new britain high school freshman academy
TRANSCRIPT
2016-2017
Program
And Course Guide
Phone (860) 225-6300
Fax (860) 225-6350
Web Site www.csdnb.org
New Britain High School
Freshman Academy
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Table of Contents
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District Information School Information Graduation Requirements Guidelines for Selecting Courses Freshman Academy Required Courses Freshman Academy Elective Courses World Languages Career and Technical Education Academy of Finance Family and Consumer Science Stem Academy Health Academy Fine Arts Junior ROTC Additional Programs NBHS Sports NBHS Clubs
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CONSOLIDATED SCHOOL DISTRICT OF NEW BRITAIN
2016-2017
The contents of this Program of Studies are rooted in the following core values:
COLLABORATION As a 21st century learning community, we demonstrate our ability to work effectively and respectfully. Our collaborative work exhibits our willingness to value each other’s views and contributions and the ability to compromise in order to achieve common goals. COMMUNICATION At New Britain High School, we value the ability to articulate our thoughts through a variety of oral, written, and non-verbal forms. We also value the use of multimedia and technology to disseminate our ideas, beliefs, and values. Finally, as a 21st century learning community, we use our communication skills to inform, instruct, plan, motivate, and persuade. CREATIVITY Our learning community appreciates creativity and the ability to utilize it individually and as members of the collective in a positive manner. We promote the use of a wide range of thinking techniques that display originality, innovation, inventiveness, and inclusion of multiple perspectives in order to be successful and productive 21st century community members. CRITICAL THINKING We regard the ability to reason as a fundamental value for all members of the New Britain High School learning community. We believe that developing and perfecting the ability to effectively analyze and evaluate evidence, construct well-founded arguments based upon developed claims and beliefs as essential skills for the 21st century. SOCIAL AND CIVIC RESPONSIBILITY The New Britain High School learning community is deeply rooted in a sense of civic and social responsibility to one another and the national and global community at-large. We use our interpersonal skills and our leadership skills to promote ethical decision-making in order to achieve our common goals and advance the democratic process well into the 21st century.
LEARNING EXPECTATIONS Academically, the NBHS student:
1. Reads and responds critically for a variety of purposes. 2. Utilizes listening, speaking, and writing skills to communicate effectively for a variety of
purposes and audiences. 3. Thinks critically in order to deduce, analyze, and solve abstract and real-world problems
across disciplines. 4. Selects and employs a variety of resources-including media and technology-in order to find,
organize, and communicate ideas effectively. Socially and civically, the NBHS student:
5. Takes responsibility for his/her education and demonstrates the ability to be an independent, reflective, and creative learner, who is capable of generating his/her own ideas and willing to learn from mistakes.
6. Respects cultural and linguistic diversity; 7. Learns to work collaboratively and creatively with others to achieve common objectives; and 8. Understands and demonstrates a sense of community, democracy, and constitutional
principles.
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NEW BRITAIN BOARD OF EDUCATION
Ms. Sharon Beloin-Saavedra, President Mr. Merrill Gay
Mr. Nicholas Mercier, Vice-President Ms. Miriam Geraci
Ms. Elaine Zottola, Secretary Ms. Judith Greco
Ms. Grisselle Aponte Ms. Nicole Rodriguez
Ms. Gayle Connoly-Sanders Ms. Daisy Sanchez
DISTRICT ADMINISTRATION
Mr. Kelt Cooper, Superintendent of Schools
Dr. Ann Carabillo, Chief Academic Officer
Mr. Paul Salina, Chief Operations Officer
NON-DISCRIMINATION POLICY
The New Britain Board of Education is committed to the elimination of discrimination and racial imbalance and to the provision of equal educational opportunity for all students regardless of race, color, religious creed, age, sex, marital status, national origin, sexual orientation, ancestry, present or past history of mental disorder, mental retardation, learning disability, including, but not limited to, blindness in accordance with all applicable federal and state law.
HIGH SCHOOL ADMINISTRATION
Mr. David L. Chambers, High School Principal Mrs. Elizabeth Crooks, Vice Principal Mr. Mark J. Fernandes, Associate Principal – Freshman Academy Mrs. Kerri-Lynn Major, Associate Principal – Gold House Mr. Joseph Pinchera, Associate Principal – Red House Mrs. Tiana Amaro, District Supervisor of Special Education
NBHS Contact Information:
NBHS Main Office: 860-225-6300 Registration Office: 860-225-6300 x610 and x665 Special Education Office: 860-225-6300 x660 On-line at www.csdnb.org/nbhs
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NBHS: FRESHMAN ACADEMY
PURPOSE OF THE FRESHMAN ACADEMY The New Britain High School Freshman Academy will empower every student to make positive change, continuous growth, and achieve academic excellence. Each student will experience high expectations in a highly personalized learning community that supports the development of pride, responsibility, and 21st century skills.
Freshman Academy Contact Information: Freshman Academy Office: 860-225-6300 x 690 Associate Principal: 860-225-6300 x 691 Dean of Students: 860-225-6300 x 695 Guidance: 860-225-6300 x697 & 698
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GRADUATION REQUIREMENTS Students are responsible for meeting all graduation requirements and all course requirements outlined in this Program of Studies. Guidance counselors are available for explanation and clarification of the graduation requirements.
New Britain High School Graduation Requirements, beginning with the class of 2020.
I. Credit Distribution Requirements The Board Of Education credit requirements meet state regulations:
New Britain High School graduation Requirements, beginning with the freshman class entering NBHS in September 2016, scheduled to graduate in 2020 CLUSTER 1: SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS – 8 credits Math (4 Credits) Credits
Algebra 1 1 Geometry 1 Algebra II or Probability & Statistics 1 Required Math Elective – Pre-Calculus, Calculus, or other full year math course 1
Science (3 Lab Science Credits) Biological/Life Science 1 Chemistry/Physical Science 1 Life Science, Physical Science, or Earth Science 1
Required Stem Elective (1 Credit) Science, Mathematics, Math/Science Tutorial, Technology, Engineering or other STEM courses.
CLUSTER 2: HUMANITIES – 9 credits
English (4 Credits) Credits
English Language Arts 1 (Genre Survey) 1 English Language Arts II (The American Experience) 1 World Literature & Composition 1
(World, British, or AP) Required English Elective 1
Social Sciences (3 Credits) Civics 0.5 Required Social Studies Elective 0.5 United States History 1 International/World Studies 1
Fine Arts (1 Credit) Credits
Art, Music, Theatre, Dance 1 Required Humanities Elective 1
English, English Language Arts Tutorial, World Languages, Social Science, Fine Arts or other Humanities courses.
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CLUSTER 3: CAREER & LIFE SKILLS (3.5 Credits) Career & Life Skills: Credits
Health Education 0.5 Physical Education 1
Required Career & Life Skills Electives: 2
Career and Technical Education, World Languages, English Language Development, or other Career & Life Skills courses such as Personal Finance, Public Speaking and Computer Literacy, and pre-approved internships, shadowing, employment and service learning projects. OPEN ELECTIVES 3.5 CAPSTONE EXPERIENCE 1 TOTAL CREDITS 25
Students are assigned to grades 9-12 based on the number of credits earned as follows:
Students need to earn six credits to progress to grade 10, twelve credits to progress to grade 11, and eighteen credits to progress to grade 12. Graduation eligibility of students classified as seniors (grade 12) can be found in the
Connecticut General Statutes Section 10-221a and the New Britain High School Student Handbook.
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II. District Performance Standards
The New Britain High School graduate:
A. Is literate, as demonstrated by reading presented text and responding to a posted
question in writing that is focused, organized, elaborated and edited for standard English conventions. The standard may be met by:
1. Achieving a minimum score of 475 on the critical reading section of the SAT I and
a score equivalent to the national average on the SAT II composition test OR 2. Achieving a score of 20 or better on the English and Reading sections of the ACT
OR 3. Producing an essay that responds to presented text, is focused, organized,
elaborated and edited for standard English conventions, recorded in the SSP
B. Is proficient in mathematical problem solving in the areas of number and quantity,
geometry and measurement, statistics and probability, and algebra and functions. The standard may be met by:
1. Achieving a minimum score of 475 on the mathematics component of the SAT OR
2. Achieving a score of 20 or better on the mathematics section of the ACT OR
3. Achieving an acceptable score on a multi-response, assessment that demonstrates proficiency in mathematical problem solving recorded in the SSP.
C. Is a responsible and contributing member of both the school and New Britain city
communities. The standard may be met by:
1. Completing all sections of the State SAT (or state approved alternative forms of the SAT) with demonstrated serious intent as defined in the New Britain High School Handbook
AND 2. Demonstrating the ability to work in a team environment by successfully
participating in at least one club, sports team or school activity or community activity that involves working collaboratively to accomplish a task or complete a project as documented by the advisor, coordinator or coach. The activity must be pre-approved by the student’s guidance counselor.
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D. Maintains a Student Success Plan (SSP) that demonstrates the competencies associated with College and Career Readiness (CCR) built around three core components: academic development; career development; social , emotional development and physical development:
1. Complete one of the following:
a. Complete a career interest survey (hard copy or web-based) using resources identified by the Guidance Career Center (GCC)
OR b. Research, develop, organize and apply – within the framework of the
individualized Student Success Plan (SSP) – correlation between interest survey outcomes and post-+6secondary planning, including financial planning
AND 2. Complete at least one application
a. Job b. Scholarship c. Financial aid d. ASFAB (military)
AND 3. Prepare a formal cover letter and resume, including a list of appropriate
references (maintained within the SSP) AND 4. Complete at least one of the following: (must be pre-approved)
a. Job shadow experience b. School to career work-study program c. Internship d. Accredited off-site college course/program e. Hold a job for a minimum of 150 hours
Reflection on this experience is presented in the SSP. AND 5. Take at least one of the following
a. PSAT b. SAT c. ACT
AND
6. Complete an application for an accredited post-secondary program.
III. Implementation
Students will have the opportunity to meet performance standards (for section A and B) through the. SAT or district performance standard. Students not meeting the performance standard in reading/writing or mathematics through the SAT or other standardized tests specified will have other opportunities to demonstrate proficiency as determined by the BOE.
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IV. Options if Requirements Are Not Met
A. Students who have not met the District’s performance standard in reading and writing
may enroll in a designated writing course the summer following their junior or senior years. A rubric scored performance assessment will be administered at the conclusion of the summer course. Students meeting the standard in the summer following their senior year may meet requirements for an August graduation.
B. Students who have not met the District’s performance standard in mathematics may enroll in a designated mathematics course the summer following their junior or senior years. A rubric scored performance assessment will be administered at the conclusion of the summer course. Students meeting the standard in the summer following their senior year may meet requirements for an August graduation.
C. Other options may be made available dependent on District resources.
V. Exemptions
A. Special Needs: Students with special needs may be exempt from the District
performance standards for graduation described in this policy if so indicated in their Individual Education Plans.
B. English Language Learners: students enroll in a bilingual or English as a Second Language program for less than 30 months may be exempt from the District performance standards for graduation described in this policy if so recommended by the Bilingual/ESL/Foreign Language department chairperson in collaboration with the District Coordinator of Bilingual Education, ESL and World Languages at the student’s annual review.
C. Transfers: if a student transfers into New Britain High School after completing at least three years in a high school in another state or country, he/she may be exempted from the District performance standard. If a student transfers into New Britain High School from another Connecticut district, NBHS will accept completion of reading/writing and mathematics performance standards from that district as demonstrated through SBAC scores or the District’s locally designed performance assessment. If the student has not met these standards in his/her previous district, he/she must successfully complete a NBHS assessment in these areas.
Legal References Connecticut General Statutes
10-16 (1) Graduation Exercises (as amended by Public Act 96-26, An Act Concerning Graduation Requirements and Readmission and Placement of Older Students and Public Act 96-108, an act concerning student use of telecommunication devices and the establishment of graduation dates) 10-221a High School Graduation Requirements (as amended by Public Act 00-156, an act requiring a Civics course for high school graduation) 10-221a High School Graduation Requirements (as amended by Public Act 01-166, an act concerning high school graduation and the Connecticut Academic Performance Test Public Act 11-135 An Act requiring each local Board of Education to create a student success plan for each student enrolled in a public school, beginning in grade six.
State Reference: The Connecticut Plan
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ADMISSIONS REQUIREMENTS FOR CONNECTICUT COLLEGES In addition to high school graduation requirements, students should select courses that will provide many options after graduation. Below are the current admission requirements for area colleges. Most colleges have similar requirements though they may have additional or alternative requirements depending on the major, program or school.
University of Connecticut
Upon graduation from high school you must have completed at least 16 units, with 15 in college preparatory work. Students should complete, as a minimum, the following college preparatory courses while in high school:
4 years of English 3 years of math (algebra I, algebra 2 and geometry) 2 years of social studies (including one year of U.S. History) 2 years of a single foreign language (3 years strongly recommended) 2 years of laboratory science 3 years of electives
Central Connecticut State University
Admission criteria include graduation from an accredited secondary school with college preparatory work in the following areas:
• English (four units) - courses should emphasize writing skills, literature and reading comprehension. • Mathematics (three units) - courses should include Algebra I, Geometry and Algebra A fourth unit in trigonometry, analytical geometry or pre-calculus is recommended for students planning to take calculus at CCSU. • Science (two units) - courses should include one unit of a laboratory science. • Social Sciences (two units)- courses should include one unit of United States history. • Foreign Language - three years in the same language is recommended.
CT Community Colleges
Proof of high school graduation is required for admission and placement tests will determine your entry into certain courses.
HOW TO EARN CREDIT
Students earn ½ credit each semester in every single-period class that a student passes (D- or better). Double-period classes are noted in the Program of Studies.
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TIPS FOR SELECTING COURSES
This course selection guide outlines all the academic opportunities open to students at NBHS. The selection might, at first, seem overwhelming. However, here are some guidelines for students and parents/guardians to consider:
Take the most challenging classes available, not the ones that require the least effort. Colleges and employers put greater emphasis on the difficulty of the courses students take, rather than on the grades earned.
Take courses at the highest level that will challenge you. If a student has been misplaced, the student will be able to move down one level after the first quarter grade report, as long as the student is doing the work and demonstrating effort, and the teacher can attest to that effort. Moving down a level from an Advanced Placement course is contingent on the above conditions, and the student must meet with the Advanced Placement Committee. Students may move up a level at any time.
Take courses that keep your options open to pursue any goal you choose after high school. Looking for the easiest classes or avoiding certain subject areas might close a door later.
Carefully consider the courses chosen since students will not be able to change or drop them at the beginning of the school year in the fall. Students may, of course, make changes during the summer, except for Advanced Placement, but the later students wait to finalize their choices, the greater the chance that the class desired will be closed.
THE MEANING OF PREREQUISITES
In some courses, students need to have certain prior knowledge or skills in order to be successful. When such requirements or special approvals are necessary in order to sign up for a class, students will find them listed underneath the course title as a “Prerequisite.”
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FRESHMAN ACADEMY: REQUIRED COURSES
The Freshman Academy is the starting point for one’s high school career which necessitates the expectation that students will take a certain number of required courses. All freshmen will be assigned to a team where they will take their four core academic classes (American Government, Foundations of English, Math, Science). In addition, all freshmen are required to take both health and physical education courses. Students must take two elective courses in addition to the six required courses. These courses can include additional academic support, band, world languages, art, or one of the many other elective course offerings available at the high school that are open to freshman. The following pages provide descriptions of all the applicable courses.
ENGLISH
FOUNDATIONS OF ENGLISH
This course focuses on developing and refining the skills necessary to read and respond critically and write well for a variety of purposes and audiences. The class uses individual and collaborative learning experiences to introduce freshmen to the characteristics of poetry, drama, nonfiction, the novel, and the short story. Students’ will demonstrate their creative and critical thinking skills through oral and written expression that includes journals, narrative, explanatory, and argumentative essays.
GRADE 9 SOCIAL STUDIES
AMERICAN GOVERNMENT AND PATTERNS OF GEOGRAPHY
In this highly interactive course, students will examine the rights and responsibilities of American citizenry within our national boundaries and as members of the global community. Students will gain and express through oral and written forms of communication an appreciation for democratic principles and their impact on both a national and international level relating to human growth and expansion. Through individual and collaborative learning experiences like simulations, court case reviews, debates and guest speaker presentations, students will be able to demonstrate their creative and critical thinking skills.
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SCIENCE
PHYSICAL SCIENCE
Physical Science is an integrated study of energy transfers, the chemical structure and properties of matter, how materials cycle through the Earth's system, and how science and technology affect the quality of our lives. Scientific inquiry, literacy, and numeracy skills are developed through hands-on laboratory activities.
MATH PRE-ALGEBRA This course is designed to prepare the student for Algebra one. Topics include positive and negative numbers, pattern representation, exponents, expressions and solving of equations. The second half of the course will explore rate of change, slope, relationships with linear functions and non-linear functions. Problem Solving and real life application of these topics will be constantly used through out this course. ALGEBRA 1
This is a comprehensive Algebra 1 course with a strong emphasis on the real world application of Algebraic concepts. Topics include, and are limited to, arithmetic and geometric sequences; relations and functions; solving equations and inequalities under real numbers; multiple representations of data; linear and non linear modeling; systems of equations; quadratics and exponential functions; and using technology as a tool for problem solving. Course content was developed by Connecticut secondary and higher education mathematics teachers and is aligned with the new Common Core Standards GEOMETRY
This course is designed to present a logical development, with emphasis on basic concepts and understanding of geometry. It deals with measurements and relationships of lines, angles, triangles, circles, polygons, and solid figures. Although emphasis is placed on methods of proof, numerical problems are constantly used throughout the course.
PHYSICAL EDUCATION AND HEALTH
The integrated curriculum provides a blueprint for how students can live an active and healthy life. The primary goal is to illustrate and demonstrate the linkages between the components of comprehensive school health education and comprehensive physical education that lead to a healthy and balanced life. Students will be able to make connections and apply skills for a lifetime of health and well-being. The curriculum stresses healthy choices and decision making. The program teaches students the skills necessary to weigh options, make responsible decisions and to develop behaviors that promote healthy lifestyles. Instructional units include mental and social health, human growth and development, nutrition and fitness, violence prevention, suicide, safety and first aid and disease prevention. Substance abuse prevention is included.
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FRESHMAN ACADEMY: ELECTIVE COURSES
Read each description carefully and register for an elective that matches your interests and/or future plans. Talk with your parents, your guidance counselor and your teachers about your choices. If we are not able to schedule you for your first choice, you should have a second choice in mind.
WORLD LANGUAGES
Increased global awareness has drawn a great deal of attention to the study of world languages. Through the study of languages and cultures that differ from his/her own, the student develops insights to and understanding of the people of other nations. A secondary benefit of world language learning is that the student inevitably compares the foreign language and culture to his/her own. This process leads to an enhanced understanding and appreciation of the language and culture of the United States. Thus, the primary goals of the World Languages Department are: 1. to develop communication skills 2. to develop an understanding of cultural differences and similarities 3. to develop skills in reading and writing 4. to develop a greater understanding of the English language.
The study of a foreign language can be an enjoyable and enriching experience. It also offers career advantages to the student for whom a world language is an adjunct skill.
Please note that students who are proficient in a given language are not eligible to enroll in year one or year two of that language. Students' proficiency will be established at the discretion of the middle school and high school world language teachers. Students may earn credit and take higher levels of a world language based on their ability to obtain a satisfactory score on a BOE determined exam.
312 FRENCH 1 Accelerated 1 Credit Students will use the language in oral and written communication to express their opinions on everyday topics such as school and family life, foods, and clothing. Reading and listening activities will be designed and used to enable students to function in authentic situations. In addition, students will be introduced to the varied cultures of the Francophone world. 322 SPANISH 1 Accelerated 1 Credit
(Not open to native speakers; see 328A/B and 332A/B) The development of listening, speaking, reading, and writing skills combined with vocabulary acquisition are emphasized. Performance-based assessment focusing on communication is stressed. The integration of culture, history, politics, and geography with language skills serves to round out student comprehension in a present tense format. 324 SPANISH 2 Accelerated 1 Credit Prerequisite: Spanish 1 or equivalent (Not open to native speakers; see 328A/B and 332A/B) The development of oral comprehension with a focus on the four language skills - listening, speaking, reading, and writing - continues with a systematic review of Spanish 1. Emphasis is then placed on the acquisition of new grammatical structures which are practiced in reading, writing, and speaking activities. Relating information in present, past, and future tenses is also practiced. The cultural components continue to serve as themes in lessons.
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352 POLISH 1 Accelerated 1 Credit (Not open to native speakers)
Students will use the language in oral and written communication to express their opinions on everyday topics such as school and family life, school and foods. Reading and listening activities will be designed and used to enable students to function in authentic situations. In addition, students will be introduced to the culture of Poland. 362 ITALIAN 1 Accelerated 1 Credit
Students will use the language in oral and written communication to express their opinions on everyday topics such as school and family life, foods, and clothing. Reading and listening activities will be designed and used to enable students to function in authentic situations. In addition, students will be introduced to the culture of Italy.
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CAREER AND TECHNICAL EDUCATION DEPARTMENT
The Career and Technical Education Department consists of four programs: business education, family/consumer sciences, medical careers, and STEM/technology education.
BUSINESS EDUCATION PROGRAM Students will be prepared to make informed career choices. Students will also gain the skills, knowledge, and competence required for success in meaningful employment, or be qualified to enter post-secondary education. The major goals of business education are to (1) provide curricular in effective leadership and decision-making (2) provide opportunities for students to master skills in career and technological competencies for college and career readiness; (3) to emphasize basic skills in all areas of instruction; (4) to demonstrate the interdependence of academic and business administration (5) to prepare for gainful life employment or to gain necessary competencies for entry to post-secondary schools. The Business Education program will:
1. Provide varied and on-going opportunities for students to develop and apply skills in problem solving, communication, computation, critical thinking and decision-making.
2. Help students to understand and apply economic and personal finance concepts. 3. Prepare students to understand and apply technology in the workplace. 4. Develop the students’ appreciation for the role of business in a global society. 5. Help students to understand the responsibility of each worker in the business and finance
enterprise. 6. Help students to understand the legal and ethical aspects of business. 7. Prepare students to make informed career choices.
College Credits Through College Career Pathways via Tunxis Community College Students who apply through this program and are accepted by Tunxis Community College, may earn college credits if they complete the following Business courses: Computer Applications, Microsoft Office Specialist, Accounting (AOF), Principles of Finance/Money, Business Management. These credits will be issued by Tunxis Community College and may be transferable to other colleges. In addition to earning college credits in Business Education, students may be issued college credits for their high school Algebra II and Chemistry I classes, as well. For further details, contact the department chairperson or Career Center for other articulation agreements.
Student participation in FBLA (Future Business Leaders of America) is recommended to all Business students. The level of courses will differ in pace, manner of presentation and selection of materials. The options of course sequence is recommended based on The Connecticut Career Pathways Initiative for Career & Technical Education. Course sequence/options are not required but merely a recommendation
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Pathway 1 (Honors*)
Grade Accounting/Finance (AOF)
Marketing/Entrepreneurship Management (business/ sports/hotel)
9 658 Microsoft Excel 636 Principles of Money (AOF)
658 Microsoft Excel 636 Principles of Money (AOF)
658 Microsoft Excel 636 Principles of Money (AOF)
10 601 Career Planning(H) 642 Global Business (AOF)
682 Marketing 1 642 Global Business (AOF)
601 Career Planning(H) 642 Global Business (AOF)
11 628 Accounting (AOF) *Dual Credit Tunxis 631 Financial Accounting (AOF)
684 Marketing 2 611 Business Management *Dual Credit Tunxis
12 688 Entrepreneurship (AOF) 638 Applied Finance (AOF) online *Dual Credit Tunxis
688 Entrepreneurship (AOF) 628 Accounting (AOF)
* Online and Articulated courses are leveled honors. Pathway 2 (Accelerated)
Grade Accounting/Finance (AOF)
Marketing/Entrepreneurship Management (business/ sports/hotel)
9 618 Computer Applications 602 Career Planning
618 Computer Applications 602 Career Planning
618 Computer Applications 615 Introduction to Business
10 636 Principles of Money (AOF) 642 Global Business (AOF)
682 Marketing 1 642 Global Business (AOF)
636 Principles of Money (AOF) 642 Global Business (AOF)
11 628 Accounting (AOF) *Dual Credit Tunxis
684 Marketing 2 616 Business Management
12 688 Entrepreneurship (AOF)
688 Entrepreneurship (AOF) 628 Accounting (AOF)
* Online and Articulated courses are leveled honors.
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“The National Academy Foundation’s (NAF) Academies of Finance (AOF) connect high school students with the world of financial services, offering a curriculum that covers entrepreneurship, banking and credit, financial planning, international finance, securities, insurance, accounting and economics, among many other topics.” These courses introduce students to a wide array of careers. AOF graduates benefit from learning the critical concepts of business management, accounting, and ethics. Academy students must complete four courses by graduation. Courses that satisfy the AOF requirements are identified (AOF)*. NAF TRACK eligibility exists for students completing all requirements in four AOF courses. “NAF’s student certification assessment system validates successful course completion, projects, and internships. By receiving a passing score on End-of-Course exams and satisfactory scores on project and internship assessments, students earn a NAF credential signifying to post-secondary institutions and employers that they are both college and career ready.” www.naf.org AOF Internship Credit is awarded upon completion of two AOF credits and successful completion of an internship. Successful internship is determined by the Work Based Learning Coordinator. NAF education can help you get into college, and even help you get ahead. Some universities award credit for NAF AOF coursework. Some restrictions apply.
Johnson & Wales University – AOF students can earn up to 13.5 quarter credits for their NAF courses. Bryant & Stratton College – NAF students can earn up to 9 credits upon enrollment and successful completion of one semester. DeVry University – NAF AOF students can earn 4 credits for their Managerial Accounting course.
601 CAREER PLANNING 2 Honors ½ Credit Grades 9, 10, 11, 12
Prerequisite: Successful completion of Career Planning 1 is recommended This course is a continuation of Career Planning 1 and addresses NBHS Graduation Requirements beginning with the Class of 2015. The course is designed for the student interested in exploring future career and college options. Career Competencies addressed will include basic skills, customer service, computer literacy, problem solving and decision making, interpersonal communication, personal qualities, and job seeking skills. The employment process is explored through completing a job seeking portfolio, developing interviewing techniques, and acquiring higher level job skills. 602 CAREER PLANNING 1 Accelerated ½ Credit Grades 9, 10 This course addresses NBHS Graduation Requirements beginning with the Class of 2015. The course is designed for the student interested in exploring future career and college options. Career Competencies addressed will include basic skills, customer service, computer literacy, problem solving and decision making, interpersonal communication, personal qualities, and job seeking skills. The employment process is explored through researching career opportunities, completing a career interest inventory, developing a Personal Learning & Career Plan, developing resumes, and acquiring job skills.
Academy
of
Finance
AOF
At New
Britain
High
School
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615 INTRODUCTION TO BUSINESS Standard 1 Credit This course introduces students to the world of business and the dynamics of the business industry while enhancing 21st century skills. Students will explore the range of business industry related to accounting/finance, marketing/entrepreneurship, economics and business law. The course will introduce them to the Volunteer Income Tax Assistance (VITA), Future Business Leaders of America (FBLA) and various industry programs throughout the state. 618 COMPUTER APPLICATIONS Accelerated ½ Credit This course introduces students to 21st Century technology applications needed to be successful in society. Students will learn various Google applications and Microsoft applications as needed in a technology advancing society. This course addresses NBHS graduation requirements regarding technology and student success plans. The course is designed for students to use proper keyboarding techniques while gaining knowledge in word processing, spreadsheets, and presentation applications with a focus on appropriate internet while incorporating strong communication and language skills needed in all careers. This course is recommended for all students. 636 PRINCIPLES OF FINANCE/MONEY (AOF) Accelerated ½ Credit Do you want to learn how to manage your money responsibly? This is the first course students take in the Academy of Finance and introduces students to the financial world. Students develop financial literacy as they learn about the function of finance in society. They study income and wealth; examine financial institutions; lean how businesses raise capital; and study key investment-related terms and concepts. Students also research how innovations have changed the financial services field. Finally, students explore careers that exist in finance today. 652 MICROSOFT WORD Accelerated ½ Credit Prerequisite: 618 This course is designed for those students that are already fluent in keyboarding and already learned the basic knowledge of navigating in operating systems. This course will provide a deeper knowledge and an in-depth application of Microsoft Word. Students will learn all the features and functions within Microsoft 2010/2013 necessary to successfully pass the core level MOS certification test. Skills learned will include: creating headers and footers, bullets, section breaks, mail merge, labels, reports, WordArt, and various menus and toolbars. These certification tests are given independently by Microsoft and are highly valued by potential employers. 658 MICROSOFT EXCEL Accelerated ½ Credit Students will learn the features and functions of Microsoft Excel 2013 necessary to successfully pass the specialist and expert level MOS Excel tests. Skills learned will include: creating worksheets, using templates, formulas, cell referencing, linking worksheets, data management, and exploring use with other Microsoft applications. These certification tests are given independently by Microsoft and are highly valued by potential employers.
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FAMILY / CONSUMER SCIENCES PROGRAM
Family and Consumer Sciences Education (FACS) helps prepare students for family life, work life, college and careers by providing opportunities to develop the knowledge, skills, attitudes, and behaviors needed through character development, creative and critical thinking, interpersonal communication, practical knowledge, and Career and Technology preparation. The mission of the family and consumer sciences program is:
1. To develop knowledge and skills that support healthy, functioning individuals in family and work roles.
2. To develop the knowledge, skills, and ethical behaviors needed for employment success. 3. To develop and apply critical thinking skills. 4. To enhance self-esteem and the appreciation of self-worth. 5. To provide career exposure in learning lab environments
Our courses are separated into two distinct pathways. Culinary Pathway: Grade 9/10 713 – Introduction to Culinary Arts Grade 10/11 724 – ProStart Culinary Arts 1 Grade 11/12 728 – ProStart Culinary Arts 2 Child/Education Pathway Grade 10/11/12 748 – Child Development 1 Grade 11/12 752 – Child Development 2 (Dual Credit Tunxis CC) 751 – Teacher Cadet 750 – Intro to Education (Dual Credit Central Connecticut State University) 638 – Kindergarten Classroom Assistant Grade 12 741 – Introduction to Individual and Family Development (Dual Credit
UCONN) 754 – Nursery School Aide NON-TRADITIONAL ENROLLMENTS: The Career & Technical Education staff at New Britain High School encourages male students to enroll in Family / Consumer Science classes. Family / Consumer Sciences classes at New Britain High School provide equitable and inclusive opportunities for all students. 713 INTRODUCTION TO CULINARY ARTS Standard ½ Credit Students will be given an introduction to the National Restaurant Association’s ProStart curriculum which prepares students for careers in the restaurant and foodservice industry. The course will explore career opportunities, the history of food preparation and the foodservice industry. Students will also explore food and workplace safety and sanitation practices in the industry, and the elements of customer service.
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802 EXPLORATIONS IN STEM CAREERS Accelerated 1 Credit This foundation course introduces students to career opportunities in STEM, technology and engineering. The need for skilled workers trained in the different science, technology, engineering, and mathematics (STEM) fields is increasing dramatically. Topics to be covered in this course include, but are not limited to, basic concepts, processes and skills of technology and engineering; an overview of the varied STEM occupations; engineering design and modeling and engineering systems; and desktop publishing applications. This course is recommended for students who have an interest in technology but need more exploration to choose a pathway such as engineering, manufacturing, graphics other 21st century STEM careers.
HIGH SCHOOL PRE-ENGINEERING CURRICULUM: PROJECT LEAD THE WAY (PLTW)
This is a four-year sequence of courses which, when combined with traditional mathematics and science courses in high school, introduces students to the scope, rigor and discipline of engineering prior to entering college.
RECOMMENDED SEQUENCE OF COURSES
PROJECT LEAD THE WAY PROGRAM (PLTW): Grade 9 or 10: Principles of Engineering (Foundation) Grade 9 or 10: Introduction to Engineering Design Select any one:
Digital Electronics (Foundation) Computer Integrated Manufacturing (Specialization) Civil Engineering and Architecture (Specialization) Biotechnical Engineering (Specialization)
Grade 12: Engineering Design & Development (Capstone)
The New Britain High School
STEM Academy
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841 PRINCIPLES OF ENGINEERING (PLTW) Honors* 1 Credit
Prerequisites: Concurrent enrollment in accelerated or higher science and math This course helps students understand the field of engineering/engineering technology. Exploring various technology systems and manufacturing processes assists students in learning how engineers and technicians use math, science, and technology in an engineering problem-solving process to benefit people. Principles of Engineering qualifies for one-half honors credit as part of the 3-credit graduation requirement for a physical science course. *Students may receive college quality points for receiving at least an 80% average in the course and 70 or above on the college credit exam. 821 INTRODUCTION TO ENGINEERING DESIGN (PLTW) Honors* 1 Credit Prerequisites: Concurrent enrollment in accelerated or higher science and math. *Students may receive college quality points for receiving at least an 80% average in the course and 70 or above on the college credit exam. This is a foundation course that teaches problem solving skills using a design development process. Models of product solutions are created, analyzed, and communicated using 3D solid modeling computer design software.
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873 CONTRUCTION 1 Standard ½ Credits Students will be introduced to computer aided drawing in 3D Kitbuilder and Google Sketch Up. They will use West Point Bridge Builder to create blueprints then create model bridges/projects. Courses to take following Construction 1 include but not limited to Construction 2 or Principles of Engineering offered in STEM. 884 GRAPHIC ARTS Accelerated ½ Credit Students will learn terminology, technical systems, and processes used by the graphics industry with sample activities that support those understandings. The main programs used will be Adobe Illustrator, along with Adobe Indesign and Adobe Photoshop programs. Students will complete a portfolio using digital photography and the Internet. 886 WEB SITE DESIGN 1 Accelerated ½ Credit
Prerequisite: 884 Graphic Arts
Web Design provides a hands-on introduction to designing, building, and launching websites. First students learn how the World Wide Web works, and they examine successful websites. Then they learn the basics of HTML coding and create their own web pages. From there, students explore various web development tools, the principles of design, usability and accessibility issues, and web-based publishing tools. Finally, students get a chance to discover what types of web design careers exist today.
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THE NEW BRITAIN ACADEMY FOR HEALTH PROFESSIONS
MEDICAL CAREERS PROGRAM
:
THE NEW BRITAIN ACADEMY FOR HEALTH PROFESSIONS
MEDICAL CAREERS PROGRAM
The objectives of the Medical Careers Program are: 1. To have students develop an understanding of the theory, concepts, technical knowledge and
analytical abilities that will enable them to deliver health care in hospitals, nursing homes, clinics, and in the home where sick, injured, and disabled people are treated and cared for.
2. To acquire the psychomotor and competency skills needed to successfully deliver health care. 3. To stimulate the student to seek further education and knowledge in the field of health care. Please note that health academy courses may fulfill the graduation requirement for STEM.
Pathway 1 (Honors) - PLTW
Grade 9/10 581 – BMS 1: Principals of the Biomedical Sciences Grade 10/11 551 – BMS 2: Human Body Systems Grade 11/12 501 – BMS 3: Medical Interventions Grade 12 5101 – BMS 4: Biomedical Innovation
Pathway 2 (Accelerated) – HealthCare Science (HCS) - Career Exploration
Grade 9 768 – HCS 1: Discover Healthcare Grade 10 782 – HCS 2: Principles of Healthcare Science Grade 11 784 – HCS 3: Advanced Healthcare Career Exploration Grade 12 792 – HCS 4: Practicum in Healthcare – Clinical Rotations
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768 HSC1-DISCOVER HEALTHCARE Accelerated 1/2 Credit This course teaches students about the evolution of the healthcare industry and helps them to develop leadership skills. Through the course, students will build a foundation of medical terminology and basic anatomy, as well as wellness and health promotion concepts. They will explore the range of healthcare professions, develop life skills and have the opportunity to engage in career planning. Students will learn to view healthcare from the perspective of both the consumer and as future healthcare professionals. The course will introduce them to the Central Connecticut Area Health Education Center (Central AHEC) and its healthcare programs for youth and to the Health Occupation Students of America (HOSA) organization. 581 BMS1-PRINCIPLES OF THE BIOMEDICAL SCIENCES (PLTW): Honors* 1 Credit Students investigate the human body systems and various health conditions including heart disease, diabetes, sickle-cell disease, hypercholesterolemia, and infectious diseases. They determine the factors that led to the death of a fictional person, and investigate lifestyle choices and medical treatments that might have prolonged the person’s life. The activities and projects introduce students to human physiology, medicine, research processes and bioinformatics. This course is designed to provide an overview of all the courses in the Biomedical Sciences program and lay the scientific foundation for subsequent courses.
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FINE ARTS DEPARTMENT
“There is no business in the United States that is not, in some way, dependent on the arts” (Sterling, Carol). Pyramids, cathedrals and rockets exist not because of geometry, theories of structures or thermodynamics, but because they were first a picture-literally a vision-in the minds of those who built them. Arts experiences and aesthetic decisions are a part of daily life. Many experiences are overtly artistic, such as listening to music or enjoying the architecture of a building. An even greater number of experiences are less overtly artistic but involve making aesthetic choices. The Fine Arts provide a window into the heart and mind of humankind and its cultures. The Arts foster creativity, self-exploration, and self-expression, allowing them to become an integral part of one’s daily life. Enriching as well as incorporating ALL disciplines, the Fine Arts offer ample opportunity for problem solving and abstract reasoning, and profoundly affect one’s perception and awareness of the surrounding world.
THE ART PROGRAM
“The true sign of intelligence is not knowledge but imagination” (Einstein). The city of New Britain has a rich tradition in the visual arts. The New Britain Museum, CCSU, The Art League of New Britain and The Children's Museum all contribute to this fine heritage. NBHS’s art department offers our students a curriculum that supports and develops their artistic, observational and aesthetic skills. Through a variety of courses students are stimulated intellectually, creatively and culturally. Students enrolled in art courses gain a broadened awareness of self when they are able to create a piece of art that they have developed from inception to the final product. New Britain High’s art department fosters right brain thinking through artistry, empathy and inventiveness and helps our students become visually literate. Data supports that in our global economy it is the right brain critical thinkers that are able to adapt and develop ideas critical in our ever-changing world. The courses offered in the art department are designed to help students reach their artistic potential and provide a foundation for a life-long involvement with art.
904A ELEMENTS OF ART Accelerated ½ Credit This is a one semester course that is the prerequisite for all upper level art classes. It is for students interested in an artistic experience as part of their course of study. Students will gain an understanding of what makes an artwork a masterpiece. Students will learn to use the elements of art-line, shape, form, color, value, texture, and space effectively in a variety of art projects using the whole range of art materials available. Homework involving art making and research will be assigned. Art history will be brought into the discussion regularly. Journal keeping is an important part of the course. Students are required to have an enduring interest in art and a love of working with their hands.
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904B ELEMENTS OF ART Accelerated ½ Credit Prerequisite: 904A Elements of Art This course is a continuation of 904A ELEMENTS OF ART. Students will further explore the Elements and principles of art with concentration on putting these to work in their artwork. Students will be able to make aesthetic decisions independently about their work and the works of master artists.
MUSIC
The Music Program at New Britain High School will help the student become aware of the aesthetic values to be found in music through a broad and comprehensive program that includes vocal and instrumental performance as well as instruction and exploration of a variety of musical areas. Students will have the opportunity to realize, discover, expand, and enjoy their own unique talents in music and to appreciate those of fellow students. The Music program offers a variety of courses for students. Courses in non-performance include Keyboarding, Guitar, Composition, and Theory. Choral activities include a daily mixed chorus, chamber choir/music theater ensemble as well as a select vocal ensemble; The Madrigal Singers/Show Choir. Performances include the Madrigal Feast, an On Stage revue and concerts throughout the year. The instrumental program offers Orchestra for string and wind players, and Band for woodwind, brass and percussionists. During the fall, the Marching Band performs at all NBHS football games and at various parades and ceremonies throughout the area. The remainder of the year is spent rehearsing and performing concert literature. Additional instrumental groups include Pep Band, Tropical Storm, Ninth Grade Instrumental Ensemble and Jazz Ensemble. Students in music may also be involved in a variety of musical stage productions sponsored by the school including a production of a full Broadway musical. Lighting, audio, and scenery-design are part of the stage craft class available to students. For musicians who wish to expand their knowledge of music, and prepare themselves for possible entry to a music college, an Advanced Placement course in Theory is offered. 952 ORCHESTRA/STRING ENSEMBLE Accelerated 1 Credit All middle school string players should schedule Orchestra as part of their high school program. Select number of brass, woodwind and percussion players will also be accepted. Orchestral technique is stressed and symphonic literature is performed. Participation in public performances is required. 954 BAND Accelerated 1 Credit
The high school band meets each day. All middle school instrumentalists (brass, woodwind, and percussion players) should schedule Band as part of their high school program. The course may not be taken "after school" only. Students selecting Band must arrange to participate in all public performances. Emphasis from September through November is on the marching band, while the concentration for the remainder of the year is on a wide variety of symphonic wind ensemble and concert band literature.
956 CONCERT CHOIR Accelerated 1 Credit
This course in choral singing emphasizes the development and application of basic vocal techniques. The study of various styles and periods of music are covered. The students are expected to participate in various concerts and programs as an outgrowth of this course.
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966 BASIC MUSIC THEORY Accelerated 1 Credit This course is the prerequisite for AP Music Theory. Students will learn the basics of reading, writing, creating, and performing in the language of music. Topics covered include notation, pitch, meter, rhythm, mode, scales, keys, intervals and triads. Students will also develop dictation skills and the skills to accurately sight sing a previously unseen piece of music. 968 SELECT TREBLE ENSEMBLE Accelerated 1 Credit Prerequisite: By audition only During the first half of the year, the Chamber Choir focuses on classical music and performs in the Madrigal Feaste. During the second half of the year, the emphasis is on show music. Students in the Chamber Choir/Musical Theater Ensemble will learn vocal repertoire of the Musical Theater. They will learn dramatic interpretation of both spoken and sung material. Students will learn the history of musical theater as well as stage deportment and terminology. Rehearsals and performances will be included. Mandatory rehearsals and performances are required and are part of the student’s grade. 976 THE MUSICAL KEYBOARD Accelerated 1 Credit This is a beginning course that teaches students to read and play music via the piano keyboard. Students will learn on electronic keyboards in the music technology lab.
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JUNIOR ROTC
The Junior Reserve Officer Training Corps (JROTC) program is designed to teach high school students the value of citizenship, leadership, service to the community, responsibility and a sense of accomplishment, while instilling self-esteem, teamwork, and self-discipline. Its focus is to provide a stimulus for promoting graduation from high school, success in the community and promoting the mission statement “To motivate young people to be better citizens”. To accomplish this goal, the course combines instruction and extracurricular activities oriented to attain an awareness of the rights, responsibilities and privileges of citizenship, developing the students’ sense of personal responsibility, building life skills, and providing leadership opportunities. No JROTC student is under any obligation to join the military. 8R1 JUNIOR ROTC 1 Accelerated 1 Credit
Students should meet with their guidance counselor for registration and additional information for the following courses:
ADDITIONAL PROGRAMS
READ 180 PROGRAM READ 180 is an intensive reading accelerative program. The program directly addresses individual needs through adaptive instructional software, high-interest fiction and non-fiction, and direct instruction in reading and writing skills.
ConnCAP
The ConnCAP Program was established in 1987 under the Connecticut Board of Governors for Higher Education. The Collegiate Awareness and Preparation Program (ConnCAP) was designed to increase the number of graduating high school students from disadvantaged backgrounds and prepare them with the necessary skills and motivation for success in college. ConnCAP personnel work with a network of invested partners - parents, teachers, school counselors, community service personnel, and CCSU employees - to ensure every student is successful. Interested students are required to complete an application, and provide three letters of reference, test scores and transcripts, a personal essay, and financial documentation. Student selection is dependent on many factors, including but not limited to a student's written application, parental involvement, letters of recommendation, a personal interview, academic records, potential, and motivation to succeed.
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GREATER HARTFORD ACADEMY OF MATH AND SCIENCE
This is a half-day program five days a week. The curriculum reflects the mission of the school in providing strong foundations integrating science, mathematics, and technology. All coursework emphasizes problem solving and creative thinking by using many different resources. Courses, at minimum, meet each school district's curriculum requirements. Unless otherwise determined by the local school district, all courses at the Academy are rated at the Honors or Advanced Placement levels.
Grades 9 and 10: Morning Session / Grades 11 and 12: Afternoon Session
Location: The Learning Corridor (a 16-acre campus adjacent to Trinity College and Hartford Hospital)
GREATER HARTFORD ACADEMY OF THE ARTS
The Greater Hartford Academy of the Arts, a program of the Capitol Region Education Council (CREC), is an integrated magnet arts high school that is open through audition to high school students in the Greater Hartford area. Academy students attend their sending school in the morning and the Academy from 1:00 pm to 4:15 pm, Monday through Thursday. The students spend 13 intensive hours per week pursuing artistic excellence under the guidance of practicing arts professionals, mentors, and educators who are the core faculty at the Academy. Academy students earn high school credits for their participation.
TECH-PREP TUNXIS COMMUNITY COLLEGE
Students may acquire up to nine college credits while earning credits for their high school diploma by enrolling in any of the following courses:
Student takes: Tunxis grants: Keyboarding 1 , Microsoft 3 Credits Accounting 1, Accounting 2 3 Credits Algebra 1, Algebra 2* 3 Credits Intro. Engineering Design, Civil Engineering Design 3 Credits Chemistry* 4 Credits *includes passing Tunxis exam In addition to the above courses, if a student chooses a Tech Prep path, that student may earn a total of thirteen credits. This pathway includes the academic areas of mathematics and English. College credit is earned through Tunxis Community College Tech Prep program. Students must earn at least a B average to receive these credits. These credits may be transferred to the other Connecticut state universities and many other private colleges.
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NBHS SPORTS – 2015 – 2016
Boys’ Sports
Coach
Girls’ Sports
Coach
Boys’ Baseball
Boys’ Baseball – Asst.
Boys’ Baseball – Freshman
Roberto Mercado
TBD
Chad Heath
Girls’ Basketball
Girls’ Basketball – Asst.
Girls’ Basketball – Fresh.
Tasha Manzie
Jonathan Plefka
Elliott Holmes
Boys’ Basketball
Boys’ Basketball-JV
Boys’ Basketball-Freshmen
Todd Stigliano
Darwin Shaw
Michael Peterson
Girls’ Golf
Rich Carlson
Girls’ Soccer
Girls’ Soccer – JV
Kevin Williams
Matthew Bornn
Boys’ Football
Boys’ Football – Asst.
Boys’ Football – Asst.
Boys’ Football – Asst.
Boys’ Football – Asst.
Boys’ Football – First Asst.
Boys’ Football – Freshman
Tebucky Jones
Robert Kucharski
Carlos Blanco
Jeffrey Marino
Michael Peterson
TBD
Omar McDew
Girls’ Softball
Girls’ Softball – JV
Joel Simmone
Victoria Germano
Boy’s Track
Lisa Kawecki
Girls’ Tennis
Margaret Coates
Boys’ Wrestling Charles Ferguson
Girls Track – Spring
Darwin Shaw
Boys’ Golf
Robert Zadrozny
Girls’ Volleyball
Girls’ Volleyball – JV
Girls’ Volleyball-Fresh.
Michelle Abraham
Luz Vazquez
Jennifer Jakiela
Boys’ Soccer
Boys’ Soccer-JV
Boys’ Soccer-Freshmen
Matthew Denecour
Garth Lawrence
Joe Bailey
Unified Sports
Ann Gail Limnios
Sandra Dichner
Pat Twomey
Boys’ Tennis
Joe Vaverchak
Co-Ed Sports Staffing Cheerleading
Jennifer Zayas
Michelle Merced
District Coordinator of
PE, Health & Athletics
Len Corto
Cross Country
Lisa Kawecki
Faculty Manager
Bill Ackerman
Winter Track
Lisa Kawecki
Certified Athletic Trainer
Hilary Bristol
Strength & Cond. Coach
TBD
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NBHS CLUBS – 2015-2016
Club
Advisor
Club
Advisor
African-American Club
Kevin Williams
Man Up
Leadership Program
Ed DeJesus
Asian American Club
Susan Humanick
Math Team
Andrew Zink
Ballroom Dance Tom Malinowski Music Honor Society Brian Germain
Band/Color Guard
David Kayser
Nat’l Art Honor
Society
Andrea Russo
J-Crew Bible Club
Ed DeJesus
National Honor
Society
James Brasile
Canettes
Barbara Maselek
Sarah Wild-Jones
Orchestra
Carally McKeever-
DeLeon
Polish Club Iwona Pruski
Choralaires/Treble Choir
Brian Germain
Robotics Club
(STEM)
Shane Clark
Debate Club
David Messina
Science Club
Robert Ramsey
Drama Club
TBD
Science National
Honor Society
Paula
Courtemanche
Freshman Class Advisor
Colleen Moffett-
Mals
Marc Wesoly
FBLA – Future Business
Leaders of America
Sondra Sanford
Marc Wesoly
Senior Class
Advisor
Robin Shaw
Wynter Lapila
FCCLA – Family, Career
and Community Leaders
of America
Carolyn Ganley
Society of Young
Scholars
Andrew Zemaitis
Dave Messina
Sophomore Class
Barbara Maselek
Sarah Wild-Jones
Gay/Straight Alliance -
Diversity
Sandra Fraioli
Student Government
Michael Blanker
David Messina
Health Occupations
Students of America
Michaelknight
Zayas
Yearbook
Roberto Pugliares
Interact Club/Key Club
Bill White
Marybeth Bernacki
YES Club
Sandra Fraioli
Junior Class Advisors
Sharon Lapila
Youth and
Government
Evelyn Hudyma
Latin Hurricanes
Luz Vaquez
Revised 09/09/15
Madrigals/Show Choir Brian Germain