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					151-63

                               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
Website: www.wilbyhs.org/

    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
Week


                                    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
                                                                                                  DRG           State
% 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
Connecticut schools
                           # 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
distance learning.
151-63                                                                                                                     Page 3


SCHOOL STAFF

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
                                                                                                DRG            State
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.
151-63                                                                                                                        Page 4


                                                 SCHOOL DIVERSITY

           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
cultural students.



                              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.
151-63                                                                                                                    Page 5

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
                                                                           Attendance                               Schools
% 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
Data.”
151-63                                                                                                                         Page 6
                               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
Science.
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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