice Hockey
50 38
Swimming (B) 29 26
Swimming (G) 30 22
Winter Track (B)
87 75
Winter Track (G)
86 49
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Wrestling 68 48
Season Totals 614 469
SPRING SPORTS
Baseball 104 62
Golf (B) 21 12
Golf (G) 16 17
Lacrosse (B) 84 79
Lacrosse (G)
63 59
Softball 60 48
Tennis (B) 28 24
Track (B) 183 148
Track (G) 133 125
Volleyball (B)
42 33
Season Totals 734 607
TOTALS 2152 1654
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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 159
Juniors
294
Sophomores 317
Freshmen
389
Total 1159
Participation By Grade
No. of
Sports
Seniors Juniors Sophomores Freshmen TOTALS
3 10 12 24 31 77
2 49 59 106 127 341
1 100 223 187 231 741
Participation Totals
3 Sports 77 x 3 231
2 Sports 341x 2 682
1 Sports 741 x 1 741
Total
1654
Staff Development
The Athletic Department consists of 95 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 2010-11 school
year except for:
Head Coaches: Golf (G) (1)
Assistants in: Fencing and Track & Field (B/G) (2)
We are currently working on finding replacements.
Due to budget constraints in the 2010-2011 budget, we will be reducing our coaching staff as follows:
Lacrosse (B) -1, Lacrosse (G) -1, Swimming (B/G) -1, Fencing (B/G) -1 and Bowling (B/G) -1.
All Freshman Scrimmages, Home and Away, with Conference games only where applicable.
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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
Ludwik Lubaszka
Cross Country
(B)
40 337-80-2
Ludwik Lubaszka
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
Lydia Siipola and Mike Raymond NFHS Sectional Coach of the Year.
Lydia Siipola Girls Golf Coach was named by The Courier News and The Star Ledger
as Coach of the Year.
Larry Ries Boys Golf Coach was named The Star Ledger Boys Golf Coach of the Year.
Students - Special Recognition – Champions
Updated throughout the year on the Athletic Department’s webpage.
V. Athletic Department Accomplishments
The Athletic Department has implemented the new scheduling program Schedule Star which
in-turn ties into highschoolsports.net. The 2010-11 Sports Schedules are being put in place
through Schedule Star. Athletic schedules are set with the exception of scrimmages and
independent games being contracted for all sports.
This was a transitional period for the Athletic Department with the replacement of Mary Kay
Bauman in October and the hiring of new secretary Michele Bracco.
The Athletic Department/NJSIAA start dates for next year will be August 16 th for Football,
August 18 th for Tennis and August 21 st for all other sports.
Recommendations for the 2010-11 School Year:
Improvement and upgrading of the following athletic facilities:
• Softball barrier fence through Softball’s Booster Club.
• Baseball finishing infield project through Baseball’s Booster Club.
• Gear Boss Storage - Field House 2 nd Phase (5 boxes).
• Replacement of Gymnastics Floor Exercise Apparatus.
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• 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.
• Transfer Budget into an excel worksheet.
• Electronic Athletic Change Sheets.
• Monthly Transportation Report by Schedule Star.
• Reduction of Trips/Costs.
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BROADCASTING TECHNOLOGY
Curricular Highlights
This year marked the beginning of the TV1 MOODLE Site. The first six units of the course are now
online and students were able to access course materials and handouts at home. TV1 students this year
produced short documentaries as their individual projects. These projects enabled students to improve
their research skills as well as their writing and TV production skills. The TV2 curriculum was
changed to focus on two major projects; each class member was required to produce a public service
announcement for the non-profit organization or cause of their choice. The second project involved the
entire class designing and producing a short film. This collaborative work showed how creative a class
could be when working together on a common cause. It involved people outside the class as well,
which showed students the value of working globally (even if on a small scale). At the end of the
semester, each student was able to produce an interactive DVD containing all of the class projects.
Both Radio I & II classes focused more on creating production pieces for the station. Student created
promos and sweepers which will be added to the station’s rotation for airplay.
Staff Development
John Anastasio:
• Attended a seminar at The College of New Jersey titled "Utilizing Technology in the
Classroom to Increase Student Achievement", presented by Dr. James Gamble. The seminar
covered the subjects of Education in the Future, The Multiple Roles of 21 st Century Learners
and the design of technology plans for school systems.
• Attended a seminar sponsored by the NJEA on how to be an effective leader.
• Participated in the 21 st Century Skills collaborative group.
Jeff Lazovick:
• Participated in the 21 st Century Skills collaborative group.
• Attended the two week new teacher orientation as well as the new teacher ETTC classes
throughout the year.
• Attended the state run alternate route classes from September through May.
Staff – Special Recognition
John Anastasio:
• Produced a short DVD honoring Board member Joan Wolsiefer which was shown at the
Hunterdon Central Foundation dinner in the Spring.
• Continues to serve as the FCC-licensed Chief Engineer of WCVH-FM and also serve as the
HCEA representative to the Executive Council for the IMC, Communications and Music
Departments.
• Served as faculty advisor to the Video Production Club.
• Designed the sets for both the upper school play and the school musical, both of which were
very successful and received good feedback from the audiences.
• Revived his role as John F. Condon in the "Trial of the Century" here in Flemington.
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• Chosen to serve on the Alumni Council Board of Directors for the College of New Jersey and
serve on the Executive Board of the Music Alumni Chapter of that Council; designed their
website and serve as the webmaster for that organization.
• Serves as a board member of the Greater Trenton Symphony and was honored again to be their
Master of Ceremonies for the annual New Year's Gala at the War Memorial in Trenton. This
year is also his 37 th year as a member and director of the Shakespeare '70 production company,
which was named this year as the resident theater company of TCNJ.
• Member of the American Federation of Musicians, ASCD, The Audio Engineering Society and
the Society of Motion Picture and Television Engineers.
Jeff Lazovick provided radio studio tours to six Boy Scout troops to enable the members to earn a
merit badge.
Students – Special Recognition
Four students of the TV 2 class have chosen to continue their study of the field by taking Independent
studies during the 2010 – 2011 school year. Nick LoSardo, a student in TV2, was the winner of the
annual "Shorty" award, given by the Video Production Club.
In total there were eleven after school radio shows hosted by twenty-five radio students. Two lucky
students broadcasted live from Hunterdon County’s Soup Cook Off, sponsored by the Rotary Clubs of
Hunterdon, where they interviewed cooks, judges and guests. Another radio show hosted a country
singer live in studio, where she performed a few live tracks and was interviewed about her inspiration
and upcoming CD. Students also broadcast every Central football game.
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BUSINESS EDUCATION
Curricular Highlights
Teachers have continued to refine the new Computer Applications curriculum, Leadership &
Philanthropy materials, Introduction to HTML Web Design and Accounting II materials.
More 21 st Century Skills were incorporated into classes, while continuing to adapt the ESL Computer
Applications course for the level of students enrolled this year.
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)
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, Nancy
Stevens, Sue Ryan, Annette Vasquez and Bill Shaver.
Guest Speakers visited Criminal Law classes including a police officer, corrections officer, IRS
investigator and lawyer/county prosecutor.
Advanced Web hosted guest speakers including a freelance web designer, corporate web designer and
technician.
Revised E-ssentials units and incorporated many new projects and hands on activities.
Math Applications class researched the tax structure for several countries overseas. The purpose of this
activity was so the students could learn about how different tax structures could impact them should
the company they work for in the future relocate them internationally on a permanent or long-term
basis.
Math Applications class hosted guest speaker Gary Newborn who spoke with the students about the
topic of insurance and risk management.
Introduction to HTML & Web Design students learn the basics of web design. They create websites
using HTML coding and Microsoft FrontPage. Students created a final project which was a website all
about them and published 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 learned how to create a variety of multimedia such as: flyers and
newsletters. They also learned image editing using PhotoShop, podcasting, and creating and editing
videos. Students created and edited a five minute video for their final project using Adobe Premiere
during the last week of the class. This was their favorite assignment. On exam day, students presented
their videos to the class at “The Golden Paper Cup Award Show.” Students have a chance to vote for
their favorite video created by a classmate in the People’s Choice.
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Entrepreneurship students learned the basics of small business management and ownership including
what is needed to start a new business.
Civil Law students learned information on topics such as marriage, divorce, credit, contracts and wills.
This information is applicable to student’s lives regardless of their future career plans.
Staff Development
Julie Nealon:
• Participated in the Invest workshop
• Attended an ETTC course – Questioning Strategies
• Participated in the District Vision Workshop
• Taught Excel for the short skills sessions.
Joanne Rainforth:
• Financial Education Showcase
• JumpStart National Educator Conference
• InVest Teacher Conference
• Peer Coaching I
• Young Men Behaving Badly – ETTC course
• Working with Difficult Students
• Fundamentals of Service Learning
• Work-Life-Balance Time Management
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.
Erin Ingaslbe:
• Participated in all Short Skill Sessions after school
• Contributed to the development of 21 st century skills in small groups
• Became a mentor in the teacher-student mentor program and attended classes.
Carlos Moscoso:
• Attended the National INVEST Teacher Workshop in Washington, D.C.
• Attended the Personal Financial Literacy Workshop offered by the New Jersey Department of
Education.
• Mentoring program of ELL students through counselor Linda Childs.
• Will continue devoting time next year to those students who wish to be mentored.
Samantha Dailey participated in the following:
• Revised Computer Applications Curriculum
• Moodle Training
• Movie Maker
• Measurable PIPs
• Designing Assessments
21

• Work Life Balance – July 23
• Digital Photography
• Interview for Staff In-service Presentation on 21 st Century Learning Skills
• Pilot 1 to 1 Program –
• Project Based Learning Workshop provided by State Dept. of Ed.
• Served on Educational Technology Committee
• Served on Educational Technology Plan Committee
• NJ State Conference on Technology Standards
• AVID Visitation
• School Schedule Task Force Committee
• ETTC Course– Adobe Premiere
• Short Skills Session -- Makin’ Movies with Movie Maker – 2 sessions
• Short Skills Session – Screencasting – 2 sessions
Staff – Special Recognition
Julie Nealon:
• Served as the Peer Leadership Club co-advisor
• Received numerous emails from parents thanking her for helping their children.
• Accepted the challenge of co-teaching the Leadership and Philanthropy class and again when
accepting a mid-year schedule change. When posed with the question of taking on a course she
had not taught because of an unexpected change, she considered the needs of the students and
district above the considerable time she would need to devote to prepare for the challenge.
Erin Ingalsbe served as the Habitat for Humanity advisor with 150 student members.
Joanne Rainforth served as a mentor teacher to Carlos Moscoso during his first year as an alternate
route teacher.
Samantha Dailey participated in HCRHS 1-to-1 Pilot Program
Students – Special Recognition
• Organized Mr. Habitat competition and 3 successful builds on Saturdays
• Organized and ran 3 successful fundraising events
• The students in the Leadership and Philanthropy class raised over $2,500.00 for the ARC and
Fisherman’s Mark, bringing awareness of these organizations to the school community.
• The Leadership & Philanthropy class was recognized by the United Way and the state
legislature for their efforts to help the United Way.
• The Peer Leadership Club students raised over $500 for the American Cancer Society along
with providing service to the community.
• Vincent Romano was recognized with the annual William M. Colantano, Jr. Award
22

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.
The senior counselors and counseling secretaries approved 3600+ student transcripts to be sent to
colleges and universities via Docu-fide, 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 post-secondary plans of the approximately 750 class of
2010 graduates are:
4-year colleges = 77%
2-year colleges = 16%
Other = 7% (military, career education, employment, etc.)
The Class of 2010 collectively earned $4,721,276 in scholarship funds. In addition, 705 requests were
processed for post graduate transcript services.
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Staff Recognitions:
College and Career Counselor Jennifer Nuechterlein was one of two high school counselors elected to
serve on the New Jersey Association for College Admissions Counseling Board as a High School
Representative.
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.
Girls State:
Madeline Valinski
Amanda Morillo
Lauren Dodge
Alternate: Kaitlin Callahan
Boys State:
Jack Cunningham
Tim O'Hearen
Jeremy Neumann
The following, class of 2011, students were accepted into The Governor's School of New Jersey for a
summer 2010 residential leadership program.
School in the Sciences: Ishaan Desai, Brian Dawes
School of Engineering: Nicholas Phillips
Hunterdon Central students recognized for “exceptional academic promise” by the National Merit
Scholarship Corporation:
Finalists
James J. Andersen
Kevin K. Duh
Archan J. Hazra
Rachel E. Miller
Semi-Finalists
Eric S. Qian
Commended
James P. Bowen
Kristen T. Calabro
Adam R. Cavender
Clarissa Chu
Rebecca V. Comella
Kyle S. Conover
Genevieve E. Daly
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Aleena J. Ferreira
Athena I. Ierokomos
Arjun Janakiram
Neha Kayastha
Erin R. Killmurray
Michael J. Latimer
Garrick C. Lau
Alex M. Levine
Danielle V. Miller
Matthew C. Razza
David E. Riche
Samantha L. Towle
Amy K. Waterhouse
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 sixty to eighty 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 2009-2010 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. Both the SAT and the ACT exams have a special testing accommodation called a “School
Tester.” The students who are school testers have disabilities which do not allow them to take the test
with the other students at a center based test. This year we conducted 5 single administrations for our
students.
Registration of new students:
Below is the number of students who registered to enter Hunterdon Central Regional High School for
attendance during the 2009-2010 school year.
9 th grade: 40: 9 Special Ed; 2 ESL
10th grade: 36: 6 were re-entering; 8 Special Ed; 3 ESL
11 th grade: 23: 3 were re-entering; 9 Special Ed; 1 ESL; 1 Foreign Exchange
Student from Germany
12 th grade: 15: 10 were re-entering; 7 Special Ed; 3 ESL; 1 into the Twilight
Program; 1 parent paid tuition.
TOTAL ENROLLED: 114
THIS REPRESENTS A DECREASE OF 12% FROM THE SCHOOL YEAR 2008 – 2009
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Home Instruction:
Home Instruction services were provided throughout the school year and into the summer. Each
student served received instruction in 3 subjects, on average.
Grade 9: 5 individual students received instruction (1 student was served
two times) creating 6 episodes of home instruction.
3 students were in hospital or rehab settings. 1 student was in 2 times.
2 students had Administrative suspension
Grade 10: 12 individual students received instruction (4 students were served 2 times) creating 16
episodes of home instruction
7 students were in hospital or rehab settings.
2 students had CST initiated home instruction.
2 students had Administrative suspension.
Grade 11: 12 individual students received instruction (2 were served 2 times; 1 student was served 4
times) creating 17 episodes of home instruction
4 students were in hospital or rehab settings
3 students had CST initiated home instruction
1 student had Administrative suspension
Grade 12: 13 individual students received home instruction (2 students were served 2 times; 1 student
was served 4 times) creating 18 episodes of home instruction
7 students were in hospital or rehab settings
1 student had CST initiated home instruction
1 student had Administrative suspension
TOTAL STUDENTS SERVED: 42; 57 EPISODES OF HOME INSTRUCTION. This is a 43%
reduction in the number of students served from school year 2008-2009.
Summer Home Instruction: June – August 2010
Seven students will continue receiving 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 7 students, we are employing 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. The time line was moved
back slightly this year due to budget issues which affected next years staffing numbers. The schedule
was completed and available for the counselors to begin work on May 25. Eighty-five percent of the
students were successfully scheduled.
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Grading Scale:
Beginning in September 2010 HCRHS will institute 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 ten-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 goes into effect beginning in September 2010 and is not retroactive. Student
records for all academic years prior to September 2010 will reflect the current 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 ten 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 2010-11
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.
27

The differences between the two grading scales are demonstrated below:
NEW HCRHS GRADING SCALE:
Grade Numeric GPA WGPA-HNS WGPA-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
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 4 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 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.
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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
Sum of credits for all courses graded
= G.P.A.
The sum of all of the quality points, regardless of the system, are added together and divide 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.
29

DESIGN AND APPLIED TECHNOLOGY
Curricular Highlights
Reconstructed curriculum for Mechanical Drawing and included incorporation of Inventor into the
program as an introduction to computer design. Also developed an on-line final assessment through
Moodle that self grades. Students seem to respond better to tests delivered in an on-line format. They
seem to appreciate the instant grading result at the end of the test.
A new project was developed for Introduction to Technology that included a Rube Goldberg that
requires group collaboration to develop a system of simple machines and mechanism that will pop a
balloon. Through this project, students learn collaboration skills by organizing into groups, selecting a
team leader and assigning specific parts to each member to construct.
An additional new project was developed for Introduction to Technology that revolved around flight.
The students learned the forces that are applied to wing that allow it to lift off the ground. Students
spent time researching Bernoulli’s principle and developing a wing design that would fly.
Reviewed and revised Computer Design Course of Study.
Reviewed and revised Principles of Engineering Course of Study to accommodate change from dual
classroom to single classroom.
Core Curriculum Standards were added to Courses of Study and lesson plans for Architectural Design,
Principles of Engineering and Honors Engineering.
For Principles of Engineering: Created a new safety resource and online quiz; built robotic arms
testing stand for Surgery unit; developed several new “constructivist” oriented components in Moodle;
and created an online “Midterm” exam.
Developed several new “constructivist” oriented components in Moodle for Architectural Design.
Began “Gap Analysis” for Design and Applied Technology courses based on NJ DOE revised
standards.
Staff Development
Phil Hammel:
Attended annual Professional Conference and Workshops at TCNJ.
Helped sponsor and attended Professional Learning Group meeting at HCRHS for area technology
teachers in conjunction with TEANJ
Michael McFadden:
Attended annual Professional Conference and Workshops at TCNJ.
Helped sponsor and attended Professional Learning Group meeting at HCRHS for area technology
teachers in conjunction with TEANJ
30

Participated in 21 st Century workshops and helped develop a Wiki project based on Tony Wagner’s
Seven Essential Skills.
Taught ETTC short courses in Moodle course development during the school year.
Presented at “Technology Night” for Maria Smith’s Alternate Route class.
Chaired two articulation meetings for middle school teachers of Educational Technology and
Technology Education
Maria Smith:
Attended conferences for NJTEA during 2010.
Attended Creating 21st Century Schools: The Statewide Systemic Model for Continuous Professional
Learning and Growth Phase 2: 2010 presented by the Department of Education
Staff – Special Recognition
The Design and Applied Technology Department received the High School Technology Program
Award from the Technology Association NJTEA for 2010.
This year the department was host to the NJTEA meeting in March.
Phil Hammel was honored by The Technology Education department at TCNJ as an Outstanding
Alumni.
31

ENGLISH
Curricular Highlights
The 2009-2010 school year has primarily been about implementation and experimentation. Our
conversations around student-centered and inquiry-driven pedagogy and the future of education have
grown richer and begun to gel into a number of emerging practices. Ideas that were introduced over
the last few years such as understanding by design, formative assessment, writing workshop, traitbased
writing, genre study, independent and silent-sustained reading have become increasingly
common and accepted. A consistent through-line has been established due to our ongoing
conversations, our use of critical protocols, workshop attendance, department initiatives, professional
development, individual teacher’s continuing education and the use of classroom walkthroughs,
observation, and coaching.
The English department consists of thoughtful 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 new staff. Faculty members have done exceptional jobs meeting with, providing for,
and transitioning both new and replacement teachers to assume full classroom responsibilities. Special
Education educators also continue to be instrumental in their assistance to teachers acquainting
themselves with curriculum and school procedures.
Over the past two years, the English Department has initiated several new curricular processes and
practices. As in past years, professional learning communities of teachers of Freshman English,
Sophomore English, and Expository Writing met as a group during the summer and throughout the
year to articulate the direction and revision of their respective courses. Core unit templates using the
understanding by design approach were updated for all of these courses and the minutes and reports
from each team are shared with the entire department. Teachers continue to conceive and design their
instruction utilizing the backward planning and authentic assessment design implicit in the
understanding by design approach. These curricula along with additional resources are placed on the
departmental shared drive, and access to this drive is extended to special education and ELL teachers
as a way to better articulate curriculum revision across all language arts settings.
Consistent with the newly released common core standards for language arts as well as the practices
implicit in the state’s new unit template, our renewed 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 continues to develop an articulated writing program whose workshop approach and
common instructional language and expectations has been developed in conjunction 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.
32

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 and book groups centered on reading comprehension,
writing practices, and emerging pedagogy and technology.
In 2009-2010, Hunterdon Central Regional High School achieved a passing rate on the language arts
literacy portion of the High School Proficiency Assessment of 95.5 %. These students all scored in
either the proficient (200) or advanced proficient range (250) with a mean score of 240.4. This is
strong evidence of an outstanding program. Hunterdon Central saw a 98.9 % passing rate for General
Education students, 81.6 % passing rate for Special Education students and a passing rate of 27.3 % 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 and for all Special Education students and English language learners.
Additionally, Hunterdon Central continues to administer and score a sophomore diagnostic exam that
provides key program and student performance feedback. The effectiveness of the comprehensive
sophomore diagnostic 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 afterschool
and summer tutorials are also instrumental in assisting students needing remediation.
Similarly, scores on AP exams remain consistently higher than both national and state averages. AP
English Language and Composition students achieved an average score of 3.7, 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, we are requiring at
least one unit of study at each level to focus on non-fiction 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 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
33

wikis, video essays, and the multi-genre research paper which provides students with a more diverse
writing experience. Based in research, the assignment has students selecting genres from poetry to
persuasive letters to convey the findings and attitudes discovered in the research. Student feedback on
these writing products remains very positive despite the work involved. Many teachers are also
utilizing the six traits approach to writing instruction and the departmental purchase of Write Source
materials to introduce students to trait-based writing and reaffirm elements of the writing process.
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 have been very
pleased with the results and believe these new assessments are much more meaningful, thus
encouraging more teachers to revise major assessments towards more authentic products. Students
have explored several new and revised writing study units based on the exploratory model of a reading
and writing workshop and worked in an increasingly student-centered and inquiry-driven format.
Teachers report that student writing and final products for these units are more vital and engaging than
the traditional literature analysis essays they have seen. Critical thinking, focus, and voice are the
common characteristics that seem to emerge in student writing using backward design and model texts.
Student feedback on these changes has been very positive as we build increased choice, variety, and
inquiry into the curriculum. These efforts should be aided by New Jersey’s efforts to shift to an
instructional model that emphasizes more authentic problems and student-centered learning. Our
Humanities teams, in particular, have revised their units to be more authentic project-based challenges
as befits such an interdisciplinary approach.
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. As we also finish the third year of Hunterdon
Central’s tablet initiative, every teacher in the English Department is consistently using the tablet for
all aspects of instruction.
Numerous department members participated in this year’s articulation meetings with our sending
districts. Apart from sharing initiatives, assessments, and expectations, these teachers helped to design
and score a common writing prompt administered in all of the schools. The analysis of student work
helped to establish benchmark descriptors and expectations for writing through grades 6-12. The team
also designed a second enhanced honors freshman placement exam to be used in lieu of the NJASK 8.
The skills articulated in the design and the pre-AP style questions better orient students toward the
expectations of the honors class. The shared-scoring session calibrates teachers at both the high school
and the sending districts in their overall preparation for and sequencing of reading and writing skills.
Lastly, the department hosted the New Jersey Shakespeare Theater’s production of Romeo and Juliet
which was thoroughly enjoyed by over 500 students.
34

New Program Highlights
Our English III Basic Skills course, which couples Expository Writing with Contemporary Literature
has completed its second year with great success. Students taking the course are developing core
content skills as well as meeting with proficiency on the HSPA. The teachers have sought to
increasingly individualize instruction through the use of benchmark testing and differentiation via
individualized learning plans that emphasize student choice and ongoing teacher guidance. This is a
model that will be explored further for adaptation to other classes.
Staff Development
The English Department has enjoyed a second year of participation in the Literacy Consortium at Kean
University and attended workshops on working with struggling boy writers; response to intervention
(reading); literacy and struggling readers; and comprehension and collaboration. After attending,
teachers subsequently shared materials during department meetings and implemented new ideas and
strategies. Attendees included Erin Drulis, Scott Einhorn, Lori Freeman, Amy Haines, Christine
Kania, Nina Leu, Thomas McHale, Melissa Mongi, and Maryellen O’Shea. Upon English
department recommendation, the special education English teachers also joined and attended the
consortium thus expanding to over twenty the number of teachers attending workshops presented by
leading authors and researchers around literacy. Cathy Stutzman and Jennifer Miers attended
NCTE’s National Conference. The English department also participated in NCTE’s first virtual
conference with sessions that covered everything from close reading strategies to running online
writing workshops. Participants included Thomas McHale, Scott Belsky, Mary Woods, John
Smith, Penny Wintermute, Cindy Forck, Amy Haines. Additionally, numerous department
members participated in the Teachers as Scholars or professional development workshops offered by
The College of New Jersey, taking courses on topics such as Socratic seminars, numerous literary
genres such as Shakespeare and women in literature, and Differentiated Instruction. Teachers also
attended the Rutgers (mid-winter) Writing Conference and conferences on curriculum mapping with
Heidi Hayes Jacobs, 21 st Century skills/education, the new common core standards, CTAUN’s UN in
education conference, and The New Jersey Language Arts Leadership conferences. 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.
Many English Department teachers are working toward advanced degrees at various universities.
Scott Belsky is working on his second Masters degree in English Literature at TCNJ; Kelly Bousum
has completed a technology in education masters degree at Walden University; Heather Baldwin is
working on a Masters degree in English Literature at TCNJ; Jeremy Long has completed his Masters
in education, curriculum, and technology at Walden University; Thomas McHale continues to pursue
online Journalism courses; and Jen Miers has continued her Masters program at Breadloaf and Karen
Malzone is beginning a Masters in Fine Arts at Drew University.
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.
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English teachers and special education teachers worked on a summer curriculum initiative to develop
HSPA instructional and benchmarking resources for a variety of basic skills and special education
classes. As in previous years, English teachers both teach and participate in a variety of ETTC classes
and pilot initiatives. 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 2010-2011 school year. Once again this year, many
department members (including special education and ELL teachers) participated in the scoring of the
Sophomore Diagnostic Language Arts Literacy Test, and this experience continues to help teachers
become more consistent in assigning and assessing work throughout the school year. It also provides
teachers with valuable information about the skills that need targeting for success on the HSPA.
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 course descriptions, proficiencies lists,
and scope and sequence charts for each course in the program. This work will continue as the new
standards are adapted by the state and we begin to develop more project based and inquiry driven units
of study into the curriculum.
The committee goals for this work were as follows:
• Study/critique the state unit template
• Study and unpack the common core standards
• Perform a gap analysis of the freshman, sophomore, and Expository Writing curricula.
• Propose needed revision to existing curricula
• Begin revising/adapting unit templates to the new template
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 five to 15 minute observations that gather
quick information on a class that results in critical feedback and 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.
Staff - Special Recognition
Nina Leu was chosen as the Hunterdon Central Teacher of the Year.
Gail Enterline directed two successful student productions – one dramatic and the other musical
which were both well-received by staff and community members.
John Smith had his poetry published in several literary reviews.
Michael Lee had a paper on The Odyssey accepted for presentation at a conference by ACTC—
Association of Core Texts and Courses
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Jennifer Miers coordinated and chaired the school’s first One School One Book initiative involving
staff, students and families.
Scott Belsky was awarded 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 efforts of Scott Belsky.
Lori Freeman and Christine Heuner have continued their work with the New Jersey Writing
Alliance in promoting workshops that seek to articulation between high schools and colleges to
improve student writing.
The collaboration by Jeremy Long and Daniel Van Antwerp continues to ensure that the Guitar
Showcase remains an exciting opportunity for our student musicians to perform for a good cause.
Heather Baldwin led her student organization Invisible Children through a successful fundraising
concert for Haiti.
Tom McHale had another successful year as advisor to The Lamp.
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
Alan Lasser received the 2009-2010 English department award for exceptional work over four years in
language arts.
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FAMILY AND CONSUMER SCIENCE
Curricular Highlights
Every member of the department has contributed to the substantial progress made in addressing the
following Department Goals:
• Expand the strategies and refine the skills required to effectively track, analyze and report
individual student achievement, in both the formative and summative areas.
o At the close of each quarter, teachers met in small groups to discuss the current lesson
planning process and the effectiveness of utilizing a variety of tools to analyze the
impact of course instruction on student learning. A modified Bloom’s Taxonomy was
used by course and grade-level teams to analyze current assessment practices, and
gather feedback on the diversity of daily instructional strategies. Department meetings
were used to discuss and identify how, and where more diversity in formative
assessment practices could improve the feedback to students and teacher on progress in
each course.
• Continuously evaluate the quality of key course assessment tools and the supporting instructional
strategies on a quarterly basis.
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.
• Create and analyze the impact of pilot programs that enable students and peers to engage in course
content beyond the school day, interface with teachers and peers, and increase mastery as they
progress at their own pace.
o Two teachers completed the design of a Department LMS or Moodle course, and
refined the model during the school year. All course assignments, homework and
project materials are posted on the initial pilot site. Teachers involved compared 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,
has enable teachers to provide closer attention to the diverse needs of their students and
ultimately design self-paced curricular modules. Teachers are able to provide timely
feedback on student work and give individual comments on more assignments. The
number of interactive student assignments has increased using this model.
o Every department member currently has established a teacher/course website that
provides opportunities for students and parents to explore course expectations and
content on-line, enabling them to interface with teachers using such strategies as journal
entries or blogs. The current goal is to utilize the feedback gathered from the two pilot
LMS sites to influence the design of emerging models for new courses. Department
members currently not on Moodle will transition to LMS-Moodle courses over the next
year and one-half. The goal at the close of this year is to ensure all homework is posted
next year.
• Evaluate and refine the scope and sequence of the courses we teach, aligning NJSCCCS, course
proficiencies, objectives and assessment tools, ensuring all levels of difficulty are infused.
o Department and targeted Faculty Meeting time was used to initiate the Gap Analysis
Process that enabled teachers to ensure alignment of course proficiencies/objectives to
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the revised NJSCCCS. Every department course was analyzed and the revised standards
were infused into the Department Cycle/Lesson Plans that reflect daily instructional
practice.
o The Gap Analysis information was utilized by teams of teachers to complete the District
Unit Overview Template that models the NJ State UbD transitional format. All courses
taught in 2010-11 will be written in this format during summer curriculum work.
• 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 and
the Fine and Performing Arts Departments to provide a program for grade six and seven
students and parents this year. The Game Night program engaged approximately 90
high school students, 25 faculty and staff, and students from each of the four sending
districts. This program provided tours and informative curricular presentations for
parents as well as a series of Project Adventure activities for grade 6 and 7 students.
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 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.
• Engage in community outreach that will result in partnerships that expand course resources and
create opportunities for authentic learning experiences.
o 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.
o A department team worked on the design of a new quarter course for students that will
provide opportunities for them to analyze their own leadership and learning styles,
study local community needs and resources, identify service projects and facilitate plans
to address the identified problems. The Community Shelters, SAFE in Hunterdon,
Interfaith Hospitality, and Hunterdon County Food Pantry are some of the service
agencies that will be examined in the Real Life course starting in the fall of 2010.
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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 used to
complete this review was enabled through the department and faculty meeting time allocated by the
District Administration, Professional Development Committee and approved by the BOE. These
meetings were invaluable because they provided the articulation time necessary to share best practices,
ensure scope and sequence across related courses, enable the Q & A required to scaffold staff
understanding, and to lay the groundwork for effective use of summer curriculum time as we transition
to the UbD format. In addition to realigning the standards, teams of teachers analyzed course
assessment practices for the right balance of formative and summative assessment strategies. The
process also enabled them to evaluate the rigor, and degree of differentiation inherent in the
instructional strategies that would be necessary 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 developed a new course called Real Life, 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. Real Life provides our students with an authentic learning experience that expands their
connection to the needs of their local, state, national or international communities. In addition, it helps
them bridge the gap between classroom instruction, and what is happening right outside their door. The
“Real World” application of that knowledge will enable them to make a difference at the local, state or
national level. Strong community partners will provide valuable insights into the real world problemsolving
approaches that are so essential for today’s students to develop.
Due to a reduction in staff and budgetary constraints seven of the sixteen courses offered in the
Family and Consumer Science Department had to be cut. The following courses were eliminated
from the offerings available to students for the 2010-2011 school year: Interior Design, Fashion
Design, Fashion Merchandising, Choices and Challenges, Food Technology, Independent Living,
and Family Living. As a result of this program change three-hundred plus 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.
Staff Development
All members of the department completed the District In-Service trainings during the year. These
district programs focused on developing an awareness of the NJ State initiative for the Redesign of NJ
High Schools, and reflecting on the research completed in this area over the course of the year. The
district training was supplemented by training and articulation in cross-disciplinary groups that met
during designated faculty meetings throughout the year. These trainings provided each teacher with the
opportunity to read and discuss current research related to the needs of 21 st century learners and to
define, develop and present their group vision of 21 st century learning at Hunterdon Central. This new
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format was very effective in engaging teachers from across the district in discussion regarding the
topic and what is being done in each discipline.
Department meetings were used to compliment and scaffold the work targeted in the In-service and
Faculty Meeting programs. The department level work focused on an analysis of the gaps that
currently exist between written curriculum and the requirements of the revised NJ State Core
Curriculum Content Standards. Department members worked in teams to align existing course content
and skill development to the revised standards and to identify what needed to be added, cut or refined.
This Gap Analysis work provided a sound platform for the summer curriculum work required to meet
the 2012 compliance requirements defined by the state.
Every department member participated in the scheduled Technology mini workshops scheduled 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.
The opportunity to focus professional development on both technology and curriculum was much
appreciated by all staff. The discussions held in the department meetings that followed the in-service
days were rich with the diversity of experience provided by these workshops. These department
meetings provided opportunities for us to focus on departmental issues and collaborate on solutions or
to share best practices and peer teach in order to replicate and sustain these best practices across the
curriculum.
Two members of the department attended the Teachers as Scholars program facilitated by Princeton
University this summer. Two of the members of the department attended the NJ Family and Consumer
Science Convention programs this year. Materials acquired from these workshops were shared with
faculty teaching the related courses.
Staff Recognition
Jane Paradiso and Diane Scarbaci attended the Teachers as Scholars Program facilitated at Princeton
University during the summer of 2009.
Jane Paradiso was recognized at the County Teacher of the Year Program as the outgoing Teacher of
the Year. She organized and coordinated a service-learning project that engaged the Health and
Physical Education, World Language and Family and Consumer Science departments in collaboration
with Grow a Row and an urban middle school. The program, “A Day in the Country” was funded by
the Teacher of the Year monies and was the outgrowth of a year-long articulation with State Teachers
of the Year.
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.
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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
Allison Cononico
Michelle Masucci
Katelyn Pfenninger
Jamie Mastrogcomo
Kim Stover
Diane Goodliffe
Courtney Yard
Emily Gardner
Early Childhood Education
Alyssa McAloney
Valerie Parks
Heather Wehrle
Child Development Education
Jessica Bischoff
Nicole Francavilla
Kristen Given
Kendra Guinness
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FINE ARTS
Curricular Highlights
The Visual Art department showcased student art work in the Board Room, IMC and various
showcases throughout the school. The Portfolio Preparation classes (seniors) exhibited their work in
the Commons in January. The Honors Gifted and Talented Art 3 Senior Thesis Exhibition was shown
in the lobby of the Commons in January. The Honors Gifted and Talented Art 2 class displayed their
life-size expressive self-portraits in the IMC. The Honors Gifted and Talented Art I class created a
large door mural for permanent installation on the 11/12 campus. This mural attempts to express the
idea that although we miss those who have passed on, they are still always with us and never forgotten.
The work of two seniors was showcased at the AANJ Emerging Artist’s Show at Kean University in
January. Student artwork was displayed in the community at the Annual Hunterdon County Library
Art show. Students from all disciplines participated in the Hunterdon County Teen Arts Festival at
Deer Path Park. Several Hunterdon Central students were recognized for the outstanding work and had
their work displayed at the State Teen Arts festival at Monmouth University.
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. The involvement
in the program was funded by a grant from the Hunterdon Central Foundation. Students completed
approximately 35 portraits for the organization. A reception was held in the IMC for parents of the
students involved, the Foundation members and Board of Education members in June.
Art 2 course materials were reviewed and the Final Assessment was revised. Also, by expanding the
range of learning units within the curriculum, the students will have some new enrichment activities in
the course. Regarding the Final Exam, Art 2 had an updated paper-based portfolio during the past three
semesters. This spring an e-portfolio was implemented for class in order to save paper, printer ink and
the expense for students to purchase a 3-ring binder and plastic sheet protectors for the contents. As a
result the final assessments and be graded online.
Materials for the Final Assessment for Ceramics 1 were updated and put into practice throughout the
school year. Ceramics 1 Portfolio continues to have the option to use a PowerPoint format or a
handmade book style. Now there is a much more specific explanation of requirements for the final
assessment. This is in the best interest of the students since the exams must be graded as accurately as
possible. In addition, there are also new documents in the Ceramics 1 M drive as well as more new
PowerPoint presentations.
The Final Exam and other projects for Ceramics 2 were reviewed to be sure the course is meeting the
needs of students. During Quarter 3 students were able to access new documents in the M drive and
viewed new PowerPoint presentations.
Students in Careers in Art were involved in the 1-to-1 Netbook Pilot Program utilizing Netbooks to
complete class assignments.
Two professional photographers came in as guest for the photo club
Advanced Theater performed scenes for Modern Drama class and presented them with a power point
presentation on Absurdism. Honors Theater performed interpretive poetry for Pubic Speaking and
also performed scenes for an invited audience in The Little theater.
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History of American Musical Theatre class went to see “Promises Promises” on Broadway.
A composition project was implemented in Concert Choir and Women’s Choir using 21st Century
Skills as a guide. Chorale and Madrigal Girls performed at Avery Fisher Hall at Lincoln Center in
NYC
Students in Instrumental Music performed at the Holiday Orchestra Concert, Choral Concert I, Choral
Concert II Winter Instrumental Concert Spring Instrumental Concert 1 and II, Hunterdon County Teen
Arts and Music in the Parks Music Festival.
Students in the Pit orchestra and volunteers from the Marching Red Devils provided music for the
Spring musical, The Music Man; they also performed for the Jenny Haver Revue.
Wind Symphony and Full Orchestra participated in the Perform America Music Festival at Lincoln
Center.
The Full Orchestra concluded the year by performing at Graduation.
Throughout the year – the Fiddle Club (made up of students in both fall and spring curricular
orchestras) performed 16 times throughout the community.
Instructional materials for Introduction to Film Studies and Honors Film Studies were reviewed and
revised, as needed. A guest speaker visited film classes; George Gibson, a professional
cinematographer from New York City spoke to students.
Students authentically applied curricular acting skills to their public performances in the 9/10 play,
11/12 play, and musical.
Two or three times per year, instrumental music classes combine 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.
Marching Red Devil showcased their talents through the following events:
United States Scholastic Marching Band Association
The Marching Red Devils performed regularly in the United States Scholastic Band Association
marching band circuit. The following is a list of USSBA sponsored competitions that the band
attended:
• Hunterdon Central Regional High School
• Piscataway High School
• Somerville High School
• Hillsborough High School
• State Championships
• Northern State Championships
School and Community Events
• Performed at home football games.
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• Performed at the Hunterdon County Holiday Parade, in Flemington.
• Performed at the Hunterdon County Memorial Day Parade, in Flemington.
Summer Band Camp
• The marching band students participated in two week long summer band camp.
Jazz Band
• Performed at the 2010 “Devils Cabaret”
• Performed at the 2010 Instrument Music Concert
• Performed at the Hunterdon County Teen Arts Festival
Hunterdon County Teen Arts
• The Wind Symphony & Jazz Band participated in the Large Ensemble Category and received
ratings of “Outstanding”.
Students authentically applied curricular acting skills to their public performances in the 9/10 play,
11/12 play, and musical.
New Program Highlights
There were no new programs offered this year.
Staff Development
Vince D’Amico attended:
• Intro to Skype
• New to Moodle
• Twitter Tutorial
• PD Express
• 21st C. Skills small learning groups
Bob Douglass attended:
• Short skills sessions on the use of Facebook for club advisors and a short skills session on how
to incorporate Skype into your classroom.
• Collaborated with colleges to discuss the changes to the curriculum and the impact the changes
in digital photo and exploring art have had on the course and students success in the course.
• Taught two digital photography ETTC courses for teachers who could not take the summer
course offered. The
Debbie Dominguez attended:
• Motivation and Emotional Intelligence: Innovative Strategies for Today’s Learners at TCNJ
• Short skills sessions PD Express, Wikis and Twitter
• In-service meetings including work with small learning groups
• Teacher portfolio class
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• Museum visits, including the Museum of Modern Art, the Metropolitan Museum of Art, the
American Museum of Natural History, and the Philadelphia Museum of Art to see both
permanent collections and special exhibits.
Chris Larson attended:
• Staff In-service including 21 st Century skill small learning groups
• Short Skills sessions
Jessica Musolino-Sanz attended:
• Staff In-service including 21 st Century skill small learning groups
• Short Skills sessions
• Served as Hunterdon Central representative to Art Administrators Association
Helaine Schechtman attended:
• Served as the cooperating teacher for two student teachers from TCNJ
• Peer Coaching
• Staff In-service including 21 st Century skill small learning groups
• Short Skills sessions
Nicolle Song Schuster attended:
• One to One Pilot Program
• Staff In-service including 21 st Century skill small learning groups
• Short Skills sessions
Robin Zwizanski attended:
• Staff In-service including 21 st Century skill small learning groups
• Short Skills sessions
• Student mentor training
Gail Enterline attended:
• ETTC courses
• Staff In-service including 21 st Century skill small learning groups
• Short Skills sessions
Greg Bernet attended:
• Staff In-service including 21 st Century skill small learning groups
• Short Skills sessions
Elise Bestreski attended:
• Staff In-service including 21 st Century skill small learning groups
• Short Skills sessions
• Portfolio
Bob Kenny attended:
• 21 st Century Skills Training
• Technology Training
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Will Magalio attended:
• 21 st Century Skills
• Short Skills Sessions
Peter Stevenson attended:
• 21 st Century Skills
• Short Skills Sessions
• Portfolio
Hillary Colton attended:
• In-Services and Short Skill Sessions
• ETTC classes
• NJEA, NJMEA, ACDA, and NJ-ACDA Conventions
Megan Petrushun attended:
• In-Services and Short Skill Sessions
• ETTC classes
Staff – Special Recognition
Bob Douglass:
• Photographed children attending the haunted high school.
• Photographed the 11/12 play and created a display showcase for guests
• Photographed the Musical and created a display showcase for guests
• Coordinated the life at central project with the photo club and Chris Steffner and created a
showcase in each building.
Helaine Schechtman
• Wrote and had accepted for publication two articles for School Arts magazine. One article,
“Cutting Class”, is about the cut paper assignment developed years ago. The other, entitled,
“Into the Light” explains the mandala project that the Art 1 classes do.
Helaine Schechtman, Nicolle Schuster and Robin Zwizanski
• Wrote and received a grant from the Hunterdon Central Foundation to take part in The Memory
Project. This is a project in which the students draw the portraits of orphans from, in this case,
El Salvador, and the portraits are then sent back to the children upon completion.
• Wrote and had accepted for publication two articles for School Arts magazine. One article,
“Cutting Class”, is about the cut paper assignment developed years ago. The other, entitled,
“Into the Light” explains the mandala project that the Art 1 classes do.
Jessica Musolino-Sanz
• District Representative to Art Administrators of New Jersey for district, collaborating with
other art administrators across the state of New Jersey, staying abreast of current best practices
in art education at the collegial, elementary and secondary levels, displayed work from district
in Emerging Artists Show, Kean University
• Geraldine R. Dodge Fellow
• National Art Education Association Member
• Art Educators of New Jersey Member
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• Workshop presenter for UFT: NYC Arts in Education Conference Emerging leaders in Art
Education Roundtable discussion thread on young and emerging leaders in education: best
practice share
• Moodle Summer Workshop
Gail Enterline
• Received many letters of praise from the administration, faculty and the community For The
Music Man and Harvey
• Advised students who won awards at Buck’s County Theater Competition and Teen Arts.
Greg Bernet
• Directed the Lower School (9/10) play, The Worst High School Play in the World with a very
large cast to give more opportunities to our talented freshmen and sophomores. Scenic design
and costume design, all promotional work including the program, and budget work, including
box office.
• 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 an adaptation of the
Margery Williams classic The Velveteen Rabbit.
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 a judge for the NJ Governors Awards Committee
• Served as Head Choral Director for the American Music Abroad trip to Europe
Bob Kenny
• Director of the HCRHS Red Devil Marching Band
• Director of the HCRHS Jazz Band
• Director of the HRCHS Wind Symphony
• Assistant Director of Orchestra
• Instrumental Music Director of 2010 Devils Cabaret
• Coordinator of the large group instrumental performances for the Hunterdon County Teen Arts
Students – Special Recognition
Hunterdon County Teen Arts Festival Critiquer’s Choice Award
• Na’Jheek (Lavon) Roberts for his self-portrait.
• Maureen Healy for “On the Beach”
• Ryan Peters
Hunterdon County Teen Arts Festival Award Winner
• Chelsea Riccardi for her work “Tribute to Stuart Davis
• Chorale was selected to represent Hunterdon County at The State Teen Arts
• Advanced Orchestra selected to represent Hunterdon County at The State Teen Arts
• “The Washtub” featuring Will Mauger, Caitlin O’Connoe and Natasha Alverez- Best Theater
Production
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National Art Honor Society Co-Advisor including the Induction Ceremony, Memory Project and
Group Show: The Great Lodge Coffee Shop: Flemington, NJ. Also has worked to establish
connections and partnerships within our high schools community
National Art Honor Society is currently working on Project Courtyard, a rehabilitation courtyard
project incorporating raku firing methods designed and creating tile murals.
National Art Honor Society members brought in work and spoke with parents, students and counselors
on HCRHS’s course offerings and career opportunities in the Visual Arts for the 6 th and 7 th Grade
Activity Night.
This year the nine members of Sketch Club ran two fundraisers. The first was to teach an after school
art program to elementary students at Barley Sheaf on Tuesdays during the month of May. The other
was selling ceramic charms on cords as necklaces during unit lunch. They made a total of $855.00
which is being donated to the Hunterdon Outreach Program.
Visual Art Department Awards:
Best Overall Artist – Allie DeStefano
Most Dedicated Art Student – Ashley Merkel
Photography Award – Emily Shiffman and Molly Boyle
Painting Award – Fiona Sergeant and Michael Chiarella
Sculpture Award – Michael Souza
Ceramics Award – Vicki Grohoski
Vocal Music Awards
Elizabeth Vosseler Memorial Music Award--Rachel Ruisard
Outstanding Vocal Musicians--Alyssa Bradley
Vocal Leadership Award--Justin Henry and Liane Zielnski
National School Choral Award--Jessica Brownstein
Chopin Award--Wesley MacBeth
Vocal Music Department Scholarships
Alyssa Bradley
Jessica Brownstein
Catrina Goldsmith
Rushita Jampani
Rachel Ruisard
Liane Zielinski
Choral Directors Awards
Kim Chan
Jen Cogen
Lisa Fox
Catrina Goldsmith
Leslie Linguiti
Zach Mahon
Sarika Matthew
Shamiah Shaikh
Victoria Siegel
Lauren Viola
Chorus Booster Scholarships
Alyssa Bradley
Jessica Brownstein
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Alessandra Bruno
Jennifer Lahov
All National Choir
Anthony Calabrese
Alyssa Cataldi
Jennifer Weeks
All Eastern Choir
Jessica Brownstein
Alyssa Cataldi
Justin Henry
Travis Henry
Jennifer Weeks
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
Jr. High All State
Taylor Beckman
Kate Donahue
Fred Lee
Sophie Rowland
Region Choir 2009
Kaitlyn Anastasi
Alyssa Bradley
Anthony Calabrese
Alyssa Cataldi
Kim Chan
Jenn Cogen
Jessica DeOliveira
Aisha Faulkner
Amanda Harris
Justin Henry
Travis Henry
Michaela Kelly
Fred Lee
Amanda Livesey
Brianna Marti
Sarah Martin
Sarika Matthew
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Janine Pasquale
Frances Petrozelli
Lauren Price
Rachel Ruisard
Angelica Staikos
Dave Thomas
Jennifer Weeks
All State Mixed Choir 2009
Kaitlyn Anastasi
Alyssa Bradley
Anthony Calabrese
Alyssa Cataldi
Justin Henry
Wesley Macbeth
Brianna Marti
Rachel Ruisard
Jennifer Weeks
All State Women’s Choir 2009
Jessica Brownstein
Kimberly Chan
Jenn Cogen
Janine Pasquale
INSTRUMENTAL MUSIC DEPARTMENT AWARDS - 2010
Instrumental Leadership Awards--PJ Witko, Lindsey Malko
Outstanding Instrumental Musician--.Jamie Yavorsky
Music Theory Award--Russell Gottlieb
John Philip Sousa Band Award--Kaitlyn Anastasi
Louis Armstrong Jazz Award--Kenny Green
National School Orchestra Award--Kevin Duh
Woody Herman Jazz Award--PJ Witko
Pattrick Gilmore Award--Lindsey Malko
Director's Award Orchestra--Archan Hazra, Anna Hollembeak, Georgia Crowther, Ashley Weber
Director's Award Band--Madison Perkins, Amanda Dritschel, Rachel Miller
Regional Orchestra
Kevin Duh – violin
Sharon Jankiewicz – violin
Kaitlin Anastasi (band/orchestra student) is one of the county recipients of the Jenny Haver
Scholarship
Music in the Parks Music Festival featuring the Wind Symphony and the combined String groups
placed first with each receiving a superior rating.
Bucks County Theater Festival
Will Toborski- Critiques excellence in Acting Award
Will Mauger - Critiques excellence in Acting Award
Will Mauger and Colin Garland- Best Student Directors Award
Colin Garland- Best Actor Award
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Curricular Highlights
HEALTH AND PHYSICAL EDUCATION
Every member of the department has contributed to the substantial progress made in addressing the
following Department Goals:
• Evaluate and refine the scope and sequence of the courses we teach, aligning NJSCCCS, course
proficiencies, objectives and assessment tools, ensuring all levels of difficulty are infused.
o Department and targeted Faculty Meeting time was used to initiate the Gap Analysis
Process that enabled teachers to ensure alignment of course proficiencies/objectives to
the revised NJSCCCS. Every department course was analyzed and the revised standards
were infused into the Department Cycle/Lesson Plans that reflect daily instructional
practice.
o The Gap Analysis information was utilized by teams of teachers to complete the District
Unit Overview Template that models the NJ State UbD transitional format. All courses
taught in 2010-11 will be written in this format during summer curriculum work.
• Expand the strategies and refine the skills to effectively track, analyze and report individual student
achievement, in both the formative and summative areas.
o At the close of each quarter, teachers met in small groups to discuss the current lesson
planning process and the effectiveness of utilizing a variety of tools to analyze the
impact of course instruction on student learning. A modified Bloom’s Taxonomy was
used by course and grade-level teams to analyze current assessment practices, and
gather feedback on the diversity of daily instructional strategies.
o Quarterly department meetings were used to enable discussion time for teams of
teachers to identify how, and where more diversity in formative assessment practices
could improve the feedback to students and teacher on progress in each course.
Adjustments were implemented each quarter and tracked on the refined Daily
Cycle/Lesson Plan format for each course taught. This information was utilized in the
Gap Analysis Process and to inform UbD Unit Overview revisions.
• Continuously evaluate the quality of key course assessment tools and the supporting instructional
strategies on a quarterly basis.
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.
o The technology and process used to assess student wellness/fitness, record and track
progress over time was reviewed by a team of teachers across grade levels. This
information was compared to the opportunities present in the software acquired through
the Coordinated School Health grant and the applications were targeted for specific
desired outcomes in grades 9-12. A team of teachers representing each grade level will
train in the new protocols this summer and prepared a facilitators training and written
guide for use by all other department members during the 2010-11 school year. This
process will be reviewed each quarter for value-added benefits and quality of student
feedback.
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• Create and analyze the impact of pilot programs that enable students and peers to engage in course
content beyond the school day, interface with teachers and peers, and increase mastery as they
progress at their own pace.
o Grade-level and course teams continue to work on the transition to course Learning
Management Systems in Moodle. Common course sites in grades 9 and 10 have been
piloted and utilized to ensure student access to core curriculum in these areas. The goal
is to have all courses operating on Moodle by the end of the 2010-2011 school year.
o Every department member currently has established a teacher or course website that
provides opportunities for students and parents to explore course expectations and
content on-line, enabling them to interface with teachers using such strategies as journal
entries or blogs.
o Two teachers participated in the initial student one-to-one pilot and presented their best
practices to the department for discussion. The data gathered from student participants
and the student performance results indicate this resource enables much greater student
interaction and engagement during and outside of class. Students were very positive
about the access to course information and connectivity with teacher and peers.
• 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 second level of Teen PEP was eliminated for this year due to budgetary and
staffing constraints. After reducing program services to grade nine students, the
Teen PEP I class was able to provide at least one program in each of the three
collaborating sending district schools. Surveys were used to gather feedback
following each presentation, and all data indicates the program was very well
received and perceived to have enhanced the existing health programs in each
partner school.
o Teachers and students in the Project adventure courses conducted two workshops for
our school and local community. One workshop featured the new elements used to
enable participation of physically challenged students built through a private grant of
$5,000 from the Chelsea Makara foundation. The second workshop provided
faculty/staff with an opportunity to engage in climbing and outdoor education activities
during the Wellness Fair.
o The Health and Physical Education Department partnered with Family and Consumer
Science and the Fine and Performing Arts Departments to provide a program for grade
six and seven students and parents this year. The Game Night program engaged
approximately 90 high school students, 25 faculty and staff, and students from each of
the four sending districts. This program provided tours and informative curricular
presentations for parents as well as a series of Project Adventure activities for grade 6
and 7 students.
• Engage in community outreach that will result in partnerships that expand course resources and
create opportunities for authentic learning experiences.
o The First Aid and CPR classes implemented another highly successful school Blood
Drive, surpassing the donations from the previous year.
o Working in concert with Eastern Mountain Sports, the department has secured
experienced presenters in the areas of outdoor education, rock climbing, orienteering
and expeditionary learning. Students were introduced to new climbing and camping
equipment, recreational climbing resources, and safety gear.
o Freshman, Junior and Senior Health classes have worked in partnership with SAFE in
Hunterdon to coordinate student presentations on abuse and dating violence.
o The Sophomore teachers have engaged in a partnership with the Princeton Leadership
Center to implement the SAFE DATES research-based program. This program consist
of a series of teacher presentations and student projects that examine the behaviors and
53

o
o
challenges in relationships that are healthy and those that are abusive. The program is
scripted, and provides numerous opportunities for student feedback and assessment of
both knowledge and changes in attitudes.
Two department members work with two classes of selected juniors to provide peer
mentoring in the research-based program, Teen PEP. This program is through a
partnership with the Princeton Leadership Center and the Templeton foundation. Four
staff have been trained in this program free of charge. The program provide services to
all our grade nine students and three of the four sending district schools at various grade
levels.
Experts from a variety of community organizations expanded course content/resources
through classroom presentations, and/or blogs. Some of the topics covered included
professionals in the areas of Fencing, Stress Management, Yoga, Self-Defense, Kickboxing
and Aerobics.
• Evaluate the use of the varied forms of the Full Value Contract (FVC) as a means of assessing
student performance in the affective domain, managing classroom climate/culture, and ensuring
timely feedback to students.
o
New Program Highlights
Selected grade-level teams and peers teaching the same course selected specific FVC
models to use in common. They compared the results of the student self-assessments
with the teacher assessment of each student using these specific FVC models. In most
cases the grades fell on the high side when students self-assessed, and a bit lower when
they provided peers with feedback on their performance. This model was used to
identify and reinforce best practices in the affective domain and to recognize high
student performance in this area.
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. In addition, the resources made available through this grant will
enable a partnership with each of the sending district schools and provide them with free resources 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.
Participation in the student one-to-one pilot program has provided the department with turnkey faculty
who will provide exemplars for best practices and mentoring in some effective applications of this
resource in related courses. 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.
All department faculty have infused the use of the Student Response System (Clicker System) into
some aspect of instruction or evaluation in the courses they teach. This tool is viewed as an asset to
teachers in gathering timely feedback on student mastery and developing appropriate interventions to
close the gaps in knowledge or skill. Having this capability in every classroom would be invaluable.
A Gap Analysis has been completed for every department course. This analysis produced alignment to
the new/revised NJ State Curriculum Core Content Standards, identification of relevant CPI’s to be
added to each course and potential strategies to address these. Nine department members across grade
levels received a two-day training in the principles and design of a UbD Unit. Teachers completing
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summer curriculum have revised each unit to reflect the principles of UbD using the district template
that aligns to the state format.
Staff Development
All members of the department completed the District In-Service trainings during the year. These
district programs focused on developing an awareness of the NJ State initiative for the Redesign of NJ
High Schools, and reflecting on the research completed in this area over the course of the year. The
district training was supplemented by training and articulation in cross-disciplinary groups that met
during designated faculty meetings throughout the year. These trainings provided each teacher with the
opportunity to read and discuss current research related to the needs of 21 st century learners and to
define, develop and present their group vision of 21 st century learning at Hunterdon Central. This new
format was very effective in engaging teachers from across the district in discussion regarding the
topic and what is being done in each discipline.
Department meetings were used to compliment and scaffold the work targeted in the In-service and
Faculty Meeting programs. The department level work focused on an analysis of the gaps that
currently exist between written curriculum and the requirements of the revised NJ State Core
Curriculum Content Standards. Department members worked in teams to align existing course content
and skill development to the revised standards and to identify what needed to be added, cut or refined.
This Gap Analysis work provided a sound platform for the summer curriculum work required to meet
the 2012 compliance requirements defined by the state.
Every department member participated in the scheduled Technology mini workshops scheduled 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.
The opportunity to focus professional development on both technology and curriculum was much
appreciated by all staff. The discussions held in the department meetings that followed the in-service
days were rich with the diversity of experience provided by these workshops. These department
meetings provided opportunities for us to focus on departmental issues and collaborate on solutions or
to share best practices and peer teach in order to replicate and sustain these best practices across the
curriculum.
Each 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 eleven. The materials that were
accessed at these workshops were shared among teachers of the same grade level, evaluated and
infused into the 2010-11 course revisions.
Nine Health and Physical Education teachers, representing each grade level, participated in the twoday
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
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Trese Lang and Matt Thompson were selected to participate in the pilot program for the student oneto-one
program. Both individuals developed model programs in that were shared with the department
as best practices and templar’s for what might be accomplished with these student resources. Matt
worked in the area of Physical Education and Trese designed a Health-Driver Education course model.
Michael Carr 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 Dept. of Education, Division of Student Services, and Office of Educational Support Services.
Funding enabled HCRHS to partner with each of the sending districts to 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.
Robin Meaney, Denise McNally, Mike Raymond, Chris Walker, Kaman Hung, Erin Durborow, and
Kevin Cuozzi, helped to design and facilitate the Game Night for grade 6 and 7 sending district
students. They secured and trained student volunteers in preparation for the program, and managed the
many adjustments that had to be made the night of the event.
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.
Students-Special Recognition
Students receive written feedback from every teacher on a quarterly basis recognizing them as positive
role-models, reinforcing leadership skills demonstrated and encouraging continued collaboration in a
team/problem-solving setting. The Full-Value Contract is used to facilitate this process.
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INSTRUCTIONAL MEDIA CENTER
Curricular Highlights
The strength of the IMC’s program is in its ability to meet the ever-changing needs of the students and
staff of Hunterdon Central.
Student success and independence is very important to the IMC staff, and to that end, a great deal of
time is spent in group and individual instruction. We strive to provide a variety of resources to meet
the research requirements and abilities of all of our students. If, when planning for a new project, we
find that we are in need of additional materials, we can borrow items from the Hunterdon County
Library. The IMC staff has established strong contacts with Hunterdon County Library and our
requests are filled almost immediately. The personal goal of the IMC Supervisor is that once students
graduate they are able to function in whatever library (academic or public) that they visit. Depending
upon the student, “function” can mean anything from being able to find information and materials on
their own to knowing that they can approach a librarian to ask for assistance. Feedback from students
(including the College & Career Center’s surveys) has indicated that we have been successful in
meeting that goal. An email from a member of the Class of 2009 reinforced that feedback,
“I also wanted to let you know that what you are doing at Central by preparing students
to use databases, proper MLA citations, and all forms of resources is fantastic. I sat
through a required hour-long information session at the library a couple of weeks ago
that attempted to cover the basics of what you taught us...except I already had four
years of preparation. I feel so ahead-of-the-game whenever I write a paper because I
know how to research. So many of my classmates have told me that this is the first time
they have used properly formatted MLA citations! I couldn't believe it. Thank you for
preparing us so fully...it has helped so much.”
This year, information literacy instruction was presented to a record high 682 classes! IMC staff
worked together to provide guidance and assistance to all members of the Hunterdon Central family.
There were many blocks that saw all three Library Media Specialists, tablets in hand, working with
classes on research projects or other instruction. Due to the nature of the instruction, computer
availability or other needs, 69 of the presentations were done in classrooms. Members of the IMC staff
embraced Web 2.0 technologies, collaborating with teachers to incorporate Twitter, Weblogs, Social
Bookmarking, RSS Feeds, animation, comics and survey creation into their research projects. To
further assist students and teachers, Project Link webpages were created to help with learning these
new skills. In addition to teaching students, instruction was offered to staff via the “short skills”
sessions.
Research instruction is constantly evolving to coincide with changes in teacher requirements and
projects. Instruction is also modified to meet the diverse needs of our students including ELL, Basic
Skills and Special Education. We continue to purchase “single focus” books written at lower reading
levels, but without the “look” of a juvenile book. These books are used by ALL students and therefore
embraced by the target population.
Booktalks were presented to a total of 111 classes this year, a huge jump from the 39 classes in 2008-
2009! Students in English, Social Studies and World Language classes had the pleasure of hearing
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enthusiastic presentations on books in a variety of genres. Many of the English teachers began
including “independent reads” as a part of their curriculum (replacing or supplementing the “class”
novel). Early in the school year the English and IMC supervisors discussed the possibility of using
English Department funds to purchase additional books to supplement the IMC’s collection. True to
his word, the English supervisor met with a member of the IMC’s staff to plan a substantial purchase
with funds that had been originally designated to purchase class sets of books.
Collection
Over the course of the school year, 1,928 items (including books and media) were added to the
collection. To meet requests for books that were not in the collection, the IMC staff requested 78 titles
from other libraries (including Hunterdon County Library and Rutgers University) through Inter-
Library Loan (up from 25 in ’08-‘09). This increase is in direct correlation to the growth in classes
coming to the IMC for booktalks.
The popularity of booktalks was the guiding force in the purchase of books this year. Circulation of
memoires and other non-fiction books rose as they vied for popularity with fiction and graphic novels.
Last year we stated, “Circulation of fiction materials skyrocketed to a new high as 4,434 books of
fiction (up from 3,095 in ’07-‘08) were borrowed!” This year’s count of 7,389 fiction items
(including graphic novels, short story collections and paperbacks) is in addition to the aforementioned
memoirs and other non-fiction selections. Unfortunately we can’t provide a final total as there is no
way to separate the “independent reading” books from those being used for research
The IMC collection had not been seriously “weeded” in several years. Utilizing the results from
Follett’s Collection Analysis report as a guide, the library media specialists focused their efforts on
four specific areas: social problems and services, education, medical sciences/medicine, and political
science, removing titles that were out-of date, damaged, and/or had not been used.
Two new sets of ebooks, Musicians and Composers and Modern Scandals, were purchased this year to
assist students in their research. Due to budgetary constraints, no new databases were added to the
collection. However, links to free full text resources from Amnesty International, Human Rights
Watch and UNICIEF were added to the Electronic Resources webpage.
Two historical print resources, The Lamp (school newspapers back to 1955) and Echo (Flemington HS
and Hunterdon Central yearbooks, 1930 - 2010) have been digitized. The entire collection is now
accessible from any computer on campus for research and browsing. To view, go to Library
References and select either Lamp Archives or Yearbook Archives.
IMC Class Visits
In September 1996, Hunterdon Central moved from traditional to block scheduling. The change from
an eight period to a four block day meant that we needed to create a method of comparing two
different sets of statistics. To that end, we developed the following formula:
one 80-minute block equals two periods (units)
and one half block equals one period (unit)
Since then, for statistical purposes, we had been “doubling” each class visit, but as very few classes
visit the IMC for less than a block, this procedure became moot. Beginning this past September, we
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discontinued that practice and the 2009 – 2010 figures represent the true number of classes that visited
the IMC. One thousand, two hundred and eighty five classes visited the IMC over the course of this
school year, with the Social Studies department continuing in the lead. As you view the chart below,
please keep in mind that the 1995-1996 daily average was for an eight period day versus the 2009-
2010 average for a four block day.
IMC Class Visit Comparison
95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03
Total Visits 1551 2042 2279 2184 2334 2318 2413 2158
Aver./day 9.07 11.6 12.94 12.6 13.3 13.3 13.9 12.6
Schedule Traditional Block Block Block Block Block Block Block
03-04 04-05 05-06* 06-07 07-08 08-09 09-10
Total Visits 2425 2311 1411 2280 2474 2435 1285
Aver./day 14 14.9 8.7 13.7 15.1 14.5 7.7
Schedule Block Block Block Block Block Block Block
*Relocated to room 622 during construction
This year, class visits were examined by block and we found that blocks 1 and 3 had the greatest
number of visits (345 and 358 respectively) followed by blocks 2 and 4 (301 and 281).
The IMC continued to be the “place to go” during Block 5. While no formal count is taken, an
estimated 100 – 200 students use the IMC after school on Mondays – Thursdays. Several teachers
conduct their tutorials during Block 5 and the National Honor Society tutors meet with their assigned
students. Visitors on Friday afternoons are understandably fewer in number. The Block 5 aide
provides invaluable assistance in helping with supervision as the LMS are often involved in meetings
or other activities. Usage during the After Hours program varies throughout the year, averaging 37
students when the count is taken at 3:30pm (by 5:00, the average drops to 10). Late day usage is
greatest in the Fall when the Marching Band members use the IMC for study prior to practice.
New Program Highlights
A thirty-five question Information Literacy Survey was administered to 573 freshmen at the beginning
of the school year. The survey focused on the skills incorporated in the document, Required
Information Skills for 8 th Grade Graduates that the Library Media Articulation group created several
years ago and updates annually. The majority of the questions were “taken” (with permission) from
Kent State University Library’s TRAILS (Tool for Real-time Assessment of Information Literacy Skills
- http://www.trails-9.org/) and typed into Survey Monkey. Results were reviewed and analyzed first
by the IMC Staff and then by the articulation group before sharing with the HCRHS Social Studies and
English Supervisors, HCRHS English and Social Studies departments, and the Language Arts and
Social Studies Articulation groups. The assessment was designed to measure the information literacy
of incoming freshmen to determine what skills we (HCRHS Library Media Specialists and freshmen
teachers) needed to focus on, and what needed additional attention at the Middle School level. The
assessment also included several questions to determine reading preferences.
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The main survey items included:
Personal interests
*Narrowing topics
*Web evaluation
*Boolean searching
*Analyzing sources
*Paraphrasing
Examples of plagiarism
Copyright
Resource selection
Parts of a book
Research steps
Primary sources
Based upon the results, the items with an asterisk (*) were identified as areas of concern. Sending
district librarians identified the skills not taught at the Middle School level, as well as made
suggestions of questions to modify due to difficulty or confusion. The assessment is being revised
based upon feedback and will be given to the Class of 2014 in the Fall.
This assessment was also administered to members of the Junior class to determine if the identified
skills have been learned. The initial review of the results does indicate a greater knowledge of the
skills; although there are some areas that still need additional attention.
When meeting with the English and Social Studies teachers, IMC staff members engaged each
department in a dialog to begin examining ways to incorporate information literacy skills with content
area standards. Teachers were encouraged to provide feedback to help move the process forward.
In response to learning that the State Library’s funding was to be cut and the “free” subscription to the
EBSCO suite of databases would be eliminated, the IMC staff developed an Electronic Resources and
Magazine survey to assess usage of all subscription resources. EBSCO, with databases including
periodicals and resources for specific curricular areas, is one of the most utilized databases for
research. In order to fund this subscription from the IMC’s budget, other databases would need to be
dropped. Surveys were created for both students and staff and the results assisted in determining
which databases and magazines could be cut to “free up” funds. Only recently we learned that much
of the State Library’s funding has been restored and EBSCO will continue to be provided free to all
libraries in the state.
There were two changes to long standing IMC polices that must be noted in this report. As
“independent reads” became a curricular focus, it was decided to lengthen circulation from two to three
weeks for all materials other than “overnight reserves”. Students appreciated the lengthening of the
borrowing period and the ability to “renew” books for an additional three week period. To assist in
avoiding overdue books, many of the teachers brought their students back to the IMC at the end of the
three week period to facilitate book return and/or renewal. The other change that occurred was
permitting students (and staff) to drink water in the IMC. The response from all was tremendously
favorable and almost everyone demonstrated very responsible use!
Community Outreach
The IMC was used for a variety of meetings, collaborative projects and gatherings in addition to
housing classes that needed to be relocated due to classroom repairs. Examples of committee and
group use included:
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21 st Century Study Group
Administration workshops
Archives Advisory Board meetings
Articulation – IMC, English,
Mathematics
AVID presentation
Board of Education
Bookworms
Coordinated School Health Project
Counseling meetings (Naviance
training, etc)
County-wide Shared Transportation
Department meetings
Dragon Boat team meeting
EHC Online Prep meeting
ELL Parents
ETTC classes
Faculty tutorials and tutoring
Family School Council
Future Educators of America
HSPA (4 days), Biology (2 days)
and Algebra (1 day) testing
Human Resources
Hunterdon County Chamber of
Commerce
Hunterdon County Superintendents
and Transportation Coordinators
Information Systems meetings and
workshops
Inter and intra departmental
class projects and speakers
Koffee Klatsch
Make-up Exams
Model UN Club
National Honor Society tutorials
New Teacher Orientation
Nurses
NW Evaluation Association
One School, One Book
One to One Pilot training
Peer Mediation training
Professional Development
SBAT
School Scheduling Taskforce
Ski Club
Sophomore Parents with Counselors
Support Staff
Teacher Portfolio
Teacher tutorials
Tech Committee
Teen Pep interviews
Transportation in-service
Unit Lunch
United Way Workshop
Vice Principals
Wellness
Yearbook
This year’s Koffee Klatsch occurred at the end of March in the midst of concerns over the budget and
teacher contracts. It turned out to be an excellent opportunity for staff to gather to unwind and
reconnect. The afternoon drew a large number of staff who enjoyed the variety of refreshments
provided by their peers. The Klatsch continues to be co-sponsored by the IMC, HCEA and
HCRHSAA, with the associations funding items such as paper goods, punch, and coffee.
The IMC sponsored a variety of exhibits throughout the year. One of the CWS classes studying
Mexico decorated sugar skulls as they learned about the “Day of the Dead”. The Honors G&T 2 class
hung life-sized self portraits. Craft & Design classes mounted displays of altered books and handmade
children’s books. Art 2 students also exhibited self portraits (charcoal on pastel paper). The drawings
created by students for the “Memory Project” (sponsored by the Hunterdon Central Foundation) were
displayed and an evening reception was held for parents and HC Foundation members. Following the
county-wide Teen Arts festival, the art teachers set up a display of all of the HC entries.
The Future Teachers of America crafted bulletin board and showcase exhibits promoting reading.
Everyone entering the IMC enjoyed their lobby displays for Read Across America/Dr. Seuss’ Birthday
and summer reading. The Photography Club exhibited the winning student and staff entries of their
annual photo contest.
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In December, the String Orchestra performed their annual holiday concert. This has been an excellent
opportunity for students and faculty who are unable to attend the evening performances to hear this
talented group of musicians.
Several workshops and special programs took place in the IMC during the school year. Amnesty
International/Third Wave sponsored an all day Women of the World workshop for CWS students which
included a speaker, film and an opportunity to complete a written response. The religion classes
attended panel discussions that included speakers of different faiths. The Hunterdon County Librarians
Association held its annual Winter Workshop, a full day of speakers, meetings and articulation across
the grade levels. This year’s participants included technology teachers and Information Systems staff
from throughout the county. Lastly, Congressman Leonard Lance visited the IMC in the spring to
present certificates to the four students who received service academy nominations.
The IMC continued to be the only location for having working papers processed, but now that they are
done during Unit Lunch, the process is much smoother. IMC staff members looked at over 1060 sets
of working papers, including 423 that were rejected due to incomplete information. The 637 sets that
were approved (many after being rejected more than once) included 53 from non-HC students.
The IMC also continued to be the clearinghouse for outstanding obligations. Teachers, coaches and
advisors sent their lists of unreturned items for manual entry into the Follett circulation database. At
the end of this school year, approximately 190 students were on the obligations list. As report cards
are now available online, we are no longer able to use “withholding” as a means to retrieve materials.
A committee has been formed to study ways to reduce the number of obligations with plans to begin
immediate implementation in September.
For the fourth consecutive year, the Rutgers School of Communication, Information and Library
Service graduate class, Management of School Library Media Programs, spent an evening in the IMC
with the IMC Supervisor discussing the planning, preparation and supervision of a
construction/renovation project. This year, class members also brought drawings of redesigned library
spaces for evaluation and feedback. Additional visitors who came to discuss the IMC program
included Library Media Specialists from other districts, vendors, and an alumna currently enrolled in a
graduate library program.
The Instructional Media Center received several grants and gifts during this school year. As mentioned
earlier, the State Library provided a complimentary subscription to EBSCO, a full-text periodical
database suite, (approximate cost, $18,000). Conference attendance presented the opportunity to
obtain books for free or at a reduced price. IMC staff members returned from the New Jersey
Association of School Librarians conference with books valued at $1,728.21 – but, as “conference
specials,” only cost $518.00!
Many items are donated throughout the year to the IMC. This year's donations included books and
periodicals from 20 staff members (Karen Batista, Scott Belsky, Bonnie Berenger, David Berger,
Darrell De Tample, Debbie Domingues, Bill Fernekes, Joanne Fisher, Christine Kania, Chris Larson,
Debbie MacDonald, Greg MacTye, Kris Myers, Maryellen O’Shea, Jane Paradiso, Chris Ruggere,
Laura Sproul, Chris Steffner, Sharon Sweeney and Lois Tabor) along with members of the IMC staff.
Additional donations were received from vendors, other libraries (including County College of Morris,
Flemington Public, Hunterdon County and J.P. Case Middle School), visitors (Polish Exchange
students) and community members.
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Members of the Archives Advisory Board traveled to Rutgers University to visit the archives (Special
Collections) and Rutgers’ new Welcome Center. The group spoke with archivists and observed how
the archives functions and how artifacts are used in displays and exhibits. Following the visit, students
began research preparation for an interactive history of Hunterdon Central. Dr. Fernekes presented an
oral history workshop focusing on questioning skills for interviews. Members immediately used their
new skills to interview retiring teacher, Phil Hammel. The interview will be indexed and linked to the
Archives’ website. Visitors to the Archives included a host of alumni – some coming to just look at
yearbooks, but most coming to discuss needs for upcoming reunions (1960, 1970, 1975, 1959 and
1984) including gathering class photos, obtaining addresses of former teachers and/or students, and
planning for tours of the campus. The resources of the Archives were also used by a coach and
booster parent working together to gather photos for an anniversary scrapbook, an alum collecting
photographs for a video tribute for a Hall of Fame recipient, and a Senior Architectural Historian who
was researching information on HC’s facility and grounds.
The IMC staff continued the practice of sending picture books to the newest members of the HCRHS
family. This year, fourteen books were sent to HC staff members in honor of their children. We
received the following in response to an email sent to supervisors reminding them to forward summer
birth information to the IMC,
“I don't have any announcements as of yet, but I do want to thank you for doing this.
All three of my kids know about the "IMC staff” from the wonderful gifts you have
given. We still have the books and they are a treasured part of their rooms'
bookshelves. Certainly one of the best parts of this great school …”
Staff Development
To continue to provide quality service, as well as to keep up with the continuing changes in the field,
the IMC staff participated in many professional development activities. In addition to the wealth of
professional development offered at Hunterdon Central, IMC staff members attended conferences,
workshops, and graduate classes and participated in online training opportunities. Harlene Rosenberg,
Heather Hersey and Marci Zane traveled to Charlotte to attend the American Association of School
Librarians’ national conference. While all three had submitted proposals to present at this conference,
none had been accepted. The reverse was true at the New Jersey Association of School Librarians’ fall
conference where Harlene presented a session on planning for renovation and construction, Heather
presented on booktalking and Marci, in collaboration with Sharon Sweeney and former IMC staff
member, Phyllis Miller presented the session, Using Library Resources to Create Global Citizens.
They also participated in the sending district Library Media Articulation meetings and attended the
Hunterdon County Librarians Association’s Winter Workshop. Marci and Heather participated in a
panel discussion about creating 21 st Century classrooms with the 1:1 pilot team at the NJASCD’s
workshop, Integrating Technology into Content Area Instruction. Both were active in the
Professional Development Planning Sub-Committee, summer book study group, facilitated for the PD
Planning Sub-Committee’s year-long 21 st Century Skills initiative, maintained the 21 st Century Skills
Moodle site and are members of the Educational Technology committee. Marci completed her
graduate studies program at Rutgers University and received a Master of Library and Information
Science degree. Harlene participated in School Library Journal’s Leadership Conference, an archival
workshop, Pass it On: Saving Heritage and Memories, Preserving Family Treasures presented by the
New Jersey State Library, and met with exhibitors at the New Jersey Librarians Associations’ spring
conference. Jackie Sullivan and Mary Kinkin attended an afterschool NJEA professional development
class on Web 2.0 Tools for Educators. Jackie is currently enrolled in a bachelor’s program in English
at Thomas Edison College and has taken several classes including Introduction to Information Systems,
Living in the Information Age and Introduction to Children’s Literature. Pat Pirretti and Jackie
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attended the ETTC’s Work-Life-Balance workshop. IMC staff members have also enjoyed their
participation in this year’s short skills sessions, attending classes in Excel, Twitter, Moodle,
Screencasting, Internet searching, Facebook. IMC staff members also took advantage of webinars on a
variety of topics including: electronic books, social networking, reference materials, Destiny
circulation software, and Archival supplies.
Staff -- Special Recognition
The IMC staff attended and/or participated in a variety of HCRHS and school-related activities as well
as providing outstanding service and support to our large community. All IMC staff members
participated in interviewing candidates to fill the position created by Dale Patterson’s retirement and
then assisted in training her successor, Jacqueline Sullivan.
Heather Hersey embraced the Web 2.0 technologies, collaborating with teachers to incorporate Twitter,
Weblogs, Social Bookmarking, RSS Feeds, animation, comics and survey creation into their research
projects. To further assist students and teachers, she created Project Link webpages,
http://central.hcrhs.k12.nj.us/imc/project_links, to help with learning these new skills. At the
Hunterdon County Librarians Association’s Winter Workshop, Heather presented a session on the
educational use of Twitter. She also presented short skills sessions on Twitter and Comic
Creators/Animators. Heather commented that she “worked hard to move beyond ‘the tool’ and find
ways to show teachers how these tools can make their teaching and professional development more
effective.” In conjunction with her Information Skills instruction, she developed several evaluation
tools to assess the understanding of the students. Heather’s work in promoting reading was embraced
by many teachers and “independent reads” replaced several classroom novels. During the school year
she selected new books on a variety of topics to meet the reading requirements of this growing group
of readers. The ELL Literature Circle met weekly and Pam Vance was delighted with the quality of
her students’ participation. In conjunction with her professional development activities, Heather
researched the latest literature and ordered (and promoted) a well-rounded collection of books to
update the IMC’s professional collection.
While Mary Kinkin’s, primary job is to facilitate of all circulation processes, she has enhanced that
role by familiarizing herself with the IMC’s materials and resources, thus enabling her to provide
assistance as requested. As the “challenges” posed by the expanding obligation list grew, Mary calmly
worked with teachers, advisors and coaches to add and remove student names from the list. Her
communications with teachers, students and parents is highly professional and has proven a soothing
effect to sometimes frantic emotions. This year, Mary chaperoned a Sociology field trip to
NORWESCAP and continued her participation in collecting letters and packages to send to soldiers
overseas.
After forty-eight years as IMC Secretary, Dale Patterson retired in the Fall. Dale guided IMC staff
members as they began their tenure and continued to watch over them to ensure that whatever needed
to be done was accomplished! Over the years, she communicated with parents and vendors and
processed orders for thousands of books and hundreds of subscriptions. As the IMC program evolved
and grew, Dale learned new skills to meet the changing needs and technology. Once her successor was
selected, Dale did an exemplary job of training her and has since been available to assist Jackie as
needed. Dale has left quite a legacy and will be missed.
This year, Pat Pirretti began assisting Marci with cataloging new books. She took on some of the more
challenging titles that required “original cataloging”. Pat also updated the links to the online Archives
records, learning from Heather how to attach them to the electronic catalog to facilitate searching for
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information and resources. The routine that she established with our student visitors during Unit
Lunch and after school ensured that, once entering the IMC, they settled down to work. In the midst of
shelving books and other tasks, Pat helped students and faculty and assisted at the circulation desk.
Jackie Sullivan formally joined the IMC staff in mid-October, but actually began volunteering as soon
as she was hired. She worked closely with Dale Patterson to learn the nuances of the secretary’s job so
that when she actually started, she was able to pick up where Dale left off. During the transition,
Jackie helped with manipulating and reporting the data acquired from the Information Literacy survey.
She has been systematically going through the files (some dating back 50 years) weeding out-dated
documents and finding an amazing amount of historical information that is being added to the
Archives. Jackie has skillfully taken over Working Papers and all of the related communications and
paperwork attached to that thankless task.
Marci Zane also embraced the Web 2.0 technologies incorporating tools such as weblogs, wikis, Diigo
and Twitter into her instruction. She, like Heather worked closely with teachers to incorporate social
networking tools into their research, first teaching the students how to create accounts, weblogs, etc.
and then assisting them in finding the right audience to interact with. In preparation for her 1:1
collaboration with Trese Lang’s class, Marci researched and ordered both fiction and non-fiction books
on topics including sports, fitness and athleticism. Marci created several Project Links webpages to
assist students with their research. In addition to facilitating the cataloging of the IMC’s latest
acquisitions and acquainting Pat with the tools to use in her cataloging, Marci took on a new role,
booktalking, to assist Heather with the overabundance of classes on the schedule. In addition to her
IMC duties, Marci taught weekend SAT classes and chaperoned two field trips for African Studies.
Finally, the New Jersey Association of School Librarians recognized her growing scholarship and
potential for leadership by presenting Marci with the Al Saley Memorial Scholarship.
Harlene Rosenberg continued to facilitate all programming in the IMC, working with members of the
community in addition to the IMC staff. She coordinated the Hunterdon County Librarian’s Winter
Workshop and engaged speakers on the topics of copyright and Fair Use. In her role as co-director of
the Archives, she trained students and faculty in archival processing and cataloging and coordinated all
student and faculty summer projects. Additionally, she fielded all inquiries involving the Archives
from helping reunion coordinators obtain needed information and resources to locating historical
information for the administration to determining the ownership of a school ring that was found in a
yard in Clinton. Harlene continued her weekly reading to Kathy Zullo’s EKWIPS students. She also
continued as the chair of the Library Media articulation committee, co-director of the HC Archives, cochair
of the Hunterdon Archives Advisory Board and was a member of the HC Dragon Boat team that
took first place in the “Paddle for Pink” Educators’ Division.
After twenty-seven years as the IMC Supervisor, Harlene will retire at the end of the summer. Some
of the highlights of her tenure include:
• Adding two Library Media Specialist positions (1988 and 2002)
• Promoting the use of technology in research and instruction; HC was the first NJ high school
to install a CD-ROM network (September 1991) with six computer stations
• Renovating the IMC in 1993, eliminating an underused atrium, updating the interior design
and furnishings, and adding infrastructure for our growing technology
• Installation of circulation systems (Dynix Scholar [1993], Follett Circ/Cat [2001], and Follett
Destiny [2010])
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• Participating on two teams that received NJ Best Practice recognition; Utilization of CD-ROM
Resources for Research (1994) and Books Breaking Barriers: The ESL Literature Circle
(2006)
• Being named Outstanding Media Specialist of the Year by the Educational Media Association
of New Jersey in 1995
• Being selected as a Library of Congress American Memory Fellow in 1997
• Receiving the American Association of School Librarian’s National School Library Media
Program of the Year award in 1998
• Founding (along with Bill Fernekes) the Hunterdon Central Archives in 2002 and forming the
Archives Advisory Board consisting of students, HC staff, alumni, retirees, and members of
the community
• Building an addition to the IMC in 2006, including a computer lab, conference room, faculty
workroom, Archives, classroom space (which is also used for a variety of activities including
BOE meetings), supervisor’s office, and comfortable seating areas for reading, work and
discussion.
• Co-chairing Hunterdon Central’s 50 th Anniversary celebration (2007)
• Presenting at over 30 conferences and workshops and writing several articles including,
“Creating an Information Literate School: Information Literacy in Action” (with Linda Batz,
NAASP Bulletin, March 1999) and “Building a High School Archives Program: A Case Study
in School-University Collaboration” (with Bill Fernekes, Journal of Archival Organization,
2008)
• Having the opportunity to work with an enthusiastic, dedicated and talented group of staff
members, supportive Board of Education, Administration, supervisors, teachers and support
staff and thousands of fantastic students.
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MATHEMATICS
Curricular Highlights
The 2009-2010 school year had a number of curricular highlights to be presented in this report. The
most influential factors regarding the mathematics curriculum have been the State of New Jersey’s
adoption of the Algebra 1 End of Course Exam, the revision of Core Content Standards, and the NJ
Statewide Systematic Model for Creating 21 st Century Schools. The state has joined a consortium of
other states that have worked with the American Diploma Project in developing common standards and
a common assessment to be given at the end of the school year when a student takes Algebra 1.
Meanwhile, the State of New Jersey participated in the revision of the mathematics standards through
the Common Core Standards national initiative. The majority of time spent in departmental meetings
and professional development opportunities have been focused on at least one of these three issues.
Staff members have worked in small collaborative groups to analyze the proposed Common Core
Standards and their alignment with the curriculum associated with our courses. A gap analysis was
conducted for each of the core courses, ie. Algebra 1, Geometry, Algebra 2, Pre-Calculus, and
Calculus. The next step to be taken with respect to curriculum is in the transition from the traditional
unit plan format to the Understanding by Design (UbD) format that is suggested by the State of New
Jersey. This process will also stir up valuable conversation and collaboration among teachers in the
purposeful incorporation and cultivation of 21 st Century Skills in our classrooms. This discussion was
initiated in the full faculty meetings throughout this past school year. The primary curricular tasks this
past year can be summed up with idea that time was well spent becoming aware of the three major
initiatives mentioned in the previous paragraph, determining where we currently are as a department
(and whole school) with respect to the initiatives, and planning a course of action to assure that we
meet the challenges set forth by the initiatives in a responsible and effect manner in the near future.
The ideas shared and discussed in the faculty meeting subgroups focused on 21 st Century Skills
spurned some creativity and change within some of the current teaching practices. For instance, one
math teacher teamed up with English teachers to develop a writing project that incorporated the
research of famous mathematicians in history. Another teacher brought his Geometry class to a
science class that focused on aviation. Many worked on incorporating project-based and/or group
assessments into their current practices.
The course Discrete Math had a successful first year of existence in our school. With an everincreasing
population of students interested in taking math courses that are either beyond or
complementary to the core college prep courses, it is wonderful to have electives such as Discrete
Math, Math & Computers, Probability & Statistics, and Computer Science to help enrich our students’
experiences in the world of math.
The staff who worked in the Pre-Algebra committee over the past two years worked to assure that the
first year of the running of the course was successful. Various units were piloted throughout the course
to help in finalizing the design of the curriculum for the new Pre-Algebra - 304 course to run in the
coming school year. Students’ future progress will be analyzed for the effectiveness of the changes
made in the course. One such focal point will be the results of the Algebra 1 End of Course Exam.
One 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 class and in an Algebra 1 class had Netbooks at their
disposal both in and out of school. The success of the pilot has prompted the change in some of the
classroom designs, particularly in Geometry rooms that traditionally had PCs in a one-to-one ratio for
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the students, but in an arrangement that made it difficult for students to work collaboratively. Three
classrooms will be transformed to arrangements with desks that are more conducive to collaboration
among students and Netbook or tablet carts that allow for the one-to-one ratio when the situation
presents itself.
Hunterdon Central participated in the state’s first full-state, mandatory pilot testing of the Algebra 1
End of Course Exam. In May of 2010, 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 first-time assessment will be analyzed in the summer of 2010 to help
target any instructional, curricular and/or scheduling issues that may be associated with this “end of
course” exam being administered in May with about four weeks of school remaining. It will also help
identify if there are any benefits or concerns to having Algebra 1 in the fall or spring semester.
Finally, remediation strategies will need to be developed for students who do not meet proficiency
levels. With the fact that any student taking Algebra 1 in the upcoming 2010-2011 school will need to
take the Algebra 1 EOC Exam in May of 2011, and must pass the assessment at some point in order to
graduate, it will be imperative that the department and district is ready for the implications of the
additional assessment.
The 2009-10 school year saw a continued progression towards excellence in the area of Advanced
Placement testing. The results of AP Exams for the 2009-2010 school year are listed below.
AP Calculus BC (353) 19 Students (up from 15) Mean Score of 5.0
AP Calculus AB (352) 23 Students (down from 26) Mean Score of 4.0
AP Computer Science (367) 7 Students (up from 4) Mean Score of 4.3
AP Statistics (359) 26 Students (up from 21) Mean Score of 3.8]
The following table provides a break down 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 39 19 11 4 2 75
Percentage of
Total
52 25 15 5 3 100
Department Totals 5 4 3 2 1 Total Exams
Calculus AB 9 7 5 1 1 23
Calculus BC 19 19
Computer Science 3 3 1 7
Statistics 8 9 5 3 1 26
The number of students taking Advanced Placement courses increased from the previous school year.
The enrollment rose from 52 to 53 in AP Calculus (AB and BC combined). The number of students
taking AP Computer Science rose from 5 to 13 students. The number of students taking AP Statistics
also rose significantly from 26 to 44. It should be noted that there are 133 students registered for AP
Statistics in the upcoming 2010-11 school year, up from the previous year’s total of 110.
The March 2010 administration of the HSPA resulted with 88.9% (up from 87.0%) of all students
achieving scores of Proficient or Advanced Proficient, with 95.3% of General Education achieving
Proficient or Advanced Proficient scores. This is comparable with the 96.9% reported from the 2008
administration. It should also be noted that 48.1% of the General Education population scored at the
Advanced Proficient level. It should also be noted that the mean scores of the students in the Special
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Education subgroup were either at or above those of like DFG schools. 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 offering of a summer
remediation program that awards credit for completion, enrollment in the 326 and 327 (HSPA)
courses, and/or an after-school tutorial program beginning in January of 2010.
In the past, the HSPA Remedial courses of 326 and 327 were taught by members of the Basic Skills
office. This past year was the third in which the courses were taught by members of the Mathematics
Department. The State of New Jersey instituted a new alternative assessment, aptly named the
Alternative High School Assessment – AHSA). This replaced the in-house scored SRA. The AHSA
provided added challenges for both the students and staff since it allowed for specific windows of time
when the students would be able to complete and submit prompts issued by the State. It so happened
that the testing windows coincided with the end of semester final exams and beginning of new courses
in the new spring semester. With students’ hard work and cooperation among many staff members, the
majority of the students were able to complete the AHSA successfully.
New Program Highlights
The incorporation of technologies into the learning environments within the math department has been
at a continual increase. Every teacher has and uses a tablet for at least some part of their lessons or
daily work. Roughly half of the teachers within the department have been utilizing Moodle in some
way, with 15 of the math courses represented with a site on the learning management system. Moodle
sites have also served as a resource for the math department as a whole (the department site), the
vertical articulation committee, and the ESL program.
The revamped course of Computers and Math had enough students to run for the first time in a number
of years. The theme of gaming and logic proved to be a motivator for many of the students.
The department is pleased that the newly adopted course of Discrete Mathematics 361 will have
enough students to run for the first time in the 2009-10 school year.
With the New Jersey Core Curriculum Content Standards due to be released during the upcoming
school year, coupled with the results of the first pilot testing of the Algebra 1 EOC Exams, it is
anticipated that some program changes will take place in the near future.
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
- Successful Co-Teaching Strategies
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- Algebra 1 EOC Exam
- Common Core Standards
- Project Based Learning
- Differentiated Instruction
- Using Technology to Strengthen Content Areas - Geometry
- SRA / AHSA Administration
- 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 February, 2010.
Two teachers within the department completed required coursework and state assessments to
successfully earn certification as mathematics supervisors.
Students – Special Recognition
Two teams representing Hunterdon Central were awarded with an Honorable Mention Team Prize in
the Moody’s Mega Math Challenge 2010. The first team consisted of Brian Dawes, Archan Hazra,
Garrick Lau, Michael Orella, and David Riche. The second team consisted of John Greth, Nick
Phillips, Erica Reuss, Jeremy Spitz, and Ashley Weber.
The 61 st Annual American Mathematics Competition was held in February 2010. Michael Latimer, a
12 th grade student, earned the highest score of 87.0 at Hunterdon Central. Kelvin received a bronze
medal from the Mathematics Association of America, a certificate, and a plaque for his success.
Michael we joined by Michael Boch and John Greth, both tied for 2 nd place with scores of 85.5, to
form the school’s team.
A team of three students finished 3 rd in the NJIT Computer Programming Contest.
John Greth was acknowledged for finishing 7 th place in the regional Mu Alpha Theta Log 1 Contest.
The Hunterdon Central Mathematics Department Award was presented to Michal Latimer. He
received a check for $500 for exhibiting outstanding achievement in mathematics.
John Greth was selected to receive the Math Department Underclassmen Award.
Rachel Miller 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.
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Frederic Ruremesha 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.
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SCIENCE
Departmental Philosophy:
The HCRHS 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 2009 – 2010 were as follows:
1. Develop activities that lend themselves to problem solving and critical thinking.
The department has begun to review all curricula to determine gaps between the new State Standards
and the current curricula. We have identified areas that need revision; areas that can be removed form
the curriculum, and areas that need to be expanded. 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.
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. Internet-based activities and simulations were successfully infused into many of the
courses offered.
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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 pilot program was implemented 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. 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 were shared with Stevens at a
later date and improvements and revisions to the program will be made. It is our hope that this
program can be expanded next year into our biology classes as well.
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 to aid
in the clean up of the Gulf of Mexico oil disaster by collecting hair, fur and pantyhose to make natural
hair booms. The class also developed a Facebook clearinghouse for updated information concerning
the Gulf of Mexico oil disaster and how to help which helps to enhance 21st century learning.
Our honors chemistry teacher designed, built, and incorporated into the curriculum, an apparatus for a
demonstration to connect the concepts associated with the "activity of metals" to "electrochemistry."
She also designed and built a laboratory activity to connect the concepts associated with the "activity
of metals" to "electrochemistry" via students' building of a voltaic pile. These two activities also
should function as a curricular bridge between what students learn in honors chemistry and what they
will learn about electricity in honors physics. In terms of modifying the existing curriculum to meet
the needs of students in the 21st century, these two activities should serve students as a "springboard"
in addressing the chemistry and physics needed to develop alternate energy technology.
HCRHS is now involved in Project Astro. Project ASTRO is a National Program which creates longterm
partnerships between astronomers and teachers or youth group and community leaders. The
philosophy behind Project ASTRO is that students learn best when using hands-on inquiry-based
activities in combination with a constructivist approach to teaching. The astronomer is a resource for
the teacher both in and outside the classroom and provides students with the unique opportunity to
have long-term interactions with a scientist. Project ASTRO NOVA has trained over 200 teachers and
over 120 astronomers and reached over 35,000 New Jersey students.
Our astronomer visited us three times this year including family science night.
Also, several members of the science staff are now certified through NASA to receive and display
lunar and meteorite samples which are considered national treasures. These samples were made part
of our family science night.
In our biology classes the students were asked to design an enzyme lab demonstrating the workings of
an enzyme and inhibition of the process. Students were given a total of 3 main objects to use. Roll of
masking tape, pennies (at least 50) and silver coins (quarter, nickel and dime). In a group of 4 students
they had one block to develop a lab/project that someone could use to learn about the principles of
enzymes. They were required to write a formal lab procedure with critical thinking questions at the
end. The six groups developed 6 different labs. Student reaction was positive and they enjoyed
working collaboratively.
Students were also asked to research extracting DNA from food products. In groups of two the
students were given time to research extraction and write a formal lab procedure - materials, steps to
extract , critical thinking questions. In the lab procedure they also had to discuss reason for the step in
their procedure - such as why do you mash/grind or blend the fruit first - break down cell wall to get to
membranes.
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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 has changed drastically over the last several years in response to
changes in the State testing. The course is now focused on environmental and earth science, thus the
name change to Environmental and Earth science. With approximately 25% of the end of course
biology exam focusing on environmental issues, this was a necessary change. The biology end of
course proficiency test will take place beginning in 2011. The first field test was given in May 2008.
A second field test was given in May 2009, and a third test was given in May 2010. The results from
the May 2008 and May 2009 tests were very encouraging. Our school performed well above the State
average for all schools, and slightly above the State average for our district factor group. There was
some concern about scores for students who took biology in first semester. After disaggregating data,
it was found that students did equally as well on the exam regardless of the semester in which they
took the course.
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 ninth 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 ninth grade class, with an emphasis on science aptitude, and
environmental science. The earth science portion was removed and replaced by nature of science,
mathematical applications, and science applications questions. 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 eighth 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 2010-2011 school year.
Our AP Biology enrollment for the 2009-2010 school year required the addition of another teacher for
this program. The scores continue to be high with 100% of the students receiving a score of 3 or
higher.
AP Environmental Science Scores were also impressive with 80% of the students receiving a score of
3 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.
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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 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.
Our teachers started to experiment with alternative forms of assessment by allowing students the
option to do projects utilizing different formats vs. 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.
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.
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 three
times during the course of the school year. Curricula were shared and each was aligned with the high
school curriculum as well as the GEPA standards in order to avoid duplication. The objectives for the
eighth 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.
This year’s test was a major change from previous years in its emphasis. The test was more of an
application of information test rather than a rote memorization of facts test. This test was put into
place as a result of the new End of Course biology exam which contain environmental studies not
covered in our current biology curriculum.
The possibility of offering an accelerated eighth 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
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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 l 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 seventh annual Family
Science Night. This year’s event attracted an audience of over 1,000 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 from both
Bristol-Myers Squibb and Exxon/Mobil as presenters. 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. We also participated in the 4 th and 5 th grade evening orientation program making slime and
also performing a liquid nitrogen show.
5. Investigate standards-based grading and formative assessments more fully.
An ETTC course on designing assessments will take place during the summer of 2010 to investigate
this more fully. Currently five science teachers are registered for this course. These methodologies
will be discussed more fully during department meetings in 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.
All curricula were studied during the months of April, May, and June 2010 to determine gaps as
related to both core standards and 21 st century skills. Curriculum revisions will be on-going with the
entire biology curriculum being revised/re-written during the summer of 2010.
7. Begin the formation of professional learning communities.
All members of the department participated in informal PLC’s during the school year 2009-2010.
These were interdisciplinary groups which developed projects which were displayed in a showcase in
June. Many of these projects will be examined more fully to possible systemic development.
Staff Development
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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.
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.
Dr. Kenneth Micai presented workshops on Designing Assessments and Using Excel to Analyze Data.
All of our teachers also participated in the short skills sessions offered throughout the year.
All of the members of the department also participated in informal professional learning communities
in which they were to develop a project that exemplified 21 st Century Skills. This involved research on
these skills as well as designing a learning activity for students to help in the development of these
skills.
As we move toward the implementation of 21 st Century Skills it will become imperative to offer
professional development on in the implementation of teaching strategies. It will also become
increasingly important to implement professional learning communities. This will take a major
commitment by the school community.
Student - Special Recognition
Danielle Dominic, one of our biology teachers, mentored one of her former Honors Biology students,
Tara Raj. Tara worked on an independent research project that she entered into the New Jersey
Regional Science competition. Her research was entitled Modification of Biofilm Matrix Using Alkyl
Polygycosides. She won all of the following awards presented at the conference:
American Chemical Society Award- 1st place
10th grade Chemistry- 1st place
Scientific American Award- 1st place
This student's research was really incredible and has qualified her for a trip to the Intel International
Competition in San Jose, California. There is a possibility of a future patent of her work.
Kristen Lavallato received the Mike Mulcahy award for excellence in geophysical 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 Kristen will
continue in her winning ways in the future.
Hunterdon Central registered with the USA Biology Olympiad for the third time this year. Honors and
AP Biology students were given the opportunity with other students throughout the country. We had
two semi-finalists in the US Biology Olympiad competition this year; they were Leanna Zhan and
Athena Ierokomos. They were in the top 500 group of over 6000 kids that took the "open exam".
Leanna Zhan & Kevin Huang won first place honors in the 2010 Chemagination competition held at
Princeton University. Isha & Ishaan Desai, and Dina Gold & Ryan Currie garnered second place
honors.
Hunterdon Central has begun the process of becoming officially certified in the Science National
Honor Society. The goals of the society are science tutoring & community/grade-school outreach
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Fifteen 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.
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SOCIAL STUDIES
Curricular Highlights
In 2009-10, the social studies department implemented two new elective courses, Comparative World
Religions (3 sections) and Latin American Studies (1 section). These courses were well received by
student enrollees, and both engaged community resources (guest speakers in both courses, and a field
trip in Latin American Studies) extensively as integral components of instructional planning. A series
of in-school field trips that engaged a panel of religious leaders from various faiths in wide-ranging
discussions with students (Buddhism, Hinduism, Christianity, Islam and Judaism) were held in the
IMC for the Comparative World Religions course. These were very stimulating and were audio-taped
for future reference and research.
The department also continued to refine its existing programs using summer curriculum work funds,
updating many courses, including the interdisciplinary programs we deliver with the English
department (Humanities I and II, and Honors Humanities III). The department also initiated a gap
analysis process to determine areas for curriculum revision for the courses required for high school
graduation (grades 9-11), using the newly adopted NJ Core Curriculum Content Standards in social
studies (Fall 2009) as the basis for comparison.
The department successfully implemented a major change in its required field trip program for juniors,
initially piloting a field experience to the Metropolitan Museum of Art for CWS I students in fall 2009,
and based on that successful pilot, expanding it to include all CWS I students during spring 2010.
Based on financial constraints imposed in the district’s budget for field trips during 2010-11, the
department voted to eliminate for one year the required grade 9 field experience, while continuing to
implement the required field trips to the Vietnam Era Education Center for grade 10 students, the
Metropolitan Museum of Art for grade 11 students, and specific locations related to elective courses.
No course in the department will provide more than one field trip that requires BOE funding as part of
this plan in 2010-11.
In late April and early May 2010, the department hosted 17 students and 3 faculty from our partner
school in Krakow Poland, Lyceum V. This was the third successful visit by our partner school to
HCRHS, and we look forward to expanding and refining this program in 2010-11, when our students
form the Holocaust and Human Behavior program will visit the Czech Republic and Poland during the
spring school vacation.
New Program Highlights
The department continued its use of a new structure for program evaluation and development during
the past year, employing inquiry groups based on professional interests and/or curriculum emphases (i.
e., AP US History, and others). The time requirements for ongoing deliberation were limited due to
competing commitments for student tutorials, district in-service activities, and other projects, such as
the curriculum gap analysis mentioned in Curricular Highlights. At this point in time, if the district
intends to move forward comprehensively with a professional learning community structure for
ongoing staff development, the challenges of providing institutional support must be confronted and
solved so that faculty do not feel frustrated when setting goals for their inquiry groups that are
shortchanged due to inadequate time for deliberation.
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The department continued to work collaboratively with the Eagleton Institute of Politics at Rutgers
University to implement the Eagleton Assessment of Civic Understanding, this year administering a
baseline assessment for grade 9 students (as had been done for the previous 2 years), as well as an exit
assessment for grades 11 and 12 students, many of whom had taken the initial baseline assessment as
grade 9 students in the 2007-08 school year. Elizabeth Matto, the director of the Eagleton Assessment
at Rutgers, is preparing a comparative analysis of the data from the two assessments that will help the
district review its civic education program and chart a path for continued improvements in the future.
We will continue to participate in the Eagleton Assessment project in 2010-11.
Staff Development
Social studies faculty members are engaged continuously in a broad array of staff development
programs throughout the calendar year, not only within the district’s ETTC but at many other venues
in New Jersey and the United States.
Electronic New Jersey Grant: Through the efforts of Bill Fernekes, Hunterdon Central was awarded a
grant from the NJ Historical Commission to develop new curriculum modules for the Electronic New
Jersey website, a collaborative project between Hunterdon Central and the Rutgers University
Libraries. This award-winning website, which was initially developed in 1997 and which has been
refined and expanded using four prior Commission grants, will be substantially upgraded and
expanded using the new grant funds ($10,500 in total) and matching funds and services provided by
Rutgers and Hunterdon Central. Three new modules will be developed and mounted on the site
between July and Dec. 2010 by the following HCRHS faculty under Dr. Fernekes’ supervision:
Clifford Case and Executive Secrecy (Keith Dennison and Adam Leonard), Civil Rights at Rutgers in
the 1960s (Ken Kotcher and Sharon Sweeney) and Title IX and Women’s Athletics at Rutgers (Laura
Sproul and Lindsay Warren).
Rutgers Institute for High School Teachers: Seminars on various topics, including Thomas Edison,
Civil Rights History, Middle Eastern History, and others. Participants included Patricia Janos, Aren
Apffel, Kelly Hulpa, and Anson Smith.
College of New Jersey Teachers as Scholars Program: Programs on Food in History, Women and the
Holocaust and other topics. Participants included Ann Mahon, Lindsay Warren, and William Pisarra.
Metropolitan Museum of Art: Workshop on Ancient Egyptian Culture and Art—Tom Heard.
Graduate Study: Drew University: Doctoral Program—Ann Mahon and Laura Sproul; Drew
University, Master’s Degree Program—Lindsay Warren. Rutgers, The State University: Master’s
Degree Program in History, Newark—Derek Khoudja. Doctoral Program in Social Studies
Education—Darrell De Tample. Centenary College: Master’s Degree in School Administration
Principal and Supervisors Certification Programs—Aren Apffel, Marco DiMarcello and Paul Urban.
Seton Hall University: Doctoral Program in Education--Cynthia Gensinger. New Brunswick
Theological Seminary: Master’s Program in Theology—Ken Kotcher.
Special Programs: Master Teacher Institute in Holocaust Studies—Completed by Lindsay Warren in
Spring 2010. 9/11 Global Terrorism Curriculum Project sponsored by the NJ Commission on
Holocaust education: Darrell De Tample (field testing of lessons) and Bill Fernekes (curriculum
writing team).
Major Conferences, Institutes and Workshops: Psychology conference (held every other year) in St.
Petersburg, Florida, attended by Cecilia Tyler in January 2010. Association of Holocaust
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Organizations, Skokie Illinois: Bill Fernekes represented the NJ Commission on Holocaust Education
at this conference in June 2010. AP U. S. History Summer Institute at Rutgers University, New
Brunswick (July 2009): Adam Leonard. NJ Center for Civic and Law-Related Education Summer
Institute at Rutgers, New Brunswick: Adam Leonard. National Gallery of Art, Summer Workshop on
Using Art in the Social Studies Classroom (Washington DC): Laura Sproul. James Madison
Fellowship at Princeton University: Brendan Mahon, Keith Dennison and Derek Khoudja. Facing
History and Ourselves Workshop (Drew University): Dave Berger and Kris Myers.
Professional Development Courses: In addition to the many ETTC courses taken by social studies
faculty, a number of department members teach ETTC and related professional development courses at
Hunterdon Central. Faculty teaching courses include Adam Leonard and Jared Warren (from the
special education department), Bill Fernekes, Brendan Mahon and Ryan Herbst, Ann Mahon, and
others. Additionally, Brendan Mahon and Ann Mahon taught the new teacher induction course offered
at Hunterdon Central for new faculty beginning in Jan. 2010 and continuing through June 2010.
Kelly Hulpa and Aren Apffel participated in a special professional development program at the Japan
Society in New York, while Kelly also participated in a series of seminars at the College Board related
to the study of economics.
Presentations at Conferences: Bill Fernekes (Pennsylvania Council for the Social Studies and NJ
Council for the Social Studies annual meetings in Fall 2009), Dan Butler and Ann Mahon (Holocaust
and Genocide Studies Workshop at Ramapo College, Fall 2009), and Bill Fernekes (Assoc. of
Holocaust Organizations, Skokie Illinois, June 2010), Sharon Sweeney and Marci Zane (NJ
Educational Media Association Annual Meeting, Fall 2009).
Participation in the District’s One to One Technology Pilot Program: Keith Dennison.
Participation in the District’s Delegation to the New Jersey High School Reform Initiative: Chris
Bellotti.
Publications: William Pisarra contributed an invited essay to the National Council for the Social
Studies Bulletin Natural Disasters and Human Rights, edited by Valerie Pang, Jack L. Nelson and
William R. Fernekes. Bill Fernekes prepared 3 chapters in this same Bulletin in addition to serving as
one of the three co-editors for the Bulletin. Anticipated publication date for the Bulletin is summer
2010. Bill Fernekes is also currently preparing an essay on the work of Lawrence Metcalf, a major
thinker in social studies, for an edited volume on teaching about social issues (co-edited by Samuel
Totten and Jon Pedersen) to be published by Information Age Publishing in 2011.
Staff—Special Recognition
Aren Apffel—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. Aren has begun to pursue his
supervisory certification through Centenary College and was a key figure in the successful piloting of
the department’s new field trip to the Metropolitan Museum of Art for grade 11 students.
Chris Bellotti—Chris is an outstanding member of the department, and his many contributions to the
department and the school were recognized with his nomination by the district for the Princeton
University Secondary School Teaching Award in 2009. Chris was also the only teaching staff member
of the district’s delegation to the NJ High School Reform initiative, and in early July 2010, he and his
wife Jean welcomed their third child, Jilliam Emmaly, into their family.
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Dave Berger—Dave’s leadership as the president of the HCEA along with his role on the district’s
SDM/SBAT steering committee were crucial in advancing district initiatives in 2009-10. Dave also
has continued to use innovative teaching strategies in his work in courses such as Humanities I and
Contemporary American Problems, where he successfully implemented online discussion boards
involving students in dialogues with school and community experts.
Dan Butler—Dan Butler’s fine work in teaching a variety of courses continued in 2009-10, notably in
AP European History, where he teamed with Marco DiMarcello to sustain the high quality of this
district program. Dan also was an integral member of the department’s HCRHS-Polish Exchange
project team, and he will continue to participate in the work of the Holocaust Overseas Study Program
in preparation for our next visit to Europe in spring 2011.
Amy Cooke—Amy returned from child-rearing leave in February 2010 and immediately resumed her
high quality work in teaching both heterogeneous and basic skills students in our US I and II programs.
Amy is planning to resume her graduate work towards a master’s degree in counseling in 2011, and her
excellent work as head women’s basketball coach is a hallmark of the district’s athletic program.
Keith Dennison—Keith Dennison’s excellent work in many areas continued in 2009-10, notably in his
work with the one to one student computer initiative, his collaboration with Mary Woods in integrating
21 st century skills within units taught in Humanities II, and his participation in projects such as
Electronic New Jersey, where he is engaged during July 2010 as part of an online curriculum writing
team developing a unit on Clifford P. Case II and Executive Power. Keith also participates
enthusiastically in supporting the work of the HCRHS Archives through summer curriculum work and
lesson design projects.
Darrell DeTample—Darrell De Tample’s high quality work continued in 2009-10 in many areas. He
was an integral part of the pilot team for the new field trip to Gettysburg national Historic Park for US
History I Honors students in spring 2010, he participated in the piloting of lessons for the 9/11 Global
Terrorism project of the NJ Commission on Holocaust Education, moved forward in his doctoral work
for his Ed. D. degree at the Rutgers Graduate School of Education, and he collaborated with Tom
McHale in developing innovative units and lessons for delivery in Humanities II. Additionally, Darrell
was the individual in charge of the district’s Project Graduation initiative which culminated in a very
successful program for graduating seniors in late June 2010, and he collaborated with Derek Khoudja
of the social studies faculty in serving as a cooperating teacher for student teacher Nicola Morina from
the Rutgers Graduate School of Education in fall 2009.
Marco DiMarcello—Marco DiMarcello made important contributions to both the department and the
district in 2009-10, notably as a member of the district’s professional development committee (which
he will chair in 2010-11), and in collaborating with Dan Butler in delivering our high quality AP
European History program to students. Marco and his wife Kathryn welcomed their second child,
Marco James, to their family in early July 2010, and Marco also successfully completed his
principal/supervisors certification program at Centenary College this year.
Bill Fernekes—Bill Fernekes continued to participate in a wide variety of leadership activities in 2009-
10, in addition to teaching a section of the Holocaust and Human Behavior and one section of
Comparative World Studies I. Supplementing his supervisory duties, Bill participated in programs
with the NJ Social Studies Supervisors Association, gave workshops at the PA and NJ Council for the
Social Studies annual meetings, worked on a series of professional publications (see above under Staff
Development) and served as the secretary of the Hunterdon Central Regional HS Administrators
Association, in addition to being a leading member of the HCRHSAA negotiations team. Bill
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submitted his retirement letter to the Board of Education on July 1, 2010, and he will be retiring from
the district on January 1, 2011 after 36 years and 6 months of service to the students and community at
HCRHS.
Cynthia Gensinger—Cynthia Gensinger joined the social studies faculty in 2009-10 as an experienced
teacher of U. S. History and Psychology at Dover H. S. in the earlier part of the decade. Cynthia’s
excellent work ethic and strong instructional skills complemented the fine work of Cecilia Tyler and
Chris Bellotti in our 3 level Psychology sequence, and we look forward to her continued development
as a member of the department in years to come.
Steve Gibble—Steve Gibble’s high quality work in teaching U. S. History I and II as well as CWS I
and II continued in 2009-10, along with his strong leadership as a head and assistant coach in 3 sports
at HCRHS. Steve’s strong commitment to our students and their overall development was accentuated
by the support which his family provided to a struggling student-athlete, who lived with Steve and his
family for much of the year, thus permitting the student to remain in school and make progress in
many areas of his life.
Tom Heard—Tom Heard did good work in 2009-10 in teaching Classical World and our
heterogeneous and basic skills students in U. S. History I, and we are very pleased to report that the
serious health problems facing his son David appear to be receding at this time. We hope for
continued progress for Tom and his family as we move into the 2010-2011 school year.
Ryan Herbst—Ryan Herbst’s excellent work in teaching both required and elective courses continued
in 2009-10, notably in his teaching of Honors Humanities III with Christine Heuner, and in his work as
part of the department’s Sociology work team. Ryan and Laura Sproul refined the department’s field
trip experience at the National Museum of the American Indian with great success, and Ryan also
engaged in peer coaching with Marita Glowacki of the World Languages department for a second
consecutive year, again at a high level of quality. Ryan joined the HCRHS-Polish Exchange project
team and did fine work in that initiative as well, coordinating the work of the social studies club with
Sharon Sweeney to support a block five presentation by our Polish visitors to interested students,
faculty and staff.
Kelly Hulpa—Kelly Hulpa’s very strong work in teaching both levels of our Economic program
(Honors Economics and AP Economics) and in teaching CWS I and II continued in 2009-10, and her
work is substantially informed by her deep interest in Japanese culture and society. Building upon her
overseas study seminar in Japan during summer 2009, Kelly participated in seminars and a
professional development course at the Japan Society in New York City, while her work in teaching
economics was informed by programs offered by the College Board and other professional
development providers.
Patricia Janos—Patricia Janos once again did excellent work in 2009-10, serving as a cooperating
teacher for Steven Schaible, a student teacher from Rider University in fall 2009, and utilizing
innovative, student-centered pedagogical strategies informed by her study of 21 st century skills
concepts and knowledge. Patricia underwent shoulder surgery in late April 2010 but prior to her
departure did an excellent job in facilitating a very smooth transition to her long-term substitute Ted
Manner, who completed the year with her U. S. History II classes.
Derek Khoudja—Derek Khoudja’s excellent work in many areas of the department’s work continued
in 2009-10, notably as the lead team member for the HCRHS-Polish Exchange project, and in his
teaching of two of the interdisciplinary programs offered by the social studies and English faculty—
Honors Humanities III (with Jon DeLisle) and Multicultural Studies (with Jennifer Miers). Derek has
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also made excellent progress in his master’s degree in history at Rutgers-Newark, where has completed
half of the program requirements as of June 2009. Derek will continue to be a chaperone for the
forthcoming Holocaust Overseas Study program trip to Europe in spring 2011.
Ken Kotcher—Ken Kotcher completed his 26 th year at Hunterdon Central in June 2010, and his
leadership in developing and implementing the new Comparative World Religions course was critical
in its success during the past school year. Working with Matt Perotti, Ken developed a very effective
design for the guest speaker panels of religious experts who presented to our students, which was also
informed by his ongoing work as a master’s degree student in theology at the New Brunswick
Theological Seminary. Ken is also 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 in July
2010.
Adam Leonard—Adam Leonard continued to make excellent progress in his third year as a member of
the department, teaching a section of Honor US History I for the first time and displaying the strong
blend of creativity and scholarship which has marked his teaching from the beginning. Adam will be
working with Keith Dennison in July 2010 to develop an online curriculum module on Clifford Case
and Executive Power for Electronic NJ, and he will be teaching a section of the elective “The Classical
World” in 2010-11.
Ann Mahon—Ann Mahon’s fine work in many areas of the school’s program continued in 2009-10,
not only in the classroom, where she taught a broad array of required and elective courses, but also as a
professional development instructor of ETTC courses and the new teacher induction program for first
year and novice faculty. Ann also served as the senior class advisor, and worked closely with Darrell
De Tample to support the work of Project Graduation. In collaboration with Sharon Rider, Ann codirected
the faculty-student mentoring program offered at HCRHS, and she commenced coursework in
the doctoral program in liberal studies at Drew University.
Brendan Mahon—Brendan Mahon did consistently fine work during 2009-10, coaching boys’ soccer,
co-advising the Ski and Snowboard club with Lindsay Warren, co-teaching the new teacher induction
program course with Ann Mahon, and teaching a variety of course in our grades 9 and 10 U. S. History
program, including Honors US History I. Brendan worked closely with Darrell De Tample in
developing the specifications for the pilot field trip for Honors US History I students to Gettysburg
National Historic Park, a very successful trip in late March 2010.
Kris Myers—Kris Myers taught the department’s new Latin American Studies course for the first time
in 2009-10, after completing the curriculum guide in summer 2009. Kris also taught the department’s
US History courses for ELL students, and he has continued to serve as a strong advocate for ELL
students in the district, along with assisting other faculty in learning how to adapt their instructional
approaches to enhance the success of ELL students through an ETTC course he co-teaches with Pam
Vance of the World Languages faculty.
Matthew Perotti—In addition to his fine work as head football coach, Matt Perotti worked closely with
Ken Kotcher to successfully implement the new Comparative World Religious elective in 2009-10.
Matt will be attending a summer institute on World Religions and Contemporary Politics at Stockton
State College in July 2010, as he and Ken continue to refine this important new elective program.
William Pisarra—Bill Pisarra’s creative and reflective approach to teaching and all of his other
professional tasks characterized his very fine performance in 2009-10, not only in the classroom,
where in addition to working in our CWS I/II program, he taught (with Ken Kotcher) our AP Human
Geography and World Geography courses, implementing a very unique field trip to the Elizabeth port
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area in collaboration with local businesses and labor unions. Bill also served as a member of the
district’s professional development committee, where he worked hard to develop and finalize the NJ
Dept. of Education’s required professional development plan for the district, while also helping to
design and implement the district’s year-long set of in-service activities.
Chris Ruggere—Chris Ruggere’s very strong performance was again evident in 2009-10 as he taught
both required and elective courses in social studies, and led the district’s peer coaching ETTC program
for interested faculty. Chris also continued to advise the district’s PULSE club, and in summer 2010
he will supervise a working production of an original musical at Hunterdon Central for which he has
written the libretto and the music.
Anson Smith—In addition to his fine leadership of the boy’s soccer program, Anson Smith’s strong
performance in teaching courses as diverse as Humanities I (with Cathy Stutzman), CWS II and
Honors and AP US History makes him a key member of the social studies faculty. Anson’s leadership
has led to systematic improvement of our students’ performance in the critical writing components of
our Honors and AP US History program, and we look forward to more of the same in 2010-11.
Laura Sproul—Laura Sproul continued her excellent performance in 2009-10, making excellent
progress in her doctoral program at Drew University, and receiving approval for a sabbatical leave to
do dissertation research and writing in spring 2011. Laura’s fine work on our Sociology faculty team,
along with her strong performance as a teacher of our Honors US History I students and her leadership
as a coach of two women’s sports, makes her a key contributor to the high level of student
achievement at HCRHS.
Sharon Sweeney—Sharon Sweeney once again did very fine work in many areas of our social studies
program, not the least of which was her leadership in the AP US History course team. Sharon also coadvised
social studies club with Ryan Herbst, and their strong guidance for the club members helped
the group raise funds to support a range of social service projects, in addition to providing financial
support for David Heard’s ongoing treatment program. Sharon also is a member of the Electronic New
Jersey project team, working with Ken Kotcher to design an online curriculum module on Civil Rights
at Rutgers during July 2010.
Cecilia Tyler—Cecilia Tyler remains a stalwart of our Psychology program, teaching all three courses
in this challenging curricular sequence, and for the first time, piloting an electronic version of our AP
Psychology text to determine if the department should move aggressively towards the use of electronic
texts in the future. Cecilia also served as an unofficial mentor for Cynthia Gensinger to assist her in
acclimating to our district, and specifically to teaching our Psychology course sequence.
Paul Urban—Paul and Kim Urban welcomed their first child, Kevin Urban, in May 2010, and Paul
also made very good progress towards the completion of his principal and supervisory master’s degree
program at Centenary College during the year. His fine work in our AP US History program helps to
sustain the fine performance of our students in that rigorous curriculum. Additionally, Paul served on
the district professional development committee in 2009-10, helping to prepare and finalize the
professional development plan for the district as required by the State of New Jersey, and he mentored
Sarah Whitehouse during her very successful first year as a social studies educator.
Suzanne Ward—Suzanne Ward returned from a one quarter child rearing leave in November 2009 and
then displayed the fine work which had characterized her performance during her first year at HCRHS
(Dec. 2008-June 2009). Suzanne did especially fine work in collaboration with a series of in-class
support partners, and she continues to utilize innovative, student-centered pedagogical strategies that
energize her students.
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Lindsay Warren—Lindsay Warren continued to demonstrate excellent performance in 2009-10, not
only in the classroom, but in expanding her involvement at the school to include serving as co-advisor
to the Ski and Snowboard club, and participation on the HCRHS-Polish Exchange project team.
Lindsay also commenced her graduate work towards a master’s in liberal studies at Drew University,
while completing her certificate program in the Master Teacher Institute on the Holocaust at Rutgers-
New Brunswick. Lindsay is working with Laura Sproul as a member of the Electronic New Jersey
project team to design an online curriculum module on Title IX and Women’s Athletics at Rutgers
during July 2010.
Sarah Whitehouse—Sarah joined the social studies faculty in September 2009 as a replacement teacher
for Amy Cooke during her child-rearing leave and to cover 2 classes for Dave Berger, given that he
was reduced to an 80% schedule by contract in order to address his duties as president of the HCEA.
Sarah made excellent progress in her first year as a social studies educator, and successfully completed
her provisional year program by June 2009. Sarah left the district to take a position in the Scotch
Plains-Fanwood Public Schools for 2010-11, since the social studies department was recued by one
full faculty line for 2009-10 and no position was available for her. We wish her the best as she
continues her career in the classroom, as she has excellent potential to be fine social studies
professional.
Students—Special Recognition
The department’s award winners for 2009-10 were Archan Hazra (Wilson Carey McWilliams Civic
Education Award), Kayla Given (Vision of Democracy Award), James Bowen (Social Studies
Department Award), Caitlin Tarintiles (American Psychological Association Excellence in Psychology
Award), Dakota Kornicker (University of Rochester Humanities/Social Sciences Award) and Archan
Hazra (American History Scholarship sponsored by the Colonel Lowery Chapter, Daughters of the
American Revolution, Whitehouse NJ). I also want to recognize the continued outstanding service
provided by the student members of our Archives Advisory Board, who have made major
contributions to the continuity and quality of the Archives program at Hunterdon Central.
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SPECIAL SERVICES
Curricular Highlights
The annual Fall Articulation meeting was held with teaching staff, Child Study Team members and
special education administration from the four sending districts. The 25 participants reviewed the
transition process from 8 th to 9 th grade suggesting improvements to the current system based on input
received from students and families. As always participants updated each school’s course reading lists
and shared new or revised course descriptions as well as each school’s Continuum of Services. The
timeline for entering course requests into Home Logic was again listed as a frustrating aspect of the
transition process for families as all of the Transitional Annual Reviews are not completed by the
closing day of computer program. Changes to the mathematics courses were discussed and a
questionnaire distributed to assist teachers and CST members in deciding what level of course to
recommend in the high school. As requested the previous year, presentations were made by teachers
on the EKWIPS, Project TRUST and Twilight programs so 8 th grade staff had detailed information on
these programs. New Polytech programs created for special education students were also discussed.
In lieu of a Spring Articulation, speech therapist Colleen Rossetti, visited or talked with the sending
district speech therapists to plan programs for the rising 9 th grade students receiving speech services.
Discussions continued on ways to get special needs students involved in after school activities and
developing consistent programming for students with dysphagia.
Just prior to the start of the scheduling process in December, tours were again held at the high school
for parents and teachers of 8 th grade students to visit the different programs available to 9 th graders.
The three-day tour schedule was full and many additional tours were offered during the second
semester of school.
The Resource Center In-Class Support program will offer 139 sections in the 2010-11 school year,
which is slightly more than the 136 sections offered in the 2009-10 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 have the goal of increasing the passing rate of students on HSPA and state
mandated End of Course tests. Special and general education teachers met during the past summer and
school year to analyze student performance on NJ ASK8 and the Sophomore Diagnostic tests to define
specific learning objectives for students found to be weak in given areas. Teachers of English
followed the reading and writing protocols created during the summer of 2009 with students in
resource center English III classes and had students develop portfolios of writing assignments during
the semester. Special education teachers attended Module Two trainings by the NJ Department of
Education in each academic area to learn about the updated standards in each subject area and receive
tips on how to update current course objectives to meet newly defined tasks. The Child Study Team
and counselors put forth an extra effort to encourage students with identified weaknesses to participate
in the summer remediation classes and to schedule students in HSPA math/English courses during the
school year.
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Each summer department teachers continue to review and revise the Resource Center Academic
Replacement Program courses. This upcoming summer’s work will focus on revising the Resource
Center English programs. Department teachers will also work with the general education staff to
create district curriculum templates in the Understanding by Design format for In-Class Support and
Resource Center Replacement courses.
Curricular Field Trips
Kathy Zullo & Rowena Lafferty took the students participating in Extended School Year to a
workshop with Jim Pruznick at the Hunterdon Museum of Art. They also took students to Round
Valley Reservoir in Lebanon, NJ for a guided tour and lecture presented by Officer Tadaro. The trip
was designed to introduce the students to the wilderness surrounding a large lake area. Science and
English lessons were taught throughout the ESY program and used this field trip experience as a
reference.
Amy Staats took her Life Skills students to ShopRite for a hands-on approach to building the new Life
Skills classroom. Prior to the trip, students completed an extensive study of chemical safety and use to
outfit the new Life Skills classroom with cleaning supplies. This trip addressed Household and Health
Management (chemical safety and use, sanitation, consumer shopping, meal preparation, etc.).
Michelle Murphy took her Biology classes each semester to see the Body Worlds Exhibit at the
Franklin Institute in Philadelphia. This trip enhanced students’ understanding of human body systems
as well as provided direct exposure to essential biological processes. The trip’s objective was for
students to develop a clear understanding of the various organ systems and their processes by
participating in the walk-through exhibit of Gunther von Hagen’s Body Worlds & the Brain.
Amy Staats took her EKWIPS English students to see the movie “Alice in Wonderland” after having
read the book to help students enhance retention. Providing students the opportunity to view this film
gave them another perspective on the novel and also encouraged socialization in a community setting.
Amy Staats took her Life Skills class for a tour of the Stop & Shop store. This enabled students to
explore the facility, both as a consumer and a potential employee. Interactions within the store also
promoted the use of social and pragmatic language skills presented in the classroom.
Amy Staats took her Life Skills students to Stop ‘n Shop once a month to purchase food items needed
to prepare dishes for the Community Senior Luncheon. This trip allowed the students to utilize the
information learned during the tour as well as concepts discussed in class to navigate the store as a
consumer. Students used critical thinking and problem solving skills during the selection of the food
products. This concrete learning experience helped students generalize content knowledge in a
community setting.
Amy Staats took her Life Skills class monthly to the Flemington Baptist Church in Flemington where
the students were responsible for setting up tables, chairs, place settings and centerpieces for the Senior
Citizen Luncheon. This trip addressed several objectives in the Household Management section of the
Functional Life Skills curriculum. The Senior Luncheon was a service learning project the students
supported both in and out of school as many students served at the luncheon which is held on Saturday.
This authentic learning experience also allowed students to socialize in a community-based setting.
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Amy Staats took her Life Skills students to tour the Hunterdon Wellness Center and participated in a
low impact exercise class. The trip addressed health management.
Amy Staats took her Life Skills students to tour the Pharmacy Department at Shop-Rite in Flemington.
The pharmacist discussed ordering and safely handling prescriptions. This trip addressed both
Household Management and Health Management within the Lifeskills curriculum.
Throughout the semester, Mike Parise took his Transition Work-Study students to Hunterdon County
Polytech’s Central and Bartles Corner Campuses to observe and participate in courses available there.
The goal of the trips was to provide students the chance to determine whether they might be suited for
a career in one of the programs offered.
Mark Mylod took his US History I classes each semester to the National Constitution Center in
Philadelphia as part of their study of the formation of the US Government.
Heather Cole & Michele Bernhard took their English classes to the Castle Shakespeare Repertory
Theatre to see a production of Romeo & Juliet. The trip allowed students to better understand
Shakespeare’s writing and experience it in the way it was originally intended – in the theater. Many of
the students had never had the opportunity to view a play in a professional theater and the cultural
experience was appreciated.
Amy Staats took the Life Skills classes to the Flemington Mall one semester and to Liberty Village the
other semester to participate in a virtual clothing scavenger hunt. Students were asked to use the
consumer skills of navigating a store and doing comparison shopping to identify appropriate seasonal
attire in the correct size within a given budget. In addition, students used consumer skills and problem
solving to order and pay for their lunch.
Amy Staats took EKWIPS Science students to Hunterdon County Parks/Echo Hill to view a
PowerPoint presentation slide show presented by the Director of the Hunterdon County Park System
and to learn what services are available in each of the parks. Mr. Trontis also included information on
careers/employment opportunities that are available through the park system. Students toured Echo
Hill Park and had a picnic lunch.
Jeff Coates and Kevin Conway took Project TRUST students who were on-level per program
guidelines on incentive based field trips throughout the year to Deer Path Park, The Raptor’s Trust,
Alex Wilke’s Academy of Martial Arts, Rainforest Café and Bridgewater Sports Arena.
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:
The principal of Polytech, spoke about programs offered through the Hunterdon County
vocational school. The programs are “hands-on” and teach specific career skills, through
experiences in authentic career settings such as mechanical and auto body garages, a beauty
salon, a child care center, an animal grooming center and a restaurant to name a few.
The Director of Program Development and Training for Family Support Center of NJ spoke
about services the center coordinates such as a series of statewide sessions for families on
transitioning students with disabilities. Family Support Center of NJ works closely with the
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Department of Education, Division of Disability Services, Division of Vocational
Rehabilitation and Division of Developmental Disabilities to help families determine services a
graduated student with disabilities needs and can access through a variety of state and private
organizations.
A Senior Attorney at Disability Rights NJ presented about the organization whose goal is to
represent and advocate for residents with disabilities, promote pubic recognition of individuals
with disabilities as equally entitled members of society, advise and assist individuals with
disabilities and their families in obtaining and protecting the rights of individuals with
disabilities; and provide education, training and technical assistance to individuals with
disabilities, agencies, advocates, attorneys, professionals, courts and others regarding the rights
of individuals with disabilities.
Information was presented on accommodations institutes of higher education often offer to
students. The meeting was an exploration of numerous web resources that explained the
differences between the IDEA and ADA, the laws governing public schools and private/public
settings, showed tips on investigating college/trade schools’ disability services programs and
described how to help promote student self-advocacy skills.
The Project TRUST program for students with emotional and behavioral difficulties completed its first
year in the newly constructed building on campus. Both staff and students reported the facility to be to
be much improved over the past classroom spaces in which the program operated. The staff reported
success in its continued implementation of Restorative Practices, the therapeutic program in which
they were trained last year. The program has expanded to the district’s Twilight Program and staff
members in both settings have worked as a team developing a strong sense of community in the
programs and supporting students in crisis or mediating disputes. Since the dissolution of the Project
TRUST PE program, students participated individually in grade level on-campus health and PE
courses this year. A study is being completed this summer to determine student passing rates in these
classes.
EKWIPS, the department’s self-contained program, enjoyed its third successful year with two separate
academic classrooms. This year rather than teaching four subject areas each to a set group of students,
both teachers in the program each taught two sections of two different subject areas. This allowed the
students greater flexibility in their individual schedules and the chance to meet different students in
their classes. The program’s associated School Store continued its successful business adapting as
needed to the state’s restrictions on the types of food that can be sold on campus. The proceeds from
sales funded three $1000 Pupil Personnel Services Senior Awards and supported numerous donations
to charities identified by students. The Transition Life Skills course made excellent use of the new
building, using the kitchen/cleaning facilities in Service Learning projects that prepared meals for a
monthly senior luncheon, cookies for soldiers stationed in Somalia and laundry services to the
Polytech Pre-Vet program. Students also participated in numerous community-based instruction
opportunities, learning from a variety of local business owners tips for successful practice.
Staff Development
The Special Services Staff has been involved with individual professional development in a variety of
areas. Following is a list of professional conferences that our staff attended this year:
NASP 2009 School Psychology Summer Conferences, “Promoting Competence, Creating Capacity;
Making a Good Thing Better”
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Training Opportunity for Related Services Providers, “Integrated Delivery of Services” model
Best Practices for Enhancing Student Achievement Through Establishing Professional Learning
Communities
Asperger’s Interventions – Classroom Techniques & Strategies
“Social and Cultural Competence”
“An Introduction to Teasing and Bullying for Educators”
Middle/High School Character Education Training, NJ State Bar Foundation
504 Training
“Ethnocultural Variables in Youth Suicide, 7 th Annual Suicide Prevention Conference, Traumatic Loss
Coalitions for Youth
“Strategies for Teaching Math Skills for the HSPA”, Rutgers University, Douglas College Center
“Special Education/Mathematics: Preparing for 2009 Revised State Standards and Assessments”
“Bullying and Bias: Best Practices in Prevention, Intervention and Response, College of New Jersey
Transition Coordinators Network of NJ, “Everything You Always Wanted to Know About Compliance
and Transition but Were Afraid to Ask”
Project Read Training, South Hunterdon Regional High School
“Best Practices in Prevention, Intervention & Response” Conference
“Engaging Boy Writers”, Kean Consortium
ADA & IDEA Conference
Tour of Northampton Community College & Informational Program to learn about colleges that have
learning disabilities programs
POAC Workshop on “Introduction to Applied Behavior Analysis”
“Written Expression/Framing Your Thoughts-Project Read”
“Classrooms That Work: They Can Read, Write and No Quick Fix”
“Comprehensive Collaboration: Inquiry Circles in Action and Strategies That Work”
Transition Coordinators Network of NJ, Middlesex County College, “What Parents of Students With
Disabilities Want to Hear From Schools” & “What’s Working on Community-Based Instruction?”
“Facilitating Restorative Conferences”, International Institute for Restorative Practices
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“Understanding the Utility, Applications & Limitations of Rate-building to Fluency with Learners with
Autism
“Facilitation of Pull-Out Social Skills Groups in Public Schools”
“Practical Tools for Implementing Conflict Resolution Skills for Middle/High School Grades”
“Autism: Transition and Applied Behavior Analysis”, Rowan University
School Social Workers NASW Conference
“Practical Guidance on Section 504”
“Who Owns the Understanding? What is a Laboratory/Inquiry-Based Science Course?” Middlesex
Community College
“When Kids Can’t Read, What Teachers Can Do/Elements of Literature”
“Comprehensive Collaboration: Inquiry Circles in Action and Strategies That Work” Restorative
Practices
Rowan University Inaugural Conference on Autism
“Transform Your High School Social Studies Courses Using the 21009 S.S. Standards”, Phase 2
Training
21 st Century Work Planning w/NJDOE, Phase 2: Language Arts Literacy K-12
NJASSW Spring Institute 2010
“Writing Better Measurable Goals & Objectives”
The Yale Child Study Center: “Clinical Evaluation and Intervention Strategies for Autism Spectrum
Disorders”, Hunterdon Medical Center/Child Development Regional Autism Center
“Module A: Mathematics K-12 (NJDOE Professional Development & Technical Assistance)”
NJ Association of School Psychologists: “The Angry Smile: The Psychology of Passive Aggressive”
& “Behavior in Families, Schools and Workplaces”
APA Coalition Committee
Training session on Special Education Medicaid Initiative in New Jersey
Twenty-first Century Learning for all Students: The Essential UbD-Differentiated Instruction”
Training for Project TRUST staff, as well as HCRHS staff, in Restorative Conferencing
APA Coalition Meeting at NJPSA
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Dare to Dream Conference: Transitional Opportunities for Special Education Students
Staff Special Recognition
Congratulations to teacher Mark Mylod who completed a Masters Degree program at Centenary
College and also received a Supervisor’s Certificate from the State of New Jersey.
Student Special Recognition
Congratulations to Arjun Janakiram for being named as one of 20 commended students recognized by
the National Merit Scholarship Corporation for his achievement on the PSAT Test.
Congratulations to Natasha Alvarez who was chosen by the New Jersey Coaches Cheerleading
Association to the All-State Cheerleading Team. During the summer months, Natasha was also named
by the UCA staff to its All-American Team. Natasha was also named to the 2 nd Team All-Skyland
Conference Squad.
Congratulations to Dan Battaglia & Matthew Swantkoski on being named to the Football Mid State 39
All Division Team.
Congratulations to Trey Leggett on being named to the Star Ledger Boys Soccer All West Jersey &
All-Group 4 First Teams.
Congratulations to Dan Battaglia and the Hunterdon Central Boys Winter Track Team on their 4 th
place finish overall at Conference Championships.
Congratulations to Natasha Alvarez, Dana Layton and the Hunterdon Central Varsity Competition
Cheerleading Squad on capturing the Phillipsburg Cheerleading Invitational Grand Champion Title. It
was the Varsity Squad’s 6 th straight Invitational Championship for the season.
Congratulations to Colleen Berry, Catherine Fenton, Christina Scarpa and the Hunterdon Central JV
Competition Cheerleading Squad on capturing the Phillipsburg Cheerleading Invitational Grand
Champion Title. Both the Varsity and JV Competition Squads will compete in Orlando, Florida.
Congratulations to Danielle Shepherd on being named to Second Team/Skyland Conference Girls
Bowling & Second Team All-Conference Girls Bowling.
Congratulations to Shane Fenton on being named to First Team All-Conference Wrestling.
Congratulations to Dan Battaglia on being named to Boys Winter Track All-West Jersey for the 400.
Congratulations to Anthony Calabrese who was named to not only Regional Choir but also All
National Choir.
Congratulations go to Anna DeGiovanni and the Hunterdon Central Girls’ Lacrosse Team for their first
win in the Hunterdon/Warren/Sussex Girls Lacrosse Championship. Anna scored 5 goals to help
Hunterdon Central defeat Vernon Township High School 9 to 6.
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Congratulations to Greg Simonds and Hunterdon Central Boys’ Golf Team for their playoff win
against Montgomery to capture the Skyland Conference Boys’ Golf Championship.
Congratulations again to Greg Simonds and the Hunterdon Central Boys’ Golf Team for winning the
NJUSIAA Sectional Title in the Central-South Jersey golf event.
Greg Simonds and the Hunterdon Central's Boys Golf Team captured both the Group IV State
Championship and Meet of Champions Tournament Trophies. Central ranked #6 in the state shot a
312 to claim its first overall team title since 1992 at the NJSIAA Meet of Champions Tournament held
at the par 71 Rumson Country Club. Greg carded an 82 to tie for 11th place. Central also captured the
Group IV title by defeating North Hunterdon 312-333.
Congratulations to Natasha Alvarez and the rest of the Honor’s Theater Class who won the top honor
at the New Jersey Teen Arts Festival for their production of “The Washtub”.
The following special education students have secured full-time employment or were accepted to the
following universities/colleges/technical schools:
George Lee – Raritan Valley Community College
Carolyn Ferraro – Raritan Valley Community College
Meredith Eichen - Georgian Court College
Ross Campbell – Rider University
Arjun Janakiram – Rider University
Travor Hoffman – Wentworth Institute of Technology, Boston
Anna DeGiovanni - will attend the University of Florida on a full four-year scholarship.
Anna will play lacrosse in college.
Jesse Engesser – Hunterdon County Polytech for Auto Body
Tyler Brungardt – Raritan Valley Community College
Sierra Gomes – Raritan Valley Community College
Brion Davis – Triangle Tech. in Pittsburgh for Electrical Construction
Dilland Davis – Cordon Bleu in Pittsburgh for Culinary
Brendan Oven – Raritan Valley Community College
Jenna Shankoff – Raritan Valley Community College
Dylan Figler - Raritan Valley Community College
Eric Figler – Raritan Valley Community College
Tim Kunkle – Raritan Valley Community College
Wesley Paige – Raritan Valley Community College
Kushwant Pall – Raritan Valley Community College
Vincent Sempervive – Raritan Valley Community College
Joe Snyder – Raritan Valley Community College
Justina DelRio – Ocean County College
Colleen Spiller – Widener University
Sara Abbatiello – Bloomsburg University
James Kraus – Pennsylvania College of Technology (Penn Tech)
Kyle Leopard – Florida Gulf Coast University
The following special education students were recipients of scholarships/awards:
Erin Rickenbach – Books for the College Bound Scholarship
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Emily Horton - Jennie Haver Memorial Scholarship
Emily Horton - Michael Pohle, Jr. Memorial Scholarship
Johnny Sariewski and Emily Horton - Polish American Citizens Club Scholarship
Samantha Varano – Leslie K Watts Memorial Scholarship
Johnny Saniewski – Polish American Citizens Club Scholarship
Yocelin Hernandez – Raritan Township PBS Local #337 Scholarship
Yocelin Hernandez - Readington PBS Marlin Carl Scholarship
Erik Zimmerman – Teach Me Different Scholarship
Emily Gardner – Excellence in Education
Catrina Goldsmith - Vocal Music Department Scholarship
Catrina Goldsmith - Choral Director’s Award
Victoria Siegel – Choral Director’s Award
Taylor Leadbeater – Pupil Personnel Services Dept Furthering Education Scholarship
Vincent Sempervive – Pupil Personnel Services Dept. Furthering Education Scholarship
Carly Koval - Pupil Personnel Dept. Athletic Award
Natasha Alverez – Athletic Directors Award
Vanessa Escamilla – Stephanie Fusciardi Memorial Scholarship
Vincent Sempervive – William Colantano, Jr. Building Trades Award
Megan Bongiovanni – Skills USA Competition Gold Medal Winner for T-Shirt Design
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WORLD LANGUAGE
Curricular Highlights
In the spirit of the 2009 New Jersey Core Curriculum Content Standards for World Language,
instruction in world language classes at Hunterdon Central seeks to promote the development of global
literacy and individuals who are able to effectively communicate in more than one language with
appropriate understanding of cultural contexts. At the beginning of the school year, world language
teachers examined the state defined progress indicators and aligned practices at each level to those
indicators to ensure that instruction reflected the standard’s expectations. With the understanding that
effective communication in authentic situations is one of the goals of language instruction, teachers
explored ways of providing students with opportunities to use technology to communicate beyond the
classroom walls.
At various levels of instruction, students engaged in many activities made possible by the use of
technology. These activities allowed for authentic interaction with speakers of the languages. Using
Skype, some upper level Spanish students contacted the National Commission for the Environment in
Chile. They were able to ask many questions dealing with environmental issues and to discuss issues
that are being remedied in Chile. Advanced Placement students also used Skype to speak with
individuals from Spanish speaking countries as they studied various relevant topics. Students in many
language classes created Podcasts to support classroom themes and to reflect appropriate cultural
awareness. One teacher explored using “spaced repetition memory system” software and the Anki
program to assist students in vocabulary acquisition.
The use of Moodle has expanded throughout the department. Teachers deliver instruction remotely by
posting listening, reading and interpersonal speaking activities to the learning management system
providing students with opportunities for extra practice beyond the classroom. Students have been
presented with tools for online learning and can access Moodle and other internet resources to practice
skills introduced in class. Teachers post assignments and students submit their work electronically for
teacher review. This practice permits teachers to view student work before class and make adjustments
to instruction to reflect the needs of the students.
Other applications such as Google Earth, You Tube and Movie Maker enable students to create
authentic projects such as the “Eine Reise durch die USA,” a cooperative project undertaken by
beginning German students. Research in the area of topography, climate, clothing, traditions, and
music was compiled into a CD with German narration that was shared with German students in
Gammertingen to introduce them to life in the United States. German students plan to reciprocate with
a similar production for Central students with English narration. Providing students with an authentic
audience beyond the classroom gives students a sense of purpose and inspires them to reach high levels
of achievement.
The use of e-pals has created the opportunity for students to communicate in the target language and
learn about life in China, France, Argentina, Germany, and other countries around the world. Many of
the students share their enthusiasm for these exchanges and continue to communicate with their
partners after classes conclude. Social networks are a strong means for students to use the language
skills they are learning in the classrooms in authentic communication and support the world language
standard in providing opportunities for students to use language authentically to learn about culture and
become more effective global communicators.
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New Program Highlights
Students in the Advanced Placement Spanish Literature class, offered for the first time during the
2008-09 school year, were well prepared for the AP test and results were strong. Work continued to
refine the instructional practices during the second year of the course.
Approval was granted to develop a course for Spanish Heritage speakers to be offered during the 2010-
11 school year, and extensive research of instructional strategies for heritage speakers was undertaken
to prepare the curriculum for the course.
Three world language teachers were selected to participate in the one to one pilot program using net
book computers. The teachers participated in extensive summer training programs and worked to
redesign units and course plans to incorporate the new availability of technology. Additionally,
Spanish teachers worked with a Special Education teacher to concomitantly deliver instruction to two
sections of the Spanish for Communicators class. The collaborative approach allowed for shared
planning and instruction and enabled the teachers to work more closely on small group and individual
instruction for the students with special learning needs. The use of the net books for these students also
addressed different learning styles. Students were able to use technology to record their voices,
practice vocabulary acquisition and to research cultural topics.
Spanish teachers worked diligently to develop and plan a home-school exchange program for Spanish
students with the Rosario Vera Peñalosa School in Bahia Blanca, Argentina. The program involved ten
students from each school. Students from Argentina were accompanied by their teacher and arrived in
Flemington for a two week stay. Students lived with host families and attended classes at Hunterdon
Central. Argentine students visited classes across the curriculum to speak with students about
contemporary culture and current issues. It provided a unique opportunity for many students from
Hunterdon Central to gain first hand experience in interacting with individuals from a different culture
and to understand the importance of having a common language of communication. Hunterdon Central
students traveled to Argentina for three weeks to live and attend school with their partners. This
opportunity for students to live and travel in another country and use their language skills is invaluable
in developing global citizenry.
English as a Second Language students worked throughout the year on the production of informational
videos to share with newcomers to the district. The students plan to share information about enrolling
in classes, and life at Hunterdon Central. Students worked to conduct interviews, transcribe their notes
and translate the results into podcasts to accompany videos in a variety of languages such as Spanish,
Chinese, Vietnamese and other languages spoken by our ESL students.
Staff Development
At the first district in-service day in October, world language teachers joined with colleagues from all
departments to begin to explore and challenge their ideas and professional practice related to the
questions of what is student achievement and how educational systems will change as the twenty-first
century unfolds. Teachers reported that the process of engaging in professional research and discussion
with colleagues was beneficial and positively impacted their planning and instruction. The work helped
them to consider how the digital learners of today can best be prepared to handle the unforeseen
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challenges of tomorrow. Many teachers took part in ETTC classes, workshops and conferences as well
as graduate studies to help them expand their skills.
Maria Amorim completed several ETTC classes in: Questioning and Discussion Strategies for High
performing Classrooms, Fundamentals of Service Learning, Making Videos with Adobe Premiere and
Teachers as Leaders. Ms. Amorim attended numerous workshops at the annual Northeast Conference
on the teaching of Foreign Languages in New York. Ms. Amorim also traveled to France, Spain,
Portugal and Brazil. In each country she immersed herself in the language and culture to bring her
travel experiences to the classroom.
Raymond Aron continued his study of Spanish language literature as he worked on refining the
Advanced Placement Spanish Literature course in its second year as an offering at Hunterdon Central.
Mr. Aron attended a one-day College Boards’ Advanced Placement workshop on teaching the Spanish
Language course.
Robert Baca continued his research on teaching heritage speakers in preparation for developing the
curriculum for the course which will debut in September 2010.
Amanda Brown participated in several ETTC courses this year, including the Teacher Portfolio ETTC
course, Student-Teacher Mentor ETTC course, Work-Life Balance ETTC course, Digital Photography
ETTC course, and attended the 21 st Century Skills Conference at Kean University. Ms. Brown also
enrolled at Centenary College in the Supervisors' Licensure Program and has completed three courses.
Philip Cippola attended ETTC classes in Using Excel to Perform Data Analysis for your Measurable
PIP, and What’s Your Intelligence? The Multiple Intelligence Approach. He also participated in the
Conventiculum Lexintoniense, a fourteen day course on oral Latin which allows professors, teachers
and students from all over the globe to practice speaking Latin.
Evelyn Diaz completed courses in Moodle training, Young Men Behaving Badly, and Podcasting is for
Everyone. Ms. Diaz also completed extensive summer training on the incorporation of one-to one net
book instruction and revised her approach to teaching the Spanish Communicators class. Ms. Diaz
attended several workshops on the new world language standards and world language pedagogy at the
New Jersey Teacher’s Convention in Atlantic City. Additionally, Ms. Diaz completed a course at
Rutgers University on Methods of Teaching Foreign Language. She also participated in a workshop
sponsored by the state on Creating 21 st Century Schools.
Sergio Fernandes attended the NECTFL (Northeast Conference on Teaching of Foreign Languages)
conference in New York City. He attended three seminars focusing on technology, and inspirational
activities and students with special needs. He attended two ETTC courses in the summer of 2009
related to Time Management and School Law. In addition, he attended a conference sponsored by the
State of NJ Department of Education titled “Creating 21st Century Schools: The Statewide Systemic
Model for Continuous Professional Learning and Growth Phase 2: 2010.
Brigitte Fischer participated in several ETTC classes including Building Web Literacy, as a follow up
to her participation in the Phase One 21 st Century Schools Training with Alan November and Ian Jukes
on Understanding Digital Kids. She also completed the Questioning and Discussion Strategies for High
Performing Classrooms, Improving Students’ Learning: A Study Group for 21 st Century Skills,
Fundamentals of Service Learning, and Moodle Workshop.
Greg Gichan again participated in the Conventiculum Lexintoniense where teachers, university
professors, and students from around the world come to Lexington, Kentucky to practice the “active”
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use of Latin with Professors Tunberg and Minkova for the purpose of improving methods of teaching
Latin using “the active method.” To this end, he also participated, along with his colleague, Phil
Cipolla, in a one day workshop on Teaching Latin through the Active Method at Dickinson College.
As part of his ongoing professional development at Hunterdon Central, Mr. Gichan participated in
several ETTC courses including The Paperless Classroom, Excel Spreadsheet Tips, and Using Wikis in
the Classroom.
Marita Glowacki, in addition to short skills ETTC sessions, attended the American Association of
Teachers of German spring meeting where the presenter from the Goethe Institute in New York
discussed resources available through Goethe Institute for teachers of German. The Institute allows
high school German classes to attend student seminars at the Institute. Ms. Glowacki attended a
workshop at Kean University in December entitled 21 st Century Learning and participated in a
workshop on Global Communication.
Dana Heimlich participated in ETTC courses in Podcasting, LGBT Issues in the Classroom, Dealing
With Difficult Parents, Digital Photography I, and Moodle. Additionally, she attended the state’s Phase
2 of 21st Century Schools standards review seminar.
Peter Huryk participated in the state’s Phase 2 of 21 st Century Schools standards review for world
language. He also completed Moodle training and participated in short skills sessions.
Roberta Kaplan participated in the Work-Life Balance Time Management seminar. She also completed
training in Reading-Writing and HSPA Skills Through All Subjects. Ms. Kaplan also attended the
state’s Phase 2 of 21 st Century Schools standards review for world language.
Tracy Lomax continues work on a Master’s Degree in Spanish Literature from Montclair State
University. This year she completed two courses in Contemporary Spanish Poetry and Contemporary
Spanish- American Poetry. Ms. Lomax anticipates completing all requirements for the degree in the
coming year.
Kathryn Losavio completed three graduate courses as part of a Master’s Degree in Education at The
College of New Jersey: Exploration of Classroom Inquiry, Cooperative Discipline, and Personality
Type: Styles of Teaching in the Classroom. Ms. Losavio also attended ETTC courses: “Young Men
Behaving Badly,” Improving Student Learning: A Study Group for 21 st Century Skills, Work-Life
Balance, Online Social Networking for Academic Learning Communities, and Introduction to
Formative Assessment.
Ludwik Lubaszka completed all district in-service programs and short skills sessions.
Lynn Luster, department supervisor, participated in a number of workshops, webinars and seminars during
the year. They included: Legal One Training, Modules 1, 2, 3, & 4,Professional Learning Communities
at Work Institute, Supervisors as Agents of Change in Transforming Secondary Schools, World
Language Supervisor Roundtable Meetings, New Jersey training in Phase One with Alan November
highlighting Students as Digital Learners in 21 st Century Learning Environments, a three-part seminar
on formative assessment, Understanding Summative, Formative, Benchmark and Classroom
Assessment, Questioning and Feedback Strategies that Promote Student Learning: Grading Practices
and Policies to Promote or Inhibit Student Learning, and Learn to Walk…Walking to Learn:
Improving Classroom Instruction Through Focused, Strategic Feedback. Ms. Luster also participated
in two ETTC courses: Web Literacy: A Sequel to November and Jukes, and Using Excel to Perform
Data Analysis. In addition to these courses, Ms. Luster completed training in Phase 2: Century 21
Skills – Module A: World Languages K-12, The Essential UBD – Differentiated Instruction, and the
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Robert Marzano Webinar on Observation, and the Dufours’ Webinar – Closing the Gap. Ms. Luster
also attended the Curriculum Mapping Conference presented by Heidi Hayes Jacobs and her
associates.
Cecilia Oak completed Rutgers University graduate courses on Chinese Across the Curriculum,
Contemporary Culture and Society, and Advanced Topics on Course Design. Ms. Oak was selected by
the College Boards to participate in Advanced Placement Chinese training at the East China Norm
University in Shanghai China.
Jon Pennington completed all district in-service programs and short skills sessions. Mr. Pennington
was selected to be part of the pilot program on one to one net book instruction and attended extensive
training sessions during the summer. He also visited the Science Academy in Philadelphia to observe
teaching techniques used in the one to one program at that highly regarded institution.
Heather Peschl attended a conference, “21 st Century Learning: Virtual Worlds, Real Learning,” at
Kean University in the fall. Ms. Peschl completed four ETTC courses in the 2009-2010 year: Peer
Coaching II, Work Life Balance Time Management, Improving Student Learning: A Study Group for
21 st Century Skills, and Designing Assessments.
Linda Peterson completed all district in-service programs and short skills sessions.
Scott Saks completed the ETTC class “Dealing with Difficult Parents” instructed by Dr. Brady. Mr.
Saks continues work on a Masters in Education at La Salle University. This year, Mr. Saks took Life
Span of Human Development, Social and Emotional Development, and Human Exceptionalities. In
addition to his graduate studies, Mr. Saks attended the Northeast Conference on Teaching of Foreign
Languages. He participated in workshops over the two days including: Creating Digital Portfolios to
Assess Student Learning, Building a Repertoire of Formative Assessment Tasks and Feedback
Strategies, Viva la copa mundial, Folktales-A Rich Content in Communication, Starting with the End
in Mind; Evaluating Quality Instruction: Rethinking Homework, and Supporting Communities of
Self-Sufficient Learners.
Peter Simpson attended a one-day College Boards’ Advanced Placement workshop on teaching the
Spanish Language course. Mr. Simpson also completed ETTC courses in: Designing Assessments,
Formative Assessments, Service Learning, Difficult Parents, Difficult Students, Time Management,
Online Social Networking and Teachers as Leaders.
Pam Vance attended the TESOL (Teachers of English as a Second Language) conference, and
participated in summer training to prepare for using the one-to-one net book practices in her English as
a Second Language class.
Jessica Wallace participated in the summer New Teacher Academy and orientation as well as the New
Teacher Induction class. Ms. Wallace completed the Alternate route training program as outlined by
the state of New Jersey. Ms. Wallace completed training in the use of the tablet computer and
completed ETTC classes in Work-Life Balance Time Management.
Patricia Wilkinson completed the ETTC courses: Young Men Behaving Badly, In-Class Support
Training and 21 st Century Skills Training.
Laura Wright attended a one-day College Boards’ Advanced Placement workshop on teaching the
Spanish Language course. Ms. Wright also completed the ETTC class, Teachers as Leaders.
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Stephen Zarodnansky continued his graduate studies at The College of New Jersey. He completed a
course in Differentiating Instruction. Mr. Zarodnansky attended the state Module 2 training in Project
Based Learning and attended the state’s Phase 2 of 21 st Century Schools standards review for world
language.
World language staff members continue to work on developing differentiated activities and
assessments. Formative assessment practices are being expanded, and teachers are working together to
plan instruction and assessments. Working collaboratively continues to support teacher goals to
improve students’ achievement in all languages.
Staff – Special Recognition
World language teachers were busy again this year with instruction, tutorials and professional
development and still spent numerous hours working with students in clubs and honor societies as well
as serving as instructors for ETTC classes, committee members and participants in district initiatives.
Amanda Brown taught “Classroom Management System – Moodle” as an ETTC course over the
summer and in the fall. Throughout the year, Ms. Brown taught a number of short-skills sessions on
Moodle. She also prepared a professional portfolio as part of the ETTC Portfolio training. Ms. Brown
served as a mentor for a new teacher in the department. Ms. Brown was instrumental in planning the
One Book One School project and played a key role in establishing the Moodle site that allowed
readers to interact about the book. She provided invaluable leadership throughout the entire project.
Responding to the requests of students, Ms. Brown served as advisor of the Hunger Prevention Club
which worked to raise awareness of hunger in Hunterdon. The club members created a campaign, “The
Wall of Soup,” and collected monetary and food donations at two separate evening events to benefit
the Flemington Food Pantry.
Robert Baca used non-instructional time to translate many documents to Spanish to improve school
communication with Spanish speaking parents. He updated the Spanish sections of the school website
and translated many letters and forms used to communicate information regarding the HSPA testing
and the remedial instruction available for students. He also responded to calls to the Spanish direct
telephone line. Mr. Baca also served as head coach of the Fencing Team which claimed its first state
titles this year.
Evelyn Diaz, Amanda Brown, Linda Peterson, Philip Cipolla, Greg Gichan, Dana Heimlich, Marita
Glowacki, Cecilia Oak, Kate Losavio, Maria Amorim, and Lynn Luster met parents and students
during the Fourth and Fifth Grade Family Night. Many engaging activities and displays were shared
with visitors to help them become familiar with the languages taught at Hunterdon Central.
Brigitte Fischer, Kate Losavio, Ray Aron, Dana Heimlich, Marita Glowacki, Cecilia Oak, Greg Gichan
and Phil Cipolla provide leadership for the German and Latin clubs as well as the world language
honor societies. Following the review of applications for new members, the advisors hosted an
induction ceremony in October at which each language group provided entertainment for families who
gathered to witness the induction ceremonies.
Raymond Aron, Robert Baca, Brigitte Fischer, Dana Heimlich and Laura Wright worked with Lynn
Luster as members of the department Interview Committee and vetted applications, met with
candidates and made recommendations for the selection of a candidate to join the staff as a
replacement for Jon Pennington who is teaching abroad during the coming year.
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Dana Heimlich and Brigitte Fischer were selected to participate in the New Jersey review of the
development of the Praxis Exam through which the state is seeking to improve the assessment of
language skills of candidates entering the teaching profession. Ms. Heimlich and Ms. Fischer worked
on the German and French Praxis tests respectively.
Greg Gichan has continued the expansion of his weekly Flemington, Prandium Latinum (Latin
Brunch) where every Sunday for the past three years a group of local teachers practice the
communicative use of Latin. Mr. Gichan also contributes a column “Chronica Medi-Atlantica” to the
Latin online newspaper “Ephemeris,” based in Warsaw, Poland. These articles cover local events in
Latin. In addition, this year the Hunterdon Central Latin Club/Honors society fielded two teams at the
annual New Jersey Junior Classical League Certamen in Princeton. The advanced team placed 4 th out
of 11 teams and the introductory team placed 6 th out of 12 teams. Mr. Gichan also completed the first
draft of his translation of Book I of the Chronicles of Narnia.
Jon Pennington traveled to Lima, Peru where he presented a seminar on “La Personalización del
Aprendizaje,” – the personalization of learning to the faculty of Casuarinas College. Mr. Pennington
discussed the importance of using connective technologies to maximize personal learning. Social
networking as a means for students to interact across great distances allowed Mr. Pennington’s
students to connect with students from the college as well as eleven other schools throughout Latin
America and Europe.
Mr. Saks and Brigitte Fischer joined district administrators in a two-day workshop with Giselle
Martin-Kniep. The goal of the workshop was to align the district mission statement with current
practices at Hunterdon Central now and the vision that we have for the future.
Stephen Zarodnansky, Jon Pennington and Scott Saks participated in the testing of a new internet
based grade book to be adopted for District use.
Ludwik Lubaszka was named West Jersey Coach of the year for Cross Country and Girls Spring
Track.
Cecilia Oak was selected by the College Boards to receive a grant which will enable her to travel to
Shanghai, China during the month of July. While there, she will participate in training on Advanced
Placement Chinese at the East China Norm University. Ms. Oak coached students who prepared to
participate in the New Jersey Annual Chinese Cultural Project Contest. The Hunterdon Central
students claimed first prize in the high school category.
Jon Pennington was selected to be a presenter at the New Jersey Association for Supervision and
Curriculum Development to address the role of technology in promoting student achievement. The
website that Mr. Pennington created and hosts, LanguageConnectUs, was cited in the newly adopted
world language core curriculum content standards.
Heather Peschl and Jon Pennington worked diligently to develop and plan a home-school exchange
program for Spanish students with the Rosario Vera Peñalosa School in Bahia Blanca, Argentina. The
program involved ten students from each school. Students from Argentina were accompanied by their
teacher and arrived in Flemington for a two week stay. Students lived with host families and attended
classes at Hunterdon Central. Argentine students visited classes across the curriculum to speak with
students about contemporary culture and current issues. It provided a unique opportunity for many
students from Hunterdon Central to gain first hand experience in interacting with individuals from a
different culture and to understand the importance of having a common language of communication.
Hunterdon Central students traveled to Argentina for three weeks to live and attend school with their
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partners. This opportunity for students to live and travel in another country and use their language
skills is invaluable in developing global citizenry.
Scott Saks continued to serve as the advisor of the Red Cross Club. The club organized clothing drives
and its second blood drive. The group was recognized by the American Red Cross of Central New
Jersey for its work and the success of the blood drives it has overseen.
Laura Wright received Claes Nobel Educator of Distinction Award. Ms. Wright’s recognition was
especially meaningful since she was nominated by a student to receive this award.
Tracy Lomax and Laura Wright worked with Mary Kinkin to organize a successful letter writing
campaign which ensured that soldiers serving the country overseas received correspondence.
Several world language teachers, Scott Saks, Amanda Brown, Tracy Lomax, Laura Wright, Pat
Wilkinson, Heather Peschl and Jon Pennington traveled abroad with students to allow them to
experience the educational and personal growth of using language skills and experiencing firsthand the
culture of other countries.
Kids’ Vote, Sixth and Seventh Grade Activity Night, Fourth and Fifth Grade Family Night, and
Freshman Orientation were all supported by members of the world language department who
generously serve the district in its community outreach programs.
Student involvement in extracurricular activities is supported by many world language teachers
Laura Wright – PAWS Club
Steve Zarodnansky – Car Club
Tracy Lomax and Scott Saks – chaperone Ski Club overnight trips
Amanda Brown - Hunger Prevention Club
Phil Cipolla – Latin Club
Dana Heimlich – German Club
Dana Heimlich – Third Wave Club
Tracy Lomax – Freshman Class Council Co-advisor
Cecilia Oak – Chinglish Club
Scott Saks – Sophomore Class Council Co-advisor
Pam Vance – ESL Student Support
Many teachers continue their active membership in professional organizations related to world
language study and participate in their meetings and workshops.
Students – Special Recognition
Students at Hunterdon Central are required to complete ten credits of study in the area of world
languages as a graduation requirement. However, with the developing understanding of the need to
prepare our students to join the ranks of global citizenry, the state directs districts to “actively
encourage all students who otherwise meet the current-year requirements for high school graduation to
accrue, during each year of enrollment, five credits in world languages aimed at preparation for
entrance into postsecondary programs or 21 st century careers.” While not all students are accepting the
opportunity to study languages at advanced levels, many students continue to demonstrate their
awareness of the importance of second language skills in the global society, and they frequently select
more than one world language course during the same year. It is generally acknowledged that students
who possess advanced skills in languages other than English are at an advantage in seeking admission
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to colleges and the work force. World language continues to play an important role in the curriculum at
Hunterdon Central, students continue to perform well and enrollment in language classes remains
strong. One hundred one students met the requirements for induction into the national language honor
societies. These national organizations have strict requirements for membership including advanced
and continuing study of the language, and honor level achievement. Twelve students were inducted
into the Chinese National Honor Society, eight students were inducted into the Latin National Honor
Society, eleven students were inducted into the German National Honor Society, twenty-one students
were inducted into the French National Honor Society, and forty-nine students were inducted into the
Spanish National Honor Society.
This year, students participated in national language exams sponsored by the teacher professional
organizations, The American Association of Teachers of German and The American Association of
Teachers of French. These tests help teachers to evaluate our programs to assure that rigor and
program expectations match the national standards.
The American Association of German Teachers awarded recognition to the following students for high
scores on the exam.
Silke Herold received an award from AATG (The American Association for Teachers of German) for
an outstanding score on the level IV AATG test. Silke scored a 95% SAT score of 770.
The following students were awarded recognition for high scores on the AATG Exam:
Level IV
Silke Herold 95% SAT 770
Liam Smith 83% SAT 698
Trevor Ciccarino 81% SAT 686
Level III
Kendra Guinness 87% SAT 770
Level II
Andria Schmid 87% SAT 722
Paula Adhikari 84% SAT 704
Keira McGill 83% SAT 698
Laura Parrella 82% SAT 692
French students at the Advanced Placement level participated in the national French exam, and
students were recognized for achievement by The American Association of Teachers of French:
Ilherme Tamassiagu 95 th Percentile
Athena Ierokomos 95 th Percentile
Gabriela Tamassia 90 th Percentile
Emily Adams 85 th Percentile
Three students of Chinese, Patrick Lin, Ryan Currie and Yuechuan Charles Li, won first place in the
high school category of the 4th Annual New Jersey Chinese Cultural Project Contest. The students
received a $1,000.00 cash award for their success in the competition co-sponsored by the Chinese
Study Foundation and Seton Hall University.
Cameron Currie, Perri Searles, David Carr and Patrick Ferraro received scholarships from the
Confucius Institute of Rutgers to attend summer camp in China. Their classes, accommodations and
travel in China will be funded by the scholarships.
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Members of the Latin Club and Latin Honor Society took fourth place in the advanced section in the
New Jersey Junior Classical League Certamen, held at Princeton University in March. The
introductory team placed sixth.
Ten students traveled to Argentina during July to participate in the first Argentine-American
Partnership Program.
Sixteen German IV students participated in the dual credit program through the Seton Hall Project
Acceleration in German. The students earned six credits from Seton Hall University. These credits are
transferable to approximately 250 universities throughout the country.
Brian Carroll was the recipient of the Outstanding World Language Student Department Award for
excellence in the study of world languages. Brian completed classes in Spanish through level three,
with an A average, before starting his study of Latin. Brian maintained an A average in all Latin
classes through level five. He completed the Advanced Placement Latin – Vergil test and received a
score of 3 on this challenging exam.
Erin MacDuff also was recognized for excellence as the Outstanding World Language Student. Erin
studied Spanish while at Hunterdon Central and completed both the Advanced Placement Spanish
Language Course, with a top score of five on the Advanced Placement exam, and the Advanced
Placement Spanish Literature Course scoring an outstanding grade of four on the Advanced Placement
exam.
Both Brian and Erin will continue language study at the university.
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INFORMATION SERVICES
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INFORMATION SYSTEMS
The Twenty-First Century Skills Project and Student One to One Computing
Hunterdon Central kicked off its Twenty-First Century Skills pilot with 17 of our teachers and over
500 of our students during 2009-10. The purpose of the program is to redesign instruction to make it
more student-centered and technology-rich, with the goal of promoting greater student engagement and
higher order skill development. The program is part of a larger Twenty-First Century high school
redesign initiative being conducted by the state of New Jersey.
An idea of the types of student skills that the program promotes can be found in Tony Wagner’s book
The Global Achievement Gap: Why Even Our Best Schools Don't Teach the New Survival Skills Our
Children Need--And What We Can Do About It:
• Critical Thinking and Problem-Solving
• Collaboration Across Networks and Leading by Influence
• Agility and Adaptability
• Initiative and Entrepreneurialism
• Effective Oral and Written Communication
• Accessing and Analyzing Information
• Curiosity and Imagination
As part of this project, each of the teachers participated in three weeks of summer professional
development that focused on social networking and project-based learning. 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
Most faculty members in the pilot taught multiple classes in a one-to-one environment, in which each
of the students in those classes received a netbook computer for use in class and at home. In addition,
the District partnered with Verizon Wireless to provide free home internet access for students that did
not already have this in place. This infusion of technology both in school and in homework recognizes
that a big part of the shift toward a more student-centered classroom involves emerging technologies
empowering students to build personal global learning networks.
The initial goals for the project were three fold:
• Work as a group to understand the best practices that create student centered classrooms
• Rewrite units and lessons for the fall one to one classes
• Help each teacher begin the process of developing their personal, globally-connected learning
network
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. In particular, the District measured the use of netbooks in a studentcentered
environment to increase the use of the seven skills outlined above.
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The data that resulted from the pilot was remarkable. Students demonstrated more usage of the key
skills outlined above 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 was remarkable as well. 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 redressing technological inequities endured by many of our English
Language Learners that we distributed netbooks to that population regardless of their participation in
the pilot. There are many other sub-groups that could benefit, such as our free and reduced lunch
students, and we are investigating distributing netbooks to those students as well.
Because of the positive evidence of improved teaching and learning, the program has been expanded
for the 2010-11 school year. In the spring of 2010 a new cohort was selected, and they will be working
together with teachers from the first cohort to rewrite instructional plans for the fall of 2010. The
program could involve as many as 1000 students next year.
Three-Year District Technology Plan, 2010-2013
During 2009-10, the District completed and submitted to the state of New Jersey the Three-Year
District Technology Plan for 2010-2013. Early in 2009, the Educational Technology Committee
completed its annual review of progress on the 2007-2010 technology plan and established a timeline
for researching and writing the new plan. The following individuals serve on the Educational
Technology Committee and actively contributed to the ongoing development of this document
throughout the one year process.
Name
Michele Bernhard
Lisa Brady
Samantha Dailey
Keith Dennison
Evelyn Diaz
Don Ginty
Heather Hersey
Carol Kelley
Andrea King
Tim Klein
Trese Lang
Rob Mancabelli
Tom McHale
Vinny Panico
Jon Pennington
Chris Steffner
Cathy Stutzman
Department
Teacher – Special Education
Superintendent
Teacher – Business Education
Teacher – Social Studies
Teacher - World Languages
Manager of Instructional Technology
Library Media Specialist
Director of Curriculum and Instruction
Parent, Community Member
Staff - Information Systems
Teacher – Health & Physical Education
Director of Information Systems
Teacher – English
Student Liaison
Teacher - World Languages
Principal
Teacher – English
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Name
Lynn Szczeck
Matt Thompson
Holly Turner
Mary Woods
Pam Vance
Marci Zane
Department
Teacher – Special Education
Teacher - Health & Physical Education
Teacher – Science
Teacher – English
Teacher – English Language Learners
Library Media Specialist
This team also received invaluable input from a variety of stakeholders who contributed their opinions
and suggestions to the document. The plan was reviewed by members of the faculty, the administrative
team, students and the Board of Education.
The team has developed five themes for research, evaluation and action over the next three years.
These five themes are:
• Emerging technologies
• Effective professional development
• Essential software
• Essential hardware
• Excellent support
For each of these themes, the team has identified a focus for 2010-2013. Those foci are as follows:
• Emerging technologies – Online portal for delivery of both applications and data to schoolowned
and non-school-owned devices
• Effective professional development – Effective integration of student-centered instruction,
personalized content and robust social networks to provide online professional development
that engages teachers and students as Twenty-First Century learners
• Essential software – Software that individualizes curriculum and instruction for each student
• Essential hardware – Student One-to-One Computing
• Excellent support – a model that supports a wireless, mobile user with school-owned and nonschool-owned
devices both on and off campus 24/7/365
This report contains a three-year vision for each of these themes with milestones along the way and
benchmarks for measuring progress. The past two plans have served as terrific touchstones for the
department’s work during the past six years, and we are looking forward to enacting this plan in the
years to come.
Hunterdon Central provides full technology support to Hunterdon County Polytech
In the spring of 2009, Hunterdon Central signed a technology support agreement with Hunterdon
County Polytech. Under this arrangement, our Information Systems staff provides technology support
for Polytech's 25 staff and 500 students in return for an annual fee. This latest agreement is one of
many shared services that the Information Systems department has been providing to other schools for
the past five years (see topic below), but it is the largest in its scope and responsibilities.
During 2009-10 Hunterdon Central supported all infrastructure and equipment, as well as provide help
desk support to faculty and staff. The District also assisted Polytech with technology integration,
professional development, databases, budget and planning. The two Districts worked together to
streamline Polytech’s technology infrastructure and to select new equipment for the following school
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year. All of the feedback that Central has received has been incredibly positive, and we are looking
forward to continuing the arrangement for 2010-11.
Shared Services
During 2009-10, Hunterdon Central added six additional schools to its stable of shared services
customers -- four schools in Readington District, Hunterdon County Polytech and Milford. All together
the shared services schools generated approximately $80,000 in revenue during 2009-10. The reviews
of Hunterdon Central’s service have been excellent, and the District has a 100% client retention rate
over four years.
Hunterdon Central’s shared services program was started in the winter of 2004-05 with an offer of
student information systems services to the school’s sending districts. This offer included installation,
hosting, customization, service and support in return for an annual fee. During the first four years of
the program the following schools have student information system services from Hunterdon Central:
• 2005-06: East Amwell Township School
• 2006-07: South Hunterdon Regional High School, West Amwell Township School
• 2007-08: New Foundations, Lambertville, Bethlehem Township (2 schools)
• 2008-09: Delaware Township Schools
• 2009-10: Readington District (4 schools), Hunterdon County Polytech and Milford
Beginning in 2008-09, Hunterdon Central began offering learning management systems (LMS) to
other schools (see Portal/LMS below). Each school’s LMS is branded with their school’s name, and
allows teachers and students to share course materials, hold asynchronous discussions, examine grades
and exchange information. Schools also use the LMS for departments and committees, since the LMS
can host spaces for adults to exchange information and have discussions. The LMS gives a school a
powerful online space for improving existing teaching and learning and for enhancing productivity and
efficiency. Similar to the student information system services, the LMS services include installation,
hosting, customization, service and support in return for an annual fee.
Also beginning in 2008-09, Hunterdon Central began offering listserver services to other schools and
municipalities. For this service, Hunterdon Central provides a server that hosts multiple lists for each
organization. The cost of this service is between $500 and $1000 a year, depending on the size of the
organization, and currently these services are offered to Readington Township and Readington
Recreation and Sports.
District-wide Calendar System
This year the District researched, evaluated, tested and selected a new District calendar system. The
new system has both public calendars available to anyone and private calendars available to passwordprotected
users. The public version of the calendar has already been implemented on the District
website, and the private calendars are being deployed this summer. The system will improve Districtwide
communication and provide a central place for students, teachers, staff, parents, Board members
and community members to share information.
110

Portal/Learning Management System (LMS) – District-wide Adoption
LMS software allows for delivering information online and facilitating online discussion and
collaboration. It is web-based to facilitate "anytime, any place, any pace" access to content and
discussion.
The Information Systems department conducted a pilot of Moodle in the winter and spring of 2008.
Sixteen teachers participated in the original pilot and gave the department great feedback for
improving the system. Because of the success of the pilot, Moodle was opened to full faculty for
professional development during the summer of 2008, and 86 additional teachers received instruction
and developed sites. A total of 102 teachers were using Moodle when school opened in September
2008. Almost 100 teachers participated in Moodle training in 2009, to understand how to implement
this exciting Learning Management System in their classes, raising the total number to almost 200.
During the spring of 2010, we are again advertising Moodle classes for the summer. We anticipate an
enrollment similar to last summer and project that the total number of teachers using Moodle this fall
will be over 90% of the faculty.
Tablet PC Academy 2009 – Year 3
In July of 2009, Hunterdon Central conducted its third annual Tablet PC Academy with 24 attendees.
Over the course of three-years, the academy has attracted over 120 participants from 8 states. The
Academy is a three-day professional development conference at which participants learn to navigate a
tablet PC classroom and create their own tablet PC program. Participants:
• Received hands-on instruction
• Practiced pen-based navigation
• Used the tablet as a productivity tool
• Discovered ways to individualize the tablet for each discipline
• Observed tablets in instruction
• Practiced with the help of expert teachers
• Shared in participant-led instruction
• Learned how to establish their own tablet PC program
• Took part in question and answer sessions
The academy has received excellent evaluations from all of the participants and instructors, with over
90% giving it the highest rating for meeting their objectives and being able to utilize what they learned.
The academy provided many benefits for the District, including professional development for
Hunterdon Central teachers who acted as instructors, revenue for teacher professional development, a
further link with the sending districts and recognition for the District in the area of technology.
Revenue from the Academy is used to fund technology professional development for teachers through
the ETTC.
Teacher Tablet Program – 100% Voluntary Participation two years in a row!
During the summer of 2009, the voluntary teacher tablet PC program reached a remarkable milestone –
100% teacher participation. This is a remarkable achievement for a program that requires a significant
professional development commitment. As of 2008, 99% of the teaching staff was using tablet PCs in
curriculum and instruction. For the fourth year in a row, tablet teachers met monthly during the year
for additional professional development on how to integrate the tablet PC into their daily activities and
classroom instruction.
111

Short Skill Sessions
Over the course of 2009-10, the department expanded the menu-driven professional development titled
“Short Skill Sessions.” The short skill sessions have moved the District’s teachers forward by
structuring effective, monthly, cross-departmental professional development at convenient times taught
by their peers. These one-hour classes give teachers the opportunity to learn about new technologies,
practice skills they have learned previously and see in context the tools their colleagues are using. The
cross-departmental nature of these sessions builds the overall skill base of teachers through the
District, and those who teach the classes receive the benefits of acting as a leader within the school
community.
Site Visits Roll On!
Hunterdon Central hosted several groups of visitors who came to observe the use of technology to
improve teaching and learning. Among the schools that visited this year were:
• Morristown High School
• Phillipsburg School District
• Franklin Learning Center, Philadelphia, PA
• Princeton Regional Schools
• Middletown Township Public Schools
• Far Hills Country Day School
• Morristown-Frelinghuysen Middle School
• South Hunterdon High School
• Solebury School
• Delaware Valley College
Additional Projects
• ETTC courses: The Information Systems department offered classes on the Effective Use of Email.
• Summer student technicians were hired to assist network technicians with the removal, replacement
and upgrading of computer systems and printers across the 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.
• The department upgraded the core network switching in many of the closets to improve network
performance.
112

STUDENT ENROLLMENT
113

ENROLLMENT
The average daily enrollment for the 2009-2010 school year was 2986. The average daily enrollment
for the previous year was 2981.4.
The daily average attendance rate for the 2009-2010 school year was 98.52%
Our history over the past several years has been:
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%
114

PROFESSIONAL
DEVELOPMENT
115

PROFESSIONAL DEVELOPMENT COMMITTEE
Chair: Karen Batista
Committee members: Marco DiMarcello, Paul Urban, William Pissara, Chris Steffner, Carol Kelley,
[Faculty Meeting Planning Team: Lisa Brady, Sandy Chronic, Kim Dubiel, Don Ginty, Heather
Hersey, Carol Kelley, Lynn Luster, Brendan McIsaac, Marshall
Sigall, Chris Steffner, Cathy Stutzman, Paul Urban, Mary
Woods, Marci Zane]
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 enable staff to function and perform their responsibilities within the organization in a manner that is
consistent with individual needs, PDPs, and department and district goals.
Summary:
The New Jersey Department of Education released newly designed professional development planning
templates and processes, developed in 2009 in conjunction with the Professional Teaching Standards
Board, the advisory body to the Commissioner. Based on current research on teacher efficacy and best
practices, the plans were designed to facilitate our planning for professional learning (NJDOE). Using
guidance templates provided by the Department of Education, the professional development committee
members created and submitted the district’s 2010-2011 professional development plan, which built
direct connections between our vision for student achievement and what teachers must learn to
improve their practice so that all students achieve this definition of success. In collaboration with a
separate committee, the school’s Faculty Meeting Planning Team, the district was able to accomplish
the following:
Prior to the opening of school in the fall of 2010, our newly formed Professional Development
Committee convened to review the 2009-2010 school year plan that had been submitted and
approved by the county. During our August 2009 summer planning meeting (see Attachment B),
we discussed the state’s systematic model for revising the curriculum and the “new kind of
professional development” that would support the work educators are being called upon to do.
Responding to these new mandates would require a significant change in the way educators think
and act. “Adaptive work is required when our deeply held beliefs are challenged, when the values
that made us successful become less relevant, and when legitimate yet competing perspectives
emerge” (Heifetz). In the past, our district’s priority, Performance Excellence for Everyone,
proposed highest student achievement for everyone who wanted it. Thus, we looked at how well
the “school” performed overall. Today, we must focus on the individual performance of each
student. We must ensure that ALL students acquire knowledge, and are able to use and transfer
this knowledge in authentic situations. In addition, ALL students need NEW skills to be college,
career, and citizenship ready for the 21 st century (Wagner). Finally, since we recognize that our
students are differently motivated (Fink), meeting the rapidly changing needs of our students is an
adaptive challenge.
116

Adaptive challenges “…have no known solution – the skills and answers are outside your
repertoire.” (CLA, http://www.cambridgeleadership.com/index.php/adaptive_leadership/).
Adaptive work causes us to constantly reflect and re-evaluate the way that we do “business”
(Noguera), and to answer the essential question, What does it take to educate the children we
serve? Thus, the professional development opportunities for our staff will require a shift from the
more traditional forms of after-school and summer learning to a form that brings learning into the
forefront of what our instructional staff experiences each day in school (A Tool Kit for New Jersey
Educators).
To begin to address these challenges and the question, “why change, what’s not working?” the
Professional Development Committee, in collaboration with a Faculty Meeting Planning Team,
decided to use our 2009-2010 faculty meetings as an opportunity for professional learning. On the
first staff day, in the 2009-2010 school year, our superintendent and principal introduced an article,
Willing to be Disturbed. During this discussion with staff, Dr. Brady outlined the essential
elements of the Secondary School Transformation Project and shared the direction we were
planning to take for the 2009-2010 school year. Our principal outlined that faculty meeting time
would be dedicated for collaboration, to discuss issues related to student learning.
During our first in-service day on October 2, 2009, we introduced the “HC21 Challenge,” which
highlighted the adaptive challenges facing our school today. Each instructional staff member was
assigned to a small collaborative learning group (representing a cross section of roles and
disciplines from across the school district), and the groups were allocated time to address this
challenge by exploring the research, conversing, debating, and sharing ideas about what they think
could be different or better at our school. Each group was asked to produce an artifact describing
their thoughts and ideas. Resources for learning were provided via a virtual learning network
called 21 st Century Skills. This school-wide Moodle site was replete with resources presenting an
array of research and literature about the future of education. Topics on the site were selected to
help staff members explore the concepts and themes centered on supporting our 21 st century
learners. Topics included were: 21 st Century Skills literature and videos; formative assessment,
project-based learning, Web 2.0 Tools, and Building a Personal Learning Network (PLN).
Through ongoing conversations, these small learning groups were provided an opportunity to add
resources or initiate discussions with colleagues. As a part of this process, it became clear to us
that before we could consider what changes we could make to enhance student centered learning
and achievement, we needed to develop a shared definition of what student achievement is. The
definition which follows reflects the views of students, parents, administrators, and teachers. (A
discussion of the process used to derive the definition of student achievement can be found in
Section B of this report.)
“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.”
Subsequent meetings were to allow for research of literature, debate about the challenges we face
and encouragement of collaboration to foster shared vision and responsibility for the future.
Periodically during the school year, we asked the groups to assess where they were in their
learning.
117

Next Steps for PD Committee:
Our 2010-2011 professional development committee charge is to submit the Professional Development
plan for approval by the county office, a plan which enhances our current structures, norms, and
behaviors for professional learning to contribute to sustainable improvement in student learning, while
limiting or removing characteristics that detract. The committee has also been charged with planning
the district’s in-service days and ensuring that the professional development opportunities are aligned
with the goals outlined in the district’s 2010-2011 professional development plan.
Finally, the committee will continue to work toward our overarching goal, to shift our district’s culture
to a culture of learning. To truly become a learning organization would channel our district to become
the place where we focus on ensuring learning for ALL students.
118

HUMAN RESOURCES
119

HUMAN RESOURCES
Staff
We will conclude the 2009-2010 school year with a total of 536 employees. Listed below is a
breakdown by department:
5 – Administrators
4 – Non-Instructional Supervisors
19 - Supervisors/Vice Principals (18 F/T & 1 P/T)
285 - Instructional Personnel (279 F/T & 6 P/T)
59 - Non-Instructional Support Personnel (56 F/T & 3 P/T)
41 - Custodians/Maintenance Personnel
66 - Transportation Personnel (58 Bus Drivers, 2 Mechanics & 6 Support Personnel)
57 - Aides (49 F/T & 8 P/T)
Instructional staff consists of 285 employees (279 F/T & 6 P/T). The following is a breakdown
by departments:
3 - Athletics
32- English
16 - Fine Arts
28 - World Language (27 F/T & 1 P/T)
20 - Guidance
4 - Health Personnel
2 - Library
32 – Mathematics
26 - Physical Education – 20/Living Skills – 6 (25 F/T & 1 P/T)
29 - Science
29 - Social Studies (28 F/T & 1 P/T)
39 - Special Education (37 F/T & 2 P/T)
11 - Special Education - Child Study Team
14 - Business Ed. - 8/Technology – 6 (13 F/T & 1 P/T)
Professional Improvement
245 staff members took 768 courses during the 2009-2010 school year. See Attachment 6.
Employee Attendance
Our overall daily attendance rate for staff is 97.42%, 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 97.56% for certified staff. (See Appendix)
Certified Staff Turnover
This figure is calculated by dividing the total number of permanent replacements by the total number
of staff members. For 2009-2010, the rate of certified staff turnover is 4.25%. This compares to
previous years as follows: 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%.
120

GROUP
2009-2010 Overall Daily Attendance Report
# of Possible
Days
Total # Days
Absent
# of Days
Present
% Adjusted
Daily
Attendance
Administrators 2372 17.2 2354.8 99.27%
Supervisors 4063 58.8 4004.2 98.55%
Teachers 52072 1271.0 50801.0 97.56%
Aides 9016 430.5 8585.5 95.23%
Support 16571 378.2 16192.8 97.72%
Bus Drivers 10498 191.5 10306.5 98.18%
Operations/Maintenance 9620 339.0 9281.0 96.48%
TOTALS 104212 2686.2 101525.7 97.42%
121

ETTC/ACADEMY STAFF PARTICIPATION 2009-2010
LAST NAME
FIRST
NAME COURSE NAME SCHOOL CREDITS/CEUS
Abolins Kathleen Work-Life-Balance – Time Management ETTC 0.5
Amato Jennifer Work-Life-Balance – Time Management ETTC 0.5
Amorim Maria Fundementals of Service Learning ETTC 1
Amorim Maria Making Videos with Adobe Premiere ETTC 1
Amorim Maria
Questioning & Discussion Strat. for High
Perform. Classrms ETTC 1
Amorim Maria Teachers as Leaders ETTC 1
Anastasio John Moodle Training ETTC 1
Anastasio John Teacher Portfolio ETTC 3
Apffel Aren
Breaking Barriers: Universal Design for
Learning ETTC 0.5
Apffel Aren Digital Photography 1 ETTC 1.5
Apffel Aren
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 1
Apffel Aren Intro to Movie Maker ETTC 1
Apffel Aren Making Videos with Adobe Premiere ETTC 1
Apffel Aren
Reading, Writing, & HSPA Skills through all
Subjects ETTC 1
Apffel Aren Successful Co-teaching Partnerships ETTC 1
Apffel Aren Teacher Portfolio ETTC 3
Apffel Aren Using Film Effectively in the Classroom ETTC 0.5
Apffel Aren Using Graphic Novels in the Classroom ETTC 1
Apffel Aren
Whats Your Intelligence? The Multiple
Intelligence Approach. ETTC 1
Augusta John Work-Life-Balance-Time Management ETTC 0.5
Baca Robert Moodle Training ETTC 0
Bajak Christina Designing Assessments ETTC 1
Bajak Christina Introduction to Formative Assessment ETTC 1
Bajak Christina Moodle Training ETTC 1
Bajak Christina New Teacher Induction Support Class ETTC 2
Bajak Christina Teachers as Leaders ETTC 1
Bajak Christina
Using Excel to Perform Data Analysis for
Measurable PIP ETTC 1
Bajak Christina Working with Difficult Students ETTC 1
Bajak Christina Work-Life-Balance – Time Management ETTC 0.5
Baldwin Heather
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 0
Baldwin Heather LGBT Issues In The Classroom ETTC 0
Baldwin Heather Making Videos with Adobe Premiere ETTC 1
Baldwin Heather Using Graphic Novels in the Classroom ETTC 0
Baldwin Heather Once Upon a Narrative Tradition TCNJ 3
Baldwin Heather Romantic Literature: Defining Romanticism TCNJ 3
Beam Heather Finance & Facilities Centenary 3
Beam Heather Students, Teachers, Social Policy & Law Centenary 3
Beam Heather The Principalship Centenary 3
Belsky Scott Moodle Training ETTC 0
Berarov Gail Work-Life-Balance – Time Management ETTC 0
122

Berenger Bonnie Moodle Training ETTC 1
Berner Melissa
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 1
Berner Melissa Work-Life-Balance – Time Management ETTC 0.5
Berner Melissa World of Math: Descrete Math
Farleigh
Dickinson 3
Berner Melissa World of Math: Math in Science
Farleigh
Dickinson 3
Berner Melissa World of Math: Numerical View
Farleigh
Dickinson 3
Bernhard Michele 21st Century Skills Pilot Training ETTC 0
Bernhard Michele Intro to Nutrution RVCC 3
Bestreski Elise Intro to Movie Maker ETTC 0
Bestreski Elise Podcasting is for Everybody ETTC 1
Bestreski Elise Teacher Portfolio ETTC 3
Bestreski Elise Young Men Behaving Badly ETTC 0
Blake Jeffrey Moodle Training ETTC 0
Bord Stefanie Dealing With Difficult Parents ETTC 0
Bord Stefanie Moodle Training ETTC 0
Bord Stefanie
Questioning & Discussion Strat. for High
Perform. Classrms ETTC 0
Bord Stefanie Successful Co-teaching Partnerships ETTC 0
Bord Stefanie
Whats Your Intelligence? The Multiple
Intelligence Approach. ETTC 0
Bord Stefanie Working with Difficult Students ETTC 0
Bord Stefanie Work-Life-Balance – Time Management ETTC 0
Bousum Kelly Designing Curriculum & Inst for Special Needs Walden Univ 3
Bousum Kelly Integrating Technology II Walden Univ 3
Brink Henry Work-Life-Balance – Time Management ETTC 0.5
Brown Amanda Seminar in Curr Eval and Assess. Strategies Centenary 3
Brown Amanda Digital Photography 1 ETTC 0.5
Brown Amanda Student-Teacher Mentor Program ETTC 0.5
Brown Amanda Teacher Portfolio ETTC 3
Brown Amanda Work-Life-Balance – Time Management ETTC 0.5
Buckley Cynthia Podcasting is for Everybody ETTC 1
Buckley Cynthia Work-Life-Balance – Time Management ETTC 0.5
Burns Bernadette Work-Life-Balance – Time Management ETTC 0.5
Burns Jeffery Digital Photography 1 ETTC 0.5
Butler Daniel
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 0
Butler Daniel
Moodle Wkshp: Assess Student Learning
Using Online Tools ETTC 0
Calabrese Shari Moodle Training ETTC 0
Calabretta Andrea Project READ-Written Expression
Endicott
College 2
Calabretta Andrea Moodle Training ETTC 0
Calabretta Andrea Brain Based Teaching & Learning TCNJ 3
Calabretta Francesca Introduction to Formative Assessment ETTC 0
Calabretta Francesca
Questioning & Discussion Strat. for High
Perform. Classrms ETTC 1
Campbell Pamela Work-Life-Balance – Time Management ETTC 0.5
123

Canik Christopher Moodle Training ETTC 1
Canik Christopher Teachers as Leaders ETTC 1
Chappe Sean Dealing With Difficult Parents ETTC 0.5
Chappe Sean Finding and Evaluating Electronic Information ETTC 1
Chappe Sean
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 1
Chappe Sean Introduction to Formative Assessment ETTC 1
Chappe Sean
Moodle Wkshp: Assess Student Learning
Using Online Tools ETTC 1
Chow
Ming-
Chwan Intro to Movie Maker ETTC 0
Cinquino Nancy Fundementals of Service Learning ETTC 0
Cinquino Nancy Young Men Behaving Badly ETTC 0
Cipolla Philip
Using Excel to Perform Data Analysis for
Measurable PIP ETTC 1
Cipolla Philip
Whats Your Intelligence? The Multiple
Intelligence Approach. ETTC 1
Cole Robert Driving Educational Change and Improvement NJEXCEL 3
Cole Robert Examine & Apply School Leadership Practices NJEXCEL 3
Cole Robert Leading Educational Change & Improvement I NJEXCEL 3
Cole Robert Organizing Leadership for Educational Change NJEXCEL 3
Collins Kimberly Designing Assessments ETTC 1
Collins Kimberly Moodle Training ETTC 0
Collins Kimberly Teacher Portfolio ETTC 3
Colton Hillary Finding and Evaluating Electronic Information ETTC 0
Colton Hillary
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 0
Colton Hillary
One School One Book & Many Classes: 3
Little Words ETTC 0
Colton Hillary Work-Life-Balance - Time Management ETTC 0
Comerford Janet Moodle Training ETTC 1
Cooper Sharon
Making Rubrics With Drop-Down Menus Using
Excel ETTC 1
Cooper Sharon School Law for Classroom Teachers ETTC 0.5
Cooper Sharon Successful Co-teaching Partnerships ETTC 1
Cooper Sharon Young Men Behaving Badly ETTC 1
Copeland Leon
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 0
Copeland Leon
Moodle Wkshp: Assess Student Learning
Using Online Tools ETTC 0
Corbin Gymlyn Conflict Resolution Centenary 3
Corbin Gymlyn Effective Management Practices Centenary 3
Corbin Gymlyn Employee Evaluation & Development Centenary 3
Corbin Gymlyn Ethical Issues in the Public Sector Centenary 3
Corbin Gymlyn Organizational Theory Centenary 3
Cuozzi Kevin New Teacher Induction Support Class ETTC 4
Cuozzi Kevin Tablet Training ETTC 0
Cuozzi Kevin Work-Life-Balance - Time Management ETTC 0.5
Cusick John Finding and Evaluating Electronic Information ETTC 1
Cusick John Moodle Training ETTC 0
Dailey Samantha 21st Century Skills Pilot Training ETTC 2
Dailey Samantha Designing Assessments ETTC 1
Dailey Samantha Intro to Movie Maker ETTC 1
124

Dailey Samantha Moodle Training ETTC 1
Dailey Samantha
Using Excel to Perform Data Analysis for
Measurable PIP ETTC 1
Dailey Samantha Work-Life-Balance - Time Management ETTC 0.5
Deichler Mary Moodle Training ETTC 1
Delaney Kimberly School Law for Classroom Teachers ETTC 0.5
Delisle Jonathan Intro to Movie Maker ETTC 1
Delisle Jonathan Making Videos with Adobe Premiere ETTC 1
Delisle Jonathan Successful Co-teaching Partnerships ETTC 1
Delisle Jonathan Teacher Portfolio ETTC 3
Dennison Keith 21st Century Skills Pilot Training ETTC 0
Dennison Keith Introduction to Formative Assessment ETTC 0
Dennison Keith Teachers as Leaders ETTC 1
DeTample Darrell James Madison Seminar Year 3 Ashland Univ 3
Detample Darrell Student-Teacher Mentor Program ETTC 2.5
DeTample Darrell Qualitative Research in Education Rutgers 3
DeTample Darrell Research Problems in Social Studies Ed Rutgers 3
Diaz Evelyn 21st Century Skills Pilot Training ETTC 0
Diaz Evelyn Moodle Training ETTC 1
Diaz Evelyn Podcasting is for Everybody ETTC 1
Diaz Evelyn Teachers as Leaders ETTC 1
Diaz Evelyn Young Men Behaving Badly ETTC 1
Diaz Evelyn Methods of Foreign Language Teaching K-12 Rutgers 3
DiLeonardo Kathleen Finding and Evaluating Electronic Information ETTC 1
DiLeonardo Kathleen Teacher Portfolio ETTC 3
DiLeonardo Kathleen Using Graphic Novels in the Classroom ETTC 1
DiLeonardo Kathleen Work-Life-Balance - Time Management ETTC 0.5
DiLeonardo Kathleen Creating Effective Class Learning Environ. Walden Univ 3
DiLeonardo Kathleen Designing Curriculum & Inst for Special Needs Walden Univ 3
DiLeonardo Kathleen Intro to Educational Research Walden Univ 3
DiLeonardo Kathleen Reading in Content Areas Walden Univ 3
DiLeonardo Kathleen Supporting Struggling Readers Walden Univ 3
DiLeonardo Kathleen Technology & Literacy in Content Areas Walden Univ 3
DiLeonardo Kathleen Writing in Content Areas Walden Univ 3
DiMarcello Kathryn Moodle Training ETTC 0
DiMarcello Kathryn Work-Life-Balance - Time Management ETTC 0.5
DiMarcello Marco Curriculum Development & Evaluation Centenary 3
DiMarcello Marco Educational Administrative Theory Centenary 3
DiMarcello Marco Educational Research Centenary 3
DiMarcello Marco Special Topics: Research in Instructional Lead. Centenary 3
DiMarcello Marco Moodle Training ETTC 1
DiMarcello Marco James Madison Seminar Year 3
James
Madison
Dittrich Kathleen
Questioning & Discussion Strat. for High
Perform. Classrms ETTC 0
125

Dittrich Kathleen Successful Co-teaching Partnerships ETTC 0
Dittrich Kathleen Using Graphic Novels in the Classroom ETTC 0
Dominguez Deborah Teacher Portfolio ETTC 3
Dominic Danielle Teachers as Leaders ETTC 1
Donhauser Margaret
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 1
Donhauser Margaret Intro to Movie Maker ETTC 1
Donhauser Margaret Introduction to Formative Assessment ETTC 1
Donhauser Margaret Using Film Effectively in the Classroom ETTC 0.5
Douglass Robert
Questioning & Discussion Strat. for High
Perform. Classrms ETTC 1
Douglass Robert School Law for Classroom Teachers ETTC 0.5
Douglass Robert Work-Life-Balance - Time Management ETTC 0.5
Drennon Jacqueline Moodle Training ETTC 1
Drennon Jacqueline Teacher Portfolio ETTC 3
Driscoll Mary Beth Moodle Training ETTC 0
Drulis Erin New Teacher Induction Support Class ETTC 4
Drulis Erin Tablet Training ETTC 0
Drulis Erin Work-Life-Balance - Time Management ETTC 0.5
Dubiel Kim Meeting Needs of Diverse Learners Walden Univ 3
Dubiel Kim Return Creativity to Classroom Walden Univ 3
Dubiel Kim Teacher Leadership in Professional LC Walden Univ 3
Duffy James 21st Century Skills Pilot Training ETTC 2
Duffy Victoria LGBT Issues In The Classroom ETTC 0
Durborow Erin New Teacher Induction Support Class ETTC 4
Durborow Erin Teachers as Leaders ETTC 1
Durborow Erin Work-Life-Balance - Time Management ETTC 0.5
Durborow Erin Tablet Training ETTC 0.5
Dziamba Patricia Teacher Portfolio ETTC 3
Engel Lisa Tablet Training ETTC 0
Enterline Gail LGBT Issues In The Classroom ETTC 0
Enterline Gail
Making Rubrics With Drop-Down Menus Using
Excel ETTC 0
Enterline Gail
One School One Book & Many Classes: 3
Little Words ETTC 0
Enterline Gail School Law for Classroom Teachers ETTC 0
Enterline Gail Using Graphic Novels in the Classroom ETTC 0
Fahy Teresa Intro to Movie Maker ETTC 1
Fahy Teresa
Making Rubrics With Drop-Down Menus Using
Excel ETTC 1
Fahy Teresa Tablet Training ETTC 0
Fahy Teresa Work-Life-Balance - Time Management ETTC 0.5
Ferraro Toni School Law for Classroom Teachers ETTC 0.5
Ferraro Toni Work-Life-Balance - Time Management ETTC 0.5
Fink Cynthia Finding and Evaluating Electronic Information ETTC 0
Fink Cynthia Intro to Movie Maker ETTC 0
Fink Cynthia Teachers as Leaders ETTC 1
Fink Cynthia Working with Difficult Students ETTC 0
Fink Cynthia Work-Life-Balance - Time Management ETTC 0
126

Fischer Brigitte
Building Web Literacy: A Sequel to November
and Jukes ETTC 0
Fischer Brigitte Fundementals of Service Learning ETTC 1
Fischer Brigitte
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 1
Fischer Brigitte
Moodle Wkshp: Assess Student Learning
Using Online Tools ETTC 1
Fischer Brigitte
Questioning & Discussion Strat. for High
Perform. Classrms ETTC 1
Fisher Joann Introduction to Formative Assessment ETTC 1
Fisher Joann Moodle Training ETTC 1
Fisher Joann
One School One Book & Many Classes: 3
Little Words ETTC 1.5
Fisher Joann Using Graphic Novels in the Classroom ETTC 1
Fisher Joann Work-Life-Balance - Time Management ETTC 0.5
Flora Maureen Conflict Resolution Centenary 3
Flora Maureen Educational Research Centenary 3
Flora Maureen Field Supervision Internship I Centenary 3
Flora Maureen Principles & Practices of Supervision Centenary 3
Flora Maureen Peer Coaching I ETTC 3
Forck Cynthia Introduction to Formative Assessment ETTC 1
Forck Cynthia
Making Rubrics With Drop-Down Menus Using
Excel ETTC 1
Forck Cynthia Moodle Training ETTC 1
Franco Margaret Work-Life-Balance - Time Management ETTC 0.5
Freeman Lori Moodle Training ETTC 1
Freeman Lori Discovering the Truth of your Stories
U/New
Hampshire 4
Gallagher Janis Digital Photography 1 ETTC 0
Gallagher Janis Finding and Evaluating Electronic Information ETTC 0
Gallagher Janis Moodle Training ETTC 0
Gallagher Janis Podcasting is for Everybody ETTC 1
Garay Kenton Moodle Training ETTC 0
Gatto Louis Designing Assessments ETTC 0
Gatto Louis
Lunar/Meteorite Sample Loan Training
Program ETTC 0
Gatto Louis
Making Rubrics With Drop-Down Menus Using
Excel ETTC 0
Gensinger Cynthia Tablet Training ETTC 0
Gensinger Cynthia Work-Life-Balance - Time Management ETTC 0.5
Giannattasio Tracy Moodle Training ETTC 0
Giannattasio Tracy Work-Life-Balance - Time Management ETTC 0
Glennon Brian Moodle Training ETTC 0
Glowacki Marita Advanced Peer Coaching ETTC 3
Glowacki Marita
Building Web Literacy: A Sequel to November
and Jukes ETTC 0
Gordon David Moodle Training ETTC 0
Gorham Brien
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 0
Gorham Brien Introduction to Formative Assessment ETTC 0
Grand Christine Work-Life-Balance - Time Management ETTC 0.5
Haines Amy Tablet Training ETTC 0
Hammel Philip Moodle Training ETTC 0
127

Heimlich Dana Dealing With Difficult Parents ETTC 0
Heimlich Dana Digital Photography 1 ETTC 0
Heimlich Dana Finding and Evaluating Electronic Information ETTC 0
Heimlich Dana LGBT Issues In The Classroom ETTC 0
Heimlich Dana Moodle Training ETTC 0
Heimlich Dana Podcasting is for Everybody ETTC 0
Hellings Catherine LGBT Issues In The Classroom ETTC 0
Hellings Catherine Moodle Training ETTC 0
Hellings Catherine School Law for Classroom Teachers ETTC 0
Herbst Ryan Advanced Peer Coaching ETTC 3
Herbst Ryan
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 1
Herbst Ryan Introduction to Formative Assessment ETTC 1
Herbst Ryan Making Videos with Adobe Premiere ETTC 1
Herbst Ryan Using Film Effectively in the Classroom ETTC 0.5
Herbst Ryan
Whats Your Intelligence? The Multiple
Intelligence Approach. ETTC 1
Herbst Ryan Work-Life-Balance - Time Management ETTC 0.5
Hersey Heather 21st Century Skills Pilot Training ETTC 0
Hersey Heather Introduction to Formative Assessment ETTC 0
Hersey Heather Work-Life-Balance - Time Management ETTC 0
Huggins Kelly Podcasting is for Everybody ETTC 1
Huggins Kelly Human Resources in Education Rider Univ 3
Hul Debbie Addictions Counseling Rutgers 4.6
Hulpa Kelly
Breaking Barriers: Universal Design for
Learning ETTC 0.5
Hulpa Kelly Digital Photography 1 ETTC 1.5
Hulpa Kelly
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 1
Hulpa Kelly Intro to Movie Maker ETTC 1
Hulpa Kelly Making Videos with Adobe Premiere ETTC 1
Hulpa Kelly Teacher Portfolio ETTC 3
Hulpa Kelly Using Film Effectively in the Classroom ETTC 0.5
Hulpa Kelly Using Graphic Novels in the Classroom ETTC 1
Hulpa Kelly
Whats Your Intelligence? The Multiple
Intelligence Approach. ETTC 1
Hulpa Kelly Young Men Behaving Badly ETTC 1.5
Hung Kaman Admin of Physical Ed and Athletics Columbia 3
Hung Kaman Research Design in Movement Science & Ed. Columbia 3
Hung Kaman Seminar in Physical Education Columbia 3
Hung Kaman Student-Teacher Mentor Program ETTC 0
Hung Kaman Exercise Anatomy
Human
Kinetics 1.5
Huryk Peter Moodle Training ETTC 1
Ibach Meghan
Domestic Violence & Abuse-Prevention
Strategies
B Randall
Assoc 3
Ibach Meghan Teacher Portfolio ETTC 3
Imhoff Nancy Moodle Training ETTC 0
Ingalsbe Erin Moodle Training ETTC 0
Ingalsbe Erin
Questioning & Discussion Strat. for High
Perform. Classrms ETTC 0
Ingalsbe Erin Student-Teacher Mentor Program ETTC 0.5
Jablonski Dee Advanced Microsoft Excel F Pryor 1
128

Jablonski Dee Excel Basics/Beyond Basics F Pryor 1
Jablonski Dee Microsoft Excel F Pryor 1
Jablonski Dee Interpersonal Communication RVCC 3
Jablonski Dolores Work-Life-Balance - Time Management ETTC 5
Janos Patricia Designing Assessments ETTC 0
Janos Patricia Finding and Evaluating Electronic Information ETTC 0
Janos Patricia
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 0
Janos Patricia Introduction to Formative Assessment ETTC 0
Janos Patricia Moodle Training ETTC 0
Janos Patricia
One School One Book & Many Classes: 3
Little Words ETTC 0
Janos Patricia Podcasting is for Everybody ETTC 0
Janos Patricia School Law for Classroom Teachers ETTC 0
Janos Patricia
Using Excel to Perform Data Analysis for
Measurable PIP ETTC 0
Janos Patricia Work-Life-Balance - Time Management ETTC 0
Justin Monica Dealing With Difficult Parents ETTC 0
Justin Monica Fundementals of Service Learning ETTC 0
Justin Monica Moodle Training ETTC 0
Justin Monica School Law for Classroom Teachers ETTC 0
Justin Monica
Whats Your Intelligence? The Multiple
Intelligence Approach. ETTC 0
Justin Monica Working with Difficult Students ETTC 0
Kania Christine Moodle Training ETTC 0
Kaplan Roberta
Reading, Writing, & HSPA Skills through all
Subjects ETTC 0
Kaplan Roberta Work-Life-Balance - Time Management ETTC 0
Kauffman Patricia Moodle Training ETTC 0
Kelly Katie School Counseling Practicum I Centenary 3
Kelly Katie School Counseling Practicum II Centenary 3
Kelly Katie Tests & Measurements Walden Univ 5
Keoughan Kathleen Moodle Training ETTC 0
Keoughan Kathleen School Law for Classroom Teachers ETTC 0
Keoughan Kethleen General Chemistry II
Raritan
Valley 4
Khoudja Derek Dealing With Difficult Parents ETTC 0
Khoudja Derek Making Videos with Adobe Premiere ETTC 1
Khoudja Derek
One School One Book & Many Classes: 3
Little Words ETTC 0
Khoudja Derek American Political & Legal History Rutgers 3
Khoudja Derek Cultural & Social History of America Rutgers 3
Kistulentz Rosemarie Work-Life-Balance - Time Management ETTC 0.5
Koester Susan Dealing With Difficult Parents ETTC 0
Koester Susan Digital Photography 1 ETTC 0
Koester Susan LGBT Issues In The Classroom ETTC 0
Koester Susan School Law for Classroom Teachers ETTC 0
Koester Susan Working with Difficult Students ETTC 0
Koester Susan Work-Life-Balance - Time Management ETTC 0
Kovacs Linda Alcohol & Drug Studies Rutgers 4.6
Kranz Karen Introduction to Formative Assessment ETTC 1
Kranz Karen Teachers as Leaders ETTC 1
129

Kranz Karen Work-Life-Balance - Time Management ETTC 0.5
Kranz Karen Young Men Behaving Badly ETTC 1.5
Kreisman Jay Student-Teacher Mentor Program ETTC 0
Kreisman Jay Force & Motion, Technology 2
U of
Kentucky 1
Kreisman Jay Light
U of
Kentucky 1
Kreisman Jay Temperature & Heat
U of
Kentucky 1
Kuphal Jeffrey Teacher Portfolio ETTC 3
Kurilew Dana Teachers as Leaders ETTC 1
Lafferty Rowena Project READ-Written Expression
Endicott
College 2
Lang Theresa 21st Century Skills Pilot Training ETTC 2
Lang Theresa
Online Social Networking for Acad. Learning
Communities ETTC 2
Lang Theresa Teacher Portfolio ETTC 3
Lang Theresa Young Men Behaving Badly ETTC 1.5
Lazovick Jeffrey New Teacher Induction Support Class ETTC 4
Lazovick Jeffrey Tablet Training ETTC 0.5
Lee Michael Moodle Training ETTC 1
Leffler Virginia Tablet Training ETTC 0
Leh Diane Finding and Evaluating Electronic Information ETTC 0
Leonard Adam Dealing With Difficult Parents ETTC 0.5
Leonard Adam Finding and Evaluating Electronic Information ETTC 1
Leonard Adam Moodle Training ETTC 1
Leonard Adam Teachers as Leaders ETTC 1
Leonard Adam Using Graphic Novels in the Classroom ETTC 1
Lerch Micheline Work-Life-Balance - Time Management ETTC 0.5
Leu
Antoinette
One School One Book & Many Classes: 3
Little Words ETTC 0
Lloyd Annmarie Health Advocacy in the Community Capella Univ 4
Lloyd Annmarie Addictions Counseling Rutgers 4.6
Lomax Tracy Designing Assessments ETTC 0
Lomax Tracy School Law for Classroom Teachers ETTC 0
Lomax Tracy Contemporary Spanish Poetry
Montclair
State 3
Lomax Tracy Spanish Fiction & Film
Montclair
State 3
Long Jeremy Moodle Training ETTC 0
Long Jessica Moodle Training ETTC 0
Losavio Kathryn Finding and Evaluating Electronic Information ETTC 0
Losavio Kathryn
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 0
Losavio Kathryn Introduction to Formative Assessment ETTC 0
Losavio Kathryn
Online Social Networking for Acad. Learning
Communities ETTC 0
Losavio Kathryn Work-Life-Balance - Time Management ETTC 0
Losavio Kathryn Young Men Behaving Badly ETTC 1
Losavio Kathryn Cooperative Discipline TCNJ 3
Losavio Kathryn Exploration of Classroom Inquiry TCNJ 3
Losavio Kathryn Styles of Teaching TCNJ 3
130

Lusardi Lisa Moodle Training ETTC 1
Luster Lynn
Building Web Literacy: A Sequel to November
and Jukes ETTC 0
Luster Lynn
Using Excel to Perform Data Analysis for
Measurable PIP ETTC 1
Maglio William Moodle Training ETTC 0
Mahon Ann Moodle Training ETTC 0
Mahon Ann Beyond Words: Graphic Novels Drew Univ 3
Mahon Ann Perspectives on the Holocaust Drew Univ 3
Mahon Ann Women in Irish History Drew Univ 3
Mahon Brendan James Madison Seminar Year 3 Ashland Univ 3
Mahon Brendan Moodle Training ETTC 0
Markert Sally
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 1
Markert Sally
Spanish 101--Connecting with our Latino
students & parents ETTC 0.5
Market Sally Moodle Training ETTC 1
Massimo Michael Moodle Training ETTC 1
Massimo Michael
Using Excel to Perform Data Analysis for
Measurable PIP ETTC 1
Massimo Michael Working with Difficult Students ETTC 1
McGill Jodi Moodle Training ETTC 0
McHale Thomas 21st Century Skills Pilot Training ETTC 2
McHale Thomas Making Videos with Adobe Premiere ETTC 1
McHale Thomas
Online Social Networking for Acad. Learning
Communities ETTC 2
McKenna Deborah digital photography 1 "repeat course" ETTC 1
McKenna Deborah Finding and Evaluating Electronic Information ETTC 1
McKenna Deborah
One School One Book & Many Classes: 3
Little Words ETTC 0
McKenna Deborah Work-Life-Balance - Time Management ETTC 0
McNally
Domestic Violence&Abuse: Preventative
Strategies Gratz 3
McNally Denise Building Character: Service Based Learning Gratz 3
McNally Denise
Creating Instr. Strategies using Humor in
Classroom Gratz 3
McQuilken Christine Designing Assessments ETTC 0
McQuilken Christine Digital Photography 1 ETTC 0
McQuilken Christine Moodle Training ETTC 0
McQuilken Christine
One School One Book & Many Classes: 3
Little Words ETTC 0
McQuilken Christine Podcasting is for Everybody ETTC 0
McQuilken Christine Successful Co-teaching Partnerships ETTC 0
McQuilken Christine Work-Life-Balance - Time Management ETTC 0
Meaney Robin Moodle Training ETTC 1
Meaney Robin Building Character: Service Based Learning Gratz 3
Meaney Robin
Creating Instr. Strategies using Humor in
Classroom Gratz 3
Meaney Robin
Domestic Violence&Abuse: Preventative
Strategies Gratz 3
Micai Kenneth Podcasting is for Everybody ETTC 1
Middleton Anne Digital Photography 1 ETTC 0.5
131

Middleton Anne Moodle Training ETTC 0
Middleton Nancy Digital Photography 1 ETTC 0
Middleton Nancy LGBT Issues In The Classroom ETTC 0
Middleton Nancy Work-Life-Balance - Time Management ETTC 0
Miers Jennifer Shakespeare: On the Page & On the Stage
Middlebury
College 6
Mistele Thomas LGBT Issues In The Classroom ETTC 0
Mongi Melissa Introduction to Formative Assessment ETTC 0
Mongi Melissa Moodle Training ETTC 0
Mongi Melissa Podcasting is for Everybody ETTC 1
Mongi Melissa Teachers as Leaders ETTC 1
Monk Caryn Foundations in Mental Health Counseling Walden Univ 6
Moscoso Carlos New Teacher Induction Support Class ETTC 4
Murphy Michelle LGBT Issues In The Classroom ETTC 1
Murphy Michelle Teacher Portfolio ETTC 3
Murphy Michelle Work-Life-Balance - Time Management ETTC 0.5
Murphy Michelle Classroom Management Marygrove 3
Musolino-
Sanz Jessica Moodle Training ETTC 1
Myers Kris Moodle Training ETTC 1
Myers Kris Student-Teacher Mentor Program ETTC 1.5
Mylod Mark Conflict Resolution Centenary 3
Mylod Mark Curriculum Development & Evaluation Centenary 3
Mylod Mark Finance & Facilities Centenary 3
Mylod Mark Students, Teachers, Social Policy & Law Centenary 3
Mylod Mark Digital Photography 1 ETTC 1.5
Mylod Mark Introduction to Formative Assessment ETTC 1
Mylod Mark Work-Life-Balance - Time Management ETTC 0.5
Nealon Julie
Questioning & Discussion Strat. for High
Perform. Classrms ETTC 1
Nodes Lynnsey Finding and Evaluating Electronic Information ETTC 0
Novak Brandi Designing Assessments ETTC 0
Novak Brandi Digital Photography 1 ETTC 0.5
Novak Brandi Finding and Evaluating Electronic Information ETTC 1
Novak Brandi Fundementals of Service Learning ETTC 1
Novak Brandi
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 0
Novak Brandi Intro to Movie Maker ETTC 0
Novak Brandi Introduction to Formative Assessment ETTC 1
Novak Brandi Podcasting is for Everybody ETTC 1
Novak Brandi
Questioning & Discussion Strat. for High
Perform. Classrms ETTC 0
Novak Brandi
Reading, Writing, & HSPA Skills through all
Subjects ETTC 0
Novak Brandi Teacher Portfolio ETTC 3
Novak Brandi Teachers as Leaders ETTC 1
Novak Brandi Work-Life-Balance - Time Management ETTC 0
Oak Cecilia Chinese Across the Curriculum Rutgers 3
Oak Cecilia Chinese Contemporary Culture and Society Rutgers 3
Oak Cecilia Teacher Portfolio Rutgers 3
O'Shea Maryellen Moodle Training ETTC 1
132

Paradiso Jane
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 1
Paradiso Jane Work-Life-Balance - Time Management ETTC 0.5
Paradiso Jane Young Men Behaving Badly ETTC 1.5
Patrylo-
Murray Denise Finance & Facilities Centenary 3
Patrylo-
Murray Denise The Principalship Centenary 3
Patrylo-
Murray Denise
Breaking Barriers: Universal Design for
Learning ETTC 0.5
Patrylo-
Murray Denise Digital Photography 1 ETTC 0
Patrylo-
Murray Denise Finding and Evaluating Electronic Information ETTC 0
Patrylo-
Murray Denise
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 0
Patrylo-
Murray Denise LGBT Issues In The Classroom ETTC 0
Patrylo-
Murray Denise Moodle Training ETTC 0
Patrylo-
Murray
Patrylo-
Murray
Patrylo-
Denise
Denise
Reading, Writing, & HSPA Skills through all
Subjects ETTC 0
Spanish 101--Connecting with our Latino
students & parents ETTC 0.5
Whats Your Intelligence? The Multiple
Intelligence Approach. ETTC 0
Murray Denise
Patrylo-
Murray Denise Young Men Behaving Badly ETTC 1
Peins Dawn Designing Assessments ETTC 0
Peins Dawn Digital Photography 1 ETTC 0
Peins Dawn Introduction to Formative Assessment ETTC 0
Peins Dawn
Making Rubrics With Drop-Down Menus Using
Excel ETTC 0
Peins Dawn School Law for Classroom Teachers ETTC 0
Peins Dawn Work-Life-Balance - Time Management ETTC 0
Pellegrino Lisa Intro to Movie Maker ETTC 0
Pellegrino Lisa Moodle Training ETTC 0
Pellegrino Lisa
Moodle Wkshp: Assess Student Learning
Using Online Tools ETTC 0
Pellegrino Lisa Working with Difficult Students ETTC 0
Pellegrino Lisa Work-Life-Balance - Time Management ETTC 0
Pellegrino Lisa Action Research: Planning & Design Gratz 3
Pellegrino Lisa Educational Research: Practice & Theory Gratz 3
Pellegrino Lisa
Performance Project:
Completion/Present&Evaluation Gratz 3
Pennington Jon 21st Century Skills Pilot Training ETTC 0
Perotti Matthew Moodle Training ETTC 1
Peschl Heather Advanced Peer Coaching ETTC 3
Peschl Heather Designing Assessments ETTC 1
Peschl Heather
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 1
Peschl Heather Work-Life-Balance - Time Management ETTC 0.5
Peterson Linda Moodle Training ETTC 0
Petrushun Megan Fundementals of Service Learning ETTC 0
Petrushun Megan Moodle Training ETTC 0
133

Petrushun Megan Working with Difficult Students ETTC 0
Petrushun Megan Work-Life-Balance - Time Management ETTC 0
Pirretti Patricia Work-Life-Balance - Time Management ETTC 0.5
Pisarra William
Questioning & Discussion Strat. for High
Perform. Classrms ETTC 0
Price Jennifer Dealing With Difficult Parents ETTC 0
Pulak Trini Moodle Training ETTC 0
Pyle McClellan Moodle Training ETTC 0
Pyle McClellan Applying Group Process in Supervision Rider Univ 3
Pyle McClellan Curriculum Development & Design Rider Univ 3
Rainforth Joanne Fundementals of Service Learning ETTC 0
Rainforth Joanne Peer Coaching I ETTC 3
Rainforth Joanne Working with Difficult Students ETTC 0
Rainforth Joanne Work-Life-Balance - Time Management ETTC 0
Rainforth Joanne Young Men Behaving Badly ETTC 0
Reilly Heather Current Drug Trends & Youth Prevention
B Randall
Assoc 3
Reilly Heather Teacher Portfolio ETTC 3
Richards Geneva Teacher Portfolio ETTC 3
Rider Sharon Adolescent Addiction Rutgers 4.6
Rider Sharon Alcohol & Drug Adolescent Trends Rutgers 0
Rider Sharon Trauma with Teens & Sub Abuse Rutgers 0
Rocha Carol Work-Life-Balance - Time Management ETTC 0.5
Rodrigues Telma Teacher Portfolio ETTC 3
Rossetti Colleen Curriculum Development & Evaluation Centenary 3
Rossetti Colleen Intro to Movie Maker ETTC 1
Rossi Robert Concepts/Strategies-Interscholastic workshops Indiana Univ 1
Ruckriegel Linda Designing Assessments ETTC 1
Ruckriegel Linda
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 1
Ruckriegel Linda Introduction to Formative Assessment ETTC 1
Ruckriegel Linda
Making Rubrics With Drop-Down Menus Using
Excel ETTC 1
Ruckriegel Linda
Whats Your Intelligence? The Multiple
Intelligence Approach. ETTC 1
Ruckriegel Linda Working with Difficult Students ETTC 1
Ruckriegel Linda Work-Life-Balance - Time Management ETTC 0.5
Ruggere Christopher Digital Photography 1 ETTC 0
Ruggere Christopher Making Videos with Adobe Premiere ETTC 1
Ruggere Christopher Using Graphic Novels in the Classroom ETTC 0
Ruggere Christopher
Whats Your Intelligence? The Multiple
Intelligence Approach. ETTC 0
Ruggere Christopher Work-Life-Balance - Time Management ETTC 0.5
Ruggere Christopher Young Men Behaving Badly ETTC 1
Ruley Carey Moodle Training ETTC 0
Ruley Carey Working with Difficult Students ETTC 0
Ruley Carey Work-Life-Balance - Time Management ETTC 0
Ryan Susan Moodle Training ETTC 0
Saks Scott Dealing With Difficult Parents ETTC 0
Saks Scott Lifespan Human Development LaSalle 3
Saks Scott Social and Emotional Development LaSalle 3
Saks Scott Spanish Literature Rutgers 3
134

Sasso Carolyn Moodle Training ETTC 1
Scarbaci Diane Dealing With Difficult Parents ETTC 0.5
Scarbaci Diane Digital Photography 1 ETTC 1.5
Scarbaci Diane Finding and Evaluating Electronic Information ETTC 1
Scarbaci Diane
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 1
Scarbaci Diane Teachers as Leaders ETTC 1
Scarbaci Diane Work-Life-Balance - Time Management ETTC 0.5
Schechtman Helaine Finding and Evaluating Electronic Information ETTC 1
Schechtman Helaine Moodle Training ETTC 0
Schechtman Helaine Peer Coaching I ETTC 3
Schneider Bria Designing Assessments ETTC 1
Schneider Bria
Making Rubrics With Drop-Down Menus Using
Excel ETTC 1
Schneider Bria Teacher Portfolio ETTC 3
Schneider Bria
Using Excel to Perform Data Analysis for
Measurable PIP ETTC 1
Schneider Bria Work-Life-Balance - Time Management ETTC 0.5
Schneider Bria Moodle Training ETTC 1
Schulwitz Walter Moodle Training ETTC 1
Schuster Nicolle 21st Century Skills Pilot Training ETTC 0
Schuster Nicolle Teacher Portfolio ETTC 3
Seiler Michael Designing Assessments ETTC 1
Seiler Michael Moodle Training ETTC 1
Seiler Michael
Moodle Wkshp: Assess Student Learning
Using Online Tools ETTC 1
Seiler Michael Successful Co-teaching Partnerships ETTC 1
Seiler Michael Working with Difficult Students ETTC 1
Seiler Michael Advanced Study of Learning Disabilities TCNJ 3
Shaver William Policy 1: Yeshiva Univ 2
Shaver William Policy 2 Yeshiva Univ 2
Shaver William Qualitative Methods I Yeshiva Univ 2
Shaver William Research Methodology 1 Yeshiva Univ 2
Shaver William Research Methodology 2 Yeshiva Univ 2
Shaver William Statistics Lab Yeshiva Univ 2
Shawhan Shirl
Teaching Writing & Thinking Across
Curriculum Gratz 3
Sherman Rachel New Teacher Induction Support Class ETTC 4
Sherman Rachel Tablet Training ETTC 0
Sherman Rachel Teachers as Leaders ETTC 1
Sherman Rachel Working with Difficult Students ETTC 0
Sherman Rachel Work-Life-Balance - Time Management ETTC 0.5
Sigall Marshall Work-Life-Balance - Time Management ETTC 0.5
Simpson Peter Dealing With Difficult Parents ETTC 0.5
Simpson Peter Designing Assessments ETTC 1
Simpson Peter Finding and Evaluating Electronic Information ETTC 1
Simpson Peter Fundementals of Service Learning ETTC 1
135

Simpson Peter Introduction to Formative Assessment ETTC 1
Simpson Peter Moodle Training ETTC 1
Simpson Peter
Online Social Networking for Acad. Learning
Communities ETTC 2
Simpson Peter Teachers as Leaders ETTC 1
Simpson Peter Working with Difficult Students ETTC 1
Simpson Peter Work-Life-Balance - Time Management ETTC 0.5
Singer Judith Microsoft Excel F Pryor 0.6
Smith Anson Working with Difficult Students ETTC 1
Smith Maria Digital Photography 1 ETTC 0
Smith Maria
Moodle Wkshp: Assess Student Learning
Using Online Tools ETTC 0
Smith Maria
Whats Your Intelligence? The Multiple
Intelligence Approach. ETTC 0
Smith Maria Work-Life-Balance - Time Management ETTC 0
Sollner Erin LGBT Issues In The Classroom ETTC 1
Sollner Erin Using Graphic Novels in the Classroom ETTC 1
Sollner Erin Work-Life-Balance - Time Management ETTC 0.5
Sollner Erin Assertive Discipline and Beyond Marygrove 3
Sponzo Jennifer Work-Life-Balance - Time Management ETTC 0.5
Sproul Laura
Civil War: Death was in Every Shot: Lit,
Culture, Politics Drew Univ 3
Sproul Laura Emerald Ise's Island Drew Univ 3
Sproul Laura Joy of Scholarly Writing Drew Univ 3
Sproul Laura Moodle Training ETTC 1
Sproul Laura
Using Excel to Perform Data Analysis for
Measurable PIP ETTC 1
Sproul Laura Using Graphic Novels in the Classroom ETTC 1
Sproul Laura Work-Life-Balance - Time Management ETTC 0.5
Staats Amy Working with Difficult Students ETTC 0
Steffner Christina Student-Teacher Mentor Program ETTC 6
Stevenson Peter
Questioning & Discussion Strat. for High
Perform. Classrms ETTC 0
Stevenson Peter Teacher Portfolio ETTC 3
Stevenson Peter
What’s Your Intelligence? The Multiple
Intelligence Approach. ETTC 0
Stutzman Catherine 21st Century Skills Pilot Training ETTC 2
Stutzman Catherine Moodle Training ETTC 1
Stutzman Catherine Using Graphic Novels in the Classroom ETTC 1
Sullivan Jacqueline Work-Life-Balance - Time Management ETTC 0.5
Sweeney Sharon Designing Assessments ETTC 0
Sweeney Sharon Introduction to Formative Assessment ETTC 0
Sweeney Sharon
Using Excel to Perform Data Analysis for
Measurable PIP ETTC 0
Szczeck Lynn 21st Century Skills Pilot Training ETTC 2
Szczeck Lynn Teacher Portfolio ETTC 3
Terlinden Christina Designing Assessments ETTC 1
Terlinden Christina
Making Rubrics With Drop-Down Menus Using
Excel ETTC 1
Terlinden Christina
One School One Book & Many Classes: 3
Little Words ETTC 1.5
Terlinden Christina
Spanish 101--Connecting with our Latino
students & parents ETTC 0.5
136

Terlinden Christina
Using Excel to Perform Data Analysis for
Measurable PIP ETTC 1
Ternoey Mary Teacher Portfolio ETTC 3
Thompson Matthew 21st Century Skills Pilot Training ETTC 0
Thompson Matthew Human Resources
Thompson Matthew Leadership
Thompson Matthew Leadership Simulation
Nova
Southeastern 3
Nova
Southeastern 3
Nova
Southeastern 3
Thompson Matthew School Law
Nova
Southeastern 3
Troise Catherine Dealing With Difficult Parents ETTC 0
Troise Catherine
One School One Book & Many Classes: 3
Little Words ETTC 0
Turner Hollis 21st Century Skills Pilot Training ETTC 0
Turner Hollis 21st Century Skills Pilot Training ETTC 0
Twisler Daniel Designing Assessments ETTC 0
Twisler Daniel Working with Difficult Students ETTC 1
Twisler Daniel Creating Effective Class Learning Environ. Walden Univ 3
Twisler Daniel Teacher Leadership in Classroom Walden Univ 3
Tyler Cecilia
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 0
Tyler Cecilia Introduction to Formative Assessment ETTC 0
Tyler Cecilia Using Graphic Novels in the Classroom ETTC 0
Tyler Cecilia Work-Life-Balance - Time Management ETTC 0
Urban Paul Field Supervision Internship I Centenary 3
Urban Paul Field Supervision Internship II Centenary 3
Urban Paul Finance & Facilities Centenary 3
Urban Paul The Principalship Centenary 3
Vaks Alin Moodle Training ETTC 0
Vaks Alin
Questioning & Discussion Strat. for High
Perform. Classrms ETTC 0
Vaks Alin Using Graphic Novels in the Classroom ETTC 0
Van Antwerp Daniel
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 0
Van Antwerp Daniel Intro to Movie Maker ETTC 0
Van Antwerp Daniel Introduction to Formative Assessment ETTC 0
Van Antwerp Daniel
Reading, Writing, & HSPA Skills through all
Subjects ETTC 0
Van Antwerp Daniel Using Graphic Novels in the Classroom ETTC 0
Van Antwerp Daniel Work-Life-Balance - Time Management ETTC 0
VanAntwerp Daniel Moodle Training ETTC 0
Vance Pamela 21st Century Skills Pilot Training ETTC 1
Vance Pamela Finding and Evaluating Electronic Information ETTC 1
Vance Pamela Making Videos with Adobe Premiere ETTC 1
Vasquez Annette Young Men Behaving Badly ETTC 1
137

Vitale Michael Designing Assessments ETTC 1
Vitale Michael Finding and Evaluating Electronic Information ETTC 1
Vitale Michael
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 1
Vitale Michael Intro to Movie Maker ETTC 1
Vitale Michael Introduction to Formative Assessment ETTC 1
Vitale Michael Moodle Training ETTC 1
Vitale Michael Work-Life-Balance - Time Management ETTC 0.5
Vollrath Daniel School Finance
Delaware
Valley 3
Vollrath Daniel School Personnel Admin
Delaware
Valley 3
Vollrath Daniel Moodle Training ETTC 0
Vrancken Suzanne Post Reconstruction Ashland Univ 3
Vrancken Suzanne
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 0
Vrancken Suzanne
Making Rubrics With Drop-Down Menus Using
Excel ETTC 0
Vrancken Suzanne
One School One Book & Many Classes: 3
Little Words ETTC 0
Vrancken Suzanne
Questioning & Discussion Strat. for High
Perform. Classrms ETTC 0
Vrancken Suzanne Current Historical Trends Rider Univ 3
Vrancken Suzanne Inclusive Educational Practices Rider Univ 3
Vrancken Suzanne Instructional Practices Rider Univ 3
Walker Christopher Teachers as Leaders ETTC 1
Walker Christopher Moodle Training ETTC 1
Wallace Jessica New Teacher Induction Support Class ETTC 4
Wallace Jessica Tablet Training ETTC 0
Wallace Jessica Work-Life-Balance - Time Management ETTC 0.5
Wallendjack Mary Dealing With Difficult Parents ETTC 0
Walulak Ashley Enhancing School Leadership Practices NJEXCEL 6
Ward Suzanne Finding and Evaluating Electronic Information ETTC 1
Ward Suzanne
Making Rubrics With Drop-Down Menus Using
Excel ETTC 0
Ward Suzanne Moodle Training ETTC 0
Ward Suzanne New Teacher Induction Support Class ETTC 4
Ward Suzanne
Questioning & Discussion Strat. for High
Perform. Classrms ETTC 0
Ward Suzanne Using Graphic Novels in the Classroom ETTC 0
Ward Suzanne
Whats Your Intelligence? The Multiple
Intelligence Approach. ETTC 0
Ward Suzanne Work-Life-Balance - Time Management ETTC 0
Ward Suzanne Young Men Behaving Badly ETTC 0
Warren Jared Making Videos with Adobe Premiere ETTC 1
Warren Jared Moodle Training ETTC 1
Warren Jared Research Based Decision Making TCNJ 3
Warren Jared School Law TCNJ 3
Warren Lindsay
Beyond Words:Graphic Novel & Repr of
Violence Drew Univ 3
Warren Lindsay Modern Britain & Ireland Drew Univ 3
Warren Lindsay Finding and Evaluating Electronic Information ETTC 0
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Warren Lindsay Student-Teacher Mentor Program ETTC 1.5
Warren Lindsay Teacher Portfolio ETTC 3
Warren Lindsay Teachers as Leaders ETTC 1
Watt Katherine Finding and Evaluating Electronic Information ETTC 1
Watt Katherine
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 1
Watt Katherine Introduction to Formative Assessment ETTC 1
Watt Katherine Podcasting is for Everybody ETTC 1
Watt Katherine
Whats Your Intelligence? The Multiple
Intelligence Approach. ETTC 1
Watt Katherine Work-Life-Balance - Time Management ETTC 0.5
Wendt Lars
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 2
Wendt Lars Podcasting is for Everybody ETTC 1
Wendt Lars
Using Excel to Perform Data Analysis for
Measurable PIP ETTC 1
Wendt Lars Work-Life-Balance - Time Management ETTC 0.5
Whitehouse Sarah New Teacher Induction Support Class ETTC 4
Whitehouse Sarah Tablet Training ETTC 0
Wilkinson Patricia
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 0
Wilkinson Patricia
Reading, Writing, & HSPA Skills through all
Subjects ETTC 0
Wilkinson Patricia Successful Co-teaching Partnerships ETTC 0
Wilkinson Patricia Young Men Behaving Badly ETTC 0
Willsey Patricia Tablet Training ETTC 0
Willsey Patricia Work-Life-Balance - Time Management ETTC 0.5
Wilson William Designing Assessments ETTC 1
Wilson William Digital Photography 1 ETTC 1.5
Wilson William
Improving Student Learning:Study Group /21st
Cent. Skills ETTC 1
Wilson William Introduction to Formative Assessment ETTC 1
Wilson William Making Videos with Adobe Premiere ETTC 1
Wilson William Teacher Portfolio ETTC 3
Wilson William Teachers as Leaders ETTC 1
Wilson William Work-Life-Balance - Time Management ETTC 0.5
Wolfermann Carolyn
Breaking Barriers: Universal Design for
Learning ETTC 0.5
Wolfermann Carolyn LGBT Issues In The Classroom ETTC 1
Woods Mary 21st Century Skills Pilot Training ETTC 1
Woods Mary Fundementals of Service Learning ETTC 1
Wright Laura Teachers as Leaders ETTC 1
Zamek Linda LGBT Issues In The Classroom ETTC 0
Zamek Linda Moodle Training ETTC 0
Zamek Linda
Spanish 101--Connecting with our Latino
students & parents ETTC 0.5
Zane Marci 21st Century Skills Pilot Training ETTC 0
Zane Marci Work-Life-Balance - Time Management ETTC 0.5
Zane Marci Educational Media Center Mgmt. Rutgers 3
Zane Marci Field Experience Rutgers 3
Zane Marci Multimedia Production Rutgers 3
Zane Marci Reference Sources and Services Rutgers 3
Zarodnansky Stephen Differentiated Instruction TCNJ 3
139

Zullo Kathleen Teachers as Leaders ETTC 1
Zullo Kathleen Work-Life-Balance - Time Management ETTC 0.5
Zullo Kathleen Young Men Behaving Badly ETTC 1
Zwizanski Robin Dealing With Difficult Parents ETTC 0
Zwizanski Robin Designing Assessments ETTC 0
Zwizanski Robin Finding and Evaluating Electronic Information ETTC 0
Zwizanski Robin Peer Coaching I ETTC 3
Zwizanski Robin Student-Teacher Mentor Program ETTC 0
Zwizanski Robin Using Graphic Novels in the Classroom ETTC 0
140

GRANTS
141

GRANTS AND NOMINATIONS
No Child Left Behind Title I Part A—Carol Kelley $37,793
No Child Left Behind Title II Part A—Carol Kelley $49,644
No Child Left Behind Title II Part D—Carol Kelley $380
No Child Left Behind Title III (Consortium) —Carol Kelley $8,219
No Child Left Behind Title IV—Carol Kelley $4,601
EBSCOhost, a full-text periodical database suite—Harlene Rosenberg $18,000
Michael Carr 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 Dept. of Education, Division of Student Services, and Office of Educational Support Services.
Through the efforts of Bill Fernekes, Hunterdon Central was awarded a grant from the NJ Historical
Commission to develop new curriculum modules for the Electronic New Jersey website, a
collaborative project between Hunterdon Central and the Rutgers University Libraries.
Nina Leu was chosen as the Hunterdon Central Teacher of the Year.
142

RANDOM DRUG TESTING
143

STUDENT RANDOM DRUG TESTING
The Student Random Drug Testing Program at Hunterdon Central Regional High School had 2380
eligible participants in 2009-2010. Of those eligible, 412 were tested. In addition, 120 students were
randomly tested for alcohol (passive breathalyzer) at both the Junior Prom and Senior Ball. As a
result, 532 eligible students (22.5%) were tested this year. The goal of the program is to maintain a
20% - 25% testing rate. The recently added full-time school nurse position had a positive impact on
enabling us to reach this goal.
144

NURSING SERVICES PLAN
145

NURSING SERVICES PLAN
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 building meetings or in small groups as is appropriate. Parent
education is provided through written materials and discussions.
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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
-2-
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
life-threatening 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 insulin injections, diabetics with insulin pumps requiring monitoring, and
asthmatics requiring nebulizer treatments.
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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 heath 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.
Signed & dated copy on file
James E. Barr, M.D.
School Medical Inspector
Date
148

NURSING SERVICES PLAN
Grade Levels: 9 – 12
Student Population: 3147
General Education Enrollment: 2615
Special Education Enrollment: 532
Students with serious medical involvement:
Preschool students ages 3-5 years old 32
Level I: Nursing Dependent 9
Level II: Medically Fragile 62
Level III: Medically Complex 499
Level IV: Health Concerns 268
Special Concerns:
Due to the high enrollment of students as well as 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. One nurse is also assigned to the Twilight
Program. The Twilight Program operates Monday thru Thursday 3:00 pm to 6:00 pm with 16 students
currently enrolled. During the 2010-2011 school year the Hunterdon Central School Nurses will be
responsible for emergency care at the Hunterdon County Central Polytech Program. Currently there are
511 students enrolled in the Polytech Program. During the 2009-2010 school year there were a total of
approximately 20,500 student visits to the Health Office and 15 transported to the hospital.
149

150

ANNUAL INSURANCE
REPORT
151

SCHOOL HEALTH SERVICES
ANNUAL ACCIDENT AND INSURANCE REPORT
2009 - 2010 SCHOOL YEAR
Physical Education Accidents or Injuries................. 31
Miscellaneous Accidents or Injuries...................... 64
Sports Accidents or Injuries:
Baseball................................ 1
Basketball (boys)................. 1
Basketball (girls).................. 1
Cheerleading....................... 8
Fencing................................. 0
Field Hockey........................ 4
Football................................ 25
Gymnastics........................... 2
Ice Hockey............................ 2
Lacrosse (boys).................... 11
Lacrosse (girls)..................... 2
Softball.................................. 0
Soccer (boys)........................ 4
Soccer (girls)........................ 5
Swimming............................ 0
Tennis.................................. 0
Track................................... 7
Volleyball............................. 9
Wrestling............................. 4
Accidents or Injuries to Employees....................... 27
Total Physical Education and Miscellaneous Accidents/ Injuries...... 95
Total Sports Accidents or Injuries....................... 86
Total of All Accidents and Injuries......................208
152

HCTV
153

HCTV ANNUAL REPORT FOR 2009-2010
Overview:
In 2009-2010, HCTV maintained the high level of new programming established in the last two years,
creating 174 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 created a DVD
archive of major HCTV programs for the HCRHS Archives in the IMC.
Throughout the year, HCTV was used synergistically with Hunterdon Central’s website and listserve
to create maximum exposure for key messages and programs. It is not an exaggeration to say that
HCTV has become an essential component of effective District communications.
However, in 2009-2010 HCTV also expanded its role in community, county and State
communications, broadcasting its first live political debate, creating an environmental video in
partnership with State and county environmental organizations, working with the DOE on a video
highlighting our One-to-One Pilot Program, forging new partnerships with State and County
organizations, and producing our first video for an outside organization as a revenue-source for
Hunterdon Central.
Finally, in 2009-2010 HCTV moved beyond its television capabilities. While continuing to produce
the same amount of new programming for Channel 14, HCTV also produced programs and videos for
our internal channel at the high school; and, most importantly, HCTV 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.
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 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 2009-2010 school year.
HCTV Student Technicians:
HCTV is extremely proud of the talents and accomplishments of our “Red Devils TV Crew.” This
past year, approximately 11 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 Ithaca College, The School of Visual
Arts in NYC and West Chester University. One student, Samantha Towle, was awarded a full 4-year
scholarship to the Park School of Communications at Ithaca College. Samantha used her HCTV work
in her video portfolio; at her scholarship interview, the interviewers told Samantha how impressed they
154

were that her high school had a television station. They also said the fact that she had been employed
as a camera operator and technical director for HCTV while still a high school student was strongly in
her favor, in terms of their scholarship decision.
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.
We are extremely proud that this year several students stepped up to direct multi-camera football
games and concerts, edited programs to the final stage for on-air, and handled control room
responsibilities during studio shoots.
New Programming Highlights:
The following are some key achievements for the 2009-2010 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 relationship, HCTV was approached to produce a for-profit
video for the Medical Center – the first time HCTV has used its video resources to generate revenue
for the District.
News in Five: This year, HCTV partnered with Central’s Journalism II classes to create weekly news
programs aired on our internal channel. These programs are so successful, we hope to expand them in
2010-2011.
Restoring Walnut Brook: HCTV partnered with the North Jersey Resource Council, along with
other State, county and corporate partners, to document the restoration of an area of Raritan Township
which had been eroded through development. The video was showcased at an annual state-wide
meeting and received extremely positive feedback.
Political Debates & Programming: HCTV broadcast a live debate with candidates for our State
Senate seat in 2009; we have already been approached to air similar political debates in 2010. We also
taped an interview with independent gubernatorial candidate Chris Daggett, after last year’s election.
In 2010-2011, HCTV will continue to tape various government and political figures who visit
Central’s Political Science classes.
New Jersey Student Journalism Project: HCTV partnered with the Garden State Student Press
Association and the New Jersey State Division of Highway and Traffic Safety to tape a webinar on
driving changes for student drivers, resulting from Kyleigh’s Law. The program featured a student
moderator from Hunterdon Central and the Director of the NJ State Division of Highway & Traffic
Safety. HCTV aired the program and also created a web video which is being used by both
organizations.
One-to-One Pilot: HCTV partnered with the State of New Jersey Department of Education and their
video production company to produce a program featuring Central’s One-To-One Computer Pilot. The
video is still in production at the State level; upon its completion, it will be aired on HCTV, in addition
to State usage.
155

21 st Century Learning … A Time for Questions: HCTV played a key role in internal professional
development throughout 2009-2010. Videos were created and used in small group cohorts; a video “A
Time for Questions” was also produced and aired on HCTV. HCTV also taped, produced and created
online training videos for the One-to-One Pilot Program, and new teacher orientation program at
Hunterdon Central.
New Student Orientation Videos: HCTV is producing a series of videos for new students and
incoming freshmen, which will be aired in small group settings and posted online.
Sports: HCTV continues to broadcast all Red Devils football games, working with WCVH to create a
live audio feed with student announcers. HCTV also attempts to produce at least three sports shows
for all other Red Devils Sports Teams, whenever possible. We hope to expand this live coverage to
include basketball games in 2010-2011.
HCTV also continues to tape, produce and broadcast 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 2009-2010:
Central File: Programs for and about Hunterdon Central:
Central File - Meet the Staff: Matt Thompson
Central File - The Twilight Program
Central File - Welcome to the 2009-2010 School Year
Central File - 21st Century Schools
Central File - Project Graduation Fashion Show Class of 2010
Central File: Ashley Rhodes-Courter
Student Spotlight - Amazing Kids in Business: Brad Mount
State of the District 2010: 21st Century Education
Central File - Superintendents Budget Message
Central File - Budget Discussion with Lisa Brady and Ray Krov
Central File - 2010-2011 HCRHS Budget Presentation
Central File: 8th Grade Parent/Guardian Activities/Athletics Program
Central File - A Discussion with Governor Christine Todd Whitman
Central File: Graduation 2010
Community Programming (Miscellaneous):
Walnut Brook Restoration - "After" B-roll
Walnut Brook (B-roll, wetlands)
Chris Daggett Presentation
Walnut Brook - B-roll
State Senate Debate
Garden State Scholastic Press Assoc. Teen Driver Press Conference Webinar
156

Internal Projects:
Principal's Welcome 2009
H1N1 Student Information/9-11 Commemoration with C. Steffner
Wisdom Wednesdays
Back to School Night - Superintendent's Message
Back to School Night - Principal's Message
Unit Lunch Message: Chris Steffner
HomeLogic Scheduling Message
Back to School Night (Edit from existing program)
Unit Lunch Survey Message
Unit Lunch Survey Results (C. Steffner)
Departmental Awards: World Languages
Departmental Awards: English
Departmental Awards: Music
Departmental Awards: Consumer Science
Departmental Awards: Social Studies
Departmental Awards: Science
H1N1 Staff Information with L. Brady
Departmental Awards: Math
Counseling Services Presentations:
9th Grade Parent Orientation
Senior College & Post Secondary Admissions Seminar
Junior College and Post Secondary Admissions Seminar
8th Grade Parent & Guardian POS Orientation
9th through 11th Grade Parents Program of Studies Meeting
Counseling Services: Transition Forum for Senior Parents
Counseling Services: Local Scholarship Night
Counseling Services: College Bound Athlete Night
Red Devils Replay:
Football vs. Franklin
Field Hockey vs. Pingry
Football vs. Plainfield
Girls Soccer vs. Watchung
Football vs. Hillsborough
Girls Volleyball vs. Hillsborough
Boys Soccer vs. Phillipsburg
Football vs. Phillipsburg
Gymnastics vs. South Brunswick
Football vs. Elizabeth (incl. Football/Cheerleading Senior Night)
Field Hockey vs. Watchung Hills
Girls Soccer vs. North Hunterdon
Football vs. Bridgewater-Raritan
Volleyball vs. Lawrenceville
Football vs. Linden
157

Gymnastics vs. North Hunterdon
Football vs. North Hunterdon
Football vs. Watchung Hills
Football vs Brick
Boys Basketball vs North
Boys Fencing vs Pingry
Girls Fencing vs Pingry
Girls Basketball vs. Ridge
Wrestling vs. Warren Hills
Boys Basketball vs Warren Hills
Girls Basketball vs North Hunterdon
Girls Basketball vs Montgomery
Girls Basketball vs Linden
March Madness: Students vs Staff
Boys Lacrosse vs. Mountain Lakes
Girls Lacrosse vs. Voorhees
Boys Lacrosse vs. Moorestown
Baseball vs. Franklin
Girls Lacrosse vs. Montgomery
Boys Volleyball vs. Hillsborough
Softball vs. Voorhees
Boys Lacrosse vs. S. Brunswick
Baseball vs. Warren Hills
Softball vs. Cranford
Girls Lacrosse vs. Delaware Valley
Boys Lacrosse vs. North Hunterdon
Boys Volleyball vs. Bridgewater-Raritan
Baseball vs. Ridge
Hunterdon Healthwatch:
HealthWatch - Flu Season: What You Need to Know
HealthWatch: Flu Season - An Interview with HMCs Director of Infection Control
Women's Health Fair: Menopause & Me
Women's Health Fair: How to be a Suburban Outlaw
Women's Health Fair: Why Can't I Lose Weight
HealthWatch: Cooking Show - Diabetic Desserts
Colossal Colon - The Tour
HealthWatch - Colorectal Health
Hunterdon HealthCare Press Conference
Hunterdon HealthWatch: Hot or Not- Spice it Up for Health
Professional Development:
In-Service: Lisa Brady
In-Service: Brendan McIsaac
In-Service: Don Ginty
In-Service: Don Ginty
21st Century Skills Professional Development Program (full)
158

21st Century Skills Professional Development Program (shortened)
Staff Meeting: Carol Kelley Intro
Staff Meeting: Small Group Review
November 30 2009 Faculty Meeting Support w/Carol Kelley
A Time for Questions (Student interviews)
A Time for Questions (Pre-K interviews)
A Time for Questions (Parent and Teacher interviews)
A Time for Questions (Pre-K b-roll)
A Time for Questions (Teacher interviews)
A Time for Questions (Student interviews)
A Time for Questions – Edit
State One-to-One Documentary:
One-to-One
One-to-One: Pam Vance
One-to-One: Holly Turner
One-to-One: Sam Dailey
One-to-One: Jon Pennington)
One-to-One: Tom McHale
One-to-One: Tom McHale
One-to-One B-roll Compilation
Eye on Hunterdon: HCTV’s Community Service Programs
Eye on Hunterdon - Military Working Dogs
Eye on Hunterdon - Congressman Leonard Lance
Eye On Hunterdon: Greg Nolan
Eye On Hunterdon: Grace Messinger
EOH - Joan Wolsiefer
EOH - Kirby Fowler
EOH - Chris Daggett
Family Science Night
Eye on Hunterdon - Russ Riegel
Eye on Hunterdon - Lance Pilch
Eye on Hunterdon - Teen Driving: New Rules of the Road
Eye on Hunterdon - SAFE in Hunterdon
Eye on Hunterdon: Polytech
Performing Arts:
Central Arts: Holiday Concert and Piano Dedication
Winter Choral Concert I
Winter Choral Concert II
Say Wha' Karaoke
Winter Instrumental Concert
Guitar Showcase
Last Band Standing
159

Mr. Central
Devils Cabaret
Joint Choral Concert: Hunterdon Central and North Hunterdon
Spring Instrumental Music Concert I
Spring Instrumental Music Concert II
Spring Choral Concert I
Spring Choral Concert II
Hunterdon Central Helps Haiti Concert
Academics:
News in 5 for 12/11/09
News in 5 for 12/18/09
News in 5 for 1/8/10
News in 5 for 1/15/10
News in 5 for 1/22/10
Special Services for Incoming 8th Graders
Mock Trial Rehearsal
Class of 2011 National Honor Society Induction Ceremony
Teen PEP: Dr. Gaston Picchio, AIDS Researcher
World Languages: Chinese Class
Commencement
Freshman Orientation Videos:
Freshman Orientation: Bus Arrival/Morning Activity
Freshman Orientation: Bus Departure
Freshman Orientation: Unit Lunch I
Freshman Orientation: Unit Lunch II
Miscellaneous:
Middle School Open House
Hunterdon Central Helps Haiti Concert Set Up
Commencement Pre-Production (Equipment move and test)
160

THEATER USE
161

THEATER USE
Utilization rates for both the Auditorium and Little Theater continued to grow during the 2009-2010
school year.
The music department hosted its usual schedule of 8 curricular concerts (which are free and open to the
public) and the 8 th grade Day Of Music, and added a combined choir concert which brought together
some of the finest choral ensembles from Hunterdon Central and North Hunterdon. There were 13
dramatic performances, including the 9/10 and 11/12 plays, Thespian performances, Devil's Cabaret,
and the Broadway musical The Music Man. In her first year as director of the musical, and with new
personnel in more than half of the production staff positions, Gail Enterline succeeded in producing a
show that was as professional, polished, and entertaining as any show ever staged at Hunterdon
Central. Last Band Standing, Guitar Showcase, Mr. Hunterdon Central, Project Graduation's annual
Comedy Night, Say What? Karaoke, and So You Think You Can Dance? continued to be popular
events, and the latter even featured a guest performance by a professional ballet company. New
additions to the public performance schedule were a concert to benefit the victims of the Haitian
earthquake, and a magic show by a professional illusionist to benefit the marching band. Other schoolsponsored
activities included: awards and induction ceremonies; meetings and presentations by
Counseling Services, Athletics, Fine Arts and other departments; the New Jersey Shakespeare Theatre;
Family Science Night; movie nights hosted by various clubs; Hypnotist Night; an in-school choral
concert; and three assemblies by noted author Ashley Rhodes-Courter as part of the One School-One
Book initiative. Hunterdon Central also hosted a debate between the candidates for the 23rd State
Senate seat, and a webinar sponsored by the New Jersey Motor Vehicle Commission which included
students at several schools around the state.
Use of both facilities by outside organizations continued to grow. Six different dance companies
staged 18 dance recitals. There were 17 dramatic performances by various groups, including local
production companies, the Hunterdon County Cultural and Heritage Commission, and SAFE In
Hunterdon. Music performances included the Jennie Haver All-County Revue, the Hunterdon
Harmonizers' 25 th anniversary concert, the Hunterdon Symphony's annual fall and spring concerts, and
a Frankie Valli tribute by his brother's band to benefit the Flemington-Raritan Rescue Squad.
Anderson House hosted a fundraiser featuring ABC sitcom star Jay Mohr, and his surprise guest Joe
Piscopo.
Several upgrades to the facilities were also begun. Due to a ruling by the Federal Communications
Commission in conjunction with the switch to digital television, the wireless microphones which were
installed as part of the 2004-2006 renovation could not be used past June. Extensive research was
done to select and purchase suitable replacements, which will be installed for use for the upcoming
school year. Upgrades to some of the lighting systems are currently being investigated, including the
use of LED instruments which will drastically reduce energy consumption.
162

TRANSPORTATION
163

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 second year of our East Amwell Township School transportation services. This jointure
included all home to school student transportation, field and athletic trips, in-service student classroom
safety training in addition to all transportation related state reports. The shared services agreement
with Delaware Township schools was also expanded, having a district route package include a
Delaware Township school route in addition to the three high school routes already performed by
Delaware Township. These new agreements were added to the other shared services agreements with
Readington Township, Bridgewater Raritan, North Hunterdon and Neptune Township school districts
as cost saving measures for all the districts.
The New Jersey Transportation Efficiency Report Comparative Spending Guide for the 2009-2010
school years ranked Hunterdon Central Regional High School 32 nd in the state out of 415 school
districts reporting with a 2.18 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 3,162
Out of District 51
Total transported 3,213
J. P. Case Middle 802
Intermediate 695
Barley Sheaf 307
Robert Hunter 433
Desmares 479
Copper Hill 612
Out of District 9
Total transported 3,337
East Amwell 486
Delaware Twsp. 101
Total transported 587
Non Public
Students transported 0
Received Aide en lieu 422
Application withdrawn 4
Ineligible request 31
Total B6T applications 457
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Operations
Athletic/Field trips
Hunterdon Central Regional 1,233
Flemington Raritan Schools 418
East Amwell School 101
Total Trips 1,752
Trips canceled
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
568 (not included in the above calculations)
8,280/year
1,242/year
841/year
552/daily
99,360/year
14,858/daily
2,674,440/year
1,976,531 miles/year (district and contracted)
Safety
47 IEP’s attended to insure a smooth transition main streaming students to the bus.
11 Meetings with school administration and child study teams to resolve behavioral issues for
both in district and out of district schools.
5 District Policy and Procedures meetings for all drivers.
8 Wheelchair proper placement and securement training sessions for drivers.
1 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.
10 Drivers successfully completed CDL training.
3 Drivers in training for their CDL licenses.
In addition drivers performed a skills assessment on wheelchair and car seat securement.
Kindergarten Rider programs performed for all schools. This program allows a parent to ride
with their student 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 160
Vehicle services 90 day/3,000 miles 403
Vehicle repair orders completed 997
Vehicle breakdowns 7
Vehicle accidents 3
Shop safety record remained intact and now has successfully completed twenty one years without an
injury or workers compensation case.
Departmental Awards
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22 Drivers Perfect Attendance Awards
37 Drivers receiving the National Safety Council Safe Driving Award
The New Jersey School Bus Safety Committee awarded Jo Ann Tange second place, Janet Lubaszka
third in their annual competition held in May 2010. Over 100 drivers competed in this contest.
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STUDENT ACTIVITIES
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STUDENT ACTIVITIES
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.
The 2009-2010 Student Activities Program at Hunterdon Central Regional High School had
approximately 2400 participants in the 80 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 2009-2010 school year:
Invisible Children, Third Wave, Hunger Prevention Club, Chess Club, Japanese Culture Club,
Livestrong Club, Students Helping Honduras Club, Lifestyles and Weight Training Club, Yo-Yo and
Diabolo Club, Science National Honor Society, Mushroom Hunting Club, Future Investors Club,
Hunting and Fishing Club, Heavy Metal Appreciation Club, and the Ghost Hunter’s Club.
Awards/Accomplishments
Academic Team- won the spring Warren-Hunterdon academic meet and made it to the semi-finals
of the BRITE tourney. The HC Academic Team also won $500 able to give monetary awards to
seniors.
Bookworms- served their second year as a Teens’ Top Ten Galley Group. They continued to meet
weekly instead of every other week, so members had time to complete their reviews for the publishers.
This is our last year, and although they will miss getting free books, they are looking forward to
reading books as a group and discussing them again.
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 approximately 30 acts – ranging from singers, dancers, instrumentalists and bands to
individual solo and comedy acts.
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Children’s Play- Performed “The Velveteen Rabbit.” Booked and performed at 7 elementary schools
in the sending district (K-3) One school did not book us, so they were able to book a performance in
the open time slot at the KinderCare nursery school. The extra performance was a great community
outreach effort.
Chinese Honor Society- inducted new members, fundraised, provided tutorials duty to lower level
students, participation in the 4 th & 5 th grade open-house, made a language promotion video, and a
soccer game with other language clubs.
Chinglish Club- practiced speaking Chinese, learned cultural related events - making dumplings,
watched videos, listened to audio tapes, learned Chinese yo-yo, learned Chinese ribbon dance, and
learned Chinese calligraphy.
Class of 2010- The Class of 2010 planned the Senior Ball.
Class of 2011- The Junior class council participated in the annual Homecoming Fest and held
their 2nd annual So You Think You Can dance competition and it was a bigger success than the year
before. The Junior Class council also planned their Junior prom which was held at the Hamilton
Manor. The Junior class council bought cakes for the staff during teacher appreciation week. They
participated in Kids Vote, the holiday parade, and helped out with back to school night. The class
also donated $500.00 to the organization K9 soldiers.
Class of 2012- Fundraisers: No Homework Day. Donated to Invisible Children and Last Band
Standing. Class ring sales.
Class of 2013- Fundraisers: T-shirt sale, food sale during Freshmen Orientation, Dippin Dots, and
Hypnotist Night. The purpose of fundraising is to save money for the prom.
Dance Team- 1 st place in NDA's National Big Apple Classic Competion in the Hip Hop Division.
October-Homecoming Fest, November-Choreography, January-UDA Dance Competition & 5 th
grade Orientation, February- States Dance Competition . March-National NDA Competition.
Dramatics 9/10 Play- Play: "The Worst High School Play in the World." Produced a well received,
entertaining comedy.
Dramatics 11/12 Play- Produced a well received staging of “Harvey”.
Elan- successfully edited and published Elan, our school’s literary arts magazine. Nearly every copy
was sold.
French Honor Society- collected two boxes of canned goods for the Flemington Food Pantry; created
activities and Mardi Gras masks for the 4th and 5th grade Family Night in which they had a table for
the young students; we had a Mardi Gras party after school for group members; held an induction
ceremony in October for new members with song and dance, collected almost $200 among group
members to present to the HC Foundation for the family from the Congo, had an end of the year
picnic. For National French Week, sponsored a movie during unit lunch and promoted French culture
throughout the school through announcements and posters. Participated in the "World Cup" soccer
tournament with the other language honor societies.
Future Business Leaders of America (FBLA) – had three successful fundraisers with sixty two
members- doubling the number of members from last year. Members attended the fall leadership
conference, the regional conference, a state conference, and one student attending Nationals this
summer! March of Dimes community service project.
Future Educators of America- sent three school members (one FEA member) to the Urban
Teacher Academy for this summer, sent one officer to the state level of FEA being newly formed
this year by Dr. Feiber. Dina Gold is positioning herself to take on the job of Central Jersey liaison.
Participated in one to one pilot program, started and maintained a social network site on Facebook.
Participated in up to 11 hours of community service initiatives including; Read Across America,
Science Fun Night, Halloween High School, Kids Vote.
German Club- German Club decorated an entire hallway for Halloween High School in October
2009 and entertained kids from the district with several activities including Twister and pumpkinpainting.
In December, gingerbread houses were made and donated (with German Honor Society)
to Independence Manor in Flemington. In January, prepared a hat-making activity for 4 th /5 th
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Grade Parents' Night and hosted students there. In May, went to Pheasants' Landing for the
annual German Club/German Honor Society Awards/Honors Dinner. In June, played a World
Cup-style soccer game against other language honor societies. Will McGirl was awarded for
merit as president, Matt Fischer as vice-president, Arielle Zwang as secretary and Jill Carman as
media specialist.
German Honor Society- Induction of 8 new members who met national standard acceptance, peer
tutoring in German, Halloween High School for pre-schoolers, Thanksgiving baskets for 3 families in
Flemington, Decoration of Gingerbread houses for Independence Manor, assisted living, Open-house
for the 4 th graders, as well as End of the Year dinner at Pheasants Landing.
Habitat for Humanity (HFH) - fundraised and donated over 2000 to Raritan Valley Habitatparticipated
in Mr. Habitat competition. Officers attend monthly Raritan Valley Habitat meetings-1
Sunday per month.
Interact- October 2009: Crop Walk (raised money for the CropWalk), helped to increase school spirit
by selling Pom Pom’s at Homecoming fest, and Rotary Club Pancake Day (assisted with the serving of
breakfast for the Rotary Club fundraiser) November 2009: Assisted with the operation of the Turkey
Trot in Flemington and Thanksgiving in the Country (a couple students volunteered at the annual
house tour) December 2009: Acted as servers for the winter Senior Citizens Luncheon and collected
warm clothing for Safe in Hunterdon February 2010: Created Valentine’s Day cards for the cancer
patients at HMC, 4 th and 5 th Grade Activity night, and helped serve and bus tables at the Rotary Soup
Cook-Off March/April 2010: Attempted fundraiser for Cystic Fibrosis April 2010: Beach Sweep for
Clean Ocean Action at Sandy Hook, NJ May 2010: Acted as servers for the spring Senior Citizens
Luncheon June 2010: Volunteered at the Rotary’s Dog Walk fundraising event
International Thespian- Participated in Halloween High School reading stories to children.
Provided publicity, house management and refreshment sales at 9/10 Play and 11/12. Play, as well
as refreshment sales at Musical. Participated with Special Services in making videos on social
behavior for special needs students as part of the Huntercon Central Foundation grant. Participated in
Hunterdon County Teen Arts Festival and won Top Honor for Performance. Participated in high
school play competition at Bucks County Playhouse and won Best Actor Award, Best Student Director
Award, as well as two Critics Excellence in Acting Awards.
Invisible Children- Sold bracelets to raise monies to send to the IC foundation to benefit our sponsor
school in Uganda. Sponsored a book drive to send books to the children's displacement camps in
Uganda. Members also took the lead with other clubs and individuals to implement a successful
concert event called HCRHS Helps Haiti.
Jazz Band- Performed at the Devils Cabaret and Spring Instrumental Music Concert. The jass band
also received an outstanding rating at HC Teen Arts.
Key Club- Total of 58 members in Key Club that participated in at least one community service
project per month.
Lamp- Published 16 issues of the school newspaper that informed and challenged the student body.
Latin Club-The Club participated for its second year in the NJJCL Certamen at Princeton
University. This year, the club fielded two teams - an Upper Level and a Lower Level. The Upper
Level team placed 4 th ; the Lower Level placed 6 th . The Club also prepared a dinner for its club
members using a genuine Roman recipe, which it cooked in the Culinary Arts Room. The dinner was
served and conversation and instructions were entirely in Latin. This year, members were chosen
according to the by-laws of the constitution with Latin titles: Consul, Pro-Consul, Praetor, Quaetor.
Weekly/to Bi-Weekly meetings were held on Thursdays through-out the year. Participation ranged
from a low of 3 members to a high of 11. At weekly meetings the primary activities were: a) preparing
for the Honor Society Induction and skit; b) preparing for the Certamen; c) preparing for the dinner.
For several meetings we read Harrius Potter in Latin. In addition, we discussed the possiblity of a trip
to Italy for next year and the itinerary for such a trip was organized with the travel agency Select
International.
Madrigal Girls- Over the past year, curricular students have sang at four concerts, and
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competed at Teen Arts. The Madrigal Girls have sung at three concerts, competed at Teen Arts, and
at Avery Fisher Hall, and sang at a Rotary lunch. All curricular students have the opportunity
to audition for out of school curricular choirs. Students selected for honor choirs: All National Choir-
3 students, All Eastern Choir-5 student, All State Mixed Choir and Women's Choir 2010 - 15 students,
All State Mixed Choir 2009- 9 Students, All State Women's Choir 2009- 4 Students, Central Jersey
Regional Mixed and Women's Choir- 24 Students, Junior High All-State Choir- 4 Students.
Marching Band- Performed in many state and regional competitions. Performed and supported
football team at all home & away games. Performed at the Hunterdon County Holiday Parade and
Memorial Day Parade.
Math League- John Geth had 5 perfect scores out of 6 tests--Math League
Ashley Weber, Mike Obella, Brian Dawes won local and regional awards for Continental Math League
Model Legislative League- Two student Bills were passed at the Conference; One student was named
as an alternate to CONA (Council on National Affairs); One Bill won the 'Outstanding Legislation'
award.
Model UN- 1.Ishaan Desai---Premier Diplomat Award, 2. Michael Harrington---Was elected to be the
vice-chair for the Economics and Finance Committee for the 2011 conference,3. Roberto Matos---Was
asked to participate in the Council on National Affairs held this summer in North Carolina. Roberto
also won a Premier Diplomat award.
Mock Trial-won the Hunterdon County Mock Trial Championship for the 6 th consecutive year.
Mu Alpha Theta – Members competed and placed in the Moody's Mega Math Challenge.
Musical- The students worked together to present the musical, "The Music Man”.
Mythology Club- Medusa Mythology Exam Silver Medal - Ethan France Certificate of Honor,
Medusa Mythology Exam - Mike Bannon
National Art Honor Society- volunteered at each Open House held this past year at HC, donated
money to the courtyard project, and displayed of their art in the lobby of the 9/10 building.
National Honor Society- Induction of 84 members to the National Honor Society for the 2010-2011.
In addition, members participated in the March of Dimes walk, Say What Karaoke, Special Needs
tutoring, General tutoring of HCRHS students, and other variations of community service.
PAWS- Members successfully completed fundraisers (After school Rita’s Water Ice Sale and Movie
Night), a donation drive, and participated in shelter visits this year.
Peer Leadership- Pumpkin Grams, Mardi Gras masks, shamrocks, fund raised for Cardiac care and
American Cancer Society Supplied students with volunteer activities in and out of school.
Project Graduation– Fashion Show; Cash Raffle; Comedy Night; Donations - Purpose:To provide
entertainment facilities and transportation for graduating seniors.
PULSE- the club was involved (totally or in part) in the following activities: Homecoming Fest,
creation of posters for Club advertisement, attended the GLSEN Forum, watched & discussed several
movies dealing with LGBT issues, discussion of topical and current events, creation of PULSE
commercial for morning announcements, planning and facilitation of the Day of Silence,
implementation of elections for officer positions, planning and facilitation of PULSE GSA Conference.
REBEL –The club met in September and collaborated on goals we hoped to achieve throughout the
year. One of the major goals accomplished this year was going to JP Case Middle School and teaching
the 7 th and 8 th graders about the dangers of Big Tobacco Companies and smoking. The REBEL
students created and designed games which we played with various health classes throughout the day.
Another event REBEL took part in was HCRHS Game Night. This entailed middle school students
from the sending districts to participate in games and activities throughout the evening. REBEL had a
booth which incorporated games and various activities for students to be able to win prizes (set up like
a carnival booth). REBEL also was involved in Kick Butts Day which encourages people to stop
smoking. During this day, REBEL provided resources to the community about negative effects of
tobacco use and ways to help encourage quitting. The REBEL club was also actively involved in the
REBEL Stomp Out Concert held at Health Quest. The concert included 3 local bands and involved
participation from all REBEL and REBEL2 clubs county wide. The REBEL group also participated in
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the HCRHS Wellness Fair and had a booth with free give-always and information for students at
Central. In addition, the REBEL club helped organize and implement the Family Fun Walk/Run held
at Deer Park. This also included many community members as well as other REBEL and REBEL2
clubs from the county. Lastly, REBEL held their annual Blood Drive information booth at the
HCRHS Service Learning Blood Drive which provided students with information about Big Tobacco
companies, dangers of tobacco, and quitting methods. HCRHS's 2 CRB (County Representative
Board members) were recognized for their work and efforts put into planning and implementing
REBEL activities this year.
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
Clothing Drive, a Borders Sale, and Chili's Dine-to-Donate night.
SADD- SADD accomplished many goals this past year. We had a great group of students who joined
and were very actively involved. SADD was part of the Friends for Life campaign and had a booth
with give always and information about making healthy and positive choices. Also, SADD took part
in the National Inhalants and Poisons Awareness Week and contributed to a newsletter which was
distributed to middle school students. SADD also participated in Game Night at HCRHS where
middle school students and their parents came to the school and the students participated in various
games and activities. SADD had a booth which students could play games and get free give always.
Students also contributed to The SADDvocate, which is SADD's National Newsletter. SADD
participated in the Alcohol Awareness Month which they designed a power point and brochure geared
towards high school students. SADD also participated in World AIDS day and HIV/AIDS Awareness
Month which educated students about HIV & AIDS and what is happening world wide. SADD
students also were involved with the Family Fun Walk/Run event hosted by Hunterdon Prevention
Resources. SADD also took part in 'No Phone Zone', which is a national initiative to spread awareness
of the dangers of distracted driving. This included working to educate students about the dangers of
texting and talking on the phone while driving. Lastly, in conjunction with No Phone Zone, SADD
also participated in the 'Act Out Loud: Raising Voices for Safe Teen Driving' national contest. The
club was very active on a local and national level this year- it was great to have so many students
involved!
Ski & Snowboard Club- This season we organized a trip for seniors to ski in Stowe, VT for the first
time. While last year our attempts for a senior trip were unsuccessful, we were able to get the
necessary numbers to participate (29 seniors) this season. A new partnership with a different tour
company gave us a more competitve rate. In addition, the company (First Tracks) ended up being a
much better overall experience than we had in 2008 with the company which took us to Killington,
VT. The ski club also participated (for a 4 th consecutive year) in a program through Jack Frost/Big
Boulder where we hand out free lift tickets to students who make Honor Roll during Q1. We took
~330 students on about 1,200 total trips and had fewer than 10 injuries for the entire club.
Social Studies Club- Social Studies Club members spread awareness about sustainable communities
and cancer research while raising funds for these worthy causes International Food Fest gave money to
Heifer International to create sustainable communities in developing countries. Movie Night and
Yellow Out raised money for David Heard's (son of teacher Tom Heard) cancer treatments and raised
awareness of developments made in cancer research.
Speech and Debate- Several students placed at speech and debate competitions throughout the state,
and one qualified to compete at the state level.
Student Council- The HCRHS Student Council was awarded Honor School 4 th year, Second Place -
State Charity NJASC; collected 3,000 cans of food for Food Pantry (holiday food drive); raised over
$10,000 for charity; ran several class competitions (March Madness, Powder Puff); Mr. Central,
Carnation Sales, Guitar Showcase, Homecoming and Spirit Week; Freshman Orientation presentation
Student Environmental Alliance (SEA) – April was School wide recycling month: students
Created commercials, posters to promote awareness, held informational booth during lunch, designed
t-shirts which we sold - worked with Global Learning of NJ to promote energy awareness. Members
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worked in conjunction with Mr. Dave Klein to help green the campus. Other successful activities
include battery collection from house offices, campus-wide cell phone recycling, campus cleanups,
design and implementation of Rain Garden outside of the IMC (worked with local master gardener),
and recognition for receiving a Hunterdon Central Foundation grant for preservation of the pond (the
process began with the rain garden)
Third Wave- Third Wave honored Domestic Violence Awareness Month (October) with a Purple Out
and a purple ribbon sale/fundraiser that benefitted SAFE in Hunterdon/survivors of domestic violence.
In December, members planned to do a candlelight vigil with SAFE in Hunterdon, but were hampered
by poor weather. In March, members celebrated Women's History Month by making tee-shirts that
featured important women from history and wearing them in school. In April, they honored Sexual
Assault Awareness Month with a Teal-Out and teal ribbon fundraiser/benefit. In May, members
hosted Women of the World in the IMC with Amnesty International and featured speakers from SAFE
in Hunterdon and speakers who focused on FGM, Afghanistan, the Taliban, sexual slavery, etc.
Vegetarian Club- adopted a farm animal from Farm Sanctuary, had several food based events,
generated awareness of the benefits of a vegetarian diet to other people members of the school
community, shared resources, and celebrated the Great American Meatout.
Video Production Club- The club helped several students to produce videos for class reports. They
had a showing of "Young Frankenstein" on October 23 rd to celebrate Halloween and ran the "Shorties"
student video competition in April. At the end of the competition, they produced a video containing
the winning entries to use on the school cable channel.
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 2010-2011 school year in their respective
middle schools. The sessions were designed 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.
Central Rocks the Vote- Members of the Class of 2010 participated in the Central Rocks the Vote
campaign to educate and encourage students to register to vote. Several members of the class of 2010
successfully registered to vote and received the message that they have the opportunity to affect the
future through voting.
Halloween High School- On the morning of Halloween (in conjunction with the Rotary Club’s
BooBerry Pancake Day), we asked future Red Devils ages 5-8 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 third year, this event was a success and has become 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
20, 2010 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 3PM-9PM.
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SCHOOL BASED ADVISORY
TEAM (SBAT)
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SITE-BASED ADVISORY TEAM (SBAT)
SBAT COMMITTEE MEMBERS
Chris Steffner (Principal), Craig Blanton (HCRHSAA President), Dave Berger(HCEA President),
Barbara Manfredi (Admin. Rep.) Nancy Smith and Jeff Burns (Support Staff Reps.), Sue Ryan, Shari
Calabrese, Tracy Lepelletier , Sharon Sweeney (Certificated Staff Reps.)
Members elect: Jeff Burns (Support Staff Rep.), Lars Wendt, Shari Calabrese(Certificated Staff
Reps.) Barb Manfredi (Admin Rep)
‣ The SBAT Committee Liaisons for the 2009/2010 school year are as follows:
Committee:
Liaison:
Affirmative Action
Sharon Sweeney
Archives
Chris Steffner
Curriculum Development
Shari Calabrese
Educational Technology
Dave Berger
Health & Wellness
Nancy Smith
Instructional Council Barbara M.
Plants & Facilities
Jeff Burns
Professional Development
Sue Ryan/Shari Calabrese
Safety
Craig Blanton
School Scheduling Task Force Tracy Lomax
In April the following reports were made:
Nancy Smith reported out about the Health and Wellness Committee. She shared some of the ways
in which the committee is utilizing monies from the Coordinated Health Grant, and announced the
committee’s Health Fair on Monday, June 21 from 2-4 PM in the Field House.
Dave Berger reported out about the Ed Tech Committee. He shared that the committee is
finalizing and will soon release its 3 Year District Tech Plan.
Barbara Manfredi announced that the Instructional Council has been directed to revisit the
spring recess in the 2010-11 calendars. The break will likely be changed to the week before Easter as
the School Budget/ School Board Elections currently fall during the spring recess when school is
closed.
Chris Steffner reported that the Professional Development Committee had completed the
district plan and is in the process of submitting it to both the Board of Ed and the County Office for
respective approvals.
The following is an overall listing and summary of the work completed by the SBAT committee that
met throughout the 2009-2010 school year.
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Topics:
Reduction of paper usage-suggestions made included-
1) Discontinue the use of printed daily announcements; replace by sending email format
2) the Affirmative Action booklet
3) use of pre-printed activity and hall passes
4) multiple copies of observations
5) common bulletin boards for flyers/announcements in central locations throughout the
campus thereby reducing paper usage
HSPA-room assignments for the May administration need to be better scheduled
Discussion about having freshmen field trips during this time and counselor meetings to
reduce disruption during other times of the year
Interim Comments/Forms List and Teacher Help Folders in teachers Utilities were all topics
that were discussed in an effort to make them more user friendly and efficient for staff
Field Trips-concerns were raised about eliminating all field trips after the month of May-while
this is a policy there are some field trips that cannot be avoided but it was agreed that field trips
should be kept to a bare minimum
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REPORT ON THE CLASS OF
2010
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Colleges where Class of 2010 students will attend:
Albright College
American University
Arizona State University
The Art Institute of Philadelphia
ATI Career Training Center
Auburn University
Bellarmine University
Binghamton University
Bloomsburg University of Pennsylvania
Boston College
Boston University
University of California at Berkeley
Cape Fear Community College
Carleton College
Catawba College
Cedarville University
Centenary College
University of Chicago
Clemson University
Coastal Carolina University
College of Charleston
University of Connecticut
Cooper Union for the Advancement of Science & Art
Cornell University
Davidson College
University of Delaware
Delaware Valley College
DeSales University
Dickinson College
Drew University
Drexel University
Duke University
East Carolina University
East Stroudsburg University of Pennsylvania
Elon University
Emory University
Eugene Lang College The New School for Liberal Arts
Fairleigh Dickinson University
Fashion Institute of Technology
Flagler College
University of Florida
Florida Gulf Coast University
Fordham University
Full Sail University
George Mason University
The George Washington University
Georgia Institute of Technology
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Georgian Court University
Gettysburg College
Guilford College
University of Hartford
Hobart and William Smith Colleges
Hofstra University
Hood College
Hope College
Howard University
Indian River State College
Indiana University at Bloomington
Indiana University of Pennsylvania
Ithaca College
Jacksonville University
James Madison University
Johnson & Wales University
Juniata College
Kean University
University of Kentucky
King College
King's College
Kutztown University of Pennsylvania
La Salle University
Lafayette College
Le Cordon Bleu College of Culinary Arts
Lehigh University
Liberty University
LIM College
Lincoln Technical Institute
Long Island University, Brooklyn Campus
University of Louisville
Lycoming College
Maryland Institute College of Art
University of Maryland, College Park
Marymount Manhattan College
Marywood University
Massachusetts College of Art and Design
Massachusetts College of Pharmacy & Health Sciences
University of Massachusetts, Amherst
University of Massachusetts, Boston
McGill University
Mercer County Community College
Messiah College
University of Miami
Miami University, Oxford
University of Michigan
Michigan State University
Middlebury College
University of Missouri Columbia
Monmouth University
Montclair State University
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Moravian College
Mountain State University
Muhlenberg College
Murray State University
Naval Academy Preparatory School
Neumann University
The College of New Jersey
New Jersey Institute of Technology
New York University
North Carolina State University
Northampton Community College
Northeastern University
Northwestern University
University of Notre Dame
Ocean County College
The Ohio State University
Ohio University
University of Oregon
Pace University
University of Pennsylvania
Pennsylvania College of Technology
Pennsylvania State University, Altoona
Pennsylvania State University, Berks College
Pennsylvania State University, Lehigh Valley
Pennsylvania State University, University Park
Philadelphia Biblical University
Philadelphia University
University of Pittsburgh
Pitzer College
Post University
Purdue University
Quinnipiac University
Radford University
Ramapo College of New Jersey
Raritan Valley Community College
Rensselaer Polytechnic Institute
The Restaurant School at Walnut Hill College
University of Rhode Island
Rhode Island College
University of Richmond
Rider University
Rochester Institute of Technology
Roger Williams University
Rowan University
Rutgers, The State University of New Jersey at New Brunswick
Rutgers, The State University of New Jersey at Newark
Saint Joseph's University
Saint Michaels College
Salisbury University
Savannah College of Art and Design
School of Visual Arts
180

The University of Scranton
Seton Hall University
Shippensburg University of Pennsylvania
Slippery Rock University of Pennsylvania
University of South Carolina
Southern New Hampshire University
Southwest Minnesota State University
St. John's University - Queens Campus
Stevens Institute of Technology
Stony Brook University
SUNY College at Cortland
Susquehanna University
Sweet Briar College
Syracuse University
The University of Tampa
Temple University
University of Tennessee, Knoxville
The University of Texas, Austin
The University of Texas, San Antonio
Towson University
Triangle Tech Inc
Tufts University
United States Air Force Academy
United States Coast Guard Academy
United States Military Academy
Ursinus College
Vassar College
University of Vermont
Vet Tech Institute
Villanova University
Virginia Polytechnic Institute and State University
Wagner College
Wentworth Institute of Technology
West Chester University of Pennsylvania
West Virginia University
Western New England College
Widener University
William Paterson University of New Jersey
Williams College
York College of Pennsylvania
In addition, several graduates will be entering various branches of the military and a variety of
technical and trade schools.
The above list is based on information reported as of June 18, 2010.
181

SCHOOL REPORT CARD
182

SCHOOL REPORT CARD
HUNTERDON CENTRAL HIGH 2008-09 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 anticipated total student enrollment at Hunterdon Central for the 2008-2009 academic year is
approximately 3,000. Average class size is 20.1, student to faculty ratio is 10.5 to 1 and student to
computer ratio is 2.3 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 award-winning orchestral and choral programs.
Hunterdon Central's dedicated professional staff is committed to providing a rigorous and expansive
academic program to our students. Approximately 61% of the staff holds advanced degrees (M.A., Ph.
D. or Ed.D.) 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 subject-specific 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; individual technology subcommittees for every
academic department; teacher and student Tablet PC programs; digital projectors in every classroom;
2.3 to 1 student to computer ratio; cable television station; FM radio station; comprehensive student
information system for data-driven decision making.
183

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.
Lisa Brady, Ed.D.
(908) 782-5727
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.
We are committed to our District vision of “Performance Excellence for Everyone.” 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.
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. Everyone
within the Hunterdon Central family is guided by our 6 Pillars of Character: Caring, Citizenship,
Trustworthiness, Responsibility, Respect and Fairness.
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 and in 2009 introduced 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 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 2009 took a total of 3,281 Honors and
AP classes, and the mean number of credits taken for graduation was 152. 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.
184

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.
Christina Steffner
(908) 782-5727
csteffne@hcrhs.k12.nj.us
www.hcrhs.k12.nj.us
185

2009 NCLB Report
• SCHOOL: HUNTERDON CENTRAL HIGH
• COUNTY: HUNTERDON
• DISTRICT: HUNTERDON CENTRAL REGIONA
Adequate Yearly Progress (AYP) Status
School made AYP:
NO
School classified as "In Need of
Improvement":
"In Need of Improvement" status:
NO
Graduation Rate
School District State
Class of 2009
(2008-09) 97.4% 97.4% 93.6%
Class of 2008
(2007-08)
96.7% 96.7% 93.1%
District classified as
"in need of improvement" status: NO
Dropout Rates
2008-2009 2007-2008
School District State School District State
Total 1.1% 1.1% 1.7% 1.2% 1.2% 1.7%
Students with Disabilities 3.8% 3.8% 2.8% 2.3% 2.3% 3.0%
Limited English Proficient 19.0% 19.0% 2.8% 15.0% 15.0% 4.7%
White 0.8% 0.8% 0.9% 1.0% 1.0% 1.2%
African-American 2.9% 2.9% 3.5% 2.2% 2.2% 3.2%
Asian/Pacific Islander 1.4% 1.4% 0.3% 0.0% 0.0% 0.4%
American Indian/Native American 0.0% 0.0% 2.8% 0.0% 0.0% 3.1%
Hispanic 4.8% 4.8% 3.0% 6.4% 6.4% 3.2%
Other Race 0.8% 0.5%
Economically Disadvantaged 1.9% 1.9% 1.9% 4.7% 4.7% 1.9%
High School Proficiency Assessment (HSPA)
SCHOOL DATA COMPONENTS
Percent Proficiency Percentages
LANGUAGE ARTS
Not
LITERACY
Year Tested Partial Proficient Advanced
State Standard for AYP = 85% Proficient
All Students School 2008-09 0.1% 4.6% 67.5%
27.9%
2007-08 0% 3.4% 57%
39.6%
» details for District 2008-09 0.1% 4.6% 67.5%
27.9%
2007-08 0% 3.4% 57%
39.6%
subgroups for LAL
State 2008-09 0.4% 11.8% 75.5%
12.7%
2007-08 0.4% 10.2% 69.6%
20.2%
The state standard for Adequate Yearly Progress (AYP) for language arts literacy is 85% proficient
for the school and each subgroup.
186

Percent
Proficiency Percentages
MATHEMATICS
Not
Year Tested Partial Proficient Advanced
State Standard for AYP = 74% Proficient
All Students School 2008-09
2007-08
0.1%
0.1%
7.5%
6.4%
50.6%
49.7%
42%
43.9%
» details for District 2008-09 0.1% 7.5% 50.6%
42%
2007-08 0.1% 6.4% 49.7%
43.9%
subgroups for
State 2008-09 0.4% 18.2% 57.8%
24%
MATH
2007-08 0.5% 18.2% 57.7%
24.1%
The state standard for Adequate Yearly Progress (AYP) for mathematics is 74% proficient for the
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
2008-09 1343
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.
Teacher Information 2008-2009
% of classes NOT taught by highly qualified
teachers:
School: 0.0% District: 0.0% State: 0.3%
% of classes NOT taught by highly qualified
teachers in quartiles for:
High poverty schools: 1.34%
Low poverty schools: .32%
Teachers' Professional Qualifications
BA/BS MA/MS PhD/EdD
2008-09 46.6% 51.4% 2.0%
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
• Meeting the requirements of the NJ
High Objective Uniform Standard of
Evaluation (HOUSE) .
2007-08 39.5% 58.5% 2.0%
The results displayed on NCLB Reports are based on the state assessment data with the NCLB
conditions applied. Additionally, the NCLB data incorporate the data appeals submitted by
districts/schools that have been granted by the NJDOE. Therefore, the data in the NCLB Reports may be
different from the data displayed on the NJ School Report Cards.
187

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: 51 minutes
Average Class Size
2008-2009
School State
Grade 9 22.6 20.0
Grade 10 22.5 20.4
Grade 11 19.7 20.0
Grade 12 23.1 20.2
SE students
in specialized classes 4.6 6.6
Total School 20.8 18.4
Instructional Time
Amount of time per day students are engaged in instructional activities.
Full-time Students
School
Shared-time Students
Full-time Students
State Average
Shared-time Students
5 hours:20 minutes
2 hours:40 minutes
5 hours:54 minutes
1 hours:50 minutes
Student/Computer Ratio
Numbers of students per instructional, multimedia-capable
computer, available for the
purposes of supervised instruction.
School State Average
2008-09 1.9 3.1
2007-08 2.4 3.3
2006-07 2.3 3.4
Internet Connectivity
Numbers of instructional, multi-media-capable
computers by location and how many have a
connection to the Internet.
2008-2009
Computers
Connected
to the
Internet
Locations Computers
Classroom/Instructional 1347 1038
Library/Media Centers 32 32
Computer Labs 232 205
All Locations 1611 1275
188

Student Information
Enrollment by Grade
Counts of students "on-roll" by grade in
October of each school year.
Grade
2008- 2007- 2006- 2005-
2009 2008 2007 2006
Grade 9 769.0 785.5 741.0 746.0
Grade 10 787.5 747.0 716.5 741.0
Grade 11 730.0 697.5 715.0 693.0
Grade 12 669.0 702.0 653.5 606.0
SE students
in specialized 41.0 70.0 65.5 25.0
classes
Total School 2996.5 3002.0 2891.5 2811.0
Student Mobility Rate
Percentage of students who entered and left
during the school year.
School State Average
2008-09 2.9% 9.6%
2007-08 2.6% 9.9%
2006-07 3.0% 10.1%
Students with Disabilities
Percentage of students with IEPs
(Individualized Education Program)
regardless of placement/programs
14.7%
Language Diversity
First language spoken at home in order of
frequency.
Language
Percent
English 95.7%
Spanish 2.3%
Mandarin 0.5%
Polish 0.3%
Cantonese 0.2%
Russian 0.2%
Others 0.8%
Limited English Proficient (LEP)
Percentage of LEP students 0.7%
Student Performance Indicators
ASSESSMENTS
High School Proficiency
Assessment (HSPA)
LANGUAGE ARTS
LITERACY
Year
All Students School 2008-09
»details for subgroups
2007-08
for Language Arts District 2008-09
Literacy
2007-08
DFG 2008-09
2007-08
State 2008-09
2007-08
189
Proficiency Percentages
Number
Tested Partial Proficient Advanced
746 7.4% 70.5% 22.1%
723 6.1% 66.4% 27.5%
746 7.4% 70.5% 22.1%
723 6.1% 66.4% 27.5%
15277 5.2% 68.7% 26.1%
15015 6.1% 70.9% 23%
95942 15.5% 70.9% 13.6%
95575 16.5% 71.1% 12.4%
*To protect the privacy of students, the Department of Education suppresses sufficient information to eliminate the possibility that personally
identifiable information will be disclosed.

High School Proficiency Assessment
(HSPA)
MATHEMATICS
Year
All Students
School 2008-09
»details for subgroups
2007-08
for Mathematics District 2008-09
2007-08
DFG 2008-09
2007-08
State 2008-09
2007-08
190
Proficiency Percentages
Number
Tested Partial Proficient Advanced
748 12.6% 46.4% 41%
724 10.5% 47.9% 41.6%
748 12.6% 46.4% 41%
724 10.5% 47.9% 41.6%
15256 11.1% 47.4% 41.5%
15004 10% 47.3% 42.7%
95691 26.4% 50.3% 23.4%
95497 24.6% 51.8% 23.6%
*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 96.5% 89.3%
All who graduated by passing HSPA 90.5% 80.9%
All who graduated via SRA process 5.1% 10.9%
All who graduated exempt from passing HSPA 4.5% 7.9%
The percents appearing in the last three rows sum to 100%.
Scholastic Assessment Test (SAT) Results
Students
Taking
Test Mathematics Verbal Essay
Percentile
Average Scores
Percentile
Average Scores
Percentile
Average Scores
# % Score 25th 50th 75th Score 25th 50th 75th Score 25th 50th 75th
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
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
2006-
07
School 622 95% 553 490 550 620 544 480 540 620 546 490 540 610
DFG 13851 97% 562 480 560 650 540 470 540 610 543 470 540 620
State 71449 77% 509 420 500 590 491 410 490 570 489 410 480 560

Advanced Placement Results
# of
Students
in Class
# of
Students
Taking
Test
Test Name
Biology 36 34
Calculus AB 35 29
Calculus BC 18 16
Chemistry 53 34
Computer Science AB 6 4
Economics:
Macroeconomics 20 10
Economics:
Microeconomics 20 10
English Language &
Comp 63 56
English Literature &
Comp 58 32
Environmental
Science 25 19
European History 22 18
French Language 9 9
German Language 9 4
Gov & Politics United
Sts 0 1
Human Geography 37 10
Music Theory 15 7
Physics B 17 7
Physics C - Elec &
Magnet 25 17
Physics C - Mechanics 25 16
Psychology 55 32
Spanish Language 27 25
Spanish Literature 7 6
Statistics 29 21
United States History 62 62
Total* 673 479
*This number is a duplicated number, because students may take
more than one course.
Advanced Placement Results Summary
Number of test scores 3 or higher: 434
Advanced Placement Participation
for Grades 11 and 12
School State Average
2008-09 17.1% 19.0%
191

OTHER PERFORMANCE MEASURES
Attendance Rates 2008-2009 2007-2008
Percentage of students present on average
each day.
School State School State
Grade 9 97.4% 93.9% 98.7% 93.9%
Grade 10 97.1% 93.9% 98.5% 93.8%
Grade 11 96.9% 93.7% 98.3% 93.6%
Grade 12 96.0% 92.3% 97.8% 92.3%
Total School 96.9% 94.6% 98.4% 94.5%
Dropout Rates 2008-2009 2007-2008
Percentage of students in grades 9-12 who
dropped out during the school year.
School District State School District State
White 0.8% 0.8% 0.9% 1.0% 1.0% 1.2%
Black or African American 2.9% 2.9% 3.5% 2.2% 2.2% 3.2%
Hispanic 4.8% 4.8% 2.9% 6.4% 6.4% 3.1%
American Indian or Alaska Native 0.0% 0.0% 2.7% 0.0% 0.0% 3.0%
Asian 1.4% 1.4% 0.3% 0.0% 0.0% 0.4%
Native Hawaiian or other Pacific Islander 0.0% 0.0% 0.4% 0.0% 0.0% 0.6%
Two or More Races 0.7% 0.4%
Male 1.4% 1.4% 1.9% 1.1% 1.1% 2.1%
Female 0.8% 0.8% 1.4% 1.3% 1.3% 1.6%
With Disabilities 3.8% 3.8% 2.7% 2.3% 2.3% 2.9%
Limited English Proficiency 19.0% 19.0% 2.7% 15.0% 15.0% 4.7%
Economically Disadvantaged 1.9% 1.9% 1.9% 4.7% 4.7% 1.9%
Total 1.1% 1.1% 1.7% 1.2% 1.2% 1.7%
Graduation Rate
School District State
Class of 2009 (2008-09) 97.4% 97.4% 93.3%
Class of 2008 (2007-08) 96.7% 96.7% 92.8%
Class of 2007 (2006-07) 97.0% 97.0% 92.3%
192

Post-Graduation Plans
Percentage of graduating seniors pursuing various self-reported post-high school plans.
Intended Pursuits Class of 2009
Four-year College/University 66.7%
Two-year College 22.7%
Other College
Other Post-secondary School 1.2%
Military 0.7%
Apprenticeship Program 0.2%
Employment 2.5%
Undecided 3.2%
Other 2.8%
Student Suspensions
Percentage of students who were suspended
from the school during the school year.
School
District State
Average Average
2008-09 7% 7% 14%
2007-08 6% 6% 14%
2006-07 6% 6% 14%
Student Expulsions
The number of students who were expelled
during the school year.
School District State Total
2008-09 0 0 35
2007-08 0 0 66
2006-07 0 0 76
Staff Information
Student/Administrator Ratio
Numbers of students per administrator.
School State Average
2008-09 165.6 176.3
2007-08 165.9 178.8
2006-07 166.2 181.3
Student/Faculty Ratio
Numbers of students per faculty member.
School State Average
2008-09 10.5 11.1
2007-08 10.6 11.1
2006-07 10.5 11.3
Faculty Attendance Rate
Percentage of faculty present on average each
day.
School State Average
2008-09 97.8% 95.6%
2007-08 97.6% 95.9%
2006-07 97.8% 96.1%
Faculty Mobility Rate
Percentage of faculty who entered and left the
school during the school year.
School State Average
2008-09 8.7% 4.0%
2007-08 2.5% 5.7%
2006-07 16.7% 6.2%
193

Faculty and Administrator Credentials
Percentage of faculty and administrators possessing a bachelor's, master's, or doctoral degree.
BA/BS MA/MS PhD/EdD
2008-09 40.2% 57.8% 2.0%
2007-08 37.4% 60.6% 2.0%
2006-07 39.0% 59.0% 2.0%
National Board Certification
Number of teachers who have been certified by the National Board for Professional Teaching
Standards.
School District State
2008-09 0 0 93
2007-08 0 0 93
2006-07 0 0 65
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
2008-09 21 17 1.0 1.6 142.0 131.7 13.6 11.8
2007-08 21 17 1.0 1.6 142.3 132.7 13.4 11.7
2006-07 19 17 1.6 0.0 0.1 14.2 11.5
Median Salary and Years of Experience of Administrative and Faculty Personnel
2008-09 2007-08 2006-07
Administrators
Salary - District $124,209 $119,604 $115,249
Salary - State $115,729 $113,540 $109,827
Years of Experience - District 27 26 26
Years of Experience - State 23 23 23
Faculty
Salary - District $60,499 $58,413 $56,076
Salary - State $63,188 $60,930 $58,000
Years of Experience - District 8 8 8
Years of Experience - State 9 9 9
194

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
2008-09 49% 52% 8% 8%
2007-08 49% 52% 8% 8%
2006-07 50% 52% 4% 5%
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
2008-09 7% 8% 5% 7%
2007-08 7% 8% 5% 7%
2006-07 7% 8% 1% 4%
Revenues
Percents of total revenues from various sources.
2008-2009 2007-2008 2006-2007
State
State
State
District Average District Average District Average
Local 81% 70% 85% 70% 92% 74%
State 12% 23% 11% 20% 12% 22%
Federal 1% 1% 1% 1% 1% 2%
Other 6% 6% 3% 9% -5% 2%
Per Pupil Expenditures
Two calculations of the average cost per pupil in the district.
(See #1 and #2 below).
2008-2009 2007-2008 2006-2007
District State District State District State
Budget Average Actual Average Actual Average
Classroom - Salaries and Benefits $7,681 $7,065 $7,188 $6,651 $7,213 $6,427
Classroom - General Supplies/Textbooks $459 $363 $394 $357 $545 $325
Classroom - Purchased Services and Other $184 $160 $138 $145 $153 $153
Total Classroom Instruction $8,323 $7,588 $7,720 $7,154 $7,911 $6,904
Support Services - Salaries and Benefits $2,686 $1,780 $2,487 $1,666 $2,414 $1,609
Support Services - other $201 $207 $168 $166 $181 $173
Total Support Services $2,887 $1,987 $2,655 $1,832 $2,595 $1,782
Administration - Salaries and Benefits $1,044 $1,141 $1,006 $1,084 $1,042 $1,058
Administration - other $329 $334 $304 $292 $322 $297
Total Administration Costs $1,373 $1,475 $1,310 $1,376 $1,364 $1,355
Op./Maint. of Plant - Salaries and Benefits $1,043 $874 $983 $817 $974 $788
Op./Maint. of Plant - other $1,005 $942 $1,007 $915 $920 $856
195

Total Operations and Maintenance of Plant $2,048 $1,816 $1,990 $1,732 $1,894 $1,644
Total Food Services Costs $0 $18 $0 $23 $0 $22
Total Extracurricular Costs $770 $749 $720 $698 $574 $659
(1)TOTAL COMPARATIVE COST PER
PUPIL $15,545 $13,710$14,520 $12,880 $14,458 $12,432
(2)TOTAL COST PER PUPIL $18,719 $16,197$16,587 $15,162 $17,187 $14,852
(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) Total Cost Per Pupil, in addition to all of the costs listed above for the comparative cost,
includes costs for tuition expenditures; 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, as well as students sent out of district.
The total of all these expenditures is divided by the average daily enrollment, combined with all
students sent out of district as reported in the ASSA, to calculate a total cost per pupil.
Hunterdon Central Regional High School 2008-2009 School Report Card.(2009) New Jersey
Department of Education. Retrieved from: http://education.state.nj.us/rc/rc09
196

FACILITY USE
197

FACILITY USE
New Transportation Garage
The new Transportation garage was completed in April 2010. This 5200 SF state-of-the- art facility
provides (3) garage bays with plenty of ceiling space to accommodate our full size student buses. This
facility will allow our in-house mechanics to perform service and repairs more efficiently.
600 Level Window/Door Replacement Project - Funded through ROD (Regular Operating District)
funds
Windows and exterior doors were replaced in the 600 Level. This project was funded through ROD
grant funds of which forty percent of the project is funded by the State and the remaining sixty percent
comes from the Districts’ capital funds. 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 also installed.
Boiler Replacement Project (lower boiler room) - Funded through the ROD Grant
Three new high efficiency boilers and domestic hot water tanks were installed in the lower 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. This project was done to increase
energy efficiency thus reducing utility costs.
Roof Replacement – 100 Level (9/10 building) – Funded through the ROD Grant
The roof above the 100 Level (sophomore wing) was replaced. The new roof is a build-up modified
system that is warranted for 20 years. New flashing and rain gutters were installed.
Emergency Generator (9/10 building) – Funded through the ROD Grant
A new electrical back-up emergency generator was installed at the 9/10 campus. It replaces a
generator that was 45 years old. The new generator has an increased load capacity which allows for
additional circuits to be added in the future.
Cafeteria Air Conditioning Project (9/10 building) – Funded through the ROD Grant
Air conditioning was installed in cafeterias 172 and 174, and the auxiliary gymnasium areas. The new
units are controlled and monitored via an automated energy management system for maximum energy
efficiency.
ADA Toilet Upgrades (600 Level) – Funded through the ROD Grant
The lavatories in the 600 Level were renovated to provide ADA accessibility as per the
recommendation of a Civil Rights audit that was conducted in November of 2008. Automatic faucets
and flush valves were installed for easy operation and efficiency.
198

Paint/Floor Covering Replacement.
As per the five-year Comprehensive Maintenance Plan, various rooms/areas were painted and carpet
and floor tiles replaced.
Sidewalk Upgrades (600 Level) – Funded through the ROD Grant
Additional concrete sidewalks were installed along the 600 and 800 Level buildings. Sidewalks were
necessary to provide safer access to and from buildings.
200 Level Corridor Improvement Project
The old green lockers in the 200 Level corridor were replaced with new red lockers. The new lockers
provide better accessibility and storage for the students. The old green tile was painted with an epoxy
finish to brighten up the hallway. New ceiling and lighting was installed for improved visibility.
199

USE OF FACILITIES BY ORGANIZATIONS FROM JULY 1, 2009 THROUGH JUNE 30, 2010
NAME OF ORGANIZATION CONTACT PERSON AREA UTILIZED DATES UTILIZED COST
4H Dinner Sherrie Peterson Commons 11/21/2009 $195
5-6-7-8 Dance Charissa Pokokuha Auditorium 6/25 & 6/26/2010 $1,764
8th Grade Parents Night D. Prutow Auditorium 9/14/2009 N/C
9th Grade Visitations D. Prutow Commons 8/28/2009 N/C
ACT Testing D. Prutow 600 rooms Feb./June 2010 N/C
Actors (Kara) Kara Dejesus Little Theater 5/4/2010 $182.00
Adult Education Classes Denise Karcena Miscellaneous rooms
All Year
(Tu.,Th.,Sat.) N/C
All Sports Banquet R. Rossi Fieldhouse 6/10/2010 N/C
All Sports Boosters Banquets Miscellaneous Commons Various dates N/C
All Sports Boosters Meetings Miscellaneous Cafeterias Various dates N/C
Anderson House Show J. Hendricks Auditorium 4/17/2010 $256.00
Antique Show (Boosters) E. Winebrenner Fieldhouse/Commons 11/27,28,29/09 $560.00
Archives Mtg. Harlene Rosenberg IMC
Tuesdays - all
year
NC
Athletic Activities Bob Rossi Sports
Various dates-all
year
N/C
Awards Night D. Prutow Auditorium 5/13/2010 N/C
Back to School Night C. Steffner Entire Building September, 2009 N/C
Back to School Night C. Steffner Entire Building February, 2010 N/C
Band Banquet Boosters Club Fieldhouse NC
Band Competition R. Kenny Football field/café. 9/18/2009 N/C
Band Parents Meeting Mary Thomas Band Room Once a month N/C
Baseball League Gary Rabosky Varsity BB Field Sundays (3) $100.00
Basket Bingo Mary Thomas Commons Mar-10 N/C
Basketball Camp Amy Cooke Fieldhouse 7/1 - 7/9/08 $100.00
Basketball Open Gym Brian Glennon Wooden Gym
Mon./Wed.
Summer N/C
Basketball Tournament K. Terhune Fieldhouse May, 2010 $1,230.00
Broadway Bound Dance Auditorium 6/11 & 6/12/2010 $1,390.00
Cabaret Will Magalio Auditorium 5/8/2010 N/C
Centenary College Matt Thompson Room 610 Tuesdays N/C
Cheer Competition Boosters Club Fieldhouse
10/24/2009 &
5/8/2010 N/C
Childrens Play Greg Bernet Little Theater 5/4 - 5/29/09 N/C
Choral Concert Hillary Colton Auditorium
12/15/09 &
6/2/2010 N/C
Choral Meetings Hillary Colton Room 519 Mondays - all year NC
College Admissions Night D. Prutow Commons 11/7/2009 N/C
College Planning Night D. Prutow Little Theater 1/22/2010 N/C
College/Career Night D. Prutow Fieldhouse 5/24/2010 N/C
Color Guard Elise Bestreski Music Bldg
Everyday in the
summer NC
Computer Applications Jackie Cole Rooms 200,300,305 July, 2008 N/C
Connell Dance Mimi Connell Auditorium 12/4 & 12/5/2009 $1,062.00
Connell Dance Mimi Connell Auditorium 5/21 & 5/22/2010 $1,032.00
Cub Scouts D. Kennoff Fieldhouse 4/10/2010 $208
200

Cultural Heritage Program Nancy Stevens Auditorium 10/20 & 10/27/09 NC
Dance Unlimited Gina Regan Auditorium 10/24 & 10/25/09 $1,312.00
Diamond Nation Baseball Mike Raymond Varsity BB Field 6/20/2010 NC
District Wrestling Boosters Club Fieldhouse/Commons 2/19 & 2/20/2010 NC
Downtown Players Ginny Brennan Little Theater 8/21 & 8/22 $226.00
Downtown Players Ginny Brennan Little Theater 12/13/2009 $306.00
Downtown Players Ginny Brennan Little Theater 4/30/2010 $380.00
Drivers Education Classes Lee Metzgar Room 206
Miscellaneous
dates $450.00
Drum Corps Elise Bestreski 100 rms, gyms, turf
8/1 & 8/2/09
overnight NC
Eastern Conservatory Casey Bork Rms. 502, 503, 504
9/29/09 -
6/18/2010 NC
Elks Wrestling Matches Lisa Otto Fieldhouse/Commons
Sat/Sun. Dec. -
March $1,000.00
Elks Wrestling Practices Lisa Otto Fieldhouse/Commons
Weekday
Practices N/C
Elks Wrestling Practices Lisa Otto Fieldhouse/Commons
Saturday
Practices N/C
ESL/CWS Classes Kris Myers Room 306 7/1/09-7/11/09 NC
ETTC Courses Gail Berarov Miscellaneous rooms All year N/C
FAF Night D. Prutow Little Theater 1/10/2010 NC
Falcon Football Ray Hatton Football field 4 Sundays - Fall $1,316.00
Field Hockey Camp Jen Sponzo Turf field
Four evenings
July $200.00
Field Hockey Pasta Party Boosters Club Caf. 173 9/12/2009 NC
Flemington Baseball Gary Rabosky Varsity Field
Sat/Sun. July
2009 $200.00
Flemington Rec BKB Gretta Kenny Gyms
All Year- various
dates Tu., Th. Sat.
Sun. $3,740.00
Flemington Soccer Jon Carbone Turf Field Various Dates $200.00
Football Club Matt Perotti Field,Track,Weight Rm 7/1 - 7/31/09 N/C
Football Dinners Matt Perotti Caf. 173
Fridays - Fall
Season
NC
Generals Football Dan Smith Turf field Saturdays (4) $750
Girl Scouts Dance C. Bendall Commons 3/13/2010 $82.00
Grade School Graduation (Read) Kathy Hollinger Fieldhouse N/C
Grade School Visits Ed Brandt 9/10 Campus 2/26/2010 NC
Guitar Showcase Dan VanAntwerp Little Theater NC
Gymnastic Pasta Dinner Boosters Club Commons 9/6/2009 NC
Hall of Fame Dinner Foundation Commons 3/27/2010 NC
Harmonizers Ron Newsome Auditorium 10/20,20,23/09 $255.00
HCIWT Toruney Wrestling Boosters Fieldhouse 12/26/2009 NC
Healthquest Dance Deidre Hall Auditorium 6/4 & 6/5/2010 $1,210.00
HMC Show Kathleen Selig Auditorium 12/10/2008 $150.00
Homecoming Fest Ashley Walulak Turf field 10/16/2008 NC
Hops Basketball Matt Perotti Fieldhouse November, 2007 N/C
HOPS Programs Steve Carroll Fieldhouse/Fields
Saturdays 9/09 -
5/2010 NC
Horizon BKB Ron Armelino Fieldhouse 5/8/2010 $260.00
HSPA Classes Micheline Lerch Rooms 821, 920 9/5/09 - 9/23/09 NC
HSPT Tutorials T.Smith/Lerch Rms.821,822,823,920 7/7/09-7/31/09 N/C
Hunterdon Hispanos Turf Field 6/27/2010 NC
Hunterdon Symphony Nancy Roth Room 501 Monday evenings NC
201

Hunterdon Symphony Nancy Roth Auditorium 11/1/2009 $360.00
Hynotist Tracy Lomax Little Theater 5/21/2010 NC
Instrumental Concert Bob Kenny Auditorium NC
Inzane Theater Laurie Zane Little Theater 6/18 & 6/19/2010 $610.00
Jennie Haver Revue Will Magalio Auditorium 5/1/2010 NC
Jr. Legion Baseball Steve Farsiou Varsity BB Field
Sundays - July
2009 $100.00
Jr. Parent Night D. Prutow Auditorium 1/11/2010 NC
Just Friends (Partnership) Kim Dubiel Room 700 9/19/09-6/18/2010 NC
Karaoke Night Ashley Walulak Little Theater 1/30/2009 NC
Lacrosse Clinic Quinn Carney Turf Field 7/1/2009 $340.00
Lacrosse Pasta Dinners Boosters Club Commons 3/31/2009 NC
Last Band Standing Dan VanAntwerp Auditorium 3/20/2009 NC
Legion Baseball Steve Farsiou Varsity BB Field Sat./Sundays $100.00
Lower School Play Greg Bernet Little Theater 1/15 & 1/6/2010 NC
Magic Show Elise Bestreski Auditorium 5/15/2010 N/C
Marching Band Rehearsals Bob Kenny Music Bldg
Everyday in the
summer NC
Martial Arts Frank Paul New Gym 12/12/2009 $254.00
Moodle Training R. Mancabelli Rooms 820, 824 7/7 - 8/22/09 NC
Mr. Central Ashley Walulak Auditorium 3/20/2010 N/C
Musical Gail Enterline Auditorium NC
New Staff Meeting Marshall Sigall Commons, Room 807 8/18-8/21/09 NC
New Student Orientation A. Waluluk Commons/L.T. August, 2009 N/C
NHS Inductions Auditorium NC
NOREWCAP Pat Moonjian Commons 11/14/2009 $326.00
Open Gym - BKB Boosters Amy Cooke Wooden Gym
Tues./Thurs. July
2009 N/C
Orchestra Camp Will Magalio Music Bldg July, 2009 NC
Orchestra Parents Meeting Will Magalio Room 504 Monday evenings N/C
PAWS Club Fieldhouse 5/21/2010 NC
Physical Night Bob Rossi Commons 7/13 & 7/22/09 NC
Pioneers Banquet Michael Hickey Commons 1/9/2010 $156.00
Poetry Reading (Readington) Pat Garay Little Theater $100.00
Polytech Program Dan Commons 5/5/2010 NC
Program of Study Night D. Prutow Aud. 2/7/2010 NC
Project Adventure Sandy Chronic Fieldhouse/Outside 7/24-8/8/09 NC
Project Graduation Meetings D. DelTemple Soph. Caf. Once a month NC
Project Hope Jim Meert Commons 10/28/2009 N/C
PSAT Testing N. Bennett Soph Hall Rooms October, 2009 NC
Pulse Program C. Ruggiere Commons 3/5/2010 N/C
Radio Control Club Room 700
Wednesdays -
monthly $100.00
RADD Class Chris Steffner Aux. Gym Tuesdays - weekly NC
Readington BKB Greta Kenney Gyms N/C
Region Wrestling Boosters Club Fieldhouse/Commons 2/23,26,27/2010 N/C
River Ballet V. Szeplaki Auditorium 12/12 & 13, 2009 $165.00
Rotary Pancake Breakfast Lisa Brady Commons/700 Rooms 10/31/2009 N/C**
Rotary Soup Cook Off Lisa Brady Commons 2/22/2010 N/C
RVCC D. Stevens Room 210
Wednesdays - all
year
N/C
SAFE Program J. Dilts Auditorium 4/11/2010 $393.00
SAT Review Class N. Bennett Soph. Hall Rooms Aug.-Nov., 2009 NC
202

SAT Testing Nancy Bennett 11/12 campus rooms
Nov., Dec. Jan.
Mar. April, May,
2009/10 N/C
Science Night Ken Micai Commons, 900 Rms. 2/25/2010 N/C
Sending District BKB B. Rossi Fieldhouse/Commons February, 2010 NC
Senior Citizens Luncheon Sal Randasseze Commons 12/5/2009 N/C
Senior College Night Dave Prutow Auditorium 9/14/2009 NC
Shannon Daley BKB Paul McGill Fieldhouse March, 2010 $330.00
Show Biz Kids Nancy Lihan Auditorium 12/6/2009 $858.00
Show Biz Kids Nancy Lihan Auditorium 6/18 & 6/19/2010 $1,339.00
Soccer Camp Anson Smith Turf field 7/6 - 11, 2009 $300.00
Soccer Dinners Boosters Club Caf. 173 9/5 & 10/13/09 NC
Speed and Agility Training Doug Stellman Turf/Track Area 7/1 - 8/15/09 NC
Sr. College Night D. Prutow Auditorium 9/12/2009 N/C
State Gymnastics Boosters Club Fieldhouse 11/13 & 11/14/09 NC
Summer Band Camp Bob Kenny Yale, Caf. Turf 8/11-8/22/09 NC
Summer School Donna Puluka Rooms 809, 811, 813 7/1 - 8/15/09 NC
Symphony Parents Mtg. Magalio Room 504 Monday evenings NC
Tablet Training Rob Mancabelli 900 Classrooms 7/16 - 8/15/09 NC
Teen Pep Meetings Tom Carr Caf. 173
Wednesdays - all
year
N/C
Twilight School Mike Parise Rms. 809,823,821 9/8/09 - 6/18/2010 NC
United Way IMC 3/20/2010 N/C
Upper School Play Greg Bernet Little Theater 11/20 & 21/09 NC
World Language Inductions Lynn Luster Commons 10/28/2009 N/C
Wrestling League John Johnson Fieldhouse/Common 6/12/2010 $510.00
203

204