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Suffern High School Comprehensive School Improvement Plan Prepared by Patrick Breen, Principal 2016-2017 Mission Statement: The Mission of the Suffern High School Community is to graduate confident, caring students committed to achieving their full intellectual, social, creative potential, and to maintaining an active interest in their own personal wellness. Grades 9-12 Table of Contents Priority 1: Students will demonstrate proficiency in Literacy. Goal: 95% of students will meet or exceed proficiency on the 11th grade English Regents exam

Priority 2: Students will demonstrate proficiency in Mathematics. Goal: 93% of students will meet or exceed proficiency on end of course Algebra I Regents exam. Goal: 85% of students will meet or exceed proficiency on end of course Geometry exam

Geometry Regents exam. Priority 3: Social-Emotional Learning and Positive Behavioral Intervention Strategies Goal: Implement Student Success Skills program to all 9th graders. Goal: Reduce OSS and ISS suspension rates by 5% Goal: Improve student attendance by 2% Priority 4: STEAM: Increase course offerings and opportunities in STEAM (Comp Sci.) to students. Goal: Increase participation in STEAM opportunities. Implementation of AP Computer Science Principles -80% of students will score 3+ on end of year AP exam.

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Priority 1: Students will demonstrate proficiency in Literacy. • Goal: 95% of students will meet or exceed proficiency on the 11th grade English Regents exam

Supporting Data:

2015 English Regents

Benchmarks:

• Performance on quarterly common assessments

Intervention: Freshman, Sophomore and Junior Seminar Implement a skill based program for mandated AIS 9th -11th grade students that will focus on building literacy skills across content areas. Develop a range of student behaviors and attitudes that will support student achievement (content support). As students demonstrate proficiency, they will be transitioned out of the program and encouraged to apply for AVID. Research: Barber,B.K.,&Olsen,J.A.(2004).Assessingthetransitionstomiddleandhighschool.JournalofAdolescentResearch19(3). Reents,J.N.(2002).Isolating9thgraders:Separateschoolseasetheacademicandsocialtransitionforhigh-schoolboundstudents. Quint, J. C., Miller, C., Pastor, J. J., & Cytron, R. E. (1999). Project transition: Testing an intervention to help high school freshmen succeed. New York: MDRC.

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Actions Person Responsible

Timeline Resources Source of Funds

Identify incoming 8th graders for 9th Grade Seminar program through the analysis of multiple measures including final grades in Middle School, MAP scores and teacher recommendations. The Seminar team will review quarterly data with the principal NLT 1-2 weeks after the end of each quarter to identify students who are failing one or more subjects in 9th grade. Action: Academic Improvement Plan

Patirck Breen Sarah Kern Mary Amodeo Sarah Guerra Liz Borczyk Natasha Bota

Start: 6/2016 End: 6/30/17

Access to student academic history through ESD. Access to 8th grade student data from MAP. Planning Time

.8 FTE

Renew Purchase and use of Castle Learning for Freshmen, Sophomore and Junior Seminar classes for continuous progress monitoring and feedback. Teachers will utilize the application as needed as a formative assessment and test prep tool. Action Types: AIS, assessment, Technology, Collaboration

James Douglass

Start: 9/5/16 End 6/30/17

• Computer Lab/Library

• Common planning time

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$4500.00

9th Grade Seminar: The 9th Grade Seminar program was completely restructured for 2016-17. Counselors and admin identify incoming 9th grade students in need of AIS for High School. 9th Grade Seminar students will receive one period of study skills/strategies support. The strategies are research based and adapted from AVID as part of a school-wide AVID initiative.

Patrick Breen Sarah Guerra Mary Amodeo Liz Borczyk Natascha Bota

Start: 8/16 End 6/30/17

• Library Access • Computer Access • Team Planning • Release time • 50 Achieve

3000 licenses

.8 FTE

Sophomore Seminar is an AIS support period for 10th grade students. Teachers will promote the use of effective learning strategies in core classes while providing an additional period in the day for the student to receive additional content support in an area of his/her choosing. Program will be evaluated through student achievement on quarterly common assessments in ELA and Math as well as final exam Regents grades. Action Type: Collaboration, AIS

Patrick Breen Greg Casarella Stacey Samora Michael Purdy James Douglass

Start: 9/1/16 End: 6/30/17

• Planning time • Computers • Library

.6 Seminar class

Junior Seminar/Test Preparation Designed for students in grades 11 and 12 who need additional support to meet outstanding graduation requirements. The course will provide support in Science/Math and English/SS. Emphasis of teacher support will focus on the use of Castle Learning for test preparation. Action: Collaboration, AIS

Patrick Breen Brian Murray Michelle Woods Jenna Denman

Start: 7/1/16 End: 6/30/17

• Planning Time • Computer lab

.6 FTE

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Evaluation: • Review of student profile for program using multiple measures (NWEA, final grades, qualitative data) • Review of student performance on quarterly common assessments in ELA and Math. • Review of quarterly grades and common assessments using Tinker Plots to evaluate student performance and

identify trends. • Percentage of students who move out of the AIS seminar program in 9th, 10th and 11th grade and into AVID.

Intervention: Freshmen Writing Seminar- Designed to prepare students for rigor of high school work, especially in the area of writing and research. FWS will teach 21st century skills as well as literacy strategies that can be used across the curriculum. Research: Heller, R., & Greenleaf, C. L. (2007). Literacy instruction in the content areas: Getting to the core of middle and high school improvement. Washington, DC: Alliance for Excellent Education. Kamil, M. L. (2003). Adolescents and literacy: Reading for the 21st century. Washington DC: Alliance for Excellent Education. Katims, D. S., & Harris, S. (1997). Improving the reading comprehension of middle school students in inclusive classrooms. Journal of Adolescent and Adult Literacy, 41(2), 116–23 Introduction to the research process. Students will engage in utilizing online library resources and periodicals to complete interdisciplinary research projects. Action Type: Alignment of instruction, Technology, Resources

Dominick Martiniello, Librarian Deb Frey Eileen Staker Kate Girardi Jessica Minick

Start 9/1/16 End 5/30/17

• Computers • Access to online

library database

.8 FTE

Freshmen Writing Seminar teachers will continually assess the writing skills of 9th grade students using CC standards (rubrics). Teachers will evaluate student performance through formative assessments, summative assessments, project based activities and writing portfolios. Teachers will also teach critical strategies, specifically targeting annotation and evidence gathering from varying texts and genres. These skills have

Patrick Breen James Douglass Mike Tully Deb Frey Eileen Staker Kate Girardi Jessica Minick

Start: 8/20/16 End: 6/2017

• Release time for curriculum planning.

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been identified as essential components of the new CC Regents assessments in both English and Social Studies. In addition, FWS teachers will integrate 21st century skills utilizing Google Apps while promoting digital citizenship. Action Types: Assessment, Technology, collaboration Evaluation:

• FWS teachers will meet quarterly to assess student readiness through writing samples, writer’s notebook, portfolio and quarterly common assessments in ELA classes.

Intervention: AVID- A researched based nationally recognized program implemented in grades 9-12. AVID is a voluntary program designed to assist those in the academic middle and prepare them for a four-year college experience. An additional byproduct of AVID is to ensure college readiness for all students through a building-wide use of AVID strategies, best practices and 21st century tools.

Research: AVID (Advancement Via Individual Determination) (Grades: 9-12) Source: http://www.eric.ed.gov/PDFS/ED511791.pdf

AVID elective class grades 9-11 Action Type: Collaboration/staffing

Patrick Breen Andrew Trust Sarah Kern Colleen Stritmater Mary Amodeo Katie Girardi Eileen Staker

Start 7/1/16- End 6/30/17

Planning time 1.0 FTE

Implementation of strategies in all AVID electives. Teachers will focus on note taking and literacy skills through the use of vocabulary reviews, binders, WICOR (Writing, Inquiry, Collaboration, Organization and Reading). Effectiveness assessed through monitoring academic achievement of all AVID students as well as the success of each cohort as defined by 4year college acceptance. AVID is a voluntary program designed to empower students in the “academic middle” to achieve greater academic success and aspire to a 4-year college. Action Type: Alignment, Program Evaluation

Patrick Breen Eileen Staker Colleen Stritmater Mary Amodeo Katie Girardi

Start 7/1/16 End 6/30/17

Computers (chrome cart, library lab) Classrooms

Evaluation:

• Percent of the students in the 2017 cohort accepted to a 4-year college. • Overall success rates for AVID students (Proficiency/Mastery on Regents exams ELA/Math) • Overall retention rate for students in AVID program.

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Supporting Data:

Intervention: Teacher Evaluation-Increase the effectiveness of teacher observations by providing quality feedback to teachers with the goal of improving student achievement. Specific emphasis this year will be placed on mechanisms and strategies for providing timely and relevant feedback to students. Research: Danielson, Charlotte. The Handbook for Enhancing Professional Practice: Using the Framework for Teaching in Your School. Alexandria, VA: Association for Supervision and Curriculum Development, 2008. Internet resource 104 teachers at Suffern High School will be observed a minimum of two times during the 2016-2017 year. Teachers will be advised during pre-conferences to focus on components of Danielson’s Framework that target best practices in instruction as evidenced in Domains 2 and 3. (Questioning techniques, engagement, etc...). Teachers will be required to submit a written lesson plan or pre-observation form that states goals and objectives for the lesson. An emphasis will be placed on encouraging lessons that clearly demonstrate critical thinking and

Patrick Breen Andrew Trust James Douglass William Castellane Andrew Guccione Courtney Hammer (Sp. Ed staff obs)

Start: 9/2016 End: 6/2017

Danielson’s Frameworks Individual conferences

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collaboration among students to the greatest extent possible. Action Type: collaboration, evaluation. Evaluation: Number of observations conducted, assess the quality of feedback being provided to the teacher.

ENL Newcomer Program: A Two-year sequence in core content areas for newcomer students whose primary language is Spanish and have an interrupted formal education of two or more years. The goal of the program is to focus on developing foundational literacy skills for students to accelerate academic achievement and language acquisition.

Research: 1.Klein,E.,andGitaMartohardjono."Understandingthestudentwithinterruptedformaleducation(SIFE):AstudyofSIFEskills,needsandachievement."NewYork:NewYorkCityDepartmentofEducation(2006).2.Calderón,Margarita."InnovativePoliciesandPracticesforDevelopingTeacherstoWorkwithEnglishLanguageLearners."PowerpointPresentation,Slide12(2008).3.Robertson,Kristina,SusanLafond,andJohnnyRomah."HowtosupportELLstudentswithinterruptedformaleducation(SIFEs)."(2008).

SIFE students will be enrolled in a two-year sequence in Algebra I, Biology, English and Global Studies. Students will also receive literacy instruction in their native language (Spanish) to provide additional foundational literacy skills. The program will also include one ENL content support period for students. Students identified through the NYSESLAT as emerging or expanding along with any student with interrupted formal education shall be considered for the program. Algebra I, Social Studies and Living Environment will receive push in support from a certified ENL teacher. English will be taught by a certified English/ENL teacher as per Part 154 regulations.

Patirck Breen James Douglass Bill Castellane Robert Mariani Colleen Annunziata Stephanie Powell Nancy Rodrigue Jenna Denman Louis Olavarria

Start: 9/2016 End: 6/2018

Planning time IPads for students for translation

1.2 FTE

Evaluation: • Performance on annual NYSESLAT • Performance on quarterly and end of year assessments • Daily formative assessment tools.

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Priority 2: Students will demonstrate proficiency in Mathematics. Supporting Data: 2016 Algebra I Common Core Regents Performance

2016 Geometry Common Core Regents Performance:

Goals:

• Goal: 93% of students will meet or exceed proficiency on end of course Algebra I Regents. • Goal: 85% of students will meet or exceed proficiency on end of course Geometry Regents.

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Benchmark: • Review of Regents assessment data • Quarterly review of student performance (subgroups: LEP, IEP, FR, Race) using Tinker Plots to drill down

to specific students. Intervention:Continuousrefinementof9thgradeAlgebraandGeometrycurriculumbasedonresultsof2016CommonCoreRegentsexams:

Algebra

Question Regional Gap Standard

MC11 -18 F.IF.1 Interpreting Functions

MC19 -16 A.REI.4 Reasoning with Equations and Inequalities

MC22 -15 A.REI.11 Reasoning with Equations and Inequalities

32 -15 F.BF.3 Building Functions

Geometry

Question Regional Gap Standard

MC17 -11 G.CO.9 Congruence

MC22 -11

Algebra and Geometry teachers will continuously refine Algebra I and Geometry curricula each year based on an analysis of student performance. Teachers will review June and August Regents data each year to identify specific areas of focus as defined above. 9th grade Algebra I and 10th grade Geometry teachers will continue to refine common core units and lessons based on the review of data from the June 2016 Regents exams. Teachers shall be led in a review of the data with an administrator to identify specific areas in need of improvement using the regional item analysis report (Level 1). Smaller more focused follow up workshops will occur each quarter to target specific classes and students. Action Type: Alignment, curriculum development

James Douglass Patrick Breen Brian Schwartz M. Cronin J. Denman S. Samora S. Horn

Start 9/2016 End 6/2017

Regents report (regional item analysis) Tinker Plots for periodic data review

9th Grade Math teachers will utilize Castle Learning to facilitate/deliver formative and summative assessments tied to common core performance indicators.

Brian Schwartz Jenna Denman Mike Cronin James Douglass S. Samora S. Horn

Start 9/2016 End 6/2017

• Computer Lab access • Castle Learning

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Evaluation: • Quarterly summative assessment results. • In depth review of student failures for each quarter to identify specific students, subgroups or patterns. • End of year Regents results

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Priority 3: P.B.I.S and Social Emotional Learning Supporting Data: Discipline- ISS and OSS Five Year Longitudinal Data Five Year Longitudinal ISS Data

Five Year Longitudinal OSS Suspension Data

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Goal: Improve student attendance and discipline through increased student involvement in extracurricular activities. Benchmarks:

• Student attendance will be improved by 2% to 96% by the end of the year, June 2017. • Monthly review of overall attendance to identify trends and patterns. • Identify students with chronic absenteeism 10+ days and 18+ days, respectively. • Student participation in extracurricular activities.

Intervention: Increase student involvement in extracurricular activities Research: Extracurricular activities: Beneficial extension of the traditional curriculum or subversion of academic goals? Marsh, Herbert W. Journal of Educational Psychology, Vol 84(4), Dec 1992, 553-562 Suffern High School will conduct club expos “We Are Suffern” beginning in September to engage students, particularly 9th grade students, in extracurricular activities. Action Type: Program Evaluation

Andrew Trust Melissa Luciano Kim Cleary Club advisors USO

Start: 9/2016 End: 3/2017

• Access to hallway space during unit lunch

• Activity tables for clubs

Suffern High School will maintain an accurate listing of student activities online along with contact information for students. We will also print 500 hard copies to

Andrew Trust Kathy Masilotti Doreen Dedrick Club advisors

Start: 8/2016 End: 6/2017

• Computer • Publishing to website

Publishing cost $500

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be distributed to 9th grade students only. Action Type: Alignment of resources, PBIS All daily morning announcements will be posted online for improved student/parent access. Action Type: Parent engagement

Andrew Trust Kathy Masilotti Doreen Dedrick Club advisors

Start: 9/2016 End: 6/2017

Email access Google sites

Evaluation: • Student suspension data. • End of year student surveys to gauge student participation in extracurricular activities • Yearly reports on student attendance and suspensions.

Intervention: Increase communication between counselors, students and parents to facilitate the college application process and acceptances to four year colleges/universities. Research: Barriers to College Attainment: Lessons from Chicago Jenny Nagaoka, Melissa Roderick, and Vanessa Coca, The Consortium on Chicago School Research at The University of Chicago January 2009 The SHS Guidance department will provide multiple parent evenings and speak with the PTA on the college application process and FAFSA. Action Type: Parent engagement, collaboration

Patrick Breen Sarah Kern Meredith Reddy Ann Marie Casarella Marissa Guijarro Robert Schelling Janet Leale Shelley Stephenson

Start: 9/16 End: 6/17

• Auditorium • Projector • Computer

SHS Guidance department will hold an assembly in September to provide all seniors with a consistent message and materials regarding the college application process. All seniors shall meet for an assembly where standardized resources and guidance documents will be provided. Action Type: Communication, student engagement.

Sarah Kern Ann Marie Casarella Marissa Guijarro Robert Schelling Janet Leale Shelley Stephenson Meredith Reddy

Start: 9/2016 End: 5/2017

• Auditorium • Projector • Computer

Counselors will identify students (using Naviance) who have not applied to colleges

Sarah Kern

Start: 11/2016 End: 3/2017

• Computers (ESD) Naviance

Naviance subscription: $2,500

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by December 1. Counselors will then assess the individual needs of their caseloads with respect to developing a post-secondary plan Action Type: planning, college and career readiness Evaluation:

• Percent of seniors to apply to college before 12/1/16. • Percentage of seniors accepted to four-year schools by April 2017. • Percentage of students who plan to attend a four-year college/university by June 2017. • For 2016, 72% of seniors were accepted to four year colleges, an increase of 2% from 2015.

Intervention: Student assemblies and workshops to improve and sustain a positive school climate. Research: Rachel's Challenge: A Moral Compass for Character Education Barbara Hollingshead, Christi Crump, Rochelle Eddy, Dina Rowe Kappa Delta Pi Record Vol. 45, Iss. 3, 2009 Friends of Rachel student club will continue to engage the school in activities that encourage “Acts of Kindness”. Friends of Rachel will also be included in the August Freshmen orientation program to help acclimate incoming students.

Shelley Stephenson Dr. Trust

Start: 9/2016 End: 6/2017

Auditorium Classroom Club advisor

Guest speakers to address a range of topics from the dangers of drug and alcohol use to tolerance and acceptance through an outreach to RCC. Action Type: Community engagement, Alignment, PBIS

Patrick Breen James Douglass Andrew Trust Billy Castellane

Start: 9/2016 End: 3/2017

Auditorium $500.00

Year five of Heroes and Cool Kids: a program designed to train high school students to mentor middle school students on important life skills, including sportsmanship, conflict resolution and positive

Melissa Luciano Robert Addon Andrew Trust James Douglass

Start: 9/2016 End: 6/2017

• Bus transportation to Middle School and HACK sponsored leadership training in Bergen co.

• Three days of release time for two staff members for PD training.

$4500 annual membership fee, which includes training and materials.

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lifestyle choices highlighting drug, alcohol and tobacco prevention. Action Type: PBIS, collaboration Evaluation:

• Survey instruments and interviews with students and staff. • Rockland county PRIDE survey will be administered in Spring 2017

Intervention: The School Resource Team (SRT) will consist of an administrator, clinical staff, counselors and teachers. The purpose of the team will be to periodically review student performance data as well as to act upon a referring teacher’s request for assistance in implementing academic or behavioral interventions (RTI). Research: Wright, Jim. Rti Toolkit: A Practical Guide for Schools. Port Chester, NY: Dude Publishing, 2007. Print DuFour, Richard, Rebecca DuFour, Robert E. Eaker, Gayle Karhanek, and Mike Harrison. Whatever It Takes. Bloomington, IN: Solution Tree, 2002. Sound recording The SRT team will continue to meet on every “C” day or as needed to review and address referred students. Action Type: Program evaluation, Alignment

Billy Castellane Jason Silver Sue Fella Guidance counselor Referring teacher

Start: 9/2016 End: 6/2017

• Computers • Planning time • Conf. Room

The SRT team will coordinate and assist with recommending academic and behavioral interventions to teachers (RTI). The recorder shall document current interventions, set up a progress monitoring schedule and a follow up meeting. Action Type: Alignment, collaboration, AIS, RTI

Billy Castellane Jason Silver Sue Fella Gracie Taudel Mary Amodeo

Start: 9/2016 End: 6/2017

• Email • Progress monitoring

tools

The SRT team shall notify parents in writing when a student is referred to the committee by a teacher or counselor. Parents will be encouraged to become involved with interventions and meet with the team when applicable. Action Type: Parental Engagement, RTI

Billy Castellane Jason Silver Sue Fella Gracie Taudel Mary Amodeo

Start: 9/2016 End: 6/2017

• Periodical mailings • ESD

Evaluation:

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• Review of referral process, feedback from teachers. • Student performance data on referred students.

Intervention: Student Success Skills program for 9th Graders. School counselor led classroom and group lessons focused on helping students develop cognitive, social and self-management skills which will lead to improved student performance.

Research: SSS is an evidenced-based intervention which has been featured in the Substance Abuse and Mental Health Services Administration's (SAMHSA) National Registry of Evidence-based Programs and Practices (http://nrepp.samhsa.gov/01_landing.aspx). Strong evidence of effectiveness based on U.S. Department of Education guidelines for conducting rigorous research:

• Four randomized comparison group studies measuring FCAT math and reading • Replicated in multiple settings: 50 school counselors in 36 schools in two school districts with over 1100

students in grades 5, 6, 8 and 9. • Follow-up study shows SSS students continue to make substantial gains two years after participating in the

program. 2007 National Panel for Evidence-Based School Counseling evaluated the SSS program & found “Strong and Promising evidence of effectiveness”. Guidance Counselors will push-in to all 9th grade English classrooms to implement the SSS program. Counselors and clinicians will be paired with English teachers, administer surveys, and conduct the five core lessons on 5 consecutive 8-days. Action Type: Social-Emotional, Collaboration

James Douglass William Castellane Patrick Breen Sarah Kern Susan Fella Jason Silver Anne Marie Casarella Marissa Guijarro Janet Leale Meredith Reddy Robert Schelling Shelley Stephenson

Start: 9/2016 End: 6/2017

• Computer lab access to administer survey

$2500 cost of program materials

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Priority 4: Priority 4- STEAM: Increase course offerings and opportunities in computer coding to students.

• Goal: 80% of students will score 3+ on end of year AP exams. • Benchmarks:

o Student designed applications and projects o Student presentations

Intervention: To implement a 21st century Computer Science strand at Suffern High School that both introduces and challenges students in the area of computer programming and problem solving. Evidence: Performing well on an AP Exam means more than just the successful completion of a course; it is a gateway to success in college. Research consistentlyshows that students who receive a score of 3 or higher on AP Exams typically experience greater academic success in college and have higher graduation rates than their non-AP peers.1 Additional AP studies are available at www.collegeboard.org/research.

AP Computer Science A http://media.collegeboard.com/digitalServices/pdf/ap/ap-computer-science-a-course-description-2014.pdf

AP Computer Science Principles: https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-computer-science-principles-course-and-exam-description.pdf

AP Comp Science A will be implemented as the second course in the computer science elective program. This course is the first computer science AP course offered at SHS in 13 years and designed to further challenge comp science students in a rigorous, college aligned curriculum. Action: Curriculum Dev., student engagement, college and career.

Patrick Breen Robert Quinn James Douglass

Start: 7/1/16 End: 6/30/17

• AP Training • EDD training to enable

teacher to teach 6th class. • Computer lab

Curriculum development in Comp Sci A and EDD prep $1600.00

AP Computer Science Principles will be implemented as the second computer science option for 10-12th grade students. AP Computer Science Principles introduces students to the central ideas of computer science, inviting students to develop the computational thinking vital for success across multiple disciplines. The course is unique in its focus on fostering students to be creative and encouraging students to apply creative processes when developing computational artifacts. Students design and implement innovative

Patrick Breen Robert Quinn James Douglass

Start: 7/2016 End: 6/20/17

• AP Training • Computer Lab

Access

$900.00 Professional Development AP Summer Institute

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solutions using an iterative process similar to what artists, writers, computer scientists, and engineers use to bring ideas to life.

Evaluation:

• End of year student performance on Computer Science A AP exam. • End of year student performance on Computer Science Principles exam • Percent of students achieving 3+ on end of year assessment. • 2017-2018 Course enrollment.

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Faculty and Staff CSIP 2016-2017

Name Title Position Intervention

Patrick Breen Principal Admin Fresh/Soph/Jr Seminar, FWS, AVID, Evals, College App, PBIS, STEM

Andrew Trust Assistant Principal Admin Fresh/Soph/Jr Seminar, PBIS, Rachel’s Challenge, Evals, HACK, SRT, AVID

James Douglass Assistant Principal Admin ENL, Sophomore Seminar, Castle Learning, FWS, Evals, Algebra I, PBIS

William Castellane Assistant Principal Admin SRT, PBIS, Freshmen Seminar, WISE

Jason Silver Psychologist Clinician SRT/PBIS, SSS

Susan Fella Psychologist Clinician SRT/PBIS, SSS

Marianne Walsh Social Worker Clinician SRT/PBIS, SSS

Robert Quinn Teacher Engineering PLTW: Coding, AP Comp Science

Robert Mariani Teacher ENL ENL, Content Support, Push-in Bio

Nancy Rodrigue Teacher ENL ENL, Content Support, Push-in Algebra I

Stephanie Powell Teacher ENL ENL, English 9E

Michael Tully English Chairperson English 9, 10 &11th grade Seminar, FWS, SSS

Greg Casarella Teacher English Sophomore Seminar

Brian Murray Teacher English ENL (co-taught), Sophomore Seminar

Elizabeth Borczyk Teacher English 9th Grade Seminar

Eileen Staker Teacher English 9th Grade Writing Seminar

Kate Girardi Teacher English 9th Grade Writing Seminar, AVID

Jessica Minick Teacher English 9th Grade Writing Seminar

Mary Amodeo Teacher English AVID, 9th Grade Seminar

Sarah Kern Guidance Chair Guidance Fresh/Soph/Jr Seminar, PBIS, SSS, AVID

Meredith Reddy Guidance Counselor Guidance College App process, PBIS, AVID

Ann Marie Casarella Guidance Counselor Guidance College App process, PBIS, SSS

Marissa Guijarro Guidance Counselor Guidance College App process, PBIS, SSS

Robert Schelling Guidance Counselor Guidance College App process, SSS PBIS

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Janet Leale Guidance Counselor Guidance College App process, SSS PBIS

Shelley Stephenson Guidance Counselor Guidance College App process, SSS PBIS

Robert Addon Teacher Health PBIS: H.A.C. K

Dominic Martiniello Librarian Library Freshmen Writing Seminar

Melissa Luciano Dept Chairperson LOTE PBIS: H.A.C.K, Club Expos

George Kunzman Teacher Math Sophomore Seminar

Sarah Horn Teacher Math Algebra I

Stacey Samora Teacher Math Sophomore seminar

Brian Schwartz Dept. Chairperson Math Algebra I, Geometry

Jenna Denman Teacher Math Algebra I ENL, Jr. Seminar, Geometry

Susan Madigan Teacher Math Algebra I

Christine DeSousa Teacher Math Algebra I

Doreen Dedrick Webmaster N/A PBIS

Natasha Bota Teacher Science 9th Grade Seminar

Michael Purdy Teacher Science Sophomore Seminar

Colleen Annunziata Teacher Science AVID, ENL Biology

Kimberly Cleary Dept. Chairperson Social Studies PBIS, ENL Global

Sarah Guerra Teacher Social Studies 9th Grade Seminar

Louis Olavarria Teacher Social Studies ENL Global.

Kendrick Madronero Teacher Special Ed/ENL English LC (ENL)