Anda di halaman 1dari 8



High School Edition

Pomperaug Regional High School

Regional School District 15

JAMES C. AGOSTINE, Principal Location: 234 Judd Road

KRISTEN K. DELLA VOLPE, Asst. Principal Southbury,
MICHAEL J. OREFICE, Asst. Principal Connecticut
Telephone: (203) 262-3200

This regional school district serves Middlebury, Southbury

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


School Type: Traditional/Regular Enrollment on October 1, 2007: 1415
School Grade Range: 9-12 5-Year Enrollment Change: 18.4%

District Reference Group (DRG): B 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.


Need Indicator Number in Percent in High Schools
School School % in DRG % in State
Students Eligible for Free/Reduced-Price Meals 30 2.1 5.0 23.8
Students Who Are Not Fluent in English 3 0.2 1.1 3.5
Students Identified as Gifted and/or Talented 0 0.0 6.9 4.6
Students with Disabilities 137 9.7 9.9 10.7
Juniors and Seniors Working 16 or More Hours Per 111 19.1 15.5 20.2


Average Class Size School DRG State World Languages: Instruction was offered in the
Algebra I 20.8 19.7 17.9 following world language(s): French, Spanish.
Biology I 20.2 19.1 18.6
English, Grade 10 20.3 19.5 18.4
American History 19.9 20.7 19.5
215-62 Page 2

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 937 1,006

Lunch % Juniors and Seniors Enrolled in a School State

An average of 45 minutes is provided Course or Courses for College Credit
for lunch during full school days. During the 2006-07 School Year 37.3 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 23.0 21.6 23.1

% of Class of 2007 Graduates who Took Higher School State Class of 2007
Level Courses or Earned More Credits in Selected This school required
Subjects than Required by the State for Graduation more than the state
Algebra I or Equivalent 96.5 91.9 minimum number of
credits for graduation
Chemistry 69.0 70.1
in health, science,
4 or More Credits in Mathematics 75.7 63.7 social studies.
3 or More Credits in Science 100.0 90.0
4 or More Credits in Social Studies 60.1 54.8
Credit for Level 3 or Higher in a World Language 70.6 58.7
2 or More Credits in Vocational Education 47.3 57.8
2 or More Credits in the Arts 40.6 39.8

Special Programs School High Schools

DRG State
% of Students in Bilingual Education Program or Receiving 0.2 1.1 3.4
English as a Second Language Services
% of Gifted and/or Talented Students Who Received Services N/A N/A N/A
% of Special Education Students Who Spent Over 79% of 81.0 75.0 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 3.8 3.2 2.7
periodicals, newspapers, % of Computers with Internet Access 100.0 99.4 99.5
and other resources is % of Computers that are High or Moderate 100.0 99.4 96.8
available to all Power
Connecticut schools
# of Print Volumes Per Student* 13.2 15.4 15.6
through the Connecticut
Digital Library at # of Print Periodical Subscriptions 23 59 45 *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 utilizes 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
215-62 Page 3


Full-Time Equivalent Count of School Staff In the full-time

General Education: Teachers and Instructors 86.70 equivalent count, staff
Paraprofessional Instructional Assistants 3.22 members working
part-time in the
Special Education: Teachers and Instructors 12.00 school are counted as
Paraprofessional Instructional Assistants 10.69 a fraction of full-time.
Library/Media Specialists and Assistants 3.00 For example, a
Administrators, Coordinators, and Department Chairs 7.80 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 6.80 contributes 0.50 to the
School Nurses 3.00 school’s staff count.
Other Staff Providing Non-Instructional Services and Support 36.16

Teachers and Instructors School High Schools

DRG State
Average Number of Years of Experience in Education 15.4 14.1 13.8
% with Master’s Degree or Above 81.1 80.6 72.2
Teacher Attendance, 2006-07: Average # of Days Absent Due 7.0 7.8 8.9
to Illness or Personal Time
% Assigned to Same School the Previous Year 76.4 77.5 76.4


Teacher E-Mail Addresses: All teachers at this school have been issued e-mail addresses.

The following narrative about how this school promotes and supports parental involvement was submitted by the school.

Engaging parents in the school community is an important goal at Pomperaug High School. As part of our district’s
Strategic Plan to improve internal and external communication, staff and administration work continuously to
improve the involvement of parents on school committees, at evening programs and sporting events, and as genuine
supporters of our academic programs. The PTO has a strong membership and schedules monthly guest speakers at
their meetings to present timely and appropriate topics, such as teen substance abuse and student motivation. Parents
continue to organize and maintain a Grad Night program, which funds and coordinates an all-night “safe” event for
seniors following graduation. While the school maintains a website to communicate with the school community at
large, a new Parent Portal will provide a link for parents to learn more specific academic information related to their
students’ assignments and grades. Parents are also staunch supporters of our school athletic programs and are
committed to volunteering at home games. Parents’ ongoing support of our academic and extra-curricular programs
contributes greatly to a positive school-wide culture.
215-62 Page 4


Student Race/Ethnicity Percent of Minority Professional Staff: 0.8

Race/Ethnicity Number Percent
American Indian 7 0.5
Non-English Home Language: 2.4% of this school's
Asian American 23 1.6 students come from homes where English is not the primary
Black 12 0.8 language. The number of non-English home languages is 12.
Hispanic 39 2.8
White 1,334 94.3
Total Minority 81 5.7


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.

Pomperaug High School staff and administration continue to develop and support a variety of programs and
activities for our students that recognize and celebrate racial, ethnic, and economic diversity. Within the context of
our high school academic, extra-curricular, and special programs in all content areas, students are encouraged to
explore multicultural perspectives, to exhibit respect for others, and to demonstrate tolerance. Foreign exchange
programs through organizations such as AFS and our local Rotary Club allow our students to interact with students
from other cultures and from diverse backgrounds. The establishment of a Chinese “sister school” relationship has
initiated an exchange of both educational ideas and culture. Our high school students are also involved in Habitats
for Humanities, work with students from urban schools in Jobs for Graduates, and have formed a Diversity Club.


Physical Fitness: % Reaching School State % of Schools in State with Equal or

Health Standard on All Four Tests* Lower Percent Reaching Standard
Grade 10 47.3 38.9 72.4
*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 20 9.1
% of Grade 12 Students Tested 41.4 21.0
% of Exams Scored 3 or More* 87.1 71.5
*A score of three or higher is generally required for earning college credit.
215-62 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
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 71.3 45.5 88.5 this school, go to
Writing Across the Disciplines 79.2 57.9 84.0
and click on “No
Mathematics 74.9 50.1 87.3 Child Left
Science 70.1 46.3 85.2 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 546 504 84.9
subtest is 200;
the highest Critical Reading 547 502 89.9
possible score is Writing 536 503 85.5
800. % of Graduates Tested 92.7 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 96.6 92.6 57.8
Cumulative Four-Year Dropout Rate for Class of 2007 3.0 6.2 57.8
2006-07 Annual Dropout Rate for Grade 9 through 12 1.3 1.7 43.9

Activities of Graduates School State Student School State High

Attendance Schools
% Pursuing Higher Education 95.2 83.4 % Present on 97.5 94.4
% Employed, Civilian and Military 2.9 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 0 0
or expulsion. In the 2006-07 Personally Threatening Behavior 3 0
school year, 100 students were
Theft 2 0
responsible for these incidents.
These students represent 7.2% of Physical/Verbal Confrontation 12 0
the estimated number of students Fighting/Battery 16 0
who attended this school at some Property Damage 0 0
point during the 2006-07 school Weapons 1 0
year. For more information and
Drugs/Alcohol/Tobacco 32 0
data on disciplinary offenses, go
to, click on School Policy Violations 116 0
“CEDaR” and then on “Student Total 183 0
215-62 Page 6
The following narratives was submitted by this school.

The staff at Pomperaug High School continues to embrace its mission and use it as a lens for school-wide
improvement. Through collaborative teams, teachers examine existing practices and make improvements in teaching
and learning that will support each student’s ability to meet the intellectual and technological demands of the 21st
Century. As part of the school’s Standards Committee, staff members review the New England Association of
Schools and Colleges (NEASC) recommendations, the PHS self study, and the Region 15 Strategic Plan to advise
the Principal of actions that will guide PHS into the future. Professional development workshops focused on the
integration of critical thinking skills in the curriculum support teachers’ efforts to improve student growth and


The space below was optionally used by this school to describe aspects of the school not presented elsewhere in the profile.

PHS continues to maintain and pursue programs that support students’ social and emotional growth. A
comprehensive guidance curriculum ensures that all students have opportunities to explore college and vocational
opportunities and set goals for academic success. The school advisory period at the onset of each school day allows
students to make important home base connections with teachers and their peers, and this continues throughout their
four years at the school.
Filename: SR313.DOC
Directory: J:\SSPbox\SSP Internet 2007-08
Template: C:\Documents and Settings\cloudr\Application
Title: 215-62
Author: csde
Creation Date: 12/2/2008 11:51 AM
Change Number: 1
Last Saved On: 12/2/2008 11:51 AM
Last Saved By: csde
Total Editing Time: 0 Minutes
Last Printed On: 12/4/2008 10:35 AM
As of Last Complete Printing
Number of Pages: 7
Number of Words: 2,179 (approx.)
Number of Characters: 11,943 (approx.)