2011-12 District Newsletter - Hartford Union High School

2011-2012

taBLe
of
contents
page 3
District Administrator’s Message
page 4-5
Financial Responsibilities
page 6-7
Student Achievement
page 8-9
Student Life
page 10-11
Teaching & Learning
page 12-13
Curriculum & Instruction
page 14-15
Innovation & Technology
Hartford Union
High School District
805 Cedar Street
Hartford, WI 53027
262.670.3200
www.huhs.org
District LeaDership & aDministration
Ms. Deborah Reinbold
School Board President
April 2012 - April 2013
deb.reinbold@huhs.org
Ms. Tracie Black
School Board Vice President
April 2012 - April 2015
tracie.black@huhs.org
Ms. Tracy Hennes
School Board Clerk
August 2010 - April 2014
tracy.hennes@huhs.org
Mr. Paul Amberg
School Board Treasurer
September, 2009 - April 2013
paul.amberg@huhs.org
Mr. Dick Clement
School Board Deputy Clerk/Deputy Treasurer
April 2012 - April 2015
dick.clement@huhs.org
Dr. Lisa Olson
District Administrator
lisa.olson@huhs.org
Ms. Michelle Ring
Director of Teaching & Learning
michelle.ring@huhs.org
Mr. Daniel Dobner
Principal of Student Affairs
dan.dobner@huhs.org
Mr. Chad Ellefson
Principal of Teacher Affairs
chad.ellefson@huhs.org
Mr. Jerry Dudzik
Director of Business & Facility Services
jerry.dudzik@huhs.org
Mr. Chad Behnke
Director of Technology Services
chad.behnke@huhs.org
Ms. Teresa Redmond
Supervisor of Special Education
School Psychologist
teresa.redmond@huhs.org

A message from the
District aDministrator
Dear Families and Community Members:
On behalf of the Hartford Union High School District and the Board of Education, I extend
our sincere gratitude to all members of the HUHS community. This publication is intended
to detail the progress made by our students, staff, and the district, while sharing noteworthy
events and accomplishments.
exciting new changes
We made some exciting new changes that took place this school year. Our students found
a revised daily bell schedule, including the addition of a new Resource Period which makes
collaboration between students and teachers easier. As part of our multi-year 1:1 initiative,
our freshmen students were issued a district-owned computing device that they can use both
at school and at home. With the reorganization of our administrative team, there are new roles including: Principal of Student
Affairs, Principal of Teacher Affairs, Dean of Students, and Activities Coordinator. One of the reasons HUHS continues to shine is our
continuing effort to focus on ways to improve. As District Administrator, I shared in this challenge and chose to focus this school
year on the following areas: Strategic Plan, College- and Career-Ready Students, Teacher Effectiveness and Learning Options.
future pLanning
This school year marked the fourth year anniversary of our strategic planning process. While we want to ensure we continue with
those areas in which we are making a difference, we also want to evaluate those areas which need improvement. It is crucial that
we create a strategic roadmap to navigate through future decisions and prepare each student to maximize his or her own potential.
This fall, we engaged in a planning process which allowed us to work with the community to imagine our future, design a plan for our
future, and align resources and energies toward creating that future. We completed a community/parent/staff survey and a student
survey, we conducted three community input sessions in December, we conducted a student focus group, and we formed a future
planning design team who began meeting in January. These efforts have come to fruition with a refocused plan which you can find on
the back page of this newsletter.
preparing aLL stuDents
Through our future planning design, we are investigating how students can take greater ownership of learning linked to their posthigh
school plans. Students should not be trained for a specific job by the time they leave HUHS, but should be focused on a career
pathway or area of focus. This holds true for all students, regardless of post-secondary plans. We are exploring how to develop
a college- and career-ready culture in our school and the community. This includes use of course assessments which provide
information on student thinking and problem-solving skills and not just recitation of facts and knowledge. Course assignments
should include demonstrations, culminating projects, and inquiry-based investigations. We must ensure we are incorporating
academic skills into career-oriented courses and more career skills into academic courses. Strengthening partnerships with our
businesses and post-secondary institutions will provide untapped opportunities. All students should be challenged with rigorous
academic content while nurturing passions through personalized learning. It is our imperative to ensure that all HUHS students
are prepared for successful futures - futures that have not yet been imagined. We believe that the skills and knowledge from high
school must provide flexibility for students to be college-ready AND career-ready
community engagement
The strong relationships that our district enjoys with its community is evidence that community members recognize the importance
of a meaningful education. In fact, without the community actively engaged, we would most certainly fall short of our potential. With
the community support, the HUHS District will continue to lead the way, serving as a model for other communities.
Sincerely,
Dr. Lisa L. Olson
District Administrator

Hartford Union High School is one of ten union high schools in the State of Wisconsin, providing a comprehensive high
school education to students in grades 9-12, and serves approximately 32,600 residents of the city of Hartford; the
village of Neosho; the town of Erin; and a portion of the towns of Addison, Ashippun, Hartford, Herman, Hubbard, Hustisford,
Lebanon, Richfield, Rubicon, and Theresa.
For the 2011-12 school year, the district is home to approximately 1,500 students and employs approximately 100 professional
staff and 80 support staff. The district is governed by a five-person Board of Education, which is committed to the principles
of shared decision making and site-based management. HUHS has a long tradition of Board of Education, teachers and staff,
parents, administration, students and community members working together to provide a quality education for all.
fast facts
aBout huhs:
2011 Tax Levy Change from Prior
Year is -6.6%
2011-12 Annual Budget: All Funds
$22,033,179
Debt Reduced by 50% since 2006-07
Bond Rating: Highly Valued “AA”
by Standard & Poor’s; a Nationally
Recognized Credit Rating Agency
Facility Size: 328,503 square feet
Land Size: 40 acres, including 25
acres of athletic fields
mission statement:
“We inspire world-class learners through dynamic education to conquer the
challenges of tomorrow.”
Vision statement:
HUHS is a nationally-recognized leader in education engaging students in
challenging and relevant learning experiences.
Strong partnerships with the K-8 districts build the framework to achieve
excellence. Together, students, staff, families, and the community collaborate
and support each other to tailor an education that meets the multi-dimensional
needs of each learner.
Our highly qualified staff is committed to excellence in teaching and to creating
a dynamic environment where every student is eager to learn.
All students graduate confident and resourceful with the skills and abilities to
meet the challenges of a global society in a changing tomorrow.

Financial
responsiBiLity
District financiaL status
A struggling economy impacts all public services, including public
education. The Hartford Union High School District has been proactive
and has worked through one of the most difficult economic times for
public schools in American history. Since 2004-05, the district has made
cumulative budget reductions in excess of $3.7 million dollars. These
reductions do not include current year budget savings resulting from
higher employee benefit contributions and insurance plan changes. In the
Fall of 2011, HUHS made the decision to restructure employee insurance
benefits to ensure student programming and opportunities remain intact.
The HUHS District has also worked within Wisconsin’s fiscal parameters
and has protected the district’s high-quality credit rating; both efforts
playing a positive role in reducing the educational tax burden to residents.
As a district serving approximately 1,500 students each year, the school
facilities are a major investment that need protection from general use
and the dramatic changes in our Wisconsin weather. While the district
has continually maintained its school, it also recognizes that sections
of the facility date back to 1959. The district is now embarking on a
comprehensive facility audit to measure potential facility risks which
may arise in the future; including the current structure, heating,
ventilation, air conditioning, and lighting systems. This step will ensure
that one of the State’s largest high schools will continue to be fully
operational for decades to come.
While it has been a challenge, the Hartford Union High School District
has made every effort to maintain a positive school environment for
its students, staff and community, while also being fiscally responsible
to its taxpayers.
huhs expenDitures
2011-12 Operating Budget
CAPITAL
OBJECTS
3%
NON-CAPITAL
OBJECTS
4%
DEBT SERVICE
0.1%
PURCHASED
SERVICES
14%
CASUALTY
INSURANCES
1%
EMPLOYEE
BENEFITS
24%
OPERATING
TRANSFERS OUT
7%
OTHER OBJECTS
1%
SALARIES
46%
46%
Demographics: 2011-12
The Hartford Union High School District
educates students from suburban and rural
communities in Washington and Dodge
counties. Through high quality instructional
programming, we focus on meeting the
needs of all learners.
race / ethnicity
93.3% White
3.8% Hispanic or Latino
1.6%
0.7%
0.6%
22.0%
12.1%
Black or African American
American Indian or Alaska Native
Asian
50.5%
49.5%
genDer
Male
Female
economic status
DisaBiLity
engLish proficiency
1.4%
of students at HUHS are eligible
for Free or Reduced Lunch.
of students at HUHS receive
Special Education Services.
of students at HUHS are English
Language Learners

Standardized tests are an important component in measuring student achievement. HUHS students take part in the WKCE,
ACT, and Advanced Placement exams. Our students consistently perform above the state average in ACT and WKCE scores.
While we are proud of our accomplishments, we continue to strive for success, improved performance, and increased participation
in both ACT and Advanced Placement Exams.
the act test
The ACT® test is generally taken by juniors and assesses high
school students’ general educational development and their
ability to complete college-level work. The District encourages all
students to participate in this exam, regardless of their post high
school plans. To help prepare our students, we have offered three
ACT prep workshops in conjunction with UW-Washington County.
These workshops were held at HUHS and were designed to prepare
our students for the test along with offering test-taking strategies.
23.0
22.0
Class of 2011 Composite Act Results
Class of
2008
Class of
2009
Class of
2010
Class of
2011
wisconsin KnowLeDge &
concepts examination (wKce)
At a high school level, the WKCE is administered to students
in grade 10. This standardized test is composed of items
specifically designed for Wisconsin and a few commercially
developed questions used in schools across the country.
WKCE results are reported by the following performance
levels: minimal, basic, proficient and advanced.
Advanced+Proficient scores are provided below.
100%
90%
80%
70%
60%
HUHS State
2011-12 HUHS WKCE Scores
Advanced+Proficient
Reading
Language
Arts
Math
Science
Social
Studies

Student
achieVement
post-seconDary success for aLL
All HUHS graduates must be prepared for the increasing demands and
expectations of college and the workplace. In order to align with these
increasing demands and expectations, HUHS has determined a more
comprehensive plan to measure student growth and achievement
is necessary to ensure all students achieve post-secondary success.
Starting in 2012-13, all HUHS students in grades 9 and 11 will participate
in the PLAN and ACT assessments to guide parents, students, and school
personnel in determining course selections, improving instruction,
closing learning gaps, and strengthening student preparation.
College Ready: being prepared for any postsecondary education or
training experience; having the English and mathematics knowledge
and skills necessary to qualify for and succeed in entry-level, creditbearing
college courses without the need for remedial coursework
Career Ready: having the English and mathematics knowledge and skills
needed to qualify for and succeed in the postsecondary job training
and/or education necessary for their chosen career (www.achieve.org)
aDVanceD pLacement courses
Participation in Advanced Placement courses has continued to grow
at HUHS. With 17 Advanced Placement (AP) courses offered, students
have the opportunity to experience college-level curriculum, which is
approved by a committee of college faculty and AP teachers. With the
completion and passing of an exam at the end of the course, students
can earn college credit.
While participation in AP exams is increasing each year, the number of
passing exams (scoring of a 3 or higher) is also increasing each year,
allowing those students to earn college credit.
350
300
250
200
150
100
50
0
Number of Passing Exams
(Scores 3 or Above )
2007-08 2008-09 2009-10 2010-11
a perfect score
HUHS junior, David Holzer, earned a top
composite score of 36 on his ACT test this
year. Nationally, while the actual number
of students earning a composite score of 36
varies from year to year, roughly one-tenth
of one percent receive a top score. Among
test takers in the high school graduating class
of 2011, only 704 of more than 1.6 million
students earned a composite score of 36.
The ACT consists of tests in English,
Mathematics, Reading and Science. Each test
is scored on a scale of 1-36, and a student's
composite score is the average of the four
test scores. Some students also take ACT’s
optional Writing Test, but the score for this
test is reported separately and is not included
within the ACT composite score.
78.8% of Hartford Union
High School 2011 graduates
continued their education by
attending a two year or four
year post-secondary school.
exceLLence schoLarship
HUHS senior, Jordan Peschek, was one of
only 100 students in the State of Wisconsin
to receive the 2012 Kohl Excellence
Scholarship. Jordan was recognized in April
at Traeger Middle School in Oshkosh, along
with other Excellence Scholarship, Initiative
Scholarship, and Kohl Teacher Fellowship
recipients. Jordan was chosen to receive this
$1,000 scholarship due to her demonstrated
academic potential, outstanding leadership,
citizenship, community service, integrity, and
other special talents.

The Hartford Union High School District believes both athletic and co-curricular activities not only give students
the opportunity to get involved, work with their peers, and develop new interests; but they also give our students
the opportunity to apply the soft skills that they are learning in the classroom including team building, leadership,
decision-making, and problem solving. We view these activities as an extension of the classroom, and are proud of our
students for becoming well-rounded citizens.
wiaa sponsoreD athLetics
Boys Baseball
Boys Basketball
Boys Cross Country
Boys Football
Boys Golf
Boys Soccer
Boys Swimming
Boys Tennis
Boys Track
Boys Wrestling
Coed Ice Bears Hockey
Bowling Club
Chess Club
Dance Team
DECA
Environmental Club
Fall Musical
FBLA
FCCLA
FFA
FIRST Robotics
Forensics
H-Club
Girls Basketball
Girls Cross Country
Girls Golf
Girls Gymnastics
Girls Soccer
Girls Softball
Girls Swimming
Girls Tennis
Girls Track
Girls Volleyball
co-curricuLar actiVities
Marching Band
Math Club
Mock Trial
Model UN
National Honor Society
Pep Band
Peers 4 Peers
Science Olympiad
Spirit Squad
Spring Play
Student Council
SkillsUSA
meet ozzy the orioLe!
This year, the district had the opportunity to purchase an Oriole mascot
costume, thanks to a generous donation from Ford Motor Company, as part
of HUHS and Hartford Ewald’s ‘Drive One 4 UR School’ event which took place
this fall. The funds received from this event were required to be used for a
project within the HUHS Co-Curricular program. The mascot costume was
purchased as a way to increase school spirit and
represent ALL HUHS co-curricular activities.
The district asked students, staff and the
community to get involved by assisting in the
naming of the school mascot. A survey was
available to the community to suggest
names for the mascot. After the
results were gathered, and the top
and best names selected, HUHS
students and staff cast the final
vote for naming the mascot.
Ozzy the Oriole aims to represent
Hartford Union High School and its
communities, while symbolizing
community spirit, entertaining fans,
and promoting good sportsmanship.

Student Life
BuiLDing stuDent character
At Hartford Union High School, we believe that positive relationships and
attitudes are essential to maximize student learning. HUHS is committed
to a physically and emotionally safe environment that provides a
productive learning atmosphere.
HUHS implemented a school-wide approach to student management
known as Positive Behavior Interventions and Supports (PBIS). The
intent of PBIS is to change our student management approach, while
encouraging positive behavior from students, which will lead to better
choices regarding their attendance and behavior. Through PBIS, we work
to create and maintain a school culture in which all school community
members have clear expectations and understandings of their role in
the educational process. The purpose of implementing PBIS is to:
• Create a positive school culture and consistency among adults
• Strengthen family & community partnerships
• Reduce office discipline referrals
• Identify students in need of additional support
resource perioD
New this school year, the district revised it’s bell schedule to include
an 8th hour Resource Period at the end of the school day. Resource
Period was designed to give students the opportunity to meet with their
teachers for additional instruction or assistance, to collaborate with
their peers on projects, and to have access to various school resources.
During this period, ALL teachers are available to ALL students - and
students can be an advocate for their own learning needs.
During Resource Period, students who qualify for this privilege, are not
assigned to a specific classroom. Students can report to any classroom
teacher or visit an approved location, such as the cafeteria, library or
computer labs. Students can choose to use their time as a study hall,
visit with a teacher to receive additional instruction, make up a test, or
work on a project with their peers.
Students must earn the flexible Resource Period privilege. All freshmen
students are assigned to a classroom/teacher during Resource Period
each day. Any student who is credit deficient or is receiving a failing
grade may also be assigned to a classroom/teacher daily. It is their
responsibility to utilize this period for their specific classroom needs.
After receiving positive feedback from students, staff and parents, the district
decided to allow senior students an opportunity to earn the privilege to leave
school grounds during Resource Period and use their resources as needed.
Beginning fourth quarter of the 2011-12 school year, seniors who were not
assigned to a Resource Period were allowed to leave the building during
that time. These seniors must have parent permission, be passing all of their
classes and have a citizenship grade of 3.0 or better to receive this privilege.
stuDent participation
1999 - Total number of participants in a
school sponsored athletic or co-curricular
activity during the 2011-12 school year.
2000
1500
1000
500
0
2008-09
DecreaseD tarDies
Since 2010-11, the number of tardies recorded
has dropped 37%, with a 11% drop in the
number of students who were tardy for a class.
stuDents of the month
The Hartford Rotary and American Association
of University Women are proud to select the
student below as Senior Students of the Month
throughout this school year. This honor is based
on academics, character, leadership, and cocurricular
and volunteer work.
september
Jordan Peschek
Vincent Alvarez
october
Tiffany Fohey
Joel Martin
Micaela Redders
november
Maria Stephans
Anne Daley
Megan Beine
December
Gregory Datka
AnaMarie Karrels
Dean Knetzger
2009-10
January
Zachary Fabry
Katie Walters
Megan Braunschweig
2010-11
2011-12
february
Sarah Larson
Kelsey Kannenberg
Daniel Bartelt
march
Hanna Wienke
Alyssa Doerfert
Jade Koenigs
april
Allison Childs
Amanda Fraine
Danielle Priesgen
may
Caroline Sullivan
Hailee Von Haden
Michelle Ehlers
Anna Hirsch

T he highly qualified staff at HUHS are committed to excellence in teaching and creating a dynamic environment where
every student is eager to learn. To maintain a level of excellence, our staff provide a personalized learning experience,
inspire life-long learning for all students, and foster an environment for parent involvement within our school’s community.
great (teacher) expectations
It may come as no surprise that the quality of instruction provided by teachers drives student achievement. The Hartford Union High
School District made significant changes this year to the teacher supervision and evaluation process and it is providing more data, more
support, and more accountability to improve instruction and learning in the classroom.
more classroom observations
Observing teachers in the classroom continues to be a focal point of gathering evidence of effective and meaningful teaching and
learning. In addition to at least one full-period observation, ten 15 minute “walk-throughs” are commonplace.
Teachers are also asked to observe each other as part of their professional responsibilities. While these peer observations are not
evaluative, they provide opportunities for teachers to glean new strategies and provide feedback and suggestions to their colleagues.
student feedback
New to the district this year, is a school-wide course evaluation completed by students to rate their teachers and classes at the end of
each semester. The evaluation asks students to assess their teachers based on 15 statements and assess themselves on six questions.
Responses range from “strongly agree” to “strongly disagree.” Students may also respond to open-ended questions, providing more
specific comments to their teachers.
Growth and Reflection
Teachers actively participate in professional development through goal-setting and self-reflection, which are key components to
improving instruction and learning. Teachers set goals, document activities leading to the completion of those goals, and gather
evidence demonstrating increased personal growth and student achievement. Personal reflection throughout the process is the
impetus for transforming practice which leads to desired outcomes.
The Hartford Union High School District believes in proactive change and continuous professional development that will transform
teaching and learning in our district.
• We believe that a quality education is the foundation for optimizing lifelong growth and development.
• We believe we are capable of meeting the needs of every learner.
• We believe in proactive change and continuous professional development that will transform HUHS into a nationally-recognized institution.

Teaching
& Learning
aDVanceD pLacement teachers seLecteD
Two teachers from HUHS have been selected by the College Board to
read student Advanced Placement exams this summer. Each year, AP
teachers and college faculty members from around the world gather
throughout the United States to evaluate and score the free-response
sections of Advanced Placement Exams. HUHS AP Psychology teacher,
Mr. Terry Wick, and HUHS AP Language teacher, Mr. Eric Moser, have
been selected to read AP exams in their corresponding subjects this
summer. To be selected, readers must currently teach the AP course
in a face-to-face classroom setting and have at least three years of
experience teaching the course. This is a great accomplishment for the
teachers selected!
eDucator of the year
Mr. Kevin Martin was selected as the 2012 Educator of the Year
award. Kevin Martin is in his twelfth year as a member of the Science
Department at HUHS. In addition to teaching Biology and Advanced
Biology courses at HUHS, Kevin Martin is also a Co-Head Coach for the
Varsity Girls Soccer team, is the Science Department Coordinator, and is
an Instructional Leader with a focus on the Gifted and Talented Program.
Nominations for this award were accepted by students, parents,
teachers and staff, as well as administrators to provide recognition for
outstanding educators. Qualification for this nomination included: any
full-time educator with at least three years of education experience
at the Hartford Union High
School District. Specific criteria
were used in making the final
selection, including: how well
the educator encourages
learning, makes a difference
with students, serves as a good
role model for students, and fits
the concept of an outstanding
educator.
Mr. Kevin Martin
“I am honored to be selected by
my colleagues and the students
as the 2012 HUHS Educator
of the Year,” said Martin. “The
students have made the last
twelve years an absolute joy.”
LeaDership growth
Teachers at HUHS have the opportunity to
develop their leadership role within the district.
Department Coordinators: The 14 Department
Coordinators at HUHS work to ensure that
processes and procedures are in place to facilitate
teaching and learning, as well as to maintain
general operations of an academic department.
Instructional Leaders: The six Instructional
Leaders at HUHS work to increase the
leadership capacity of both the individual
and organization through collaboration and
implementation of best practices in curriculum,
instruction, and assessment.
stuDent feeDBacK
This year, the district implemented a schoolwide
course evaluation, completed by students
to rate their teachers and classes at the end of
each semester.
94.4% of students believe their teacher
appears to enjoy teaching
94.5% of students believe their teacher
creates a positive, safe learning environment
96.3% of students believe their teacher
knows the subject matter well.
teacher experience
86% 87% 80%
Number of Teachers with 5 or more years
of experience at HUHS.
Number of Teachers with 5 or more total
years of teaching experience.
Number of Teachers with Masters Degrees
or higher.

With a commitment to excellence, we offer curriculum designed to meet individual learning needs to ensure that all students
are college and career ready. We are pleased to offer a diverse selection of required and elective courses for students
to develop essential knowledge and skills, as well as explore new interests. Each department is committed to preparing welleducated,
caring and responsible learners, who are ready to make valuable contributions to our society. Learning opportunities
are also available to students through summer school, including Work Ahead, Readiness, and Credit Recovery courses.
acaDemic exceLLence
The Hartford Union High School District believes that setting high expectations is essential to compete in a global society.
additional math & science requirements
Experts anticipate that all 21st Century local and global careers will require some form of Science, Technology, Engineering, and
Mathematics (STEM) knowledge. Three years ago, the district made the decision to increase math and science requirements to
ensure that students are career and college ready. As a result, beginning with the class of 2013, HUHS graduates will need three
credits of math and three credits of science to meet the district’s increased graduation requirements for a regular diploma.
Financial Literacy Proficiency
Students at HUHS must demonstrate proficiency in personal finance. Each year, juniors take
part in an interactive, hands-on financial event designed to demonstrate the importance of
sound money management skills. Focus on Connections is a partnership between HUHS and the
business community, providing an opportunity for students to connect with community business
representatives in an authentic situation. Students are given the opportunity to test their
budgeting skills using actual prices for products and services in a safe environment. The event
provides insight into career selection and how that career will impact a student’s financial future.
physical education credit alternative
Beginning in the 2012-13 school year, students may complete an additional one-half credit
in English, Social Studies, Mathematics, or Science in lieu of one-half credit in Physical Education when they participate in a WIAAsponsored
sport as part of the District’s athletic program. For the 2012-13, 83 students chose to pursue this opportunity.
The Hartford Union High School District believes that a quality high school experience does more than just prepare students
for the future. It provides students with the knowledge, skills, attitudes, and abilities which will allow them to improve the
future for themselves and for their communities.

Curriculum
& instruction
proJect LeaD the way
Project Lead The Way (PLTW) Engineering and Biomedical Sciences
programs offer students an array of advantages, from career readiness
and hands-on experience, to college preparatory level classes, labs,
and creative exercises. PLTW programs are designed to appeal to
all students and are hands-on and based on real-world experience.
Courses have high standards for rigorous, focused, and engaging
study, and develop students’ innovative, collaborative, cooperative,
and problem-solving skills.
The PLTW Engineering program will be in its fourth year in 2012-13
and the sequence of four courses are offered through the Technology
and Engineering Education Department. The PLTW Biomedical Science
program will be in its third year in 2012-13 and the sequence of three
courses are offered through the Science Department.
In 2011, HUHS became the first certified public school district in the
state of Wisconsin that offers both Project Lead The Way Engineering
& Biomedical Sciences programs. This national certification allows
our students to apply for transcripted college credit for their high
school PLTW courses.
program of exceLLence
The District’s Technology & Engineering Education Department was
presented the ITEEA and NASSP “Program of Excellence Award” at the
International Technology & Engineering Educators Association (ITEEA)
Conference in Long Beach, California, this spring. Hartford Union
was recognized as one of only 29 programs worldwide to earn this
prestigious award.
Sponsored by ITEEA and NASSP, the Program Excellence Award is one
of the highest honors given to Technology and Engineering Education
classroom teachers on the elementary, middle, or high school levels. It is
presented in recognition of outstanding contributions to the profession.
Candidates for the award must be characterized as providing technology
and engineering education instruction of high quality, learner centered,
and relevant to a study of technological literacy.
Hartford Union was the recipient of the “High School Program of the Year”
award by the Wisconsin Technology Education Association last spring, and
therefore, served as the Wisconsin Representative at the ITEEA Conference.
The ITEEA Conference is the largest conference for technology and engineering
educators in the world.
options for aLL stuDents
HUHS offers more than 200 courses in a variety
of subjects. Our classes are taught by a talented
and experienced corps of teachers, three-fourths
of them having a master’s degree or higher.
number of courses offered at huhs
Agriculture/Life Science/Nat. Resources 12
Art 11
Business & Information Technology 24
English 17
Family & Consumer Science 14
Mathematics 14
Music 13
Physical & Health Education 17
Science 19
Social Studies 19
Technology & Engineering Education 39
World Language 12
*Data taken from the 2012-13 Course Planning Guide prior
to 2012-13 school year.
summer schooL options
Our district offers summer school opportunities for
students including: Credit Recovery, which allow
students to demonstrate proficiency to earn credits
that were lossed; Work Ahead, which provides
students the ability to earn credits in advance so
they can take an additional .5 credit course during
the school year; and Readiness, which provides
students the opportunity to participate in Math,
World Language, or Technology & Engineering
Education courses to review and brush up on skills
during the summer months for an easier transition
to high school in the fall.
150
100
50
0
Participation in Summer School
2009
2010
2011
Work Ahead Readiness
2012

The Hartford Union High School District is dedicated to providing a comprehensive education program to ensure our
students’ long-term success by maintaining a strong commitment to technology.
our DigitaL District
The Hartford Union High School District is committed to providing digital tools and media to engage students in the learning process,
help them experience academic success, and to foster long-term skills needed both in the workplace and in life.
Students at HUHS have a variety of opportunities to experience technology at its best. The current student-to-computer ratio is
approaching 1:1 with the 2011-12 school year marking the first year of HUHS’s 1:1 Learning Initiative. The Class of 2015 is the first
class to be provided with district-issued computers for school and home use. A robust campus-wide wireless network is available to
all students and staff, and every classroom is outfitted with an LCD projector.
Students are using the latest in professional productivity, design, and collaboration software, interactive whiteboard technology,
and student response systems. HUHS provides access to high-end, design-oriented, virtual applications throughout campus, on
computers issued individually to students, and at home to students enrolled in the district’s
1:1 at huhs
Freshmen students were
asked to compare their school
experience prior to being
issued a school computer with
their school experience since
being issued a school computer
90%
of students surveyed
feel that they now have
access to more resources.
85% of students surveyed
believe they now have more
options when selecting how
to complete an assignment
or project.
Technology & Engineering and Business & Information Technology courses.
The HUHS Library Media Center offers audio books and e-Books from the leading publishers
providing digital content in formats accessible to a wider audience, along with access to the
foremost online academic research databases, and a streaming digital media management system.
HUHS has continued to expand online learning opportunities, both blended and fullyonline,
in order for students to engage in online learning in preparation for post-secondary
education and training, as well as to allow for additional scheduling flexibility. We are also
making assurances that those students most in need of Internet access off-campus are being
provided an opportunity to fully participate in the blended and fully-online courses available
through HUHS. HUHS is pleased to continue providing cutting-edge technology to aid in the
teaching and learning process!
“Thank you so much for the opportunity to have these laptops, they have helped me
so much, and I now work so much more efficiently... I don’t have to run all over the
school to different labs to try to finish something, which is really great! Thank you!”
~HUHS Freshman Student

Innovation
& technoLogy
fLipping the cLassroom
The Hartford Union High School District
is committed to creating a dynamic
environment where every student is
eager to learn. Understanding that
education is not a “one size fits all”
model, some HUHS teachers are
incorporating new and innovative
methods into their classrooms,
including the “Flipping the Classroom”
model. No, this method does not literally turn the classroom upside down, but
rather flips what gets done in the classroom versus outside of the classroom.
In a traditional classroom, you may find a teacher using class time to lecture,
followed by homework which relates to the lecture. We are finding many
students will take notes during the lecture, but fail to ask the important
questions needed to fully understand the material. This can make homework
challenging to the student, who will likely need to wait until the next class
period to receive assistance from their teacher.
Using the Flipping the Classroom approach, students watch pre-recorded
lectures created by their teacher as homework prior to class. Students can
take notes at their own pace, as well as pause or rewind the lecture as needed
until they can grasp the material. At their convenience, students can also
review the material at a later date as a refresher. In the classroom, teachers
are now free to spend more time interacting with students, answering
questions, facilitating discussion, running labs, and more.
This innovative approach to teaching allows the teacher to be a guide to student
learning, rather than a voice in front of the classroom - or a disseminator of
information. Students can complete activities, practice problems, and complete
written assignments in the classroom while the teacher is available to help
them, as opposed to working on it in the evenings on their own. This method
allows for more creativity in terms of how the concepts become mastered by
the student, rather than taking a test after multiple days of lecture.
The Flipping the Classroom approach may be used in the classroom daily, or
occasionally for a specific unit, depending on the course. Understanding that
this method is not appropriate for every course in the high school setting,
the trend to “flip” has caught the attention of teachers at HUHS and beyond.
This concept has been tried in various HUHS classes including Biology, AP
Biology, Chemistry, and Algebra I. At Hartford Union High School, we believe
that students learn in different ways and at different rates. By incorporating
new and innovative techniques to teaching, we are taking a step forward to
meeting the needs of every learner.
12
10
8
6
4
2
0
e-BooKs
The Library Media Center offers nearly 1,700
eBooks, digital audiobooks and other digital
content - all available to students 24/7!
VirtuaL appLications
HUHS has made available high-end, designoriented
virtual software applications to students
who are enrolled in upper level courses. 11
professional applications are accessible to these
students: including Adobe Creative Suite, Auto
Desk, MasterCam, and SolidWorks.
BLenDeD Learning
The Hartford Union High School District’s
definition of blended learning includes students
using an online supplement or portal during
their face-to-face courses. Through these
courses, access to resources become more
readily available and learning can be extended
beyond the normal school day.
HUHS offers 140 unique courses that offer a
blended learning experience for students.
onLine courses
Hartford Union High School offers a variety
of online courses as an alternative approach
to the traditional face-to-face class. Online
courses are designed for students who exhibit
an independent learning style and demonstrate
proficient technology skills. A student may
choose an online course as part of their seven
class requirements, or as an additional credit
beyond this minimum requirement.
Number of Online Courses Available
2009-10 2010-11 2011-12 2012-13

805 Cedar Street
Hartford, WI 53027
262.670.3200
www.huhs.org
ECRWSS
RESIDENTIAL CUSTOMER
PRSRT STD
US POSTAGE
PAID
MILWAUKEE WI
PERMIT NO. 1
focus areas & strategic oBJectiVes
This fall, the district engaged in a planning process to work with the community to imagine and design a plan for our future, and to align
resources and energies toward creating that future. These efforts have come to fruition with the refocused plan below.
Nondiscrimination Statement: It is the policy of the Hartford Union High School District, pursuant to s. 118.13, WI Stats., and PI 9 that no person, on the basis of sex, race, color, age, national
origin, ancestry, religion, creed, pregnancy, marital or parental status, military status, genetic information, sexual orientation or physical, mental, emotional, learning disability or handicap,
may be denied participation, be denied admission to any school in this District or be denied participation in, be denied the benefits of, or be discriminated against in any co-curricular, pupil
service, recreation, or other program. This policy also prohibits discrimination as defined by Title IX of the Educational Amendments of 1972 (sex), Title VI of the Civil Rights Act of 1964
(race and national origin), and Section 504 of the Rehabilitation Act of 1973. The Hartford Union High School District has adopted a policy of nondiscrimination. In addition, the District
has adopted procedures regarding the processing of discrimination complaints. Copies of the policy, procedures and complaint forms are available, upon request from any administrator. It
is the policy of the Hartford Union High School District, pursuant to PI 41.04(1)(a), to provide for the reasonable accommodation of a student’s sincerely held religious beliefs with regard
to examinations and other academic requirements. Requests for accommodations may be directed to any administrator. Questions or concerns regarding the District’s nondiscrimination
policy and procedures should be directed to the Coordinator of Discrimination Complaints, Michelle Ring, Hartford UnionHigh School, 805 Cedar Street, Hartford, WI 53027, (262) 670-3200.