Program of Studies

Humanities: 9 total credits

• English: 4 Credits in:
  • English I
  • English II
  • English III or AP English Language
  • English IV or AP English Literature
• Social Studies: 3 credits, including:
  • U.S. History or AP/ECE U.S. History
  • Civics or AP U.S. Government and Politics
• Fine Arts Elective: 1 credit
• Additional Humanities elective: 1 credit in:
  • English
  • Social Studies
  • Fine Arts
  • World Language

Science Engineering, Technology, and Math: 9 total credits

• Math: 4 Credits, including:
  • Algebra I
  • Geometry
  • Algebra II
• Science: 3 Credits, including at least one course each in:
  • Physical science (Matter and Motion, Chemistry)
  • Life science (Biology)
  • Earth science (Geophysical Science, AP Environmental Science, or Environmental Science)
• STEM Electives: 2 credits in:
  • Applied Education
  • Math
  • Science

World Language: 1 credit

Health and Wellness: 2 credits

• PE: 1 credit
• Health: 1 credit

Financial Literacy: 0.5 credits

Community Service: .25 credits

• Earned by completing 25 hours of service

Additional Credits: 2.75 credits

• In addition to the above requirements, students must earn another 2.75 credits through a combination of coursework, community service, or work experience.

Academic Expectations

All students in grades 9, 10, and 11 must maintain a minimum of six (6) credits; students in 12th grade must maintain a minimum of five (5) credits. Each course carries a credit value based upon the number of hours that it meets. Full year courses are usually assigned a 1.0 credit and semester courses are assigned a .5 credit; some AP and early college courses meet for a double block, and are assigned 2 credits.

Typically, students are enrolled in one credit each of English, math, science, and social studies, with the remaining credits each year comprised of elective offerings in Applied Education, World Language, Fine Arts, and/or electives in the core subject areas.

In order to earn credit in a course, a student must earn a grade of 70 or above and not exceed the unexcused absence limit (8 in a semester, 16 in a full year). Students must earn a total of 25 credits in order to graduate.

Naugatuck High School uses a common grading system across each course. Summative assessments - which are typically major projects, tests, or papers that give students opportunities to demonstrate what they know and can do towards the end of a unit of learning - count for 60% of each course’s grade. Interim assessments - which are typically smaller assignments or quizzes that show a student’s progress during a unit of learning - count for 30% of each course’s grade. Midterm and final exams count as 10% of a course’s grade.

NHS offers courses at the Honors and Academic levels in grades 9 - 12. In addition, each subject area has offerings at the Advanced Placement (AP) and/or early college level. A student may be enrolled in different levels for different courses (e.g., AP English, Honors Chemistry and Academic level Algebra II). A variety of factors should be considered when selecting the level of a course, including student interest, academic load, and the advice of their teachers and school counselor. Each level carries a different “weight,” which along with the grade earned are used to determine the student’s grade point average. 

Honors courses 

All courses at Naugatuck High School are rigorous, challenging experiences that will prepare students for college and provide opportunities to progress toward the Vision of the Graduate. Honors courses are designed to further challenge students who are interested and passionate about a particular subject area by exploring content and concepts in greater levels of depth and complexity. To facilitate this exploration and  the increased pace required, success in honors courses may require more extensive and independent reading, writing, and problem-solving than in academic courses. Courses in some subject areas will have separate honors sections, based on course requests; in courses where a separate honors section does not exist, students will be eligible to earn honors credit by fulfilling an honors contract.

Advanced Placement

Courses offered at the AP level are designed to replicate the rigor of coursework at the university level, and offers a pathway for students to earn college credit while still enrolled in high school. AP courses are aligned with curriculum developed by the College Board, and culminate with an AP test administered in May each year. Colleges may either award  credit or waive requirements based on how a student performs on these tests; each college has different policies on AP credit. 

UConn Early College Experience (ECE)

UConn Early College Experience (ECE) is a concurrent enrollment program that allows high school students to take UConn courses at their high school for high school and college credit. UConn ECE courses are equivalent to the same course at the University of Connecticut, and instructors have been certified as adjunct faculty by the university. Students who successfully complete these courses are awarded UConn credits, which are transferable to most other colleges and universities. In ECE courses, students learn college level content and concepts in courses that are structured in the same way as they would be at the university level.

Southern Connecticut State University Early College

Through a partnership with Southern Connecticut State University, Naugatuck High School students are eligible to attend courses on campus at Southern at no cost. Students who successfully complete courses will earn both SCSU credits, which are transferable to most other colleges and universities, as well as NHS credit in the related subject area. Students may take up to 3 courses at SCSU during high school, making this an excellent pathway for students who wish to earn college credit while in high school and/or explore subjects not taught at NHS. More information on how to enroll is available from your school counselor.

Course Selection

• Course selection typically begins near the end of the first semester:
• Prior to course selection, teachers in each subject area make recommendations for students for the next school year. These recommendations are based on a student’s level of mastery, habits of learning, and interest in the subject.
• Students and families will receive the Program of Studies for the coming school year, along with detailed information about the registration process and a course selection worksheet, about 2 weeks before course selection day.
• Course requests are entered online through PowerSchool. During online registration, students are able to register courses they have been recommended for, in addition to any electives available for their grade level.
• Between late February and early April, each student will have a scheduling meeting with their school counselor to review course requests and ensure those requests are aligned with graduation requirements and post-secondary plans. Counselors will also review course levels each student has requested, and if a student is interested in a course at the honors or AP level that they have not been recommended for, share information about the override process.
• In some cases, a course may not meet the minimum requests (15) for it to run. In such cases, counselors will review other options that will fulfill graduation requirements.
• Students will receive their schedules for the following year in early May, with opportunities to meet for schedule changes prior to the end of the school year.

Schedule Changes

Throughout the course registration and scheduling process, administrators and counselors make every effort possible to create a schedule that balances three priorities: maximizing courses offerings, minimizing class sizes to the extent possible, and creating sections that have similar numbers of students. In order to maintain a schedule that serves all students, schedule changes will be limited once the school year begins. 

Reasons for a schedule change after the start of the school year must meet one of the following qualifications:

• Level change as mutually discussed and decided upon with student, teacher, counselor and/or parent within 20 school days for a semester-based course and by the end of Q1 for a full year course. (see counselor for form) 
• Withdrawal from course to a study hall as mutually discussed and decided upon with student, teacher, counselor and/or parent 
• Need to fulfill a graduation requirement 
• Completed summer school course/credit earned
• PPT/504 mandated change

Changes will not be made to switch teachers or period assignment of classes. If a course change would remove a necessary course, reduce the number of academic courses to an unacceptable level (below 6 for grades 9-11, below 5 for grade 12), or be implemented for the sole purpose of obtaining early dismissal, the request will not be approved. 

Credit Recovery and Summer School

To be eligible to register for makeup credit courses offered through a summer school program, a student must have received an average grade of no less than 45%. A student may also make up credit through an approved summer school course if he or she passed a NHS course but was denied credit due to unexcused absences. Summer school makeup credit may not exceed the credit value of the failed course.

Families of students in danger of failing required courses will be contacted by their school counselor in early May about summer school options. In addition, students who believe they are failing a course should meet with their school counselor to learn about the schedule and course offerings.

Sign-ups will take place during the months of May and June. There is an associated cost for summer school, however students who qualify for free or reduced lunch are eligible for a fee waiver. Transportation is not provided. Credits can be recovered for failed courses and courses denied credit due to absences.

School Counseling Services:

School counseling services are available to all students and conferences may be initiated by the student, parents/guardians or teacher. All counselors work as facilitators in conjunction with administrators, resource personnel, teachers and parents/guardians. Counselors are available to assist all students in attaining the optimal academic, college and career, and social and personal growth as he/she progresses through high school. All members of the counseling staff provide academic, college and career, and personal counseling services to their students.

The School Counseling Office offers a variety of educational directories and guides, college catalogs, financial-aid information, and test and career materials for the use of students, teachers and parents/guardians. The counselors offer assistance with any of the following additional services:

• College and Scholarship Applications: Students who have submitted applications should notify the School Counseling Office for processing (allowing approximately two weeks). Applications are processed in the School Counseling Office on a first-come first-served basis; therefore, careful planning to meet due dates is essential. We encourage every student to explore post-secondary opportunities before, as well as during, their junior and senior year.
• Records and Transcripts: Records are maintained and available to students upon request and proper authorization. Records are used for counseling, research, instructional, educational and personal planning. A transcript is an official academic record. It is composed of courses taken, grades earned in these courses, and class rank. A transcript is generally requested as a part of applications for college, scholarships, jobs or military service. A request for a transcript must be done through Naviance and accompanied by a written authorization from a parent or guardian if the student has not reached the age of 18. No transcript will be issued without written authorization.

College and Career Center

What are your plans for life after Naugatuck High School? The College and Career Center (CCC) works with the School Counseling department to offer students an extensive toolkit for college and career planning; hosts college and career speaker visits; and coordinates opportunities for students to visit area post-secondary institutions. Students can access various college and career information resources, find applications, develop a resume, and seek job shadow opportunities. Students can also obtain scholarship and financial aid information, and register online for the upcoming SAT and ACT tests. Family Connections at NHS powered by NAVIANCE is a web-based guidance program that assists students, parents/guardians, and counselors in discovering college and career choices. Visit the CCC to receive assistance with your NAVIANCE account. Extended Learning Opportunities, similar to an internship, are made available to students based on student interest and placement openings. The CCC posts hours weekly. The College and Career Center also oversees community service and is a resource for community service opportunities.

Naviance

The Counseling Office uses Naviance to assist students in managing the college and career planning process and establishing Student Success Plans (SSPs). Naviance is a comprehensive website that students can use as a tool to identify their interests and research careers, college majors and potential schools. While Naviance can be used by younger students as a tool in long-term course and career planning, it is also necessary for the NHS college application process as a junior and senior. It provides students with an opportunity to explore colleges and careers and understand the process and criteria for admissions based on the results of past NHS applicants. Naviance and The Common App work together for submission of college application materials. Announcements of various events and opportunities related to college and career planning will also be sent out through Naviance.

Special Services

The NHS Special Services programs provide a continuum of services designed to meet the needs of students with identified exceptionalities. Through an Individualized Education Program (IEP), students have opportunities to reach their full academic and social potential in the least restrictive environment possible.

Individualized Vocational Program:

The Individualized Vocational Program is designed to meet the academic and functional life skills needs of students. Students participate in general education settings for a variety of experiences with the general focus on learning to become the best self advocate they can be. Students become a Responsible Citizen in the community of which they live; Innovate by being curious and taking risks in school, in their individualized courses and in the inclusion setting; Communicate by expressing their needs and advocating effectively; Research to meet future goals and effectively utilize technology in classes to connect to real world experiences; demonstrate Informed Thinking to understand and evaluate knowledge based on exposure to resources and to contribute to their planning for their future goals; and have the ability to Problem Solve for themselves the daily tasks necessary to be as independent as possible upon graduation. There will be an emphasis on functional math, English and reading.

The Community Program:

The Community Program services students 18 years of age through their 22nd birthday who require additional transition support services as recommended by the PPT process. Students continue to practice skills developed in Problem Solving, Communicating, Responsibility and Risk-taking and in meeting future goals. The program integrates functional life skills with community, recreational and leisure opportunities and experiences. The program includes a strong vocational component consisting of
employment skills, on-the-job training, and situational assessments. Inter-agency collaboration is ongoing with the Department of Developmental Services (DDS), Bureau of Rehabilitative Services (BRS), and other state agencies. Students who are connected to these services will have a transition meeting to bridge services when they exit the program. 

Psychological Services:

The School Psychologist is part of a team whose purpose is to provide students with the best possible educational experience. The psychologist provides group and individual counseling services for students when appropriate, and is available for parent/guardian consultation and maintains contact with outside therapists, physicians, and agencies that work with our students. 

Resource Lab:

The Resource Lab program is designed to support students in the regular educational setting with modifications or accommodations that are deemed necessary by the Planning and Placement Team (PPT). Individualized instructional techniques to enhance the learning experience are provided in small groups by specialized personnel. Students learn to communicate for a variety of purposes; they take risks and learn to be curious about their educational settings; they act ethically and responsibly; they analyze and evaluate information; and reflect critically on learning and life experiences to seek out opportunities for educational growth as it relates to competencies and postsecondary planning. Ongoing contact is maintained with students’ content area teachers. Post-Secondary Transition planning is a critical component of the program.
Individualized programming may be provided as determined by the PPT. 

Skills For Life:

In the Skills for Life program, students participate in the general education setting for a variety of educational experiences with the general focus on learning to become the best self-advocate they can be. Students are supported and encouraged to be an active participant in their school and community. They are supported to conduct research to meet future goals and effectively utilize technology in classes to connect to real world experiences. Students can participate in the Best Buddies Programs and the Unified Sports Team. The students have needs that are addressed by specific, individualized programs developed to promote independence. Students not enrolled in the program can volunteer for community service credit and for career exploration.

Social Work Program:

The Social Work Program is designed to provide support services to students who are at risk, in crisis, or who have been identified as in need of support through the PPT process. Individual and group counseling are major components of this program. In addition, an important aspect of this program is crisis intervention for students and their families. The Social Worker also provides family counseling, when appropriate, and serves as a liaison to outside agencies (e.g., Naugatuck Youth Services, Waterbury Youth Services) that work with Naugatuck High School and students’ families. The Social Worker is an integral part of the Planning and Placement Team (PPT) meeting, the Crisis Team and the MTSS Team. 

Speech And Language Services:

Speech and Language Services are provided for students who have been identified as requiring them through the PPT process. The speech/language pathologist consults with teachers and other professionals to provide information regarding communication needs and strategies, which can serve as additional support for students.

ACCESS (Achieving Class Credits, Enhancing Social Skills): 

The Mission of this program is to ensure that all students have the necessary support to work at their own pace in order to access the characteristics of the Vision of the Graduate. Students are working at a level of personal achievement to earn educational credits, solve problems to enhancing social skills, learn responsibility for the decisions they make, and strategically communicate to get their needs met so that they can meet with success in the community of Naugatuck High School as well as the
community at large.

Each class is individualized and structured to meet the goals and objectives of the Individual Education Plan (IEP) and to promote positive self-esteem. The Planning and Placement Team (PPT) determines entry into the program on a full- or part-time status. The ACCESS Program focuses on the academic learning and the emotional needs of its students, enhanced by a strong behavioral component.

Career Exploration Program for Transition Support Services:

The Career Exploration Program teaches students the skills needed for success in the postgraduate environment. The program consists of four areas of concentration: Self Advocacy, Job Skills/Expected Behaviors, Application/Resumes, and Interviewing Skills. These skills are clearly linked to the Vision of the Graduate by providing students with opportunities to participate in weekly community field trips, which introduce students to various businesses, local post-secondary institutions, and recreational sites. The Planning and Placement Team (PPT) determine entry into the program on a half- or full-year basis.

English Learners

The NHS English Language Learner program provides services designed to meet the needs of students learning the English language. Services include English for students of other languages, Spanish and Portuguese bilingual programs, and tutoring. Services are provided to students who qualify based on state criteria.

Students are required to take four years of English. The English Department has an established, competency-based curriculum for each course which promotes the Vision of the Graduate and an appreciation for literature and life-long learning. Each curriculum is divided into specific units of study that focus on essential questions, enduring understandings, and knowledge and skills. Courses offer authentic performance assessments that promote an application of skills.

English Courses at a Glance

• 9th Grade:
  • English 1 (honors or academic)
• 10th Grade:
  • English II (honors or academic)
  • Language Liberation
• 11th Grade:
  • English III (honors of academic)
  • AP English Language and Composition/ECE College Composition
  • Language Liberation
• 12th Grade:
  • English IV (honors or academic)
  • AP English Literature
  • Language Liberation

In addition, the English department offers a wide variety of electives open to all students in grades 11-12:

• 1 credit electives (Grades 10-12)
  • Journalism I
• 1 credit electives (Grades 11-12)
  • Journalism II/SCSU Media 
• .5 credit electives (Grades 11-12)
  • British Literature
  • Creative Writing
  • Ethics
  • Film Studies and Literature
  • Gender and Sexuality in Literature and Media
  • History of Drama
  • Playwriting
  • Public Speaking
  • Acting I 
  • Acting II

Students are required to take three years of Social Studies, including one year of U.S. History and a half year of Civics. Most students take World Civilizations in their freshman year, followed by U.S. History in their sophomore year. Students take Civics, as well as at least one Social Studies elective, in their junior and/or senior years. All core courses are offered at the academic and honors levels. The department offers Advanced Placement courses in American History, Human Geography, Psychology, and U.S. Government and Politics. In conjunction with UCONN, three Early College Experience (ECE) courses are offered in American History, Human Rights, and Genocide Studies. The study of history, civics, and the social sciences teaches students to evaluate the significance of historical events and current political and social situations from a historical perspective. The study of civics also encourages students to become responsible citizens capable of making informed decisions.

Social Studies Courses at a Glance

Students need 3 social studies credits in order to graduate that include:

• 9th Grade:
  • World Civilizations (honors or academic)
  • AP Human Geography
• 10th Grade
  • US History (honors or academic)
  • AP/ECE US History
• 11th Grade
  • Civics
  • AP US Government
  • Electives
• 12th Grade
  • Electives

In addition, the Social Studies department offers a wide variety of electives:

• 1 credit electives (grades 10-12)
  • AP Human Geography (also open to 9th grade)
  • Black and Latino Studies
• 1 credit electives (grades 11-12)
  • AP Psychology
  • AP European History
  • AP/ECE US History
  • AP US Government 
• .5 credit electives (Grades 11-12)
  • ECE Human Rights
  • ECE Intro to Genocide Studies
  • American Popular Culture (also open to grade 10)
  • Civil War
  • Contemporary Issues
  • Human Rights
  • Psychology
  • Understanding the Middle East
  • Economics

The Fine Arts program is designed to foster an appreciation for art and music in all students, as well as support those who may one day choose a career in the arts. Art and music teachers collaborate to give students as many opportunities as possible to showcase their talents and passion. Courses focus on gaining technical knowledge as well as applying concepts to create work that reflects the unique identities of our students. The program is a blend of hands-on learning, application of critical thinking skills, and collaboration. Art courses present art as a visual language, which students learn through making, discussing, observing, and analyzing many different types of art. Our music
courses provide students with a plethora of opportunities to nourish musical interests both in school as well as through regional competitions. All NHS students are required to earn at least one credit in the arts order to fulfill graduation requirements.

Fine Arts Courses at a Glance

• Drawing Pathway
  • Drawing I
  • Drawing II
  • AP Drawing
• Painting Pathway
  • Painting I
  • Painting II
  • AP 2D Design
• Photography Pathway
  • Photo I
  • Photo II
  • AP 2D Design
• Choral Music
  • Choir
  • Concert Choir
  • Chambers Singers
  • Voice Class
  • Musical Theatre I and II
• Additional Electives
  • UConn ECE Diversity in American Popular Music
  • Music Production & Technology
  • Sculpture
• Experience Programs (These are offered as after school programs in which students earn credit; with the exception of Chambers Singers, these do not meet during a regular period in the school day)
  • Marching Band
  • Percussion Ensemble
  • Winter Guard
  • Chambers Singers

The World Language Department strives to inspire students to become productive global citizens who will communicate in other languages and develop an understanding of the increasingly multicultural society in which they live. It is our goal to help students make connections to the practical and real-world use of languages and how developing skills in the target language can positively impact their future. Students will develop competency in the four skills of listening, speaking, reading, and writing and apply their learning through authentic interpretive, interpersonal and presentational tasks and assessments. Course offerings provide the students the choice of learning Spanish and
French at the academic or honors level.

World Language Courses at a Glance

Students need 1 World Language credit in order to graduate; colleges typically recommend taking additional years of a single language. All courses in the world language department progress from levels 1 to 4, with a level 5 and AP option available in Spanish during a student’s senior year. In addition, the department offers the Spanish for Heritage Learners course, intended as an accelerated introductory course for students who are native Spanish speakers or who live in a home where Spanish is used frequently.

The Naugatuck High School Math Department provides mathematics learning that helps students prepare for successful roles in an ever-changing society. This is accomplished through our commitment to excellent teaching, a well-designed curriculum, tasks that make real world connections and a supportive environment for all our students. Students are challenged to embody the Vision of the Graduate by developing skills in analysis, reasoning, creativity and collaborative learning as they gain knowledge of mathematics.

In all our offered courses, students will be encouraged to think and to make conjectures while they persevere through challenging problems and exercises. Students will make mistakes—and that is OK! Learning and understanding occur when we make errors and push through mental roadblocks to comprehend and unlock new and challenging mathematical concepts. Being actively learners will help students develop mathematical reasoning and use it to solve math problems and work through other everyday challenges.

Math Courses at a Glance

Students need 4 Math credits in order to graduate. Possible pathways include:

Students are required to take 3 credits of science. Science Department courses promote inquiry and exploration while integrating Disciplinary Core Ideas (Earth and Space Science, Life Science, and Physical Science), Science and Engineering Practices, and Crosscutting Concepts outlined by the Next Generation Science Standards. The integration of these three dimensions promotes a way of teaching and learning that allows students to actively do and experience science in a deep, meaningful way, through the exploration of observable and relevant phenomena. Each course offered emphasizes scientific exploration and experimentation. Classroom experiences encourage students to ask questions, explore and discuss possible solutions, investigate science concepts, use argumentation, and be fully active in the learning process. This approach mirrors real-world science practices and engages students deeply in the learning process.

Science Courses at a Glance

All students need 3 science credits in order to graduate that include:

• Earth - Geophysical, AP Environmental Science or Environmental Science
• Life - Biology
• Physical Science - Chemistry or Matter and Motion

In addition, the science department offers a wide range of electives:

• 2 Credit Electives
  • AP Biology
  • AP Chemistry
• 1 Credit Electives
  • AP Environmental Science
  • Pathway to Medical Careers (CNA)
• .5 Credit Electives
  • H Anatomy and Physiology
  • Environmental Science
  • Forensics
  • Horticulture
  • Marine Biology
  • Understanding the Human Body

Applied Education offers a variety of courses for students to explore and discover career interests and choices. In addition to the content of each specific course, the Applied Education team focuses on preparing students in the areas of Inquiry and Innovation, Communication and Collaboration, and Methods and Solutions. Students will also focus on becoming respectful, reliable and responsible citizens. Each course offers students the opportunity to engage in the application of knowledge through authentic learning experiences where they will gain industry ready skills for both post-secondary education and entry level careers.

Applied Education Courses at a Glance

Students need 1 Applied Education credit in order to graduate; the department offers multiple career pathways:

The mission of the Naugatuck High School Health and Physical Education Department is to empower all students to reach their highest level of wellness as a foundation for a healthy, productive and fulfilling life.

The Health and Physical Education Department at NHS believes in the development of a healthy, physically fit student with an understanding of personal wellness. We believe it is our responsibility to develop in our students an awareness of the benefits of a healthy lifestyle, so they can make responsible decisions and be able to live a healthy life into adulthood. Students are required to earn 1 credit each in health and physical education courses in order to graduate.

Health/PE Courses at a Glance

Students need 1 credit each in health and PE in order to graduate. Students typically earn these credits in the following sequence:

• Grade 9: Health I and PE I
• Grade 10: PE II
• Grade 11 or 12: Health II

The Air Force Junior Reserve Officer Training Corps (AFJROTC) is a four-year citizenship program. All AFJROTC courses are blends of material from an Aerospace Science (AS) component, a Leadership Education (LE) component, and a Wellness component. For organizational purposes, Aerospace Science is separated from the Leadership Education component in each AFJROTC class. In practice, however, the overlap is considerable. For example, writing and speaking skills are categorized as “Leadership Hours” but are also incorporated into the Aerospace Science courses. Additionally, many of the Aerospace Science topics are helpful in the Leadership Education classes. Each course has the AS component as 40% of the contact time, LE component 40% of the contact time, and the Wellness program (to include Drill and Ceremonies) as 20% of the contact time. To enhance classroom learning, students participate in extracurricular and social activities such as field trips, drill teams, color guard teams, honor guards, model rocketry, military balls, and awards banquets. 

A mandatory portion of the program is the requirement to meet Air Force grooming standards and to wear the uniform a minimum of one day every week. Students who do not adhere to these standards may be removed from the program and they will not earn credit. If there are questions about the grooming and uniform requirements please contact the AFJROTC instructors prior to course enrollment.

There is no commitment or obligation to serve in the armed forces as a result of participation in Junior ROTC.

The Leadership Education Component is taught concurrently with the Aerospace Science Component

Non-Discrimination Policy

In compliance with regulations of the Office of Civil Rights and with Equal Employment Opportunity practices as determined by state and federal legislation, the Naugatuck Board of Education adopts as policy the following statement:

The Naugatuck Board of Education, as a matter of policy, does not knowingly condone discrimination in employment, assignment, program, or services on the basis of race, gender, color, religion, national origin, age, sexual orientation, disability, or unrelated abilities to perform duties of the position.

It is required that all program offerings, employment applications, and admission criteria in the Naugatuck Public Schools, including vocational education and adult education, must contain the above statement. Any concerns, questions, or necessary information regarding the above may be obtained by contacting Mr. John Lawlor, Title IX Coordinator for the Naugatuck Public Schools, at 720-5265.

ADA 504 Notice Regarding Complaints

If any person believes that the Naugatuck Public Schools, any of the school’s staff, or any Naugatuck Public School student has unlawfully discriminated against an individual, student, and/or parent on the basis of disability, s/he may bring forward a complaint in writing of the alleged incident to Director of Special Services Nicole Reichardt
at the Naugatuck Board of Education.

School Choice

According to state statute Sec. 10-22d, each local and regional board of education shall provide full access to regional vocational-technical schools, regional vocational agricultural centers, interdistrict magnet schools, charter schools, and interdistrict student attendance programs for the recruitment of students attending the schools under the board’s jurisdiction, provided such recruitment is not for the purpose of interscholastic athletic competition.

Naugatuck participates with Interdistrict Magnet Schools in Waterbury, Regional Vocational Agricultural Centers in Woodbury (Nonnewaug H.S.), and Regional Vocational Technical Schools in Waterbury (Kaynor R.V.T.S.) and Ansonia (Emmett O’Brien R.V.T.S.).

Please contact your school counselor for information on the programs and enrollment process for each of these school options. The Connecticut State Department of Education also publishes an informational booklet, Public School Choice in Connecticut. Your counselor can provide you with a copy of this booklet.