STRATEGIC SCHOOL PROFILE 2007-08
High School Edition
Wilby High School
Waterbury School District
ROBYN H. APICELLA, Principal Location: 568Bucks Hill Road
JAMES VICARIO, Asst. Principal Waterbury,
ANTONIO MUSTO, Asst. Principal Connecticut
JOSEPH E. BEGNAL, Asst. Principal
Telephone: (203) 574-8100
This profile was produced by the Connecticut State Department of Education in accordance with CT General
Statutes 10-220(c) using data and narratives provided by the school district or testing services. Profiles and
additional education data, including longitudinal data, are available on the internet at www.sde.ct.gov.
TYPE OF SCHOOL STUDENT ENROLLMENT
School Type: Traditional/Regular Enrollment on October 1, 2007: 1204
School Grade Range: 9-12 5-Year Enrollment Change: 5.5%
District Reference Group (DRG): I DRG is a classification of districts whose students' families are similar in
education, income, occupation, and need, and that have roughly similar enrollment. The Connecticut State Board of
Education approved DRG classification for purposes of reporting data other than student performance.
INDICATORS OF EDUCATIONAL NEED
Need Indicator Number in Percent in High Schools
School School % in DRG % in State
Students Eligible for Free/Reduced-Price Meals 883 73.3 74.7 23.8
Students Who Are Not Fluent in English 151 12.5 12.0 3.5
Students Identified as Gifted and/or Talented 25 2.1 2.7 4.6
Students with Disabilities 193 16.0 13.4 10.7
Juniors and Seniors Working 16 or More Hours Per 79 20.7 16.0 20.2
PROGRAM AND INSTRUCTION
Average Class Size School DRG State World Languages: Instruction was offered in the
Algebra I 22.9 14.4 17.9 following world language(s): French, Italian, Spanish.
Biology I 21.6 14.6 18.6
English, Grade 10 20.0 14.2 18.4
American History 19.9 16.7 19.5
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Instructional Time School State High Schools State law requires that at least 180 days of
Total Days per Year 180 181 school and 900 hours of instruction be offered
to students in high school grades.
Total Hours per Year 973 1,006
Lunch % Juniors and Seniors Enrolled in a School State
An average of 22 minutes is provided Course or Courses for College Credit
for lunch during full school days. During the 2006-07 School Year 23.1 28.7
Minimum Graduation Credits
The state requires a minimum of 20 Total Number of Credits School DRG State
credits for graduation. Required for Graduation
Required for Class of 2007 22.0 23.2 23.1
% of Class of 2007 Graduates who Took Higher School State
Level Courses or Earned More Credits in Selected
Subjects than Required by the State for Graduation
Algebra I or Equivalent 92.2 91.9
Chemistry 64.2 70.1
4 or More Credits in Mathematics 60.8 63.7
3 or More Credits in Science 77.0 90.0
4 or More Credits in Social Studies 52.0 54.8
Credit for Level 3 or Higher in a World Language 56.4 58.7
2 or More Credits in Vocational Education 92.6 57.8
2 or More Credits in the Arts 25.0 39.8
Special Programs School High Schools
% of Students in Bilingual Education Program or Receiving 11.7 11.5 3.4
English as a Second Language Services
% of Gifted and/or Talented Students Who Received Services 0.0 45.0 42.2
% of Special Education Students Who Spent Over 79% of 49.5 65.2 72.0
Their Time with Their Non-Disabled Peers:
LIBRARY AND Instructional Computers and Library School High Schools
COMPUTERS Materials DRG State
Free on-line access to # of Students Per Computer 2.5 2.7 2.7
periodicals, newspapers, % of Computers with Internet Access 100.0 100.0 99.5
and other resources is % of Computers that are High or Moderate 96.3 90.7 96.8
available to all Power
# of Print Volumes Per Student* 8.7 11.9 15.6
through the Connecticut
Digital Library at # of Print Periodical Subscriptions 15 23 45
www.iconn.org. *Because a certain number of volumes are needed for a library of adequate breadth and depth, a
small school may need a higher number of volumes per student.
Interactive Distance Learning: This school does not utilize interactive distance learning. Interactive distance
learning ranges from on-line courses with student-instructor interaction via the internet to live classroom interactions
through two-way audio and video transmissions. Statewide, 0.3% of high schools in the state utilize interactive
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Full-Time Equivalent Count of School Staff In the full-time
General Education: Teachers and Instructors 85.07 equivalent count, staff
Paraprofessional Instructional Assistants 0.00 members working
part-time in the
Special Education: Teachers and Instructors 13.20 school are counted as
Paraprofessional Instructional Assistants 20.00 a fraction of full-time.
Library/Media Specialists and Assistants 2.00 For example, a
Administrators, Coordinators, and Department Chairs 4.33 teacher who works
Instructional Specialists Who Support Teachers (e.g., subject area specialists) 0.00 half-time in a school
Counselors, Social Workers, and School Psychologists 7.00 contributes 0.50 to the
School Nurses 1.00 school’s staff count.
Other Staff Providing Non-Instructional Services and Support 19.50
Teachers and Instructors School High Schools
Average Number of Years of Experience in Education 11.9 13.4 13.8
% with Master’s Degree or Above 85.9 73.5 72.2
Teacher Attendance, 2006-07: Average # of Days Absent Due 8.9 9.1 8.9
to Illness or Personal Time
% Assigned to Same School the Previous Year 78.8 70.6 76.4
HOME AND SCHOOL COMMUNICATION AND SUPPORT
Teacher E-Mail Addresses: All teachers at this school have been issued e-mail addresses.
Online Homework Information: A portion of the school's website is devoted to homework pages.
The following narrative about how this school promotes and supports parental involvement was submitted by the school.
Over the past two years there has been a concentrated effort to improve parent communications. Parents have online
access to their children’s grades and progress reports. A monthly calendar is sent home with a list of school events.
We utilize parent liaisons in the office for guardian contact. Parent communication has increased by the internet and
newspaper which has assisted in fostering a productive experience. Parents are involved in our TQE councils,
Smaller Learning Community, Career Academy, Book of the Month Club, and Parent Teacher Organization. We
have extensive mentoring program with Waterbury Hospital, a partnership with CBIA and our Police Athletic
Association. Our parents are very involved also in coaching capacities and attend numerous occasions where
transportation and diner is served with funding supported by Title I. We are aware of the importance of reaching our
parents who are not fluent in English therefore all significant communication with parents is translated into Spanish.
In our Media Center we have a parent lounge which includes computer access, and supplemental parent materials.
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Student Race/Ethnicity Percent of Minority Professional Staff: 9.9
Race/Ethnicity Number Percent
American Indian 10 0.8
Non-English Home Language: 14.6% of this school's
Asian American 21 1.7 students come from homes where English is not the primary
Black 442 36.7 language. The number of non-English home languages is 11.
Hispanic 532 44.2
White 199 16.5
Total Minority 1,005 83.5
EFFORTS TO REDUCE RACIAL, ETHNIC, AND ECONOMIC ISOLATION
Below is the description submitted by this school of how it provides educational opportunities for its students to interact with
students and teachers from diverse racial, ethnic, and economic backgrounds.
Wilby High School, located in Waterbury, Connecticut, has provided many opportunities for students and teachers,
as well as community members to gain increased awareness and greater sensitivity to interact with people of diverse
cultures. Our focus also is to strengthen established programs, by increasing faculty, student and community
involvement, including Relay for Life, working with Red Cross, C.B.I.A. mentor’s with Smaller Learning
Community and a Career Academy.
Afro-Latin Cultural Night is a celebration of African and Hispanic Cultures, students prepare ethnic foods as part of
their Life Management class. In addition to food preparation, and presentation, students celebrate ethnic dancing.
Students performed traditional dances in various styles. Students presented Spanish dance, original and traditional
poetry to both Cheshire and Naugatuck; they also made Kimonos for the Japanese at Maloney Magnet School.
During the past year, faculty has been encouraged to attend multi-cultural awareness workshops and we also,
increased membership in our Concerned Parents Groups thanks to our new Parent Liaison which improves
communication. Perhaps the greatest impact for the Wilby community is the increased activity in established
programs, thus confirming our schools strong foundation. The implementation of the Smaller Learning Program has
provided a mentoring program and a component which was added to address attendance, involvement of teachers,
parents and community organizers.
This year we had a Latin Dance Company, an African American Poet, Career Day, presentation by Granville
Academy, the Latin Scholarship Award. We also increased enrollment of our black and Hispanic in higher level
courses such as Honors and A.P. courses. During Awards Night (June 2008) we distributed over 75 awards to multi
STUDENT PERFORMANCE AND BEHAVIOR
Physical Fitness: % Reaching School State % of Schools in State with Equal or
Health Standard on All Four Tests* Lower Percent Reaching Standard
Grade 10 48.0 38.9 74.0
*Includes tests for flexibility, abdominal strength and endurance, upper-body strength and aerobic endurance.
Advanced Placement Courses School State High Schools
Number of Courses for which Students were Tested 11 9.1
% of Grade 12 Students Tested 20.3 21.0
% of Exams Scored 3 or More* 16.4 71.5
*A score of three or higher is generally required for earning college credit.
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Connecticut Academic Performance Test, Third Generation, % Meeting State Goal. The CAPT is
administered to Grade 10 students. The Goal level is more demanding than the state Proficient level, but not as high
as the Advanced level, reported in the No Child Left Behind Report Cards. The following results reflect the
performance of students with scoreable tests who were enrolled in the school at the time of testing, regardless of the
length of time they were enrolled in the school. Results for fewer than 20 students are not presented. For more
detailed CAPT results, go to www.ctreports.com.
CAPT Subject Area School State % of Schools in State with To see the NCLB
Equal or Lower Scores Report Card for
Reading Across the Disciplines 9.3 45.5 8.8 this school, go to
Writing Across the Disciplines 20.5 57.9 7.2 www.sde.ct.gov
and click on “No
Mathematics 9.3 50.1 8.8 Child Left
Science 8.9 46.3 7.1 Behind.”
SAT® I. The SAT® I: Reasoning Test School State % of Schools in State with
lowest possible Class of 2007 Equal or Lower Scores
score on each Average Score: Mathematics 403 504 12.8
subtest is 200;
the highest Critical Reading 421 502 18.4
possible score is Writing 410 503 15.6
800. % of Graduates Tested 55.4 77.6 N/A
Graduation and Dropout Rates School State % of Districts in State with
Equal or Less Desirable Rates
Graduation Rate, Class of 2007 88.7 92.6 20.0
Cumulative Four-Year Dropout Rate for Class of 2007 7.9 6.2 23.3
2006-07 Annual Dropout Rate for Grade 9 through 12 1.0 1.7 61.0
Activities of Graduates School State Student School State High
% Pursuing Higher Education 82.4 83.4 % Present on 89.0 94.4
% Employed, Civilian and Military 13.7 12.3 October 1
Disciplinary Offenses Number of Incidents by Disciplinary Offense Category, 2006-07
Disciplinary offenses committed Offense Category Location of Incident
by students include all serious
School Other Location
offenses, offenses involving
drugs, alcohol, or tobacco, and all Violent Crimes Against Persons 1 0
incidents resulting in suspension Sexually Related Behavior 5 0
or expulsion. In the 2006-07 Personally Threatening Behavior 44 1
school year, 595 students were
Theft 8 0
responsible for these incidents.
These students represent 45.6% of Physical/Verbal Confrontation 64 2
the estimated number of students Fighting/Battery 54 2
who attended this school at some Property Damage 17 0
point during the 2006-07 school Weapons 7 0
year. For more information and
Drugs/Alcohol/Tobacco 4 0
data on disciplinary offenses, go
to www.sde.ct.gov, click on School Policy Violations 2,330 0
“CEDaR” and then on “Student Total 2,534 5
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SCHOOL IMPROVEMENT PLANS AND ACTIVITIES
The following narratives was submitted by this school.
We have implemented our new improvement plan. All students will be taking Algebra and Geometry in ninth grade.
A Numeracy lab and Literacy class was fully implemented in the 2007-2008 school year; as well as, an after school
program. Professional development, including, differentiated instruction the use of rubrics activities to align
instructional methods with the new curriculum were planned for teachers at all grade levels, also included our
Positive Support Training.
This year 2007-2008 Wilby had 98% of its students take the CAPT test. There has also been a steady increase in the
participation of students taking A.P. courses, this year Wilby is working directly with Project Opening Doors.
In the past two years we added World History and United States Government and Politics and Environmental
Over the past 6 years we have experienced much growth in the number of students taking the PSAT and SAT. One
of our students received a perfect score in the literacy SAT. The past three years we have averaged over 200 students
enrolled for each administration of the SAT. All students participating in ATOMS classes reached proficiency or
better on the CAPT test. This year we implemented Accuplacer Testing for all juniors.
We have implemented a very successful 9th grade Academy with a transition into a Career Academy setting to be
fully implemented in 2008.
We provide opportunities for students to get help during supervised study on Fridays along with peer mentoring
program. Attendance was another area of focus for improvement. Our new Smaller Learning Community with its
mentoring component has addressed this problem also with our attendance counselor visiting the homes. Data teams
were formed in order to evaluate information and utilize the collected Data for positive results.
SUPPLEMENTAL SCHOOL INFORMATION
The space below was optionally used by this school to describe aspects of the school not presented elsewhere in the profile.
Wilby High School has a population of approximately 1200 students, with its current cycle of growth
not expected to peak until the 2007-08 school years. Its diverse population reflects an 89% minority enrollment.
The professional staff takes a very strong interest in the development of the total child and has reflected this in the
school’s performance-based school improvement plan. We continue to address the dropout rate by our Smaller
Learning Community, our new computer calling system for parents and will show a decrease in the future. Our
Advanced Technology of Math and Science (ATOMS) program has offered a higher level course through a school-
within-a-school model has proven very successful. Our Special Education Department has increased job Peer
Helpers program as well as, our growing number of clubs and student service clubs has increased our community
participation. Our service activities reflect the move towards civic and social growth in the student body. Many
community service activities are common throughout the school year, such as blood drives, Relay for Life,
mentoring component, musical presentation, Special Olympics and community cleanup days.
Our students are very involved in our extracurricular activities and athletic programs and their involvement
continues to grow and change with the interest and needs of our students.
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