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Academic Enrichment

Academic enrichment is offered to all Hurlbutt students through classes in art, health, music education, world language, information technology literacy, and physical education.


Get answers to our most often arts education questions


Art Education

The Visual Art Curriculum for the Weston Public Schools is aligned with the Visual Arts Standards in the Connecticut State Department of Education Visual Arts Framework and the National Visual Arts Standards.  These standards articulate what students should know and be able to do within the visual arts by grade level.  Art experiences in the elementary school are structured to provide foundational experiences in the elements of art and principals of design.  Students explore several age-appropriate media, processes and  art history and appreciation based on  familiar concepts such as Patterns and Feelings.  Both two-dimensional and three-dimensional projects are undertaken.


Art Education Frequently Asked Questions

How often does my child have art?

1st and 2nd grade have art once a week for 45 minutes.

When is the Art Show?

The Hurlbutt Art Show is in May or June each year.  The evening will end with the 2nd Grade Concert.

Does my child need a smock?

We sometimes work with materials that may not come off clothing in the wash. I suggest you either send a smock or have your child wear something you wouldn’t mind getting dirty. Unfortunately, I don’t have the space to store smocks, so your child needs to bring it back to class with them.

Why hasn't my child brought home his/her artwork?

It is important for the child share their artwork and see it appreciated, so I display the students’ artwork around the school bulletin boards. After I change the display, I also keep some work for our annual art show. Of course, all artwork will be returned before the end of the school year.

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Red Ribbon Week & Conflict Resultion


Get answers to common health education questions.


Health Education

The Hurlbutt Elementary School Health Education curriculum has been designed around the State and National standards from the Healthy and Balanced Living frameworks.  During the year the students will learn to take responsibility for their own health.  They will do this through units on safety, germs, feelings and communication.

Health Education Staff

Lois Miller


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Red Ribbon Week

In late October we celebrate Red Ribbon Week sponsored by Weston ADAP. Our philosophy of “Taking Care of Me–The Healthy Way To Be!” is the focus of the week.

Conflict Resolution

The Domestic Violence Crisis Center of Stamford provides a program linked to our kindergarten, first and second grade curriculum on conflict resolution.  The kindergarten and first grade programs teach the students appropriate ways to handle themselves when they get angry.  The second grade program, financially supported by our PTO, works with our students on successful ways to handle and resolve conflict in their lives.  


Health Education Frequently Asked Questions

Does the health program include AIDS education?

Yes.  This is handled through our unit on germs, in the context of safety in our environment including care with body fluids.

Why does the Domestic Violence Crisis Center talk to our children?

They provide a great wind-up of our health units on feelings and communication, by demonstrating anger- and conflict-resolution.  The puppet shows they perform are a favorite with the students.


At the simplest of levels, a musician is one who understands the language of music.  In our music program we begin the process of learning music as a language by emphasizing not just singing and playing instruments, but creating, performing and responding to music from many cultures and places around the world. 

In concept-based units, children experience:

  • Singing alone and with others a varied repertoire of music
  • Performing on instruments, alone and with others, a varied repertoire of music
  • Improvising melodies, variations and accompaniments
  • Composing and arranging music within specified guidelines
  • Listening to, analyzing and describing music
  • Evaluating music and music performances
  • Understanding relationship between music, the other arts, and disciplines outside the arts
  • Understanding music in relation to history and culture


Music Education

The Weston Public Schools Music Curriculum is directly aligned with the Connecticut State Department of Education Music Standards Framework and the National Standards in Music Education.  This curriculum offers a sequential, comprehensive, standards-based music education designed to give the elementary school child strong foundations for further music experiences.

Special Events

  • Kindergarten “Flag Day” concert is in June each year at 9:30 a.m.
  • Gr. 1 “Mother’s Day” concert is in May with half of the classes performing on each of 2 days.
  • Gr. 2 Mexican concert is on the evening of the Art Show in May or June.

Music Education Staff

Luke Henderson


Get answers to our most often asked music education questions


Music Education Frequently Asked Questions

How often does my child have music class?

Kindergarteners have music 30 minutes each week.  Students in grade 1 and 2 have music twice a week for 30 minutes.

When should my child begin taking lessons and what instrument is best to begin with?

First of all, a child has to want to take lessons.  Encouragement is always fine, but a child should never be pushed or forced.  If there is an interest, then start as early as possible.  Some teachers won’t teach a children unless they are at least 5 or 6 years old, but the earlier the better.  The piano is a good choice if the child has not fallen in love with a specific instrument.


World Language

For over 20 years, Weston has provided Spanish language education to students at the elementary level. Students in K-5 Spanish engage in meaningful activities in a comfortable environment where they are highly motivated and encouraged to take risks with the language. Spanish teachers use a variety of instructional activities ranging from demonstrations, group and pair work, cooperative learning and peer tutoring, addressing a variety of learning styles and needs. Expectations are flexible and appropriate to each grade level. Students’ Spanish skills in the areas of speaking, listening, writing, reading, and cultural understanding are measured through an assortment of formal and informal assessments.

World Language Staff

Lisa Gonzalez


Get answers to our most often world language questions


Students begin with Spanish in grades K-2 for 15 minutes twice a week.  The K-2 curriculum includes topics such as, greetings, sounds of letters, numbers, shapes, and days of the week, colors, courtesy expressions, clothing, family members, pets, feelings and more. Students also learn aspects of the Spanish language and culture through celebrations, short stories, and song. All K-2 students participate in rhyme celebration each year through the CT COLT (Connecticut Council of Language Teachers) in which students can choose to learn a song or rhyme in any language.  Also, elementary students engage in a pen pal exchange with a school in playa del Carmen, Mexico.

The FLES (Foreign Language Elementary School) program is based on the belief that the study of Spanish language and culture strengthens intellectual skills such as critical thinking, problem solving and the ability to make connections between the various disciplines taught in grades K-5. Individuals who are competent in a second language are an asset to local and world communities due to their enhanced understanding of global concerns.


World Language Frequently Asked Questions

When does Spanish instruction begin in Weston?

Students begin receiving Spanish instruction in kindergarten.

How often do students have Spanish instruction?

Students in grades K-2 have Spanish instruction for 15 minutes twice a week.   


Information Technology Literacy

Weston Public Schools computer instruction is based on the State of Connecticut Information and Technology Literacy Framework. This curriculum framework is designed to ensure that all students develop the information literacy and technology skills to be productive in the dynamic technological environment of the 21st century. The Connecticut Framework can be accessed at the following web address: 

Inforation Technology Literacy Staff

Linda Lazar


Get answers to our most often asked information technology literacy questions


Delivery of curriculum is sequenced based on student developmental readiness at each grade level.


Kindergarten computer instruction focus is on building the student’s comfort level with the elementary school lab equipment through the use of age-appropriate software specifically selected to support their learning in other curricular areas. As kindergarteners become more adept at the eye-hand co-ordination necessary to successfully manipulate the computer mouse, they gradually progress from “click-and-drag” activities to some computer-assisted drawing and eventually begin to explore letter location on the keyboard in preparation for use of the computer as a writing tool.

First Grade

As first graders’ fine motor skills develop, their typing skills progress from keyboard awareness to two-handed typing, and then to home-row awareness by the end of the school year. First grade computer instruction continues to support other curricular skills areas including math and language arts through the use of age-appropriate software. First graders also begin to use teacher-selected websites to access curriculum-related activities. Through these early Internet experiences, first graders learn the basic navigation skills that will support more advanced skills as they move through the information literacy curriculum.

Second Grade

Second grade computer instruction marks the beginning of independent computer use and productivity. Students are introduced to the basic features of word processing and multimedia programs. They use these programs to create original documents and simple presentations with teacher support, establishing the basic skills necessary to use computers as productivity tools. Keyboarding instruction continues with emphasis on proper position to lay the foundation for the development of touch-typing skills. Students begin to use the Internet as an information source in age-appropriate ways, accessing teacher-selected sources to search for information.


Information Technology Literacy Frequently Asked Questions

What will my child learn in computer lab classes?

Computer lab instruction is based on two things: developmental readiness and the State of Connecticut Information and Technology Literacy Framework.  In kindergarten the focus of instruction is on the building the student’s comfort level with equipment while utilizing computer activities that support their learning in other curricular areas.  By fifth grade students are expected to be approaching proficiency in the following skill areas: keyboarding, use of word processing and multimedia software, and Internet information literacy.

Is it safe to allow my child to use the Internet at school?

In compliance with CIPA (Children’s Internet Protection Act), the Weston Public Schools maintain Internet filters that block students from inadvertently accessing websites containing inappropriate content.  This minimizes the chances that your child will view such web content while using the Internet at school.  Please refer to the district Acceptable Use Policy for additional information. At Hurlbutt  Elementary School students are only allowed to access websites pre-selected by teachers.


Physical Education

The Hurlbutt Elementary School Physical Education Curriculum has been designed around the State and National standards from the Healthy and Balanced Living frameworks.  During the year the students will learn the importance of physical activity and the effects it has on their own bodies and ability to learn.  They will do this through a variety of units such as; safety, gross motor skills, eye-hand-foot coordination, perceptual motor, balance and fitness.

Physical Education Staff

Wyatt Hallgren
Kim Kus
Megan Memoli


Get answers to our most often asked physical education questions

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 Our Run-For-Life program is a community event involving our students and families.  This event occurs in late October and promotes cardiovascular endurance and fitness by emphasizing the life-long activities of walking, jogging and running.

Field days are a culmination of the year’s activities in physical education and have themes that correspond to grade-level social studies units.  These special events are held in June.


Physical Education Frequently Asked Questions

What type of clothing should my child wear on physical education days?

The students should wear loose-fitting, comfortable clothing that allows for easy body movement.

Does my child need sneakers?

Yes!  When moving in the gym and on equipment,, sneakers help the students to be safe.