Annual Report of the Superintendent - North Branford Public Schools

Annual Report 

of the Superintendent 

2006-2007 

North Branford Public Schools 

North Branford, Connecticut

Cover Photo: 2006 State Field Hockey Champions

The driving force for continued school improvement in the North Branford 

Public Schools is the North Branford Strategic Plan. This plan was originally 

developed with the help of hundreds of school and community volunteers. This 

process began in 2001 and was updated in 2005. 

Since that time many Action Steps have been completed or have become 

operational. Each year the goals of the Board of Education are derived from the 

Plan. 

An example of Action Steps becoming operational are Action Plans 2.7, 2.8 and 

2.9. These reference community service at all levels of the school system. 

I am very proud of the many students in all our schools who have contributed 

in so many worthwhile community service projects. These Action Steps are truly 

part of the fiber of our school system and are operational. 

Perhaps no goals are more important than those imbedded in Strategy 4. After 

six years of planning and design work we commenced a Renovation as New 

Project at North Branford Intermediate School. This is a large and critically 

important project as we gain the space and type of space needed to implement a 

true middle school program. 

Our instructional program has also been enhanced as a result of our Strategic 

Plan. Standards have been established in all disciplines. Art, music, theater arts 

and world language have been expanded. Technology has been enhanced in all 

learning and work environments. 

Homegrown special education programs and opportunities have been created 

and implemented to ensure that all students can receive quality programming. 

I personally thank all of the faculty, staff, students, parents and community 

members who have played such a vital role in this progress. 

Respectfully, 

Robert K. Wolfe, Ed.D 

Superintendent of Schools 

Mission 

The mission of the North Branford 

School System, a proud, caring 

community, is to prepare all students 

to be capable and confi dent lifelong 

learners who are responsible 

citizens in a diverse and rapidly 

changing world by providing a 

comprehensive, challenging 

program in collaboration with family 

and community. 

Strategic Objectives 

The following objectives are 

long term end results which, if 

accomplished, will bring us closer to 

achieving our mission. 

All students will meet or exceed the 

state and the system’s performance 

standards or the goals identifi ed in 

their Individual Educational Plan 

(IEP’s). 

All students will consistently 

demonstrate the character attributes 

of caring, respect, and responsibility 

within their school and community. 

All students will make a successful 

transition to further education and/or 

a meaningful career endeavor 

tailored to their aspirations. 

100% of our students will graduate. 

Message from the Superintendent 1

Business and Personnel 

Don Winnicki, Director of Personnel and Business 

Personnel 

Eighteen certified staff members were hired for the 2006-2007 school year. 

Thirty-seven non-certified employees (28 paraprofessionals, 3 secretaries, 

2 nurses and 4 café workers) were also hired. Seven teachers either were 

on or returned from approved leaves. Seven employees (5 teachers and 2 

café workers) retired at the end of the school year, and one teacher and one 

administrator retired in January. 

We began negotiations with the secretarial union. A large number of other labor 

issues were raised. One custodial grievance regarding lost overtime, which 

had been denied at my level last year, was resolved in favor of the union at 

the Superintendent’s level. The two grievances and a PLP charge filed by the 

NBFT regarding denial of personal days were ultimately resolved by an interim 

agreement between the parties prior to any third party hearing. 

Finance 

The normal audit was conducted this year. The audits continue to focus on ancillary accounts. We have requested the 

auditing firm to meet with us to discuss both the genesis of these recommendations and possible solutions. It is clear that 

some of the recommendations would require additional staffing or updated equipment to implement. 

The function-based budget format was again implemented this year. The folders created for each department are now 

fully operational and should simplify preparation in future years. Minor revisions to the NCS system account codes 

continue to be made. 

We continue to use consortium bids and state contract pricing for many items. Particularly notable among these are 

heating oil and diesel fuel through Capitol Region of Governments, copy paper through the Region 15 consortium, and 

upgraded Xerox equipment through the PEPPM consortium. 

Hollis D. Segur became our agent of record for health insurance, and we bid our insurance package. We did remain with 

Anthem, although we did elect to self-insure the dental portion of the package. 

2 Annual Report to the Community www.northbranfordschools.org

Buildings and Grounds 

Numerous outdoor projects were completed. The capital project to improve the 

safety of and access to the high school stadium bleachers was finished. Also, 

bids were awarded for the underground oil system piping at STW and NBHS, 

and for a new scoreboard and pole vault landing area at NBHS. Significant roof 

repairs were completed at STW, TVES and NBHS. We also made improvements 

to the security of and access to these three roofs. Scuppers were installed 

in the roof at TVES. The fascia was replaced and chimney repaired at STW. 

The original cornerstone was installed at JHS in cooperation with the PTO. 

Improvements were made to parking lot lighting at TVES and NBHS. A portion 

of the auditorium brick was waterproofed. Finally, security cameras with video 

recorders were bid and installed at the main entrance of all buildings. This bid 

included additional security measures that will be undertaken in the next year. 

Inside buildings we also made major improvements. At STW, the boilers 

were rebuilt. We began to replace the worn carpeting in the portables and the 

connecting hallway. We are also planning to install a domestic hot water heater. 

At JHS, the fire booster pumps were replaced. Plans are underway to replace 

the main hallway floor tile. At TVES, some boiler work was completed but more 

remains to be done. The locker replacement program continues. The Sonitrol 

security system was upgraded at TVES and NBIS. At NBHS, asbestos abatement 

was completed on room 210 and in the nurse’s office, as well as several closets. 

Retiling will be completed during the summer of 2007. The renovations of room 

114 and retiling of rooms 220, 227 and 228 were completed. Ceiling tile was 

replaced in the hallways surrounding the main gym. Finally, the hot water tank 

and pipe replacement was completed. Abatement work began in the cafeteria 

and kitchen, tech ed room, and rooms 309 through 311 along with connecting 

hallways at NBIS in preparation for the demolition of this wing. 

Family Resource 

The Family Resource program 

continues to grow. The Preschool 

and School Age programs 

continue to be well attended. 

Collection rates remain very high. 

The before and after kindergarten 

care programs are now fully 

operational in both primary 

schools. We continue to modify 

staff responsibilities to provide 

better and more consistent 

programming in the two primary 

grade programs (STW and JHS). 

The FRC Supervisor continues 

to expend a great deal of time 

and effort to maintain quality 

staffing and provide exceptional 

professional development. 

Food Service 

The Food Service program had another successful year. Six 

employees attended professional development for cafeteria 

managers, including five new participants. At the high 

school, the cafeteria continues to offer a wider selection of 

more nutritious choices. This initiative works in concert with 

the newly issued School Wellness policy and guidelines. All 

fried foods are now cooked with “zero trans fat” oil. A new 

manager began working at STW late in the school year in 

preparation for her new assignment in 2007-2008. 

Business and Personnel 3

Curriculum and Instruction 

Joan Follo, Director of Curriculum and Instruction 

The Curriculum 

Management Cycle 

(CMC) is an ongoing 

five-year cycle that 

impacts all programs in 

grades preK-12. 

Overview 

The North Branford Public School System supports a well defined, systematic 

process for reviewing, developing, implementing and evaluating its teaching 

and learning process. 

Fundamental to this process are the Strategic Plan, the Curriculum Management 

Cycle, and the Professional Growth Educator Evaluation Program. 

When in alignment these core components assure that the work of the school 

system is focused and organized, that resources are used effectively, that desired 

outcomes are achieved, and that our students are achieving state and national 

standards at the highest levels. 

The Curriculum Management Cycle (CMC) is an ongoing five-year cycle that 

impacts all programs in grades pre-K -12. The work of each phase of the CMC is 

unique and significant to the total process. 

Phase 1 - Program Review / Describes what is 

The scheduled discipline is examined in light of what it looks like at the time of review compared to what it should 

look like in the future. The changes in the curriculum are based on state and federal guidelines and standards, state 

assessments, best practice and research. The findings are developed into a position paper and shared with the Board of 

Education. 

Phase 2 - Program Development / Describes what will be 

A written curriculum for the scheduled discipline is developed by a team of educators to ensure that content is inclusive 

of federal and state guidelines, state frameworks, and state assessment objectives, provides instruction methodology 

based on best practice and research. In addition, curriculum design makes connections to technology and information 

competency standards as well as the building of values, ethics and character. The completed curriculum guide is 

presented to the Board of Education for their adoption. 

Phase 3 - Program Implementation 1 / Describes what will happen 

Curriculum and instruction practices for all scheduled disciplines for which development has been completed and 

adopted by the Board of Education, is implemented in accordance with an approved plan of implementation that includes 

a timeline for implementation, a professional development plan, and a budget for implementation. The plan is shared 

with the Board of Education. 

Phase 4 - Program Implementation 2 / Describes what will continue to happen 

Some minor changes and adjustments to the curriculum may be necessary and budget demands of the curriculum may 

necessitate a two-year transition to full implementation. 

A written summary of the status of the curriculum including any minor changes in the curriculum and/or professional 

development and a budget is reported to the Board of Education. 

Phase 5 - Program Evaluation / Asks the question; How are we doing? 

The entire program is examined in relation to curriculum design, the delivery of the curriculum, and the impact on 

student learning. A report summarizing the means of evaluation, data collection and interpretation is developed and 

shared with the Board of Education. Suggestions for modification in program design, or program delivery can be made at 

this time. 


Curriculum Management Cycle 

work accomplished during 2006-2007 

Review Development Implementation I Implementation II Evaluation 

Language Arts, K-5 

Language Arts, 

6-12 

Music, K-12 Social Studies, 6-12 Science, 6-12 

Science, K-5 Art, K-12 Health, K-12 Math, K-5 

Math, 6-12 

Tech Ed, 6-12 

Family/Consumer 

Science, 9-12 

(Child Develop.) 

Business, 6-12 


Science, 9-12 

(Foods) 

World Languages, 

6-12 

Social Studies, K-5 

Physical Education, 

K-12 

Character 

Education, K-12 

Curriculum Management Cycle 

work planned for 2007-2008 

Review Development Implementation I Implementation II Evaluation 

Science, 6-12 Language Arts, K-5 Language Arts, 

K-12 

Music, K-12 Math, K-5 

Science, K-5 Art, K-12 Health, K-12 Physical Education, 

K-12 

Math, 6-12 

Tech Ed, 6-12 


Science (Child Dev. 

& Foods) 

Business, 6-12 

World Languages, 

6-12 

Social Studied, 

K-12 

Character 

Education, K-12 

Curriculum Management Cycle 5

Program Improvement 

Initiatives in Core Subjects 

Based on Strategic Planning Goals, Curriculum Management Cycle Recommendations, 

and State Testing Results 

Mathematics 

At the K-5 level full implementation of the Everyday Math program is in effect. This program spirals concepts throughout 

the grade levels and emphasizes the application of skills and concepts through a problem solving approach. Teachers 

have had a year of training in the methodology of teaching and learning using the Everyday Math program. Additional 

training will occur on an ‘as need’ basis. Increases in 

the percent of students attaining goal level or above 

on the 4th generation of the Connecticut Mastery Test, 

have been noted at each grade level tested. 

The 6-12 mathematics review team studied the 

present 6-12 program in relation to what is and what 

should be. Internal and external factors impacting the 

current math program were analyzed and resulted 

in recommendations for updating the present 6-12 

curriculum. During the 2007-2008 school year, the 

6-12 mathematics development team will consider 

the changes in the Connecticut State Mathematics 

Frameworks and the recommendations of the review 

team and will revise the present 6-12 curriculum with 

respect to content, teaching strategies, assessments, and 

resources. CMT 4 results for grades 6-8 have noted an increase in the percent of students reaching goal or above in grade 

7, but a decrease in grades 6 and 8. An increase in students reaching goal and above has also been noted for the same class 

over time in grades 3 - 6. At the 9-12 level, Connecticut Academic Performance Test (CAPT) results indicate that while 

over 90% of students are proficient or above in math, over the last three years, those students reaching goal level have 

declined. These findings support the need to update the present 6-12 math curriculum. 

Reading 

A trainer of trainer’s model has been adopted at the 6-8 level to improve the teaching of reading across the curriculum at 

the middle school level. A cross section of educators have been trained in the STEPS model during the summer of 2006 

and have worked throughout the 2006-2007 school year in providing literacy strategy training to their colleagues for 

specific content areas. The purpose of using content literacy is to help students learn content while developing the literacy 

and thinking skills necessary to become independent lifelong learners. The goal of this project is to help middle school 

educators guide their students’ reading of textbooks and other resources. The focus of STEP strategies is on the integration 

of problem-solving strategies and processes. The strategies are the skills competent readers use before, during, and after 

reading. Training is STEPS will continue over the 2007-2008 school year with potential for expanding into the 9-12 level. 


Writing 

A Writer’s Workshop approach to teaching writing has been implemented throughout the district. Most K-5 teachers have 

been trained through the Teacher College Columbia Writing Project. A yearlong calendar, identifying units of study, is in 

use. 

Visual Literacy strategies have been implemented in grades 1-3 to support the teaching and learning of writing and 

critical thinking. Students visit museums and use authentic ‘art cards’ to look at and think about works of art and 

translate their impressions and feelings onto paper through drawing and writing. This training will be expanded into 

grade 4 during the 2007-2008 school year. In addition, the North Branford School System has been invited, by the Yale 

Center for British Arts, to participate in a partnership initiative to support and expand visual literacy opportunities in 

grades 1 and 2 over the 2007-2008 school year. 

At the 6-12 level, a team of educators have been trained in the elements of the Connecticut Writing Project. This training 

promotes the implementation of writing strategies that are specific to the content being taught and increases the student’s 

ability to write, think, and communicate at higher levels. Trained educators will share their learning with colleagues 

during the 2007-2008 school year. 

Science 

Three K-5 educators have participated in a Science Partnership Grant with 

elementary educators from neighboring districts. Participants in this intense 

training in inquiry-based science prepared educators to become science 

leaders in their respective school systems. Science leaders are now qualified to 

work with their colleagues through a modeling and coaching approach. 

The present science curriculum will be realigned during next year’s 

development phase to accommodate the CSDOE’s new science frameworks 

and performance standards. 

Social Studies 

The Social Studies Alive and History Alive programs have been adopted as 

the primary resource for the social studies program at the K-5 level. The new 

curriculum has been designed in 

thematic units at each grade level. Each unit contains a number of significant 

tasks and common assessments that are implemented by all teachers. Information Technology Standards (research), 

Technology Competency Standards (skills), and values, ethics, and character development are integrated in the significant 

tasks throughout the social studies curriculum. 

Program Improvement Initiatives 7

Professional Growth 


Promoting Powerful Professional 

Development to Advance 

Student Learning 

The District Professional Development 

Team, consisting of teachers, specialists, and 

administrators, met monthly to plan worthy 

professional development opportunities 

that connect the four major professional 

growth initiatives of the school 

system’s Strategic Plan. The present 

professional development program 

has been in effect for the last five years. 

The District Professional Development 

Team has determined that the four 

professional growth initiatives of 

differentiated instruction, technology 

integration, character education, 

and writing across the curriculum, 

have become operational and that 

professional learning must be taken 

to the next level. After reviewing the 

National Staff Development Council’s 

(NSDC) standards for professional 

development, and following an 

investigation of various options for 

meeting the NSDC standards, the team 

made the following recommendations 

to the Superintendent of Schools and the 

Board of Education: to adopt the National 

Staff Development Council’s standards and 

to deliver the standards through the process 

of Professional Learning Communities. 

The Administrative Council also researched 

various options for meeting the standards 

and came to the same conclusion regarding 

the adoption of the Professional Learning 

Communities. As a result, a new look for 

the delivery of professional development 

will commence in the fall of 2007. Educators 

will meet in collaborative teams to plan 

and make decisions about curriculum, 

instruction, assessment, and how they 

will support student learning so that all 

students are successful in meeting rigorous 

standards. 

Connecticut’s Continuing Education 

Unit (CEU) guidelines are adhered to by 

the North Branford District Professional 

Development Team. CEUs are measured 

in units of one (1) CEU for every ten (10) 

clock hours of learning. Educators who 

hold a Professional Certificate in the State 

of Connecticut are required to accumulate 

ninety (90) contact hours over a five- 

year period in order to maintain their 

certification. School systems are required 

to offer a minimum of eighteen 18 or 180 

hours of contact hours per school year. 

Over the 2006-2007 school year, the North 

Branford public Schools has offered a total 

of 61.1 or 611 contact hours of educator 

training in the following areas: 


Curriculum Development Process 

ART Curriculum Writing 

Curriculum Work-Tech Ed 

Curriculum Work-World Language Department 

Curriculum Work- Business Department 

Social Studies Curriculum Work 

Language Arts Curriculum Writing 

Curriculum Writing and PD Strand Development 

English Language Arts 

Working Towards Revising the Language Arts Curriculum 

Math Curriculum Development Work 

Curriculum Planning for PE and Health 

English Language Arts Curriculum Planning 

K-5 Math Curriculum Planning 

Language Arts Curriculum Planning 

Curriculum Development Work-World Language Department 

Social Studies Curriculum 

Curriculum Planning-Social Studies K-5 

Kindergarten Curriculum Planning & Compacting 

Curriculum Development-TECH ED 

Effective Schools 

Advisory Committee Meeting 

Overview and Curriculum Discussions 

JHS School Site-Based Planning for a Unified Focus in Math 

Teaching Vocabulary in Non-Fiction Material 

JHS Site-Based Planning for a Unified Focus in the Responsive Classroom Program 

JHS Site-Based Planning for Time and Scheduling 

JHS Site-Based Planning for a Unified Focus in Writing 

NBHS Site-Based Planning 

Instructional Strategies 

Introduction to New Curriculum 

BESBE Consultation 

Great Expectations 

Everyday Math K-2 

Teaching in the Block 

START Reflective Team Process at JHS 

Navigating the Science CMT and CAPT 

Improving Student Achievement 

Improving Student Learning 

Building a Collaborative Model of Early Intervention 

Integration of Character Education in the Disciplines 

Integration of Technology 

Differentiation in the Classroom 

Writing and Reading Across the Curriculum 

Writing Across the Curriculum 

Educator Training 9

Improving Student Achievement 

Science Performance Assessment Planning 

THE 2007 CT State Leadership Conference 

PE Curriculum and Rubric 

PD Strand Accomplishments-Character Education 

PD Strand Accomplishments-Technology 

PD Strand Accomplishments-Differentiation 

Music 

C.S.M.T.A. State Music Convention 

Visual Arts 

Visit to Yale Center for British Arts 

Special Education 

Multi-Sensory Structured Language Instruction 

Individualized Education Plans 

Physical Management Refresher Course 

IEP Review 

Data Collection Methods for Monitoring Student Progress 

Learning the ABLLS to Drive Student Learning 

Methods for Analyzing Data 

Developing and Selecting Data Collection Tools to Monitor IEP Goals and Objectives 

Transition Planning 

DCF Mandatory Reporting 

Technology 

Technology Benchmarks Articulation 

Power Grade Training (NBIS) 

Power School Refresher 

PowerGrade 

Power Grade-JH 

PowerGrade Update Workshop 

“Food for Technology Thoughts” 

“How To” Technology Workshops 

Using a Smart Board 

Learning Dynavox AAC Device 

ABC Curriculum - Italian 1 

Using Technology to Display IEP Data 

Integration of Technology 

Teaching with Simple Web Reference Pages 

Web Design Training 

Integration of Technology-SEAS 

Special Ed Management System 

SmartBoard Technology Overview 


Reading - Language Arts 

Reading Instruction in Elementary Classrooms: Mandates, Models and Tools 

Physical Activity 

How Can I Improve the Test Scores on ‘The Mile Run’? 

Science & Technology 

Symposium on Biotechnology Education 

A ‘Poppin’ Inquiry Lesson 

CMT 

Review and Analysis of CMT4 Scores 

Embedded Science Tasks-Grade 4 

Holistic Scoring Training Workshop: Writing Prompt 

BEST 

BEST Review of Portfolios for Second Year 

BEST Portfolio 

PD Strand Accomplishments-BEST Mentor 

School-Wide Improvement Initiative 

Introduction to Professional Learning Communities 

Expanding Horizons 

RTI and The 3-Tier Model 

Early Childhood & Elementary 

Introduction to Visual Literacy 

Connecting Visual Literacy and the Curriculum Literacy Goal 

STEPS Literacy Training 

Writing and Reading in the Content Areas 

Setting the Purpose for Reading 

Effective Instruction for CMT Strands and Objectives 

Non-Fiction Reading Comprehension Strategies That Work - Study Groups 

Improving Student Achievement in Reading Comprehension 

Teaching Non-Fiction Reading Comprehension Strategies 

STEPS Content Literacy Training 

Expanding Visual Literacy in Grade 3 

Language Arts Curriculum Development 

Administration and Supervision 

Response to Intervention Initiative 

“Supervision for Learning” - Book Review with Authors 

Administrators Retreat 2007 

Guidance and Counseling 

Physical/Psychological Management Training 

Educator Training 11

Student Achievement 


Connecticut Mastery Test, 

Fourth Generation (CMT 4) 

This is the second administration of the Connecticut 

Mastery Test Forth Generation. The CMT4 is a completely 

new version of the state assessment and should not be 

compared to CMT3 results. Therefore, 2007 results will 

only be compared to 2006 results. 

The CMT4 is aligned with Connecticut Curriculum 

Frameworks. The assessment provides school systems 

with the percentage of students who reach the state goal 

and proficiency standards. In addition, assessment results 

indicate levels of achievement in important knowledge 

and skills in the areas of mathematics, reading, and 

writing. 

There are five levels of achievement on the CMT4 with 

level ‘5’ the highest and ‘1’ the lowest. Goal attainment 

includes levels 4 and 5, and proficiency attainment 

includes levels 3, 4, and 5. The proficient level monitors 

Annual Yearly Progress for purposes of No child Left 

Behind national data collection. Students are assessed in 

the spring of each school year. 

CMT4 Results for Grades 3 

through 8, 2006-2007 

Comparing the same class 

over time is a better indicator 

of student progress than 

comparing the same grade 

over time. Results of this year’s 

grade 4 students should be 

compared to last year’s grade 

3 students; this year’s grade 5 

students should be compared 

to last year’s grade 4 students; 

etc. (These are the same 

students over time). Each class 

is unique, made up of students 

with specific interests, learning 

styles, and ability differences. 

Therefore, comparing the same 

class (same students) over time 

is more reliable than comparing 

the same grade over time. 

Grade 3 (same grade, different students) 

2006 2007 

Goal Proficient Goal Proficient 

Math 48 80 50 78 

Reading 54 78 57 78 

Writing 64 87 64 87 


2006 2007 


Math 59 84 62 85 

Reading 55 76 60 79 

Writing 60 83 64 91 


2006 2007 


Math 60 83 69 85 

Reading 63 72 66 80 

Writing 55 86 57 84 



2006 2007 

Goal Profi cient Goal Profi cient 

Math 74 92 65 84 

Reading 75 87 62 76 

Writing 59 91 55 78 


2006 2007 


Math 60 78 73 94 

Reading 66 76 81 91 

Writing 57 83 74 95 


2006 2007 


Math 71 88 66 84 

Reading 73 83 68 82 

Writing 62 81 62 84 

CMT4 Results 13

Same class, same students — 

Percent at or above goal level 

2006 while in 2007 in grade 4 Progress 

grade 3 

Math 48 62 +14 

Reading 54 60 +6 

Writing 64 64 0 


grade 4 

Math 59 69 +10 

Reading 55 66 +11 

Writing 60 57 -3 


grade 5 

Math 60 65 +5 

Reading 63 62 -1 

Writing 55 55 0 


grade 6 

Math 74 73 -1 


Writing 59 74 +15 


grade 7 

Math 60 66 +6 


Writing 57 62 +5 


CMT4 Summary of Findings: 

Goal Level Comparisons 2006-2007 

Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 

Same grade 

• The percent of students meeting the state goal is 50% in math, 57% in reading, and 64% in writing. 

• Compared to the same grade in 2006, there is a 2% increase of students meeting goal in math, 3% increase 

in reading, and no change in writing. 

Same class: 

• No information available since grade 3 is the first year of state assessment administration. 

Same grade 


• Compared to the same grade in 2006, 3% more students met goal level in math, 5% more in reading, and 

4% more in writing. 

Same class 

• Compared to the same class in 2006, 14% more students met goal level in math, 6% more in reading, and 

their performance level was maintained in writing. 

Same grade 


• Compared to the same grade in 2006, 9% more students met goal level in math, 3% more in reading, and 

2% more writing. 

Same class 

• Compared to the same class in 2006, 10% more students met goal level in math, 11% more in reading, and 

3% fewer in writing. 

Same grade 


• Compared to the same grade in 2006, 9% fewer students met goal in math, a 13% less in reading, and 4% 

fewer in writing. 

Same class 

• Compared to the same class in 2006, 5% more students reached goal level in math, 1% less in reading and 

their performance level was maintained in writing. 

Same grade 


• Compared to the same grade in 2006, 13% more students met goal in math, 15% more in reading, and 12% 

more in writing. 

Same class 

• Compared to the same class in 2006, 1% fewer students met goal in math, 6% more in reading, and 15% 

more in writing. 

Same grade 


• Compared to the same grade in 2006, 5% fewer students met goal in math, 5% fewer in reading, and their 

performance level was maintained in writing. 

Same class 

• Compared to the same class in 2006, 6% more students met goal in math, 3% more in reading, and 5% in 

writing. 

CMT4 Summary of Findings 15

Connecticut Academic 

Performance Test, 

Second Generation 

Percent of Grade 10 Students Achieving At or Above Goal Level and At or Above Proficiency Level 

Compared to State CAPT Results — 2006 Results (2007 results have not arrived in District as of this 

writing.) 

Math Science Reading Writing 

Goal Proficient Goal Proficient Goal Proficient Goal Proficient 

State 46 78 45 82 47 80 52 82 

NBHS 54 92 56 96 59 93 68 92 

CAPT 2: Percent of NBHS Grade 10 Students Achieving At or Above Goal Level: 2006 Results 

Compared to 2001 Results 

Math Science Reading Writing 

Goal Goal Goal Goal 

2001 51 47 36 47 

2006 54 56 59 68 

Progress +3 +9 +23 +21 

Major Findings of CAPT 2 Results, 2006 

• Results CAPT 2, 2006 were above state goal and proficiency standards in 

all areas tested. 

• Student achievement on the CAPT 2 reached between the 92% and 96% 

proficiency levels on all areas tested. 

• Same grade progress over time (2001-2006) indicate progress in all areas 

tested with over 20 point increases in reading and writing. 

SAT Results 

for Class of 2006 

National Average State Average NBHS Average 

Critical Reading 503 512 505 

Mathematics 518 515 508 

Writing 497 511 501 


Advanced Placement Assessment Results 

Subject 

Number of students 

who took AP test 


taking exam 

Average score 

AP US History 8 8 4.5 8 

AP Biology 9 5 4.6 5 

AP English and 13 9 3.3 9 

Composition 

AP Calculus AB 13 10 3.7 10 

AP Psychology 18 14 4.3 14 

AP Spanish 

Language 

10 7 2.4 3 


with score of 3 or 

higher 

College Acceptance Rates Based on Level of Competitiveness 

Abigail DeTour, Chairperson of NBHS Guidance Department 

Summary for Class of 2007 

(87% of students will continue their education) 

• 65% are planning to attend four-year colleges 

• 22% are planning to attend two-year colleges 

or vocational schools 

• 10% are planning to enter the workforce fulltime 

• 2% are enlisting in the military 

• One student will be attending a Prep School 

Acceptance Rates 

Level of Competitiveness 

Percent of Students 

Accepted 

Number of Students 

Accepted 

2007 2006 2005 2007 2006 2005 

Most Competitive 29% 25% 47% 8 8 9 

Highly Competitive 60% 57% 65% 36 27 26 

Very Competitive 65% 76% 81% 41 85 89 

Competitive 86% 91% 87% 177 167 133 

Less Competitive 90% 88% 100% 10 22 18 

College Acceptance Rates 17

Technology 

Tim Hartigan, Director of Technology 

WEB Site 

The North Branford BOE web 

site has been expanded during 

the year. It now has a link to 

Special Education and all the 

approved Board Polices. Planning 

is underway to enhance the site, 

starting in June of 2007. 

Network Upgrade 

The North Branford Network underwent a major change in December 2006 

when Totoket Valley, Stanley T. Williams and Jerome Harrison schools were 

connected to North Branford High School with fiber optic cable, an upgrade 

from the copper T1 circuits that had been in use for many years. 

PowerSchool 

In the fall of 2006 the district purchased a major upgrade to PowerSchool called 

PowerSchool Premier. Premier includes a student information system. Premier 

will be completed in the summer of 2007 and will be available for use before 

the start of school in August. New servers are being purchased to support this 

system, giving the district better data integrity and backup capability. 

This upgrade increased network speeds to these three facilities from 1.5 

megabits/sec. to 10 megabits/sec. at Jerome Harrison School and 20 megabit/ 

sec. at Stanley T. Williams and Totoket Valley schools. These fiber connections 

have the added benefit of being scalable. The speeds that transmit data can be 

throttled up as high as 100 megabits/sec. if the need warrants and funds are 

available. 

Lease Purchase 

The district continued on its course to update and or replace all computer 

hardware on a four (4) year cycle. During the summer of 2006 approximately 

200 old computers (four years and older) were replaced by an equivalent 

number of new computers at all our schools. 

Grants, E-Rate 

The district continues to participate in the Federal E-Rate program. This is the 

9th year of our participation. In addition the district applied for an additional 

infrastructure grant in early May 2007. 

Education 

Members of the technology department attended a number of seminars, 

workshops (EXCEL, ACCESS) and technical updates as well as local user group 

meetings for PowerSchool and FirstClass. Topics included the new Intel-based 

Apple computers, Windows Vista and Windows 2003 Server, among many 

other topics. We also attended the Connecticut Education Computer Association 

(CECA) conference, in Cromwell, in November 2006. 

In addition North Branford is a member of the ACES Technology Council and 

regularly attends these meetings. 


Special Services 

Suzanne Wright, Director of Special Services 

Students Served 

During the 2006-2007 school year, the Special Services 

Department provided individualized education programs 

(IEPs) for approximately 290 students. 

Students received services under the following disability 

categories as recognized by the Connecticut State 

Department of Education: Intellectual Disability; Hearing 

Impairment; Speech or Language Impairment; Visual 

Impairment; Orthopedic Impairment; Other Health 

Impairment; ADD/HD; Specific Learning Disability; Deaf- 

Blindness; Multiple Disabilities; Autism; Traumatic Brain 

Injury; and Developmental Delay. 

Despite the continuum of services offered within the 

district, approximately 18 students with intensive needs 

received their education in private placements. 

The Special Services Department staff conducted the 

following evaluations during the course of the school 

year: 144 psychological evaluations, 127 educational 

evaluations, 59 psycho-social evaluations, and 110 speech/ 

language evaluations. Assessments measured students’ 

cognitive ability, academic achievement, communication 

skills, social, emotional, and behavioral functioning, 

health, fine and gross motor skills. These evaluations were 

conducted by school psychologists, special education 

instructors, speech/language pathologists, and social 

workers. Evaluations were used to determine students’ 

eligibility for special education as well as to assist the 

Planning and Placement Team (PPT) at each building in 

designing IEPs to meet the unique needs of each student. 

This year, in lieu of contracting physical therapy (PT) and 

occupational therapy (OT) services from Area Cooperative 

Educational Services (ACES), the district hired its own 

occupational therapist and physical therapist. This 

provided greater access to consultative support for staff, 

and more consistent and direct services for students. The 

district continued to contract with a consulting psychiatrist 

who reviewed cases, conducted psychiatric evaluations, 

and met with mental health staff members on a monthly 

basis. The district also continued to work closely with 

private neuropsychologists, behaviorists, audiologists, and 

assistive technologists when more specific assessments 

were required. 

Programming 

The Special Services Department offers an array of special 

education programs and services to eligible students. They 

include the following: 

• Special education or related service support within 

the regular classroom 

• Special education instruction in a Resource Room 

• The Project Pride Preschool Program 

• The Bridges Program - Elementary 

• The Bridges Program - High School 

• Life Skills instruction 

These programs reflect a continuum of services 

ranging from least restrictive environment (LRE) to 

more restrictive environments as required by State and 

Federal law. Students have the opportunity to learn and 

progress in the LRE before moving to a more restrictive 

environment. All students receive inclusive experiences 

to the maximum degree appropriate to meet their unique 

educational needs. 

In addition to the various programs available within the 

district, there are supportive services available to eligible 

students. Some of these services include the following: 

• Counseling services for individuals, small groups, 

and/or as needed 

• Speech/language therapy 

• Occupational therapy and physical therapy 

• Consultative services in any of the above areas 

Professional Growth 

Professional Growth opportunities have focused on the 

following areas: 

• Using Data to Monitor Student Progress 

• Displaying Student Data Using Excel 

• Response to Intervention 

• Wilson Reading 

• PMT Training 

• Spelling and Writing 

• Transition planning for high school students 

• Administering new and/or updated versions of 

assessment instruments 

Staff members have shared their learning with colleagues, 

paraprofessionals, regular and special education staff 

members during team meetings, department meetings, 

and faculty meetings. 

Special Services 19

Special Services staff has also participated in more specific 

training in a variety of areas to address the specific needs 

of their position/students. This included opportunities 

to meet, consult, and develop strategies with consultants 

and representatives from the Board of Education Services 

for the Blind (BESB), American School for the Deaf (ASD), 

Area Cooperative Educational Services (ACES), Bureau 

of Rehabilitative Services (BRS), Department of Mental 

Retardation (DMR), Department of Children and Families 

(DCF) and the Special Education Resource Center (SERC). 

No Child Left Behind (NCLB) 

The Special Services Department has continued to obtain 

information on Response to Intervention (RTI) in an 

effort to provide students with increased intensive early 

intervention. RTI involves the use of research based 

instruction and assessment to close the achievement 

gap, in accordance with NCLB and IDEA 2004. This will 

be an ongoing effort undertaken jointly with building 

administrators with the assistance of outside consultants 

and information provided by the Connecticut State 

Department of Education. The goal is for all students to 

realize success in school, particularly in the area of reading 

instruction. 

All special education students in grades 3 thru 8 took 

the CMT with the appropriate accommodations, if any, 

as specified in their IEPs. All special education students 

in grade 10 took the Connecticut APT with appropriate 

accommodations, if any, as specified in their IEPs. Students 

who were unsuccessful on one or more areas of the CAPT 

were given the choice of re-taking the test or participating 

in an alternative assessment. Staff members participated 

in training on the CMT and CAPT checklists to ensure 

administration fidelity. 

Bridges 

The Bridges Program at Totoket Valley Elementary School 

(TVES) has continued to meet the needs of identified 

special education students who require more intensive 

behavioral support than the regular education setting 

can provide. This year, approximately six students 

participated in the program during the year. The program 

has been successful in meeting the needs of students 

with significant academic, social-emotional, and behavior 

needs within the district. This has allowed them to receive 

their education in the Least Restrictive Environment and 

generally in their home school. 

The Bridges Program at North Branford High School 

(NBHS) has continued to meet the needs of identified 

special education and regular education students who 

have been unsuccessful in the traditional classroom 

setting. This year, approximately 20 students participated 

in the program at various times during the year. 

The Bridges Committee has met no less than once 

per marking period to review referrals, reflect on the 

program’s functioning, and offer feedback to Bridges 

staff. A sub-committee met on a monthly basis to review 

cases and provide feedback. Morning meetings with the 

students were implemented 3 times per week to assist 

with weekly goal-setting and to foster a greater sense 

of community within the classroom. There was also an 

increase in counseling support for the program. 

Life Skills 

The Life Skills Program continues to expand opportunities 

for students with significant disabilities to receive 

special education services in inclusive settings. This year, 

approximately 26 students from Kindergarten to grade 

12 participated in the Life Skills Program across four 

buildings. 

The district continues to look for meaningful ways to 

include disabled students in academic and recreational 

activities with their nondisabled peers. The majority of 

students participated in Social Studies/History, Science, 

Allied Arts, Homeroom, Lunch, and Recess. In addition, 

Life Skills students participated in community trips, 

explored leisure activities, increased their pragmatic 

language, improved their adaptive skills, and investigated 

prevocational and vocational opportunities. 

Life Skills students continue to receive unique educational 

and extracurricular opportunities, such as inclusion in 

Adaptive P.E., the Art of Living and Art of Leisure classes, 

Unified Sports team, and The Best Buddies Program. These 

classes and activities integrate disabled and nondisabled 

peers in fun activities so they can learn from each other. 


Other 

The Special Services Department has continued to promote 

home-school communication through a Special Education 

News and Discussion (SEND) group. The second annual 

SEND newsletter was developed and mailed to parents in 

the early fall. Workshops were provided during the school 

year to inform parents about the transition to college 

and to provide tips for homework completion. Parental 

feedback from these workshops was both positive and 

appreciative. 

The Special Services Department also developed a page 

on the district’s website with the support and assistance 

of the Technology Department. This provides parents with 

information about district programs, services, and staff. 

Special Services 21

School Highlights 

High School 

NORTH BRANFORD HIGH SCHOOL 

Michele Saulis, Principal 

Block Scheduling 

Block scheduling was implemented successfully this year. Teachers focused 

on adjusting the scope and sequence for each course and they increased their 

use of student-centered instructional strategies. The professional development 

activities throughout the year were focused on this work. For example, an 

innovative student-centered instructional strategy was demonstrated by a 

teacher as part of each faculty meeting. A daily 15 minute activity period called 

X Block became part of the new schedule and this 

time allowed for increased student participation 

in school activities, expanded freshmen transition 

program, and improved school communications 

by having homeroom only once per week during 

X Block on Fridays and a high quality video 

production was shown to highlight important 

information. Class sizes were reduced some and 

students found it easier to manage their daily 

workload with only three or 4 classes to prepare 

for each day rather than six or seven. This was an 

important advantage for special education students. 

Most departments found block scheduling to be 

very helpful in their delivery of instruction; for 

example, science found it important for the lab 

performance activities, the allied arts teachers 

found it helpful in allowing students to sustain 

engagement in complicated projects, and the many 

teachers found the longer periods allowed for more 

differentiated instruction during the lesson and 

formative assessments at the end of each lesson. 


Virtual High School 

Nine students elected to take a VHS course for the first time this year and seven students finished their courses. All 

seven received an A or B for a grade and one took the AP Economics exam to earn college credit. All seven students 

felt it was a valuable experience. We learned that these students needed a dedicated period in the day to work on the 

course requirements and a quiet computer work area in the school to use their school day efficiently to complete their 

assignments. These two needs will be implemented for the students taking Virtual High School courses next year. There 

are ten seats available and we hope to fill all of those seats next year. In the future we hope to have teacher training in 

delivering a VHS course so we could have more seats available for our students. 

On-line Learning 

The SAT On-Line program was used by all Juniors in their math and English classes. This is an important resource to help 

students understand the format of this high-stakes test and it allowed students to practice SAT questions outside of the 

classroom through any on-line computer. 

The new World Language curriculum as well as the math and science curricula has an on-line resource that is frequently 

used by students in the computer lab as part of the student-centered activities integrated into the instructional practices 

for our new block schedule. 

PowerSchool 

A web-based grade reporting system called PowerGrade was used this year by all teachers. PowerGrade is connected to 

our school’s data base system called PowerSchool. Teachers began using PowerGrade at the end of last year and this is 

the first full year of its use. Detailed information about any student’s grades can be accessed using a personalized security 

code. For example, attendance in classes is updated daily and grades on classroom assignments are entered by teachers on 

an on-going basis. NBHS students and the people who support them including their parents, counselors, mentors, special 

education case managers, administrators and their teachers have found access to this information to be very helpful. 

Throughout the year the teachers worked with the department leaders, building-based PowerSchool trained teachers and 

technology staff on correcting minor problems and communicating grading practices more clearly. 

Site-based Strategic Planning 

In March a site-based planning committee of twenty members of the school community, led by Dr. Howard Feddema a 

consultant on site-based planning, met for two days and evenings to create a plan that included a new school mission, 

objectives and strategies. Action planning teams consisting of teachers, students, parents, and community members have 

met throughout the spring to develop action plans to implement the strategies and they will continue to meet through the 

fall. In November the site-based planning committee will reconvene to review the action plans and submit the entire plan 

for approval. The draft of the mission is as follows: 

The mission of North Branford High School, a caring community committed to excellence, is to prepare all 

students to be knowledgeable, life-long learners who think independently and are responsible contributing 

members within their community and throughout the world. We will achieve this by engaging each student in 

relevant and challenging educational opportunities and experiences in collaboration with family and society. 

NBHS Mission 23

OBJECTIVES 

• All students will meet or exceed the school’s performance standards necessary for graduation. 

• All students will consistently demonstrate the character attributes necessary to be responsible, contributing 

members of their community. 

• Each student will develop and successfully implement a personal transition plan tailored to his/her aspirations for 

further education and/or a meaningful career. 

TACTICS or STRATEGIES 

• We will increase educational program opportunities and improve facilities in order to meet the learning needs of all 

students at all levels. 

• We will develop a framework which engages students in developing and successfully implementing their personal 

transition plans. 

• Faculty and staff will use the tools necessary (e.g., differentiation, technology, professional development) to 

implement a challenging curriculum and use assessments to ensure that students meet or exceed the school’s 

performance standards. 

• We will design and implement a character education program that defines the character attributes and reinforces 

them throughout the school, as well as develop the means to assess student demonstration of these attributes. 

Student Academic Awards 

• Three students were awarded honorable mention from the Connecticut Chapter of the American Statistical 

Association for their entry into the 2007 Statistical Poster Competitions. 

• A student was awarded a national merit commendation award for his performance on the PSAT. 

• A student won an honorable mention for her entry in the national Dickens Universe essay competition. 

• Five NBHS students were winners of the Shoreline Writing Contest. 

Student Athletic Achievement 

The North Branford High School Athletic Department again celebrated many successes throughout the 2006 - 2007 year. 

• The Field Hockey team won the Class “S” State Title. 

• The Football Team participated in the Class “SS” Semi-Finals. 

• Most of the other teams throughout the year qualified for post-season state competition. The teams included: girls 

soccer, girls basketball, ice hockey, girls tennis, softball, and lacrosse. 

• Several individuals were also able to participate when they qualified in their sports. These athletes participated in 

cross country, boys and girls track and boys tennis. 

• Several individuals earned All-Conference and All-State recognition. 

• Fourteen of our athletes were recognized as All-Shoreline Scholar-Athletes. 

• The high school participated in the CIAC Unified sports program. 

• Organized by Liz Battaglia and Carter Welch, the team participated in basketball during the winter and volleyball 

during the spring. The team more than doubled in size and they had an end of the year awards banquet. 

Educator Achievements/Awards 

• Brian Bodner is the teacher of the year for the district. He will represent the school system at the Bushnell next year. 

• Babby Nuhn was named Field Hockey coach of the year by the New Haven Register 

• Tamre Mockus served as a member of the CSDE Science Content Review Committee. She is also a member of the 

Executive Board of the Connecticut Science Supervisors Association and she has presented several workshops in 

and outside of our district. 


• Mark Fabrizi has been accepted by the College Board as a scorer for Advanced Placement testing. 

• Robert Ford was accepted as an adjunct faculty member for our University of Connecticut Early College Experience 

program. 

• Carter Welch became trained and certified to score BEST teacher portfolios for teacher certification. 

• Jennifer Marenna is a member of the ASCD professional development committee. 

• Chris Webster was inducted into the Connecticut Women’s Basketball Hall of Fame. 

Character Education 

• Character Education is the focus of one of the four tactics in the high school’s new site-based plan. An action plan is 

being developed and will be communicated next November. 

• Many curriculum areas have character education integrated into the concepts. This is evident most often in the 

business courses where ethics, community impact and interpersonal relationships are studied. The new health 

curriculum integrates many character education topics with student-centered activities including conflict resolution 

skills and making good decisions to avoid risky behavior. Character education topics are also integrated into the 

culture component of the new World Languages and the World History course that freshmen take. 

• The Mentor/Mentee program for freshmen was expanded this year from four meetings per year to fifteen meetings 

and half these meetings had agenda items that included character education topics such as anti-bullying behaviors 

and getting involved in community activities. 

• The “What’s Up With This” day held in April was a program with multiple workshops on Character Education 

topics such as avoiding risky behavior and a guest speaker who featured making good decisions in life. 

Community Service 

Students participated in 

community service activities on 

their own and through the school 

organizations. The new block 

schedule included a 15 minute 

activity period which encouraged 

record numbers of students 

to become involved in school 

organizations because they could 

make the initial commitment and 

brief on-going communications 

during that time rather than after 

school. 

• Student Council held a blood drive, a fundraiser for Yale/New Haven 

Children with Cancer, participated in the Salvation Army Christmas Angel 

program and volunteered for several events to thank and support their 

teachers. 

• Mr. Al Proto’s CWE class again collected sweaters for the annual drive to 

benefit Columbus House in New Haven. 

• National Honor Society held their annual senior citizen’s luncheon, 

which reached its capacity again this year. The Food and Nutrition classes 

prepared the food and also contributed to the cost of the ingredients. The 

National Honor Society members are required to participate in community 

services to maintain their membership and many students found 

opportunities to serve outside of school such as at their places of worship 

and at local hospitals. 

• Future Business Leaders of America completed their annual fall clean 

up of Paul Newman’s Hole-in-the-Wall gang Camp in Ashford, CT, they 

participated in an Americare’s House Repair project in North Branford, 

they coordinated a school-wide Salvation Army Christmas Toy Drive, 

and they collected toys for the toy chests at Yale/New Haven Children’s 

Hospital. 

• Many groups of students formed teams to participate in the Relay for Life 

American Cancer Society event in June. 

NBHS Community Service 25

The new schedule 

includes a weekly 

advisory period, a more 

integrated curriculum, 

an upgraded technology 

component, and increased 

opportunities for teacher 

collaboration and fl exible 

scheduling. Our curriculum 

focuses on encouraging 

students’ self-awareness 

and self-concept, and 

providing exploratory 

programs, which capitalize 

on the natural curiosity of 

adolescents. 

Middle School 

NORTH BRANFORD INTERMEDIATE SCHOOL 

Alan Davis, Principal 

Implementation of New 8-Period Schedule 

A highlight of the year was the implementation of a new 8-period middle school 

schedule, which focused on the team concept. Features of the schedule include: 

• An 8-period day with common team planning time 

• A re-structured Unified Arts program 

• Programmatic improvements include “all year” physical education classes 

and the integration of the performing arts. 

• Improved World Language program 

• All sixth grade students study Spanish and French in a mini-course 

format. Seventh grade students choose either Spanish or French and study 

the selected language during seventh grade (every day for seven weeks) 

and eighth grade (every day for the full year). Additionally, all eighth 

grade students take a World Cultures course as part of the unified arts 

cycle. 

• Integration of Band and Chorus classes within the school day 

• Increased course offerings (technology, library media, theater arts, world 

cultures) 

Enrichment Activities 

• Five North Branford Intermediate School students participated in the 24th 

annual Future Problem Solving (FPS) Connecticut Conference in Storrs, 

March 30th-31st. Science teacher Richard Burke initiated the program 

at NBIS this year. FPS of Connecticut is an affiliate of the International 


Future Problem Solving Program that includes over 250,000 students annually from the United States, Canada, 

Australia, New Zealand, Korea, Malaysia, Singapore, and Russia. FPS is a non-profit educational program that 

prepares students for the future by teaching them the essential problem solving skills they need today. The program 

teaches students how to think, not what to think. Teams of Future Problem Solvers studied the topic of “Caring 

for our Elders” in preparation for the state conference. The student teams were presented with a future problem 

scenario that related to the topic of “Caring for Elders”. Then, students used the program’s six-step problem solving 

process to analyze the potential situation, determine the challenges, describe the underlying problem, outline 

solutions, evaluate solutions and detail their best solution. A panel of judges evaluated the students’ work. 

• Teacher David Holland presented at the Arts in the Middle conference, sponsored by the Connecticut Association 

of Schools, and held at the Hartford Art School. Mr. Holland provided students with opportunities to create one-ofa-kind 

treasures using polymer clay. A particularly challenging aspect of this work was to complete the project and 

“fire” the finished product in the two hour and fifteen minute work period. 

• Our athletic program consisted of nine teams, all coached by volunteers... parents, teachers, and other community 

members: 

Fall season: Volleyball, Field Hockey, Cross Country, Boys’ Soccer, Girls’ Soccer 

Winter season: Boys’ Basketball, Girls’ Basketball 

Spring season: Softball, Baseball 

• Teacher Marcella Ardine produced an outstanding yearbook with color photos of all the eighth graders. The 

students learned the essentials of yearbook production; including layout, copy writing, and photography. 

• Teacher Marcella Ardine advised an after-school Current Events Club, which met weekly throughout the school 

year. 

• Guidance Counselor Kelli Gorman advised the Human Relations Club, which sponsored a series of community 

service activities. 

• Our new theater arts teacher, Erin Merritt, directed the school’s Drama Club, which performed three, one-act plays 

(“A Night of Absurdity”) in the North Branford Auditorium. 

• Teacher David Holland sponsored an after-school Art Club for interested students. Additionally, the third annual 

school-wide Art Show was presented in the spring. More than 90% of our students exhibited at least one original 

piece of artwork. 

• Teacher Michael Votto served as the Newspaper Advisor. The students learned about the various facets of 

producing the Scarlet Banner for the school community. 

• Teachers Roberta Mack and Judy Ruggiero coordinated the Recycling Club. 

• Teacher Donald Hurley sponsored an after-school chess enrichment program. 

• Teachers Patricia DePalma and Roberta Mack conducted an after-school enrichment program (“Medieval 

Madness”) in collaboration with the Eli Whitney Museum. 

• Teacher Danielle Ducharme advised the Student Council, which exerted a tremendous effort in promoting school 

spirit and community service. 

• Teacher Patricia DePalma coordinated the annual Geographic Bee competition. One of our students progressed to 

the state level of the competition. 

• An a cappella musical group (“Rusty Pipes”), from Rensselaer Polytechnic Institute, performed at an assembly for 

our choral students. 

Student Awards 

• An eighth grade student won an award for patriotism and leadership, sponsored by the Daughters of the American 

Revolution (DAR). 

• Two eighth grade students received the Scholar-Leader Award, sponsored by the Connecticut Association of Schools 

(CAS). 

• The South Central Area Superintendents’ Association (SCASA) honored two eighth grade students for leadership 

and community service. 

• An eighth grade student qualified for the President’s Volunteer Service Award for accumulated hours of community 

service. 

NBIS Enrichment Activities 27

• Many sixth grade students participated in the National Chemistry Week contest, sponsored by the American 

Chemical Society. Students had a choice between creating a poster or conducting a laboratory experiment and 

writing a lab report. This year’s theme was “Your Home - It is Built on Chemistry.” Three students won the 

laboratory competition and three students received honorable mention. One student was a first-place winner in the 

poster contest and two students received honorable mention. 

• Teacher Michael Pollio coordinated our participation in a regional mathematics contest, sponsored by the New 

England Mathematics League. Our sixth grade team placed fourth in New Haven County. Our seventh grade 

finished in third place and our eighth grade finished in a tie for second place. 

Student Artistic Achievement 

• Approximately 300 students in the NBIS band and chorus performed in the PAC (Performing Arts Consultants) 

Festival. This festival provided an excellent learning opportunity for both students and teachers. The groups 

performed in front of professional music educators and clinicians. After the performances, these adjudicators 

provided an analysis and constructive feedback. The chorus received a Silver Medal. The sixth grade band also 

earned a Silver Medal. The seventh & eighth grade band earned a Gold Medal... for the first time in six years. 

• The NBIS band, chorus, and jazz band performed at the winter and spring concerts in the North Branford 

Auditorium. 

• The third annual NBIS Art Show was held in the gymnasium. Hundreds of visitors attended the event. 


• Science teacher Kathleen Granfield served as a Peabody Fellow for the Climate and Biodiversity Institute on Long 

Island. 

• Language arts teacher Grace Polivka served on the Connecticut Academic Performance Test (CAPT) Language Arts 

Advisory Committee. 

• Language arts teacher Erin Flood Harrison was chosen as North Branford Intermediate School’s Teacher of the Year. 

• Teacher Ralph Shaw was selected as the New Haven Register’s Hockey Coach of the Year. 

NBIS Accomplishments 

• The school’s Decision Making Team (DMT) met regularly throughout the school year. This leadership team included 

representation from all segments of the school community. 

• Focus groups were established to include representation from all vested parties in the school renovation project. 

Additionally, a special public meeting was held in the auditorium on May 23, 2007. The Superintendent, NBIS 

administration, architects from Herbert S. Newman & Partners, and a representative from the Turner Construction 

Company attended the informational meeting, which was videotaped for broadcast on the local community access 

channel. 

• For the first time, parents were provided access to their children’s grades through the online PowerGrade reporting 

system. 


• The main vehicle for promoting character education at NBIS continues to be our Advisory program. Our new 

middle school schedule was established, in part, to accommodate a 30-minute weekly Advisory period. Each 

teacher, paraprofessional, and administrator serves as an advisor for approximately 20-25 students. Discussions 

are based on centralized monthly themes; including conflict management, integrity, responsibility, compassion, 

community service, etc. 


• NBIS benefited from resource materials provided by Project Wisdom, a nationally recognized character education 

program. As part of this initiative, we were provided with: 

1. Weekly staff morale boosters (motivational and inspiring e-mail messages) 

2. Special broadcast messages dealing with current and calendar events or pressing issues 

3. Lesson plans that integrate character education into all grade levels and academic areas 

4. Online access to the Project Wisdom weekly journals, themes, and other resources 

5. Weekly student messages, which were read by selected students over our public address system (These 

messages were aligned with our monthly character education themes.) 

• The Kind Acts Foundation was utilized to recognize students for performing good deeds. This web-based 

organization was employed to provide certificates of merit and commemorative pins to deserving students. Names 

of recognized students were posted on the NBIS news directory. We also established a “Kind Acts” recognition 

board, which was displayed outside of the main office. 

Community Service 

• The eighth grade Rainbow Team collected 954 books for the “Read to Grow” fall book drive. Coordinated by teacher 

Grace Polivka, the campaign donated books to children in hospitals, health care clinics, day care centers, schools, 

and library programs across the state. Many of the children who benefit from this program have few, if any, books 

of their own. 

• The Human Relations Club (HRC) maintained active involvement within the community through participation in 

charitable events. One of the most successful ventures was “Holiday in a Shoebox,” which involved the collection 

of toiletries and other essentials for the Domestic Violence Shelter, in New Haven. Despite very poor weather 

conditions, the Annual Community Round-Up was a great success. The collection yielded in excess of 7,200 items, 

including $900 in cash donations. 

• In recognition of America Recycles Day, the Recycling Club collected empty inkjet cartridges, old cell phones, and 

used batteries. 

• The Student Council sponsored our involvement with the annual Toys for Tots campaign. 

• NBIS participated in the district effort to recognize meaningful community service. The goals of our Giraffe Heroes 

program (Project Care) are to: 

1. Promote active community involvement 

2. Foster desirable character traits 

3. Help students to build confidence and capacity for taking responsibility 

4. Provide opportunities for students to learn and practice academic/social skills 

5. Combine attributes of character education with service learning opportunities 

6. Monitor and document hours of community service 

• School/local groups and organizations sponsored numerous community service activities during the course of the 

year. For example, teachers and students on the eighth grade Rainbow Team engaged in random acts of kindness 

for the holidays in lieu of gift giving. Teachers modeled the true meaning of giving through a variety of activities. 

One teacher delivered Thanksgiving meals to needy individuals and raked leaves for an elderly neighbor. Another 

teacher participated in Yale-New Haven Hospital’s Toy Closet, creating holiday memories for hospitalized children. 

Donations to families experiencing medical emergencies were made on behalf of the Rainbow Team. 

• Many eighth graders sent cards and a gift box to troops serving in Iraq. Another project was connected to the Read 

to Grow program. Teachers and students donated used or new books for this project, sponsored by R.J. Julia. More 

than 950 books were donated to children in hospitals, health care clinics, day care centers, etc. 

• Acts of kindness were not limited to donations. Many students routinely volunteered to tidy up the school by 

picking up papers in the hallways. Others volunteered their time to pack boxes for the local food shelter. 

• Besides the recognition provided through the Kind Acts Foundation, certificates of merit were presented to worthy 

eighth graders at a special evening Awards Ceremony (held the night before Promotion). Additionally, a special 

Student Service Award was presented, courtesy of the Northford Woman’s Club. 

NBIS Community Service 29

Other 

• Guidance counselor Cathy Dziekan directed the Snack Pack, a group for students who have experienced the loss 

of an immediate family member. On June 4th, Kate Nicoll and Cindy Trifone, from “Soul Friends” in Wallingford, 

visited the group. “Soul Friends” is a counseling practice that employs the use of therapy dogs. Additionally, the 

Snack Pack had an opportunity to work directly with Robert Lawrence Friedman, author of The Healing Power of 

the Drum. Mr. Friedman is nationally known for his “therapeutic drumming” techniques.” He tours the world and 

has appeared on national television. 


Elementary 

TOTOKET VALLEY ELEMENTARY SCHOOL 

Nancy Brittingham, Principal 


• The After School Enrichment Program completed its sixth year in 2006-2007, offering sessions in November and in 

March. 80 students participated in offerings, which included science activities, Japanese paper cutting, crafts, scrap 

booking, watercolor painting and physical fun. The program supports the District Strategic Plan to expand school 

offerings and programming options for enrichment. 

• Homework Club was offered again this school year and provided a quiet place for students to complete their 

homework on Tuesday and Thursday afternoons. 

• Fourth grade students participated in a Spanish Enrichment Program taught by North Branford High School 

Spanish students. Eight lessons were presented to each class in which students learned Spanish words, simple 

phrases and knowledge of Hispanic culture and customs. A Spanish Fiesta culminated the program with song and 

dance in the Hispanic tradition. 

• PTO Cultural Arts programs featured the National Circus Project, a weeklong artist-in-residence program for 

fifth grade students which culminated in a “Circus”, presented to the entire school by fifth grade students. Other 

cultural arts programs included the Lancraft Fife and Drum Corp, The Faustwork Mask Theatre, Taikoza, Japanese 

Drumming and a Salsa dancing workshop for fourth grade students. 

Student Academic Awards and Recognition 

• The South Central Superintendent’s Association (SCASA) recognized two fifth grade students for their service to 

others, their academic prowess, and their leadership in the school community. 

• The Principal’s Award for Academic Achievement was awarded to eight fifth grade students for their outstanding 

achievement in academic areas and the allied arts. 

• The Principal’s Improvement Award was awarded to eight fifth grade students for their outstanding growth and 

improvement during their fifth grade year. 

TVES Enrichment Activities 31

• Four fifth grade students testified in Hartford before the Select Committee on Children on a proposed bill to ban 

smoking in automobiles if a child is present. 

• One fifth grade student was recognized for participation in the Scholastic Kids Are Authors program. 

• 302 students participated in the 2006 Governor’s Summer Reading Challenge by reading a total of 3,286 books over 

the summer. 

Character Awards and Recognition 

• The Principal’s Character Award, new this year, recognized one student from each of the fifth grade classrooms for 

demonstrating respectful, responsible, and caring behavior. 

• Three fifth grade students were selected as DARE essay finalists at the annual DARE celebration. 

• Sixteen fifth grade Friendly Helpers were recognized at Honor Night for their service to the school community. 

These students assisted other students at the end of the school day and were responsible for collecting all recycling 

throughout the school year. 

• Four students received the Northford Women’s Club Student Service Award for completing at least 25 hours of 

volunteer service within the 2006-2007 school year. 


• Two fifth grade students attended the Elementary Schools Arts Festival sponsored by the Connecticut Association of 

Schools (CAS) and were recognized for excelling in the visual arts and for exhibiting high levels of citizenship and 

cooperative skills. 

• Two fifth grade students received the Art Assistant Award for helping the Art Teacher with displays throughout the 

school building. 

• Three students from each classroom in all three grades were recognized by the North Branford Fire Department for 

their Fire Prevention posters. 


• Third grade teacher, Deborah Welton, became Lead Teacher. In this role she supported new staff, developed 

schedules, conducted observations, and assisted with a variety of administrative tasks. 

• Three teachers, Elizabeth Siena, Jeremy Rice, and Agnes Kulas trained and served as K-5 Science Leaders for the 

District. They participated in inquiry, content and coaching training and supported other teachers with science 

instruction. 

• Life Skills teacher, Tina Acampora, was selected to serve as the TVES Teacher of the Year. 

• Fourth Grade teacher, Jean Gresham, served on the Board of Trustees, Education Subcommittee of the Mystic 

Aquarium. 

TVES Accomplishments 

The Leadership Team completed four Action Plans this year: 

• Implementation of a new dismissal procedure for our students. Students are now escorted to the gymnasium prior 

to loading the school buses. This new procedure allows teachers not on dismissal duty 15 minutes of additional 

planning time. 

• A Science/Social Studies Co-Teaching pilot program. Eight fifth grade teachers and two fourth grade teachers 

teamed to teach Science and Social Studies. Students traveled to their “other” teacher twice a week for either Science 

or Social Studies. 

• Creation of a Code of Conduct which reflects Responsive Classroom techniques and encourages respectful and 

responsible behavior by our students in their classrooms, the hallways, the cafeteria, during recess, and on the 

school bus. 

• Creation of a Staff Handbook which outlines all procedures germane to Totoket Valley. 


A new Social Studies Curriculum was introduced in all grades this year which included a cultural study at each grade 

level. Third grade students studied Japan, fourth grade students learned about Central and South America and fifth grade 

students studied European countries. Cultural studies and other Social Studies units outlined in the new curriculum 

provide opportunities for our students to read non-fiction text and complete research projects integrating technology and 

Library/Media Center resources with Social Studies content areas. 

The Playground Committee ran a second direct solicitation in the fall of 2006 and conducted a variety of small fund 

raisers including Paw Prints for the Playground, Stylin’ for the Playground, Bake Sales and a spring Car Wash. The 

Playground Account currently sits at just over $10,000. A bronze plaque was installed in the school entranceway to honor 

those families and organizations who donated $250 or more for Phase I of the Playground Project. Phase I donors honored 

on the plaque are: 

New Haven Drywall & Son 

The Fitch Family 

Storytellers Photography 

The Anastasio Family 

North Branford Youth Basketball 

Jerome Harrison PTO 

John’s Refuse Removal, Inc. 

The Wilkinson Family 

Stanley T. Williams PTO 

Three Parent Math Nights were offered in the fall of 2006 to explain our Math Curriculum and Programs to our parents. 

The TVES Birthday Book Program encouraged students to contribute a book to school Library/Media Center collection. 

Over $700 of books were donated to the Center this school year. 

TVES students took several field trips this year. Of note was the fourth grade boat tour of the Thimble Islands to study a 

local ecosystem. Other trips included a fourth grade play, “From the Mixed-Up Filed of Mrs. Basil E. Frankweiler”, a fifth 

grade trip to the Webb Dean Stevens Museum in Wethersfield, The Eli Whitney Museum, and The Yale Art Museum. 


Totoket Valley students participated in a wide variety of community service activities to support the District Giraffe 

Heroes initiative. Some activities included: 

• Writing letters and cards and sending holiday packages to soldiers on duty 

• Collecting items for animal shelters 

• Sending games, toys and gently used books to Read to Grow, Yale Children’s Hospital Toy Closet, AmeriCares and 

other organizations 

• Decorating baby caps 

• Made tee shirts 

• Holding bake sales and car washes for various organizations 

• Spirit Fridays (Stylin’ for the Playground, Hat Day, Favorite Person Day) 

• Earth Day Clean Up 

• Collecting change for the Playground Fund, Pennies for Patients, UNICEF, and the American Cancer Society 

• Several classrooms created liaisons with younger students or students from other districts (grades one and two at 

Stanley Williams School, Northford Community Nursery School, Pen Pals in Hamden) in order to plant a garden, 

read books, participate in visual literacy activities, or share experiences. 

TVES Character Education 33

Health and Fitness 

• Classroom teachers received the new K-12 Health Curriculum which covered such topics as nutrition, safety, drug 

abuse, growth and development, and personal and family health and well-being. 

• Articles in the monthly Tiger Times created awareness in the school community and informed parents of the need to 

look for opportunities to provide healthy nutritional choices for their children. 

• Classroom teachers worked with their students to prepare healthy snacks and to hold nutritious celebrations during 

holidays and birthdays in addition to our more traditional sugary foods and snacks. 

STANLEY T. WILLIAMS ELEMENTARY 

SCHOOL 

Karen Johnson, Ed.D, Principal 


• Designed and implemented the “Book It” 

enrichment reading program for advanced 

second grade students. This was done in 

collaboration with our local librarian, Debbie 

Verillo. 

• Kindergarten teachers co-taught advanced 

students in the area of reading in order to 

provide students with advanced reading skills 

with the challenges they need. 

Student Academic Award 

• A student in second grade became Principal for the Day after writing an essay that was selected by members of our 

PTO. 

Educator Achievement/Awards 

• Mrs. Linda Franklin-Biggs was nominated for the 2007 Excellence in Music Teaching Award sponsored by the New 

Haven Symphony. 

STW Accomplishments 

• Extended our strong connection and close collaboration with the Yale Center for British Art to include grades 1 and 

2; Karen Ernst da Silva; Tom Lee; and Nancy Wallace. Designed collaborative programming for the students at STW; 

started discussion about the possibility of becoming lab school through the Yale Center for British Art 

• Established connections with our high school: High School Buddies worked weekly with our students; high school 

students came to STW to be readers to our students this spring 

• Visual literacy professional development continued with Karen Ernst da Silva 

• K-2 Teachers implemented Every Day Math and became familiar with the new social studies curriculum 

• Implemented school-wide school community meetings throughout the school year 


• Fun Day 

• Kindergarten Arts Festival and the Grade 1 and 2 Festival of the Arts-brought families together to celebrate music 

and dance and to share art projects that the children had created throughout the school year 

• Grade 2 Family Fun Night 

• Author’s Share and Celebration 

• Kindergarten and their parents participated in a lunch program where they practiced using the cafeteria for lunch 

• Fire prevention programs 

• Bus Driver Appreciation assembly and breakfast 

• Redesigned START program 

• Designed school-based strategic plan and implemented sections of it 

• Introduced whole faculty to Professional Learning Communities and trained Leadership Team members through 

ongoing discussion and participation in conferences 

• Brought local authors Sanna Stanley and Nancy Wallace into our school for authors-in-residence programs 

• Hosted the Island Rhythm Band during Fun Day 

• Veteran’s Day activities included an assembly and classroom activities throughout the building 

• Fall Festival provided a multitude of activities for our students and their family members 

• Step-Up Day provided children with the opportunity to meet their next years classmates and teacher 

• Shared decision making occurred throughout the school 

• Leadership Team implemented changes to the Professional Use Days; master schedules; Mission and Beliefs; 

received additional training in Professional Learning Communities; and assisted with many other school-wide 

activities 

• Teachers learned ways to effectively examine assessments and student work in order to improve instruction and 

learning (accomplished in professional discussions through weekly collaboration meetings) 

• School-Wide Code of Character was evaluated and revised; training provided to staff 

• Our START pre-referral team members participated in two training sessions and implemented improvements to the 

process 

• Professional development for teachers in comprehension (QAR) and fluency 

• Kindergarten teachers participated on the Preschool Connection committee facilitated by Anne-Marie McCarthy 

• Implemented introduction to Spanish in kindergarten classes 

• Kindergarten teachers trained through Little Scientists 

• Kindergarten teachers from both schools worked together to begin dialoguing about essential learning for 

kindergarten students and to initiate discussion about the development of integrated thematic units 

• Two classes (gr. 1 and gr. 4) became Book Buddies and visited one another on a number of occasions throughout the 

school year 

• Followed “Flat Stanley” as he traveled not only to many schools throughout the United States, but overseas as well! 

Character Education and Community Service 

• Read To Grow program: A school-wide month long program supported the Read To Grow program while teaching 

children the importance of reading and caring for others 

• Kindergarten and fourth grade classes collaborated to perform community service activities for Midnight Run 

• Lights of Love collection for the Ronald MacDonald House 

• Adopted a soldier and sent cards and “favorite food items” to him in Iraq 

• Made cards for the local senior citizens center 

• Recognized parent volunteers for all of their help at the CAS Volunteer Appreciation Dinner 

• Night To Care-family activity where gifts are purchased for local families in need for the holidays. The families get 

together to wrap the gifts and add them to the food baskets provided by Jerome Harrison School 

• Relay for Life-students held a Hat Day, collecting money to donate to the Relay for Life 

• Implemented our Giraffe Heroes Plan which focuses on criteria we will use to determine which community service 

activities we will have and how we plan to recognize children for their efforts 

• Make-A-Difference Day-collected personal care items that were donated to the local food bank 

STW Character Education 35

• Collected personal care items for Shepard Home 

• Held monthly food drive for the local food bank 

• Our art teacher took artwork from the students and made large tablecloths which were donated to Columbus House 

to use for their Thanksgiving Dinner 

• Recycling continued to be a strong emphasis at STW; Gr. 2 students cleaned up the grounds of the Northford 

Cemetery 

• Students sent cards and wrote letters to Veterans thanking them 

• Students baked breads from items from our garden and donated them to the soup kitchen 

• Students (from STW and TVES), staff and parents cared for our gardens 

• First graders collected 100 food items per class to donate to the food bank on the 100th day of school 

• Held regular school community assemblies led by various staff members and their students to celebrate holidays; 

share things they have learned, etc. This was a nice way to bring our school community together 

• Additional teachers became trained in The Responsive Classroom, and implemented it. 

• Kindergarten students read 100 books and Scholastic matched that as a donation to a school in need of books 

• Grew vegetables and baked goods for Columbus House 

• Collected sneakers for the Nike Reuse a Shoe program 

JEROME HARRISON ELEMENTARY SCHOOL 

Shawn Parkhurst, Principal 


• Fifty-five 3rd graders joined the 3rd Grade Chorus 

this year. The Chorus is led by Mrs. Bannon and 

Mrs. Humphrey. They rehearsed once a week before 

the start of the school day. The Chorus performed at 

the JHS Night to Care, JHS Festival of the Arts, and 

JHS school assemblies. In addition, Mrs. Bannon 

and Mrs. Humphrey organized a concert for the 

grandparents of the 3rd Grade Chorus members. 

• The Family Resource Center’s Families-in-Training 

program meets at JHS. This year saw an increase 

in the number of families in the community who 

participated regularly in this program. In addition, 

JHS music teacher, Mrs. Humphrey and JHS art 

teacher, Mrs. Gagliardi, met with the families once a 

month for a music or art activity. 

Student Academic Achievements 

• First graders participated in Rosa’s Readers. JHS received an award for the highest participation in the 2007 Rosa’s 

Readers Program. 

• The 2006/2007 school year included the implementation of three site-based plans related to a unified focus in 

writing, character education, and math, and plans for inclusion and scheduling time for teachers to articulate. 


Reading Accomplishments 

Kindergarten 

Grade 1 

Grade 2 

Grade 3 

• 73% of students were independent on a DRA 

3 or above. 

• 82% of students were instructional/ 

proficient on a DRA 2 or above 

• 45% of students were independent at a DRA 

level 16 or above 






level of 24 or above 



• 67% of students ere independent at a DRA 


Writing Accomplishments* 

• 86% of students were writing at goal or 

Grade 2 

above. Writing prompt goal score is 5 out of 

12. 

• 95% of students were writing at the 

Grade 3 

proficient level or above. Writing prompt 

goal score is 8 out of 12 

* As measured on the May district writing prompt score. 


• Three current students of JHS had their artwork displayed in the district calendar. 

• The annual JHS Festival of the Arts showcases the artwork of the students. The hallways are adorned with a piece of 

artwork from each 2nd and 3rd grader. During the music part of the evening, children who have taken up a musical 

instrument are able to perform a short selection of their choice. 


• Barbara Gasparine, Language Arts Consultant, was named to “Who’s Who Among American Educator.” She was 

also named JHS Teacher of the Year. 

JHS Achievements 37

Character Education Assemblies/Activities 

As part of our site-based strategic planning, our Unified Focus Committee planned five Character Assemblies throughout 

the year. 

• The JHS Pledge - pledge was validated through examples of what each stanza means. 

• Heroes - understanding the difference between fame and heroism. 

• Earth Day - learning ways that children and adults can respect and protect the earth. 

• The Wolf That Cried Boy - learning the concepts of honesty and trust. 

• Bullying - children were given information about what to do if you are feeling bullied and how to recognize if they 

are being a bully. Discussed what needs to happen at JHS to make us a “bully-proof” school. 

Community Service Awards and Activities 

• Maureen Bruno, Susan Calamita, and Francine Stanio, three JHS parent volunteers, were honored at the CAS 

Volunteer Dinner held at the Aqua Turf in March, 2007. 

• Doreen Currie, our parent educator in the Families-In-Training program, led a team for the Relay for Life. They 

received a Bronze Award for raising over $3,000. Four students from JHS participated on this team and were 

honored at our end of the year assembly. 

• One JHS student received a community service award from the Northford Women’s Club. She was honored at our 

end-of-the-year assembly. 

Students and faculty at JHS participated in a variety of community service projects this year. School-wide projects 

included: 

• Collection of new or gently used books for Clinton Avenue School in New Haven 

• Collected over 500 personal hygiene items for the North Branford Food Bank 

• Participated in Ronald McDonald’s House “Lights of Love” campaign 

• JHS Night of Caring 

• Collected hats, gloves and mittens for a clothing bank in Branford 

• Several classes wrote letters, get well cards and Valentine cards to our service men and women 

• Participation in the American Cancer Society’s Daffodil Days 

• ACS Relay for Life fundraising activity “Pajama Day.” 

• Raffled off Teacher of the Year parking space to benefit St. Jude’s Hospital 

Individual classroom community service projects included: 

• A 1st grade class visited Evergreen Woods several times during the school year. 

• Kindergarten classes collected pennies for Ronald McDonald House, made Halloween cards for a convalescent 

home, and collected hats & mittens for a local shelter. 

• Two 3rd grade classes participated in “Project Linus” - making quilts for children in hospitals. 

• Several classes wrote to veterans and servicemen and women. 

• A 2nd grade class made holiday food baskets for two families in town. 

• A 2nd grade class adopted a family for Christmas and provided clothing and toys. 

• A 2nd grade class participated in “Bikes for Babies” and raised money to purchase two bicycles. 

• All first grade classes made Valentines to send to area nursing homes. 

• Two classes organized a book raffle to raise money for RSD (Reflex Sympathetic Dystrophy). 

• A 2nd grade class participated in a Math-a-Thon to benefit St. Jude’s Hospital. 

• A 2nd grade class picked up trash around the building a few times a year. 

• A 2nd grade class collected school supplies and clothing for an all girls’ school in Iraq. 


JHS Accomplishments 

• Several teachers welcomed high school students into their classroom to assist the teachers. 

• Fourteen college students from SCSU performed their field work at JHS. One of the students from SCSU 

volunteered every Thursday at JHS until the end of the school year. 

• JHS welcomed 7 college students to do their student teaching with our staff. 

• Undergraduates from Southern CT State University met for a Behavior Management class at JHS. In addition, they 

observed inclusive classrooms and the application of Responsive Classroom behavior management strategies. 

• Our language arts consultants met with the town librarians to coordinate the summer reading program for our 

youth. 

• Several classes performed plays, had pot luck suppers, Author’s Shares, and other activities to welcome parents and 

grandparents into our school. 

• Field trips to curriculum-related sites included Eli Whitney Museum, the British Art Museum, the Beardsley Zoo, 

Woolsey Hall, the Mashantucket Pequot Museum, Sleeping 

Giant State Park, Venice Bakery, Bridgeport Cabaret Theatre, and 

the Old State House. 

• Four senior citizens volunteered every week at JHS - Aloha 

Mosier, Annamay Doody, Sheila Juniver, and Marion Bradley. 

• A 2nd grade class was pen pals with adults from the Caring 

Ways Adult Day Care Center. They visited the center at 

Christmas time and at the end of the school year. The seniors 

from the center visited JHS in June. 

• Mrs. Gasparine organized our first Health Fair during her term 

as interim principal. Children visited healthy food stations, a 

station to learn about diet, hygiene and exercise, and learned 

about the USDA Food Pyramid for children. 

39

Annual Report of the Superintendent - North Branford Public Schools

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