Lyme-Old Lyme High School is a 9-12 grade school of 410 students located in the historic district of Old Lyme. Its philosophy is guided by the following mission statement:
Lyme-Old Lyme High School is a community of learners committed, with pride and purpose, to developing skilled problem solvers, effective communicators and contributing citizens.
James Wygonik, Principal
860-434-1651 x1003
wygonikj@region18.org
Principal James Wygonik
Jeanne Manfredi, Assistant Principal
860-434-1651 x1002
manfredij@region18.org
Assistant Principal Jeanne Manfredi
School Hours: 7:40 a.m. - 2:10 p.m.
Early Dismissal Hours: 7:40 a.m. - 11:10 a.m.
Welcome to Lyme-Old Lyme High School’s website. We hope that you will find it to be informative
Jim Wygonik, Principal
and helpful. We also hope that you will be intrigued by what you see. We are very proud of who we are and want to share our pride with all who stop by to get to know us. There are many opportunities for you to do so within the pages and links you will find here.
Lyme-Old Lyme High School is a “Community of learners committed, with pride and purpose, to creating skilled problem solvers, effective communicators and contributing citizens (Mission Statement).” To that end, we focus on the education of the adolescent in the broadest sense of the word. SAT and AP scores and grades are important measures of the work we do, and we strive as a teaching and learning community to have excellent performance scores on these tests. To meet these goals, we offer a comprehensive mathematics, science, social studies and English program to our students.
In addition, we recognize that we are preparing the future leaders and citizens of our local and global community. To that end, we provide world language, counseling services, job shadowing and internship experiences, special services, performing and fine arts, physical education and health classes and civic opportunities to expose our youth to all that it means to be educated and healthy members of society. Our students are involved extensively in athletics and the arts, their school and local community. They are engaged, engaging and a source of pride for a community with very high standards for their youth.
From Hartford Area
Route 9 to I-95 North.
Exit 70 off I-95.
At end of ramp take a left.
Go to 2nd light and take a right onto Halls Road.
Follow Halls Road to end and take a right onto Lyme Street.
Follow for 1/8 of a mile and turn left into the High School driveway (directly before firehouse) and follow this driveway to the High School which is located behind Lyme-Old Lyme Middle School.
From New Haven area
I-95 North
Exit 70 off I-95
At end or ramp take a left.
Go to 2nd light and take a right onto Halls Road.
Follow Halls Road to end and take a right onto Lyme Street.
Follow for 1/8 of a mile and turn left into the High School driveway (directly before firehouse) and follow this driveway to the High School which is located behind Lyme-Old Lyme Middle School.
From New London area
Exit 70 off I-95.
At end of ramp take a left onto Lyme Street.
Follow for 1/8 of a mile and turn left into the High School driveway (directly before firehouse) and follow this driveway to the High School which is located beind Lyme-Old Lyme Middle School.
Commencing with classes graduating in 2023, and for each graduating class thereafter to graduate from a public high school in Connecticut, a 1-credit diploma mastery assessment is also required. The content of this assessment is to be defined by local school districts. It is likely to consist of a series of checks for particular skills such as approach to learning, communication, self-direction, and response to challenges.
Diploma Mastery Assessment Objective
Supported by research, the faculty at Lyme-Old Lyme High School has identified a set of skills that are universal across the curriculum and will serve as the foundation for future success in post high school endeavors. A scoring rubric titled Skills for Success has been developed to identify and provide feedback on these skills.
Mastery Skill Sets
Preparation and Organization
Participation and Collaboration
Reflection and Adaptability
Communication and Advocacy
Each of these skills are more clearly defined in observable and measurable indicators in the scoring rubric. Throughout a student’s four years at Lyme-Old Lyme High School this rubric will be used to:
aid students in identifying areas in need of improvement, as well as strengths.
communicate student development in these areas to students and parents.
track student growth.
determine mastery of the skills for graduation.
The Rubric Framework
The following criteria was established for the creation of this rubric.
Clearly identifiable and tangible characteristics.
Rating scale that can be clearly interpreted by students, parents, and teachers.
Universality
Scores that can be supported with evidence by the teacher.
Scores that can be supported with evidence by the student.
Objectivity.
The Scoring Process
Based on their interactions and observations teachers will record a mastery score for each of their students on each skill twice a year in PowerSchool. Student progress will be formally communicated on the report card at the end of the first semester and at the end of the year. During a student’s freshmen and sophomore year, these progress scores are used for communication purposes only and will not be calculated into the final graduation assessment. The scores at the end of a student’s junior year will serve as the official mastery score to meet the graduation requirement. The rubric is a 4-point scale. A minimum mode of 3 from the cumulative ratings of the teachers in a student’s junior year is required to earn the graduation credit.
Scoring Rationale
During the freshmen and sophomore year students take the PSAT and various science assessments that provide feedback on student level of mastery. These scores provide a roadmap for students and teachers to close identified gaps prior to graduation. At the end of the junior year, students take two graduation requirement exams, the SAT and the NGSS Science exam. This is the same approach taken for the diploma mastery assessment. For the first two years students will engage in ongoing opportunities to develop and apply these skills, participate in self-reflection, and receive on-going teacher feedback in preparation for a formal score at the end of the junior year.
Students who do not meet the minimum mastery score at the end of the junior year will be guided through a more intensified focus on skill improvement by their teachers and counselors during their senior year.
