North Branford Public Schools State of Our Schools

North Branford
Public Schools
Excellence in Education
State of Our Schools
December 2015
It is my pleasure to present our annual State of the Schools report to the North Branford community.
This document is created each year to highlight the growth and accomplishments in our school system in relation
to our Strategic Plan. This sixth annual State of the Schools marks the conclusion of the 2011-2016 Strategic
Plan era.
As we reflect on the past five years, it is more evident now than ever
before that our Strategic Plan has truly served as a relevant and
aspiring road map for the district. It has sought to continually
improve and meet the three Strategic Plan Goals.
Since its inception, our Strategic Plan has guided
the district in preparation for and response to the
three major educational reforms:
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Common Core Standards
New standardized testing
Teacher evaluation requirements
Action steps within our Strategic Plan have provided clear direction
in addressing the three reforms while ensuring that every student in
the North Branford Public Schools has the opportunity to excel
and achieve to their potential in a safe positive environment.
The 2011-2016 NBPS Strategic Plan has facilitated numerous improvements:
 the implementation of full-day kindergarten
 the introduction of two instructional coaches
 a new educator evaluation plan
 a revised evaluation-informed professional development system
 alignment and revision of curriculum
 increased capacity of our technological infrastructure
 a new benchmarking system
 a more comprehensive security structure
 numerous facility enhancements
The plan’s focus on instruction and assessment is providing students with the opportunity to acquire and
demonstrate an understanding of rigorous standards through multiple measures. These activities are preparing
students for college and careers. Our continued dedication to Positive Behavior Interventions and Supports
(PBIS) is striving towards all school members feeling supported, connected and safe.
I encourage you to read through the 2015 State of Our Schools to see the extent to which we have realized the
goals and action steps within the 2011-2016 NBPS Strategic Plan. I am confident that you will agree that 20112016 has served as a blueprint for many of our successes. As we continue with the strategic planning process,
we are collaborating with teachers, principals, district staff, families, students and community stakeholders, in
conjunction with the New England School Development Council, to capitalize on our successes and plan for
future challenges in the 2016-2021 NBPS Strategic Plan.
Thank you for your continued support.
Sincerely,
Scott Schoonmaker, Superintendent of Schools
OFFICE OF CURRICULUM AND INSTRUCTION
Tracy Wootton, Director
Curriculum
Curriculum and Instruction encompass the heart of education-our students! As such,
the North Branford Public Schools’ Office of Curriculum and Instruction provides
leadership and guidance to support a strong teaching and professional staff, who work
diligently to provide North Branford’s students with a comprehensive, rigorous and
relevant standards-aligned K-12 curriculum. Using the standards as our guide, we
employ research-based practices to implement our challenging, integrated core
curriculum that meets the differentiated needs of our students and is evaluated by a
comprehensive assessment plan. On-going professional development enables our
teachers to refine their practice, creating classroom experiences and learning
environments that foster deeper thinking, problem-solving skills, active participation and
life-long learning.
Across the state, implementation of the Connecticut Core Standards is currently
underway. The State Board of Education has also recently adopted the Connecticut
Elementary and Secondary Social Studies Frameworks as well as Next Generation
Science Standards.
All of our teachers and students have begun experiencing the rigor of these relatively new
expectations. Although the standards have been defined by the State, there is much more
work to be done by the district. The Standards are not the curriculum. In developing a
standards-aligned curriculum, the challenge, as well as the opportunity, is to develop,
implement and evaluate curricula that meets the interests and learning needs of our
students and prepares them for college, career and life. The need for a relevant, cohesive,
and comprehensive curriculum that intentionally connects standards, instructional
materials, and assessment has never been more needed than today!
To support the statewide implementation and to guarantee our students are prepared
accordingly, the Office of Curriculum and Instruction is working with the Connecticut State
Department of Education, our Regional Educational Service Center, district
administrators, our two new literacy and mathematics coaches, teams of district teachers,
experts in the field of education and other districts to ensure our district is prepared to
meet the changes and challenges of these new standards and related assessments.
This past year, over 100 Landscape Maps were completed representing every grade and
nearly all major content areas. These maps are vehicles to ensure our curriculum,
instruction and assessment align with the Connecticut Core Standards, are consistent
within each grade level, and provide the foundation needed to improve student learning
throughout the K-12 continuum and beyond. The maps serve as the foundation for the
revision of unit and lesson plans. They facilitate increased collaboration between teachers
teaching the same content and across grades and buildings. Maps for various grades
and content areas will be published on the district’s website in early 2016.
A Landscape Map specifies the following components that are addressed within each
unit of a course/grade:
 Connecticut Core Standards
 Essential Questions
 Enduring Understandings
 Skills
 Content
Parents, students and other stakeholders can use the maps to gain a deeper
understanding of grade level and course expectations. The maps also give parents an
overall view of what their children are experiencing in the classroom and the
requirements needed to succeed. Students can access information in the maps to aid in
course selection at the high school level. In addition, maps allow the district to easily
see the big picture for curriculum decision-making. Grade-level and interdisciplinary
teams use the maps as a tool for planning, lesson development and coordination;
facilitating a process of critical inquiry for continuous improvement. Our curriculum
leaders use the maps as a tool to aid in analyzing, designing, evaluating and revising
our curricula and building a comprehensive K-12 instructional program.
As a result of our curriculum work, instruction has been enhanced at all levels. For
example:
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Two instructional coaching positions, one literacy and one mathematics, were
established this year.
The district has implemented Wilson‘s FUNdations, a multisensory and
systematic phonics, spelling, and handwriting program that benefits all K-3
students.
Elementary teachers have expanded literacy instruction to support more critical
thinking in fiction and non-fiction reading and writing in grades K-5.
K-5 teachers are also piloting standards-aligned mathematics resources to best
meet the needs of our students.
A new benchmarking system has been implemented this year at all K-8 buildings.
In October students took the beginning of the year iReady, a computer-adaptive
instrument that provides diagnostic and instructional data that is used to inform
curriculum decisions and individualize instruction.
K-12 teachers have been incorporating Next Generation Science Standards
Practices into their lessons and participating in CSDE NGSS training.
K-12 teaching have been aligning social studies lessons to the new CSDE Social
Studies Frameworks, the national framework C3: College, Career & Civic Life
and the Common Core State Standards.
Teachers at North Branford High School have also begun creating grade/course
common assessments meant to measure students’ progression towards the
student-wide learning expectations set forth in NBHS’ mission.
This year, we are continuing to write Curriculum Landscape Maps for each subject at
each grade level in North Branford Public Schools and working to develop more
comprehensive unit plans as part of our Curriculum Management Cycle.
Professional Development
Professional development plays an essential role in providing a comprehensive,
rigorous, well-sequenced K-12 curriculum. North Branford’s professional learning
practices, based on proven educational theories, support every teacher, administrator,
and staff member in developing the knowledge, skills and behaviors required to facilitate
learning experiences that improve student achievement and well-being and support all
students in reaching their full potential.
In accordance with legislation, North Branford Public Schools has established a
Professional Development and Evaluation Committee (PDEC) charged with the
development, evaluation and revision of the North Branford Public Schools Educator
Evaluation Program and an accompanying comprehensive professional development
plan. The Office of Curriculum and Instruction, in collaboration with the North Branford
PDEC and other district committees, fosters a comprehensive, sustained, intensive
approach to improving educator effectiveness.
The current professional development plan is guided by data from the educator
evaluation process, by student achievement data and the NBPS Strategic Plan. The
plan’s focus continues to be the Connecticut Standards, next-generation assessments,
positive school climate, and technology. The plan provides for job-embedded
professional development, develops and utilizes in-district expertise, employs the
services of renowned experts, encourages membership in professional organizations
and supports participation in regional, state and national workshops and conventions.
This year North Branford has incorporated two invaluable components into the district’s
professional development program; Teachscape Learn and instructional coaches.
Teachscape Learn is a comprehensive, video rich professional learning system that
provides tools for educators to build new skills, reflect on practice, collaborate with
colleagues, and learn from experts. Learn provides educators with over 170 research to
practice pre K–12 courses, 250 video exemplars of authentic classroom practice, online
learning communities, video upload and sharing tools, and personalized learning plans
that support ongoing, active learning cycles that incorporate self-reflection, in-classroom
application, and timely feedback to identify areas for growth.
As a result of North Branford’s Strategic Planning process, the district established two
instructional coaching positions, one literacy and one mathematics. Our coaches’ chief
professional responsibility is to bring evidence-based practices into classrooms by
working with staff. Their focus is on job-embedded professional development; one-on-
one and small group support for teachers, support staff, and school leaders around
evidence-based strategies and the instructional coaching process. Our coaches strive to
increase student engagement, improve student achievement, and build teacher capacity
in schools.
Sample of Professional Development offerings from September 2014 to December
2015 include:
Educator Evaluation Training; Teachscape Data-informed District and BuildingBased Presentations (examples: Questioning Techniques, Use of Assessment in
Instruction - publications for identified staff members, building-based presentations
at faculty meetings, workshops on targeted topics/content); CSDE Social Studies
Frameworks District PD (developed by Director of Curriculum and Instruction in
collaboration with NBPS Social Studies Curriculum Coordinators); Technology
Showcases (Bloomz, Plickers, Zaption, Schoology, Turnitin and Verso); Karin Hess
CCSS Learning Progressions Presentation by DOIC; Continued development,
revision and implementation of K-5 literacy curriculum in collaboration with
Nancy Boyles; Visual literacy support; K-5 Pilot/Review of CCSS-aligned Stepping
Stone Mathematics resource; Revision, continued implementation of K-5
enrichment/intervention blocks; Accelerated Learning Strategies; Implementation of
NEW K-8 benchmarking system iReady; K-2 CCSS Mathematical Practices
Workshops; Hyper-practical CCS-aligned language arts and math resources;
Understanding By Design Common Core State Standards Unit Design in
Mathematics and English Language Arts (6-12); Creating NBHS School-Wide
Learning Expectation Assessments; Capstone, CSDE Systems of Professional
Learning Series on CCSS Mathematics and English Language Arts Modules #1-5;
Smarter Balanced Assessment Modules (Summative and Interim Systems);
Positive Behavior Interventions and Supports and Mindfulness; ACES-led
Consortium Curriculum Writing institutes (including Social Studies and Science),
Inquiry in the Middle School and Connecticut Core Standards Planning and
Instruction workshops and Curriculum Councils; Wilson FUNdations; CAPHERD
(Connecticut Association for Health, Physical Education, Recreation and Dance) and
WCSU Music Educators Conferences; and workshops and training led by our new
literacy coach (Writing Instruction, Using iReady Reports, FUNdations,…) and
mathematics coach (Math Talks, Fluency,...)
“Education is all a matter of building bridges.”
~Ralph Ellison~
Professional Learning Communities
The district charges each of our schools with continual improvement through individual
and collaborative opportunities to enhance practice in support of all students.
Professional Learning Communities provide valuable opportunities for faculty to identify
ways to increase academic rigor and learning and improve classroom instruction. To
ensure improvement is an on-going process, Professional Learning Communities at all
levels continuously analyze data and collaborate around meaningful goals that align to
the district’s vision of teaching and learning. There are Professional Learning
Communities (PLCs) established at district and building levels including department-,
grade- and course-level communities; data team communities; leadership communities;
school climate communities; and intervention and crisis team communities.
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Each Professional Learning Community (PLC) meets regularly and is supported by
district, building and content-area leadership.
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PLC work is driven by the district Strategic Plan, Building Improvement Plans and
grade- and course-level goals, with a focus on improving student achievementacademic and non-academic.
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Benchmark and additional achievement data are consistently reviewed and
corresponding adaptations are made to curriculum and instruction to meet the
learning needs of all students.
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Progress monitoring data assist PLCs in assessing instructional practice and student
achievement relative to national, district, and school standards.
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Leadership PLCs use educator evaluation data to determine individual, small group,
building, and district needs. This evaluation-informed professional learning work is
designed around Charlotte Danielson’s Effective Teaching Strategies and other
relevant best practices.
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Grade- and course-level PLCs collaborate with the special education department
PLC, to share ideas for instruction, collaborative with support staff, and to maximize
the achievement for all students.
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School administration and district, department, and curriculum leaders support
PLCs to ensure standards alignment (nationally, locally and vertically) as well as to
make on-going data-based decisions.
“Education
is the key to success in life, and teachers make a lasting
impact in the lives of their students.”
~Solomon Ortiz~
MUSEUM SCHOOL PARTNERSHIP
with the
YALE CENTER FOR BRITISH ART
Patricia Darragh, Literacy Coach
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The Yale Center for British Art was closed this year to complete building
renovations. Despite the closure, NB staff has continued their involvement with
museum staff and visual literacy.
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TVES educators Ms. Reyher, Mrs. DiLella and Mrs. Pantalena attended a
teacher summer institute at the end of the school year. The institute was offered
to teachers who had previously attended summer training and wanted to
participate in more advanced experiences using visual literacy as an instructional
practice.
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Visual literacy continues in classrooms at TVES and has expanded to JHS and
NBHS. In October 2015, Literacy Coach Mrs. Darragh and JHS educator
Mrs. Flannery co-taught several visual literacy lessons using authentic art prints
to enhance writing instruction and vocabulary development. Visual literacy
strategies were also presented to all JHS grade 1 and 2 teachers during the
November Professional Development as a part of the 6+ Traits of Writing
Workshop.
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Also in October, NBHS educators Mr. Darragh and Ms. Dodds brought their
honors level English classes to TVES to work with Mrs. Champagne’s and
Ms. Reyher’s fifth grade classes. High school students taught fifth graders about
the elements of Romanticism in literature. The group then used the TVES art
gallery to identify romantic elements in art. The session ended with a reading of
the Poe poem, El Dorado, and all students visualized text, sketched and
discussed the meaning in the poem.
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Due to the closure of the YCBA, teachers have attended professional
development at other Yale facilities. Ms. Reyher, Mrs. DeAngelo and
Mrs. Darragh attended a consortium meeting at the Peabody Museum in
preparation for a third grade visit. Participants were provided with opportunities
for “close looking” at the permanent exhibits and a special exhibit about Japan,
which is integrated with the third grade social studies curriculum. Another
location used for consortium meetings this year was the Yale Arts Library. The
TVES grade 4 teachers. Dr. Lindsay, Mrs. Seiden, Mrs. Raccio, Mrs. Darragh
and the entire fourth grade team (Mrs. Pettis, Mrs. Sabetta, Ms. Reyher,
Mrs. Johnson, Mrs. Scasino, Mrs. Thompson, and Mrs. Pantalena) attended a
workshop entitled “What is a book?” at the library. The workshop examined
artifacts from the special arts collection, led by Patricia Guardiola, Special Arts
Librarian. Books as “objects” and as “concepts” were explored and discussed.
Ideas garnered from this workshop will be used with the fourth grade students’
book project.
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NB students diagnosed with autism, along with their families, have been invited
to attend a bi-monthly program, Artism. This program is free of charge and offers
families an opportunity to participate in gallery activities designed to promote
social and speaking skills.
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Literacy Coach Mrs. Darragh has continued to meet with YCBA Education
Curators, Linda Friedlaender and Cyra Levenson, to plan new activities for
students when the museum reopens in March. All North Branford administrators
and teachers are welcomed at the grand opening. (Date to be announced). A
new summer institute will be offered June 28th-July 1st. Any North Branford
teacher is welcome to attend. The summer institute is free with lunch and parking
provided. Registration will take place in the spring.
“Education is a shared commitment between dedicated teachers,
motivated students and enthusiastic parents with high expectations.”
~Bob Beauprez~
JEROME HARRISON SCHOOL
Dr. Carter Welch, Principal
Professional Learning Communities
Professional Learning Communities (PLCs) at JHS meet regularly and are devoted to
math, literacy, instructional walkthroughs, and community building. PLCs are supported
by coaches, the principal, the dean of students and the RtI/Literacy Coordinator. PLC
work is driven by the district Strategic Plan, the JHS Building Improvement Plan and K-2
grade level goals and focus on improving student achievement and improving school
climate.
 Data on student achievement and behavior are consistently reviewed and
corresponding adaptations are made to units, lessons, and instruction to meet
the learning needs of all students.
 Benchmark data (with a focus on iReady) and progress monitoring data are
supported by technology thereby assisting teachers and administration in
assessing instructional practice and student achievement so that appropriate
interventions are implemented.
 Charlotte Danielson’s Effective Teaching Strategies continue to be at the
forefront of teaching and learning discussions at JHS. Collaboration between
teachers and administration occurs regularly through scheduled meetings,
teacher-led professional development sessions, and through the Teachscape
online forum.
 Collaboratively-determined intervention plans designed to meet student’s
learning needs, academically and behaviorally, are an integral part of PLC
meetings; the school RtI team supports PLCs where curricular and instructional
adjustments are made to support all learners.
 In addition to grade level PLCs, special education staff conduct their own
department PLC meetings to share ideas for instruction, collaborate with district
special education support staff, and to maximize the use of IEP and 504 Direct to
write goals and objectives aligned to the CCS.
 During the 2015-2016 school year, PLC conversations have focused on sharing
best instructional practices, discussing walkthrough results, and sharing
conversations in mixed grade-level teams in an effort to continue to enhance
collective responsibility.
Academic Achievement: Meeting the Standard’s Challenge
To support the achievement of all students in numeracy and literacy, JHS is devoted to
meeting each student where they are developmentally, and ensuring they have a solid
foundation for their futures. Response to Intervention (RtI) is a major focus of the
building schedule and daily instruction at JHS. Intervention occurs through classroom
instruction, push-in support, pull-out support, and enrichment opportunities in math and
literacy. Intervention is also delivered as ancillary social behavioral support.
 Benchmark assessments, common assessments, and regular progress
monitoring are used to evaluate student achievement and ensure tailored support
in helping students meet CCS.
 Weekly RtI team meetings occur as decision-making venues for student support
plans and also as problem-solving opportunities for students in Tier 2 and Tier 3
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to determine the frequency, duration and intensity of the instructional and
behavioral support needed for each student.
Clearly defined learning targets and corresponding CCS within a given lesson
are posted and referenced in all classrooms; students know what they will be
learning, how they will be learning it, and ultimately how they will demonstrate
content or skill mastery.
Curriculum and supporting instructional programs (FUNdations, iReady, Math
Expressions, etc.) guide student learning in both content and skills.
Science and Social Studies instruction occurs regularly and is integrated with
math and literacy instruction.
CCS literacy standards, math standards and mathematical practices are
enhanced by supplemental materials determined in conjunction with the K-5
Math and Literacy coaches in addition to ongoing job-embedded professional
learning.
iReady Toolbox, Think Central and Lexia Learning (math and literacy
instructional software) continue to be utilized as technology resources for
students in their progression of learning; additional supporting applications such
as Sumdog, Xtramath, and Readworks are also used.
Professional Development
 JHS staff engage in regular curriculum writing/revision according to the CCS in a
job-embedded format that deepens teacher understanding.
 Faculty Meetings occur regularly and the focus always includes enhancing
teacher practice through “live” data discussions from Teachscape; additional
professional development experiences include building community, regular
school-based walkthroughs/discussions, and fostering a positive school climate.
 Local children’s authors have visited classrooms and worked with teachers on
promoting deeper thinking in students, the writing process, and using illustration
to enhance understanding.
 District professional development days have been an opportunity for discussions
on high quality instruction, building number sense and fact fluency, enhancing
the writing process, and engaging in professional coaching and training
associated with the Wilson FUNdations Program.
 The K-5 Literacy Coach continues to provide coaching on our Common Core
Units, corresponding assessment, and vertical alignment/progression of learning.
 The K-5 Math Coach continues to provide coaching on how to supplement and
enhance mathematical practice instruction and number sense skill building in
students.
 Staff members have participated in a variety of professional development
experiences outside of JHS including the following: Math Fact Fluency, the
ATOMIC Math Conference, Teaching Gratitude, Wilson FUNdations, Pre-K
Alignment, Use of Technology in Instruction, Early Literacy Skills, Elementary
Reading Approaches, Educational Apps, Sustaining a Positive Climate, Teaching
Mindfulness, and Inquiry in the Elementary Social Studies Classroom.
 JHS and Principal Welch have continued their partnership with the National
School Climate Center in NY around sustaining a positive school climate,
building school/community partnerships, and using school climate to enhance
student achievement.
School Climate/Character Education
School climate and education continued to be an integral part of the JHS community.
 The PBIS committee meets regularly to review progress towards school goals
based on ongoing review of data; positive referrals and discipline referrals, and to
plan school-wide KIND assemblies.
 Monthly school-wide recognition ceremonies/celebrations occur related to KIND
expectations, building community, and sustaining a positive school climate.
 Weekly recognition opportunities occur for the students related to the KIND
expectations and weekly goals/expectations are set by the principal.
 The entire school community (parents, FRC, PRIDE, bus drivers, support staff
and cafeteria staff) were trained in the PBIS model and continue to be engaged
in community building efforts.
 Numerous school-community events were planned throughout the year to teach
the value of community involvement and civic participation, including ongoing
support from the PTO.
 Staff, parent and student surveys are conducted to monitor our school climate.
Results are shared and analyzed by the PBIS committee to determine action
plans; all data are shared with the school community members.
 Parent and community forums are held throughout the year to engage the
community with JHS and its school climate mission; including the use of the
National School Climate Center’s Community Scale Survey Instrument.
 Morning Meeting is conducted in each room to start each day; this extends to
participation beyond the classroom teachers.
 Other activities include:
o Ongoing collaboration with other schools in the district and beyond (music,
theater, art, and science projects); also JHS housed other district school
students at our events.
o Partnership with high school mentors, “The Dream Team” to support
student achievement, character education and civic participation.
o Regular school visits by local businesses, doctors, dentists, fire
department, police department, etc. and ongoing trips to the community
including NB day, libraries, schools, etc.
o The annual Read Across America Day where students spend the day
engaging with community, family, and staff.
o Cultural Arts/Appreciation series including Reducing Meanness, Global
Appreciation, and Songs from Around the World.
o Inaugural JHS Wellness Fair to support understanding and appreciation
for leading a healthy lifestyle.
Community Service
JHS honors the benefits of community service, both for those who provide it and those
who receive it. As such, the JHS community is involved in numerous community service
activities throughout the year.
 Weekly Dress Down/School Spirit Friday’s occur in an effort to collect funds for
varied causes throughout the year.
 Ongoing food/toiletries drives help to restock the local food banks.
 Ongoing partnership with NB Women’s Club and our library to promote reading.
 Ongoing collaboration project with Cub Scouts and Girl Scouts focuses on
recycling and donations.
 Ongoing partnership between NB Public Libraries to enhance literacy and
parent/community involvement with reading.
 Veteran’s Day event to honor and recognize local veterans…over 70 veterans
attended and received cards, were sung to, and participated in the schoolcommunity event.
 Annual St. Baldrick’s event to raise money, awareness and support for childhood
Cancer.
 Night to Care event held at JHS to support local families in need; students
assisted in care packages, awareness, and helping others.
 Flag Day event honoring veterans and soldiers…school wide recognition
ceremony.
 Matt’s Mission Fund support drive and assembly.
 Veteran Angler support drive.
 Jump Rope for Heart support drive and assembly to promote healthy lifestyle and
awareness of wellness.
 Additional awareness/support drives including students, staff, and families
included: Facial Palsy, Alzheimer’s, Cancer, Parkinson’s, Autism, March of
Dimes, Down’s Syndrome, CdLS, and MADD.)
 Yearlong school and community beautification efforts (gardens, grounds, parks,
libraries, etc.)
An essential component of our community service program is the community based
partnership with high school students. This group of 25 NBHS students visit JHS
throughout the school year and partner with classrooms to support student
achievement in reading, to establish mentorship relationships, and to participate in
community service events.
TOTOKET VALLEY ELEMENTARY SCHOOL
Dr. Kris Lindsay, Principal
Professional Learning Communities
 All certified staff members are part of a Professional Learning Community.
 PLC work focuses on improving student achievement in reading, writing, and
math in accordance with the School Improvement Plan.
 PLC time is dedicated to reviewing students’ common and formative assessment
data to make instructional decisions and monitor ongoing progress.
 Teachers also use PLC time to collaborate and share strategies and materials.
Academic Achievement: Meeting the Standard’s Challenge
TVES sets high standards for student achievement in reading, writing, mathematics,
and science as outlined in the School Improvement Plan.
 The reading curriculum incorporates the Connecticut Core Standards. Instruction
is provided to students using a Reader’s Workshop approach and focuses on
building comprehension (forming a general understanding, developing
interpretations, making connections, content and structure). Students receive a
combination of whole group close reading instruction, small group support,
independent practice, and independent reading time. Author visits, professional
storytellers, and various reading contests and celebrations enhance the
curriculum and promote reading across grades. Students who require additional
reading instruction may be offered RtI services and are invited to participate in
the Reading Success at TVES after school tutorial program at no cost to families.
 Students learn independent writing by constructing pieces with purpose and
organization, development and elaboration, and using proper writing
conventions. They also generate frequent written responses to text. Visual
literacy is incorporated into students’ writing as part of the ongoing North
Branford partnership with the Yale Museum of British Arts.
 The math curriculum incorporates operations and algebraic thinking, number and
operation, measurement and data, and geometry. Students also build their fact
fluency and learn to apply skills by solving complex word problems. Students
who require additional math instruction are invited to participate in the Math
Success at TVES after school tutorial program at no cost to families.
 HOT Schools strategies continue to be utilized at TVES, including “Magic
Mailbox” contests, Student Senate, the Art Action Team, and the Green Team.
 Talented and Gifted Programming is available for identified and high achieving
students, such as Creative Learning classes and projects during the RtI block,
and Enrichment Clusters. All students have the opportunity to pursue their
interests or explore new ones through the After School Enrichment Program (e.g.
pottery, newspaper club, theater arts, cooking, rock wall climbing, Lego-building,
etc.).
 Science and Social Studies improve students’ basic factual knowledge, as well
as their conceptual knowledge and application of skills. They learn how to
research and present on scholarly topics, build their background knowledge and
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content vocabulary, and engage in hands-on learning opportunities. Field trips
further extend students’ instructional experiences in these areas.
Response to Intervention (RtI) services are provided to students in reading,
math, and behavior.
The use of technology to enhance instruction continues to increase. Six
classrooms have dedicated student iPads for daily use, and a classroom set is
available for use on a sign-out basis. In addition, all TVES students have
participated in telepresence conferences, including historical re-creations (e.g.
the Underground Railroad), virtual field trips (Smithsonian Institute), and an
opportunity to interview former first lady Barbara Bush. Students have also
SKYPEd with published authors, such as Seymour Simon, Tony Abbott, and
Katherine Applegate, and competed with other schools (Battle of the Books with
Renzulli Academy in West Hartford).
Professional Development
Professional development occurs during monthly staff meetings, as well as
designated PLC days.
 In-house training has been ongoing and included the following:
o Ongoing consultation with Nancy Boyles, reading consultant
o Curriculum updates in Social Studies and Mathematics
o Teacher evaluation revisions including Charlotte Danielson’s revised
Framework for Teaching
o Teachscape technology
o School webpage development and updates
o Visual Literacy and the North Branford partnership with the Yale Museum
of British Arts
o Staff members pursue professional learning outside of the district on
topics of relevance and to inform curriculum design within our region as
well.
o Training in the FUNdations Program
o In-house Math and Language Arts coaching
o i-Ready on-line resources
Community Service/School Climate
Maintaining a positive school climate is a priority at TVES. Positive Behavior
Intervention Supports (PBIS) have been in place for the past six years. School rules
and behavior expectations are explicitly taught and reviewed with students. We use the
acronym ROCKS (Respect, Opportunity, Cooperation, Kindness, Safety) to reinforce
expectations. Visual reminders of ROCKS behavior are posted throughout the building.
Students are rewarded for demonstrating ROCKS behavior. Raffles, prizes, and
certificates are distributed to students to celebrate success. This year a new program
was implemented to recognize students who exhibited excellent behavior, “TVES
Students of the Month.” Behavior data is maintained through SWIS, and logical
consequences are assigned for misbehavior with a focus on helping students make
better choices in the future.
TVES recognizes the importance of ongoing community service. The community
services activities that have taken place at this point include, but are not limited to the
following:
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Dress Down Fridays (staff pay $1 that is donated to a designated cause)
Donations to the Alzheimer’s Association
Multiple food drives to help restock local food banks
Veterans Day cards and letters
Donation to JHS Night to Care
Jump Rope for Heart to benefit the American Heart Association
Coat drive for the homeless
NORTH BRANFORD INTERMEDIATE SCHOOL
Alan Davis, Principal
Keith O’Rourke, Assistant Principal
Professional Learning Communities
All NBIS staff members paRtIciapate in at least one Professional Learning Community.
 The NBIS Data Team is coordinating efforts to analyze standardized test scores and
institute action plans to help all students achieve success. The new iReady
benchmark testing system has been instituted. These computer adaptive tests will
be administered three times during the year.
 NBIS has implemented action plans, specifically in the areas of literacy and
mathematics, to address identified areas of weakness, as measured through the
benchmark testing system. A focus is also placed on the writing process. A multifaceted approach is employed. Instructional strategies include:
o Modeling, accompanied by whole class discussion, on how to elaborate
and use detail to explain a topic or defend an opinion
o Using a small group setting, students re-examine a prompt question, with
a particular emphasis on identifying all parts of the question. Students
formulate a response, focusing on elaboration using specific details.
Then, students read their responses in order to practice the art of selfediting and revising.
o Peer editing and revising
o Individually, students are required to utilize text evidence when answering
prompt questions.
o Student assignments target specific writing skills.
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The school’s Decision Making Team (DMT) meets on a regular basis to address
strategic planning issues and school improvement plans. This forum, which includes
teacher representatives from each department, provides an opportunity for open
dialog and teacher feedback.
Student Success Plans (SSP’s) have been instituted and the Naviance Succeed
software program is utilized to record individual student data. The Guidance
Department coordinates this initiative to address every student’s needs and
interests. The SSP provides each student with support and assistance in setting
goals for social, emotional, physical and academic growth, meeting rigorous school
expectations, and exploring future career interests.
In mathematics, various data points are considered to determine specific target
areas. Benchmark assessments are employed to determine the degree of student
progress. Test results are used to monitor student growth and institute remedial
support.
Teacher teams meet on a routine basis to analyze student work and plan for
targeted instruction.
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Subject-specific PLC’s are held on Wednesday afternoons, from 2:35-3:35.
Curriculum development, assessment criteria, and strategic building initiatives are
addressed at the department level.
Academic Achievement: Meeting the Standard’s Challenge
The NBIS School Improvement Plan is aligned with the NBPS Strategic Plan and sets
high expectations for all students. We recognize that different students may need
different supports to reach their potential.
 A formalized schedule of after-school “office hours” has been implemented to assist
students requiring extra help. All academic teachers have scheduled two days per
week for this new initiative.
 A school-based RtI Core Team meets weekly to discuss future planning, develop
individual action plans, and formulate specific intervention strategies. Students who
continue to struggle academically, despite receiving Tier 1 differentiated instruction,
are referred to the RtI Core Team; comprised of the administration, guidance
counselors, social worker, special services staff, regular education teachers, and
special education teachers. The RtI Core Team further evaluates the “referred”
student’s academic plan and develops further supports, with increasing intensity, as
needed.
 A 42-minute period, entitled AST (Academic Support Time) has been implemented
to provide a host of student services; including academic reinforcement, enrichment
activities, and targeted intevention.
 Students in grades six and seven who require intensive Tier 2+ support in reading
and/or mathematics are assigned to RtI instructional classes and/or receive
additional remedial assistance in the classroom. Our after-school Homework Club is
also used to assist students who require additional academic support.
 NBIS has instituted a block schedule; featuring 60-minute academic classes, daily
AST (Academic Support Time), and a PRIDE advisory period.
 NBIS participates in the SCASA Superintendent’s Award and the CAS ScholarLeader Award recognition programs. Deserving students are selected on the basis
of scholarship, leadership, and community service.
 The Technology Education Department has expanded our engineering program to
include both seventh and eighth grade students. This program, entitled Project Lead
the Way, includes a “robotics” module in eighth grade.
 Five NBIS students auditioned for the Southern Regional Music Festival. All of the
students prepared challenging solos and scales; and performed sight reading
examples at the audition. Two of these students (one seventh grader and one eighth
grader) received high enough scores to be accepted into the festival.
 Eight NBIS students represented NBIS at Laurelton Hall’s Science Olympics for
Girls. There were 20 teams involved in the competition. Our eighth grade team came
in first place in the eighth grade division. Our seventh graders finished in second
place in their division.
Creative Learning
 The Future Problem Solving Program of CT is a nonprofit educational organization
administering creative problem solving activities for students in grades K-12. This
club teaches students a six-step problem solving process and involves research,
discussion and completion of a competitive booklet. The club meets on Thursdays
after school. This “sport for the brain” helps students learn the six-step method for
problem solving, teamwork, research skills and a wide variety of other skills. This
year’s beginning Practice Topic is “Treatment of Animals.” The goal for the club is to
have at least one team qualify for the State Conference.
 NBIS students will, once again, compete in the National Spelling Bee and
National Geographic Bee competitions.
 The Robotics Club finished the design and construction of a “robotic chicken” for the
school’s drama production of “Into the Woods.”
 The NBIS Creative Learning Resource Educator works with teachers on the
incorporation of new resources and strategies to utilize with advanced students. One
of these opportunities includes integration of the Stock Market game in the eighth
grade. The Stock Market game is a financial literacy activity that encourages
students to think, speculate, and calculate as they sharpen critical thinking and
research skills; use the news (eCourant – electronic version of the newspaper) to
recognize business trends; experience real life lessons in mathematics, economics,
and business; practice technology skills and engage in teamwork. Each team
consists of 2-5 players that invest a hypothetical $100,000 over a ten-week period
via online transactions. Our Mathematics Department Chair, Mary Ann Valentino,
coordinates our participation.
 NBIS continues its participation in the Center for Talented Youth program, in
collaboration with John Hopkins University.
 An after-school Enrichment Program has been established for interested NBIS
students.The program takes place after school, and offers a diverse range of
creative opportunities; including theatrical, artistic, and academic classes.
Professional Development
NBIS is dedicated to continuous improvement in quality instruction. We believe that
meaningful professional development is the key to improved teacher performance and
effectiveness.
 The Mathematics Department is in its third year of implementation of the Connecticut
Core Standards. Our teachers continue their work with curriculum development and
have been paRtIcipating in off-site professional development opportunities.
 Language Arts teachers are participating in ACES training, regarding the
Connecticut Core curriculum development process.
 NBIS will participate in a series of internal Instructional Rounds; where teachers look
for evidence of student engagement, rigorous instruction, effective integration of
technology, and differentiated teaching strategies. Each teacher will have the
opportunity to visit several classrooms during each half-day session. The process
concludes with a discussion and feedback session.
Character Education and Community Service
 Officer Scott Driscoll, owner of Internet Safety Concepts, presented a special
assembly for all students in December. His message incorporated the tenets of our
PRIDE initiative and focused on cyberbullying issues.
 The PBIS/ School Climate Committee has instituted a Safe School Climate Plan.
This plan includes:
o Promotion of the PRIDE acronym to reflect our commitment to maintaining a
positive, safe school climate.
P = Productivity
R = Respect
I = Integrity
D = Dependability
E = Empathy
o A series of PRIDE advisory periods, with a focus on our PRIDE attributes
o Implementation of a PRIDE character education curriculum
o A monthly Student Citizenship recognition program, including quarterly
breakfast celebrations for selected students
o A PRIDE Activity Night for all students
o A PRIDE ticket program to recognize deserving students
o Monthly progress updates at faculty meetings
o A Teacher of the Month recognition program
o Administration of student, parent, and staff surveys to assess “school climate”
data
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The NBIS Interact Club, supported by the North Branford Rotary Club, sponsored a
Holiday in a Shoebox fund raiser and coordinated a collection to benefit the New
Reach organization in New Haven. Seventy-five gift boxes were packed and
wrapped.
A variety of charitable fundraisers, including student “spirit days,” were sponsored to
raise funds for needy families in North Branford.
Informational video message boards, mounted in the lobby and the cafeteria, have
been upgraded to incorporate a wealth of positive and motivational content.
NBIS continues its participation in the Center for Talented Youth program, in
collaboration with John Hopkins University.
In collaboration with ACES, our Best Buddies program provides an opportunity for
students in the Life Skills program to interact and collaborate with their peers in a
variety of structured social settings.
NBIS continues its involvement with the Prudential Community Service Award
program.
The TV Club produces a daily live broadcast; which promotes positive school spirit,
a sense of community, and character building experiences.
The 26th Annual Community Round-Up was a great success. More than 100 student
participants, 25 staff members, and many community volunteers helped with the
collection of 8,700 items, including $1100 in cash donations for the North Branford
Food Pantry. After a greeting from Lynn Riordan (Food Pantry Director), the
students canvassed the neighborhoods of Northford and North Branford for two
hours on a Saturday morning in October. This event culminated a full week of
charitable events as part of Spirit Week. This week also included an in-school
Walk-A-Thon, in support of our PTO and Matt’s Mission.
“What we instill in our children will be the foundation upon which they
build their future.”
~Steve Maraboli~
NORTH BRANFORD HIGH SCHOOL
Todd Stoeffler, Principal
Gregory Gwudz, Assistant Principal
Professional Learning Communities
All certified staff participate in Professional Learning Communities throughout the entire
school year. Student achievement is the overarching goal of PLCs with decisions
regarding instruction, curriculum, and assessment guided by student performance data.
This data is compiled and then reviewed by staff when working in their PLCs.
 All certified staff members are part of a Professional Learning Community (PLC).
The PLCs meet formally following the student school day on 2 nd and 4th
Wednesdays. PLCs also meet on an as needed basis or regularly during common
planning time throughout the student school day. Beginning this school year,
Interdisciplinary PLCs meet on the 4th Wednesday of each month. Each certified
staff member has been provided the opportunity to select a colleague from another
discipline area to collaborate with during the Interdisciplinary PLC meetings. As a
part of teachers’ evaluation program, staff will report during the spring regarding their
progress with this new initiative.
 Departmental PLC work in the core areas focuses upon student achievement in
reading, writing, and math. Reading and writing is also focused upon in non-core
areas along with key components of each curricular area. A data driven decision
making protocol (DDDM) tool is used to track and record student progress over time
in all departments.
 The DDDM protocol is also used to track data related to teachers’ student learning
objectives within the teacher evaluation plan. The DDDM is included as evidence of
progress during the mid-year conference and year end conference with all certified
staff.
 Departments and PLCs have also worked on Learning Expectation Assessments
throughout the school year in preparation for this graduation requirement for the
Class of 2017 and beyond. This initiative was in response to a CSDE communication
regarding exit and graduation requirements upon the CAPT being phased out. This
critical step will better ensure that all students demonstrate proficiency in academic
skills associated with common learning expectations (literacy including reading and
writing, problem solving skills including mathematical skills) as measured by the
School Wide Rubrics.
Academic Achievement: Meeting the Standard’s Challenge
Through programming, professional development, and other means to improve student
achievement, NBHS continues to be focused upon academic rigor and student
engagement. Data and technology are a part of this process in addition to the on-going
adjustments related to the Connecticut Core Standards and the College Board SAT.
 The Data Team completes the classroom walkthrough process twice each marking
period. This occurs throughout the school day so that all classrooms are visited by
the group. During the walkthroughs the Data Team notes evidence of engagement
and rigor. Following each walk through, the team provides the staff with positive
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feedback via a general posting in First Class and during scheduled faculty meetings.
The classroom walkthrough process this year has focused upon questioning skills
and higher order thinking.
The non-tenured staff participate in the classroom walkthrough process using a
similar format as the Data Team and share their observations among peers
participating in the process.
The iPad initiative has progressed with issuing 260 school-issued iPads to students
in core and non-core areas. This initiative included several Advanced Placement
courses for upper level students, honors level courses and college prep level
courses for underclassmen.
Eleven Advanced Placement courses were included during the 2014-15 school year.
There were 87 AP students enrolled, the most in the five year window of data
tracked by the College Board. For 2015, 127 AP tests were completed by students,
the second highest for the five year window, with 84.3% of NBHS students
completing tests scoring at 3 or above.
The Data Team compiled data in many areas including: PSAT AP Potential,
PSAT/SAT College Readiness Benchmarks for Writing, Reading & Math, Discipline,
and PBIS referrals. Data is then disseminated to appropriate departments and staff.
Response to Intervention (RtI) is provided to students in reading, math, and
behavior. Tier 1 is provided by the classroom teacher with various supports for Tier 2
based upon the nature of the need. This includes supports from a guided study hall,
student assistance counselor, and mental health staff. Tier 3 is included via the
alternative high school program housed in NBHS, Bridges. This year, a Literacy Lab
was incorporated with students being referred based upon specific criteria including
standardized assessments. Students focus upon writing and reading skills and exit
upon meeting specific criteria at the close of the marking period.
For the first time, NBHS administered the SAT9, PSAT, and PSAT/NMSQT to
grades 9-11 during the fall semester. This decision was based upon several factors
including the State of CT determining that all grade 11 students would be completing
the SAT instead of SBAC this year.
For the first time, NBHS hosted the annual SHED Writing Conference for the entire
Shoreline Conference that includes 13 high schools. Seven accomplished and
published authors conducted writing workshops with over 120 students from the
Shoreline schools participating.
Professional Development
Professional development occurs during monthly staff meetings, off-site via workshops
sponsored or endorsed by the Connecticut State Department of Education, and during
work days throughout the summer and school year with job embedded experiences that
include NBHS faculty leading and participating in the professional development.
 Summer curriculum work was completed on site and at ACES with several members
from various core areas participating. This work was completed to further ensure
alignment with the Common Core Standards and to complete updated Landscape
Maps and Unit Plans. Learning Expectation Assessments have also been drafted
for use during the school year in preparation for the graduation requirement in place
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for the Class of 2017 and beyond. This work has continued throughout the year with
staff utilizing professional development days and PLC time.
During the August In-Service days, staff were provided updates on the NBPS
Teacher Evaluation Plan. Additionally, departments participated in meetings
focusing upon the development of student learning objectives and indicators of
academic growth and development.
In preparation for the transition to the SAT test for all grade 11 students, NBHS
administration and faculty have attended several workshops sponsored by CAS and
the College Board focused upon the revised SAT. The workshops have included
general overview information and additional workshops have been specific to
Language Arts, Mathematics, and Science.
During professional development days, staff members at NBHS have provided
workshops focusing upon the use of iPads in the classroom including applications
dealing with student engagement, document production, assessments and scoring,
and PBIS.
Various departments and Mental Health staff attended workshops off site focusing
upon current topics germane to their discipline and areas of expertise.
In preparation for the graduation requirements for the Class of 2020 and beyond, a
committee including administration and faculty developed a proposal regarding the
senior Capstone Project. The committee’s work included visiting other schools with
senior projects in place and reviewing the current NBHS IPP Program.
Community Service/School Climate
Maintaining a positive school climate is a priority at North Branford High School.
Positive Behavior Intervention Supports (PBIS) have been in place for the past several
years. All classrooms and public areas at NBHS have the PBIS Expectations posted
with the acronym ‘CIRCLE’ to reinforce these important expectations.
 Incoming freshmen are introduced to the NBHS PBIS expectations and the CIRCLE
acronym during freshmen orientation and at the onset of the school year in Advisory
sessions.
 Returning students are reminded at the onset of the school year of the NBHS PBIS
Expectations and the CIRCLE acronym. Throughout the year, activities in Advisory
are connected to the PBIS expectations.
 Faculty modified existing assignments and lesson plans to have explicit references
to the PBIS expectations and to the portion of the NBHS Mission Statement that
states “excellence in school climate, civic, and social responsibility”. This initiative
was completed to reinforce the importance of a positive school climate and to have
students focus upon these important concepts while studying topics and curricula in
all classes.
 During the fall, several Veterans visited NBHS and participated in the annual
Veterans Day event with students and classes having the opportunity to hear about
their experiences while serving in the military.
 NBHS continues to sponsor an annual Holiday Reception and Spring Luncheon for
members of the North Branford Senior Center. Both events included food prepared
by students and musical performances.
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The English and Heath Department co-sponsored a Writing Contest with a local
agency to raise awareness about safe driving.
During the fall, the second annual “Spirit Day” was held with all students viewing a
video produced by the NBHS Video Production class. The video included several
segments: academic and co-curricular opportunities for students at NBHS,
graduates speaking about their experiences and current successes, a review of the
fall sports season, and a preview to the winter sports season. This year, a Full
CIRCLE presentation segment proceeded the video piece. Students who were
nominated by staff for going ‘beyond’ the Full CIRCLE expectations during the fall
were recognized.
NBHS Unified Sports continued to participate in a series of events with students
recognized during the annual state-wide event held by CAS/CIAC.
During the fall, a food drive and toiletry drive were sponsored by the NBHS Helping
Hands Organization with proceeds being donated to local agencies assisting the
needy.
The NBHS Art Department continues to sponsor the annual North Branford Art Show
that features artwork from students in the district grades K-12. Students’ works of
art are on display at various times during the school year with an ‘opening ceremony’
held each fall at the local library.
The NBHS Music Program performed at community events again this year including
the Christmas Tree Lighting Ceremony and the Memorial Day parade.
The NBHS Student Council continues to sponsor the annual blood drive each spring
that provides the opportunity for students and staff to donate.
During the spring, the Anti-Defamation League and NBHS will sponsor another
school–wide event, “Names Can Hurt Us”. The objective of the program is to reduce
unkind behaviors and to acknowledge the importance of the expectations associated
with PBIS/Full CIRCLE, Citizenship, Responsibility, Consideration, Leadership, and
Empathy.
Assemblies for grades 11 and 12 are held each prom season with a guest speaker
who is a local citizen addressing the group regarding good decision making, safety
and life beyond high school.
Through the Independent Performance Project Program, students completed
projects focusing upon career exploration or community service. In both cases,
students volunteered their time with the community service experiences taking place
in the Greater New Haven area.
SPECIAL EDUCATION
Suzanne Wright, Director
SPECIAL EDUCATION
Suzanne Wright, Director
The continuum of Special Education services in North Branford Schools continues to
develop through professional and program development. The district remains committed
to providing staff training and an appropriate continuum of services for students with
disabilities within the students’ home school whenever possible to improve student
outcomes.
Some examples include:
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In accordance with the Individuals with Disabilities Education Improvement Act
(IDEA) 2004, each state must have a State Performance Plan/Annual
Performance Report (SPP/APR) that evaluates the state’s efforts to implement
the requirements and purposes of the IDEA, and reports annually on its
performance. The State Systemic Improvement Plan (SSIP), is intended to
improve results for children with disabilities by improving educational services,
including special education and related services. States must report annually to
the public on their performance, and the states must determine the assignment of
each district to one of four categories, consistent with IDEA requirements: Meets
Requirements; Needs Assistance; Needs Intervention; or Needs Substantial
Intervention. We are very pleased to report that North Branford is one of 158
districts to be designated as “Meets Requirements” in the identified areas used to
make the determination for 2013-14. Congratulations to all the staff who work so
hard every day to help all students succeed!!! For example, our district met all of
its targets for measuring child progress on Early Childhood Outcomes/ECO!!!
These areas include an increase in positive social-emotional skills, use of
knowledge and skills and appropriate behavior to meet needs.
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School districts are monitored for graduation rates for students with disabilities.
Increasing our graduation rate has been a major effort of NBHS and the Special
Services Department. The State Dept. of Education reported that the Four Year
Graduation Rate (%) for North Branford High School was 81% for the 2014-15
school year.
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The School to Work program for students between 18-21 years of age has
outgrown its space at Central Office and moved to Totoket Valley Elementary
School. Dr. Kris Lindsay, TVES principal, has welcomed the program to use two
of the portable classrooms. The Special Services Department is pleased with the
results of the move as it has provided greater space for instruction in functional
academics, independent living skills as well as access to nursing and mental
health services on-site. Students enrolled in the program continue to use the
Family Resource Center, Special Services office and STW Community Center as
job sites. They also continue to work at other work sites in the community as well.
In addition, the program is participating in community service, including working
with the North Branford Food Pantry.
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Three teachers at NBIS (Grade 7 Science, Grade 7 Social Studies and a Special
Education Life Skills teacher) are participating in a coaching model of
professional development this year designed to increase the rigor of instruction
for students with significant disabilities through differentiated instruction. ACES
provides this Professional Development by observing, consulting and modeling
lessons with feedback to teachers. The ACES provider reports that the results of
this work have been outstanding in improving the participation and knowledge
acquisition of students due to the strong collaboration of the teaching team.
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Mrs. Scanlon, Mrs. Porto and Mrs. Milewski, special education teachers at NBIS,
attended a series of three workshops titled, Meeting the Challenge:
Implementing the CT Core Standards for Students with Disabilities and English
Language Learners, with NBIS teachers Mr. Daley (Language Arts), Ms. Lazzari
(Language Art), Ms. Jankiewicz (Language Arts) and Mr. Torrente (Language
Arts).
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Mrs. Bianchi, Coordinator of Special Services, and Ms. Ricci, Speech-Language
Pathologist at NBIS and NBHS, attended a workshop sponsored by the CT
Speech, Language and Hearing Association titled, “Dyslexia, Assessment and
Intervention in School-Aged Children”.
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Mrs. Wright, Director of Special Services, and Mrs. Bianchi attended a
presentation by Dr. Dorothy Stubbe of the Yale Child Study Center at
ConnCASE regarding “Anxiety Disorders and Strategies to Support Students”.
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Members of the NBHS Bridges team and mental health staff attended a
workshop regarding learning “Non-Reacting Mindfulness” to improve their
practices with students.
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Members of the mental health staff attended a workshop presented by
ConnCASE regarding Assessment of Child and Adolescent Behavioral and
Emotional Problems and Risk with the BASC-3
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Special education staff members at NBHS and NBIS have attended training
regarding a variety of iPad applications to use with their students, including
Turnitin, Schoolology, Plickers, and All Things Google.
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An annual issue of the Special Education News and Discussion (SEND
newsletter) was mailed home to every parent of a child who receives special
education services during Fall 2015.
PROFESSIONAL DEVELOPMENT
The following professional development programs provide specific training for staff
members in addressing the needs of students with disabilities. Special Education
teachers also participate in professional development directed at revisions to the
district curriculum or district initiatives to ensure that students with disabilities have
access to the general education curriculum.
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Observation and Awareness Strategies to Decrease Situational Reactivity and
Promote Alternative Responses
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Physical Management Training, including De-escalation Strategies
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First Aid/CPR/AED Training
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New School Psychology orientation
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CT Forum on Promising Practices in SLD/Dyslexia
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Increase the Reading Skills of Your Students Who Struggle the Most
TECHNOLOGY
Bruce Williams, Director
Technology Plan
 North Branford will begin work on a new three year plan which will reflect the vision
of the District Technology Committee. The North Branford School System believes in
continuously improving student achievement, focusing staff and programming on
student success, and providing a rigorous learning environment. Comprehensive
technology services and training must be available and integrated throughout the
curriculum to support this belief. The committee will convene to formulate our goals
for 2016-2019.
Policies
 The district has a responsible use policy in place that sets expectations for staff and
students in their use of technology.
Web Filtering
 North Branford Public Schools set up new web filtering and monitoring applications
this year to increase the safety of our school community. The North Branford School
District abides by federal regulations and certifies that they are in compliance with
Children’s Internet Protection Act (CIPA).
Environmental Responsibility
 Hardware that has passed its prime and can no longer serve our schools is recycled
through the proper channels. Computers are automatically shut down at the end of
day to conserve power.
Technology Projects
 Every effort is made to ensure that hardware and software are kept current. Over
the summer, all computers and iPads were reimaged. All Windows XP computers
had their software upgraded to Windows 7. At North Branford High School a
language lab was updated with newer computers.
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Networked cameras were installed in and outside all the schools to increase
security.
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New procedures were developed to automate the processes of deploying and
keeping hardware and software current.
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The IP video system and the Cisco Telepresence Systems were used in our schools
to communicate with students within and outside the district.
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iPads were utilized in all of our schools this year as a tool for instruction. The high
school and elementary schools used a one-to-one model with some of their classes.
PowerSchool, our student data demographic software, was updated to the latest
software and hardware. A test environment was created to run parallel with the
primary server in case of hardware failure.
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The technology in the auditorium was upgraded to be compatible with new digital
resources. The enhancements included a data projector, stage controls, Blu-Ray
players, lobby displays, a wall mounted HD camera and audio mixing in the control
room.
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In addition, a number of changes were made to improve the overall computing
experience in the district:
o The network was strengthened by reducing the number of devices traffic has
to pass through. ~Network services were consolidated to reduce the number
of servers the district is running.
o Servers were trunked to double their bandwidth. All switches had their
firmware upgraded.
o Directory services were centralized to provide easier management over
clients.
o Microsoft’s key management server was set up to ensure software licensing
compliance.
o Anti-virus management was centralized.
o A new system of patching software was instituted for post deployment of
client computers.
Grants
 E-Rate The district continues to participate in the Federal E-Rate program. The
2015-2016 school year is the 18th year of our participation.
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PEGPETIA (Public, Educational and Governmental Programming and
Education Technology Investment Account)
The technology department was awarded a grant for $94,532.80 to install a digital
media/video distribution system in all of its schools. This multipurpose system will
allow the North Branford Public Schools to deliver live and stored education media,
enhance curriculum delivery, accelerate professional development for staff, expand
connections to the community, improve communications between North Branford
Schools’ students, faculty, and parents, as well as enhance security.
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School Security Competitive Grant Program
North Branford was awarded funds to increase the security of its facilities. This
included enhancing exterior door security and the installation of a single interface for
video surveillance over the entire district.
Connecticut State Department of Education Grant; District Technology Upgrades
to Support Transition to the New Standards
 The technology department also applied for and is awaiting an award on a grant for
$43,142 to enhance the district’s wireless network.
FACILITIES
Don Winnicki, Director of Personnel and Business
North Branford High School (NBHS)
 As part of our ongoing maintenance plan, asbestos abatement was completed in
room 108 in conjunction with the modernization of this science laboratory. Vinyl
asbestos tile (VAT) was removed by a licensed contractor; custodial staff then retiled
the room with vinyl composite tile (VCT). The mechanical renovations done by our
maintenance department were significant and included rerouting floor drains, and
piping gas and water service to the new laboratory tables and sinks. Room 108 was
the major project at NBHS this year. We also received ten replacement unit
ventilators and our maintenance department installed two of them, in rooms 110 and
112. This work will be ongoing. Parking lot lighting was improved significantly with
the installation of LED fixtures, which was partially funded by a UI incentive.
North Branford Intermediate School (NBIS)
 No significant facility improvement projects were undertaken at NBIS in 2015. One
area of concern is the cost of ongoing maintenance for the HVAC system, which
continues to be high.
Totoket Valley Elementary School (TVES)
 A roof replacement was completed at TVES. The design incorporated both flat- and
pitched-roof sections. Three large air conditioning units were also replaced, and
installation of new unit ventilators is nearly complete. Because of the water damage
to the office wing of TVES, this area was completely renovated in conjunction with
the roof project. Work included carpet removal and an asbestos abatement, retiling
with vinyl enhanced tile (VET) tile by an authorized vendor, installation of new
sheetrock in several of the office areas and repainting of the entire area by our
maintenance department. Asbestos abatement was also done in the kitchen hallway
and at the “ramp” near the library. The library ramp was then covered with carpet
squares. The computer labs were moved from the portables to the main building,
and both the School-to-Work program and the FRC school-age program were
moved to the portables. The roof vents on the portables, which were identified as a
source of water leakage, were retrofitted. Repairs to one of the portable classrooms
began in response to damage by raccoons. Some hallway lighting improvements
were completed, and interior building signage was installed on each room. Parking
lot lighting was also repaired in several areas.
Jerome Harrison School (JHS)
 The kitchen storage area, the Project Pride classroom and another section of
hallway were retiled after the old tile was removed and proper waterproofing was
applied to the concrete surface. It is noteworthy that the tile in this building does not
contain asbestos. Large areas remain where the floor tile shows signs of serious
cracking. Work was completed on replacing the partitions and sinks in several
bathrooms, but additional bathrooms remain to be addressed.
Stanley T. Williams (STW)
 The Board of Education meeting room was renovated, including removal of the
carpet and installation of VET floor tile by an authorized vendor. New furniture was
also purchased and many of the surfaces were painted.
Security (District)
 A significant amount of security work was completed in 2015, with the help of both a
state security grant and town capital funding to offset a portion of the costs. While it
is not our practice to disclose details, some of the changes included upgraded video
surveillance and retrieval and buzz-to-enter stations at all schools.
“The road to success is always under construction.”
~Lily Tomlin~
FAMILY RESOURCE CENTER
Ann-Marie McCarthy, Supervisor
The North Branford Family Resource Center promotes comprehensive, integrated,
community-based systems of family support and child development services. Our
programs are located at Jerome Harrison Elementary School, Stanley T. Williams
School, and Totoket Valley Elementary School. Our Family Resource Center model is
based on the “Schools of the 21st Century” concept developed by Dr. Edward Zigler of
Yale University’s Bush Center for Child Development and Social Policy.
The Family Resource Center epitomizes the underlying concept that healthy
development and a sound education begin with access to quality childcare and support
services from birth. Our philosophical foundation is designed to provide the best
possible start for children and families of all racial, socio-economic groups living within
our community.
All families who reside in North Branford/Northford are eligible for services offered by
the FRC. Like the public school system, The Family Resource Center provides a
common ground for all families to benefit from the services and programs offered, and a
unique opportunity for families to share and learn from each other.
Our local Legislators, Senator Ted Kennedy Jr. and State Representative Vincent
Candelora, fully support the North Branford Family Resource Center and the programs
we offer to the families of North Branford.
Programs that are offered by The Family Resource Center include: Quality Full Day
Preschool Program at Stanley T. Williams, Before/After School Enrichment Programs at
Jerome Harrison Elementary School and Totoket Valley Elementary School, Resource
and Referral Services, Support and Training for Family Day Care Providers and
Families-in-Training: Infant and Toddler Programs at Stanley T. Williams, and at Jerome
Harrison Elementary School.
Stepping Out
Into Our
Schools
and
Community
District Administration and
of Schools: Scott Schoonmaker
Director of Personnel & Business: Donald Winnicki
Director of Curriculum nstruction: Tracy Wootton
Director of Special Education: Suzanne Wright
Director of Technology: Bruce Williams
Jerome Harrison Elementary School: Carter Welch, Ph.D., Principal
Totoket Valley Elementary School: Kris Lindsay, Ph.D., Principal
North Branford Intermediate School: Alan Davis, Principal
North Branford Intermediate School: Keith O’Rourke, Assistant Principal
North Branford High School: Todd Stoeffler, Principal
North Branford High School: Gregory Gwudz, Assistant Principal
Board of
Philip Dahlmeyer: Chairman
: Vice Chair
Marcey Onofrio: Member
North Branford Public Schools
1332 Middletown Avenue ● P.O. Box 129 ● Northford, CT
(203) 484-1440 ● Fax: (203) 484-1445