National Association for Music Education (NAfME) All National Honors Ensemble

Devora Trestman, a senior flautist at BCHS auditioned for the NAfME All National Honors Ensemble this past Spring. This week, she was notified that she was selected to the ANHE Symphony Orchestra. This is a great honor for Devora since she was chosen above students from all over the United States. The 2020 All-National Honor Ensembles program will take place at the Gaylord Palms Resort & Convention Center in Orlando, Florida, November 5-8, 2020.

The Board of Education should vote to approve any Regular or Special Meeting Minutes:

July 8, 2020 - Regular Meeting
July 22, 2020 - Special Meeting

Communications & Community Relations	Finance	Operations	Personnel	Policy	Student Achievement
Shelby Pons, Chair	Karen Vibert, Chair	Eric Carlson, Chair	Thomas O’Brien, Chair	Kristen Giantonio, Chair	Chris Wilson, Chair
Karen Vibert	Kristen Giantonio	Chris Wilson	John Sklenka	Shelby Pons	Kristen Giantonio
Tom O'Brien	Allison Wadowski	John Sklenka	Eric Carlson	Allison Wadowski	Shelby Pons
Alternates:
Eric Carlson	John Sklenka	Karen Vibert	Allison Wadowski	Tom O'Brien	Allison Wadowski

Dr. Carbone will report/update the Board on district topics.

1. District Priorities

     a. School Reopening Update

Rivera, Victor - BEHS - Vice Principal - Effective August 31, 2020
Romann, Jillian – BOE – Elementary STEM Supervisor - Effective August 17, 2020

 

Dakin, Noreen – MTV – Grade 2 Teacher  

Doherty, Julia – BEHS – Business Teacher – effective August 7, 2020
Griebel, Alasia – BCHS – Special Education Teacher – effective July 19, 2020
Kelly, Allison – SSS – Music Teacher – effective July 31, 2020
Koulouris, Eftyhia – GH - Grade 7 Social Studies Teacher – effective August 24, 2020

Bernier, Rachel – CHMS – Speech/Language Pathologist
Ciervo, Rachel – Ivy Drive – Special Education Teacher GOAL
DeLaRosa, Steven – CW – Physical Education Teacher
Grabowski, Joseph – CHMS - Grade 6-8 Social Studies Teacher
Kelleher, Caitlin – CW – K-5 Library Media Specialist
Marino, Victoria – STAF/BECC – Speech and Language Teacher
Meehan, Kayla – WB – Grade 3 Teacher
Mongillo, Laura – WB – CW Speech and Language Teacher
Perugini, Rebecca – SSS - Grade 1 Teacher
Rossi, Jennifer – WB – Grade 6-8 Intensive Math Instructional Support Teacher
Traner, Ashleeann – CW – K-5 Library Media Specialist

BACKGROUND:  Members of the public are invited to comment to the Board on any topic related to school business.

Items requiring consideration by the Board must be approved as an agenda item by a 2/3ds vote of the Board members present.  Such items may be referred for further study and not necessarily acted upon at this meeting.

Anyone wishing to address the Board should adhere to the following procedures:

1. Send your comments to: susaneverett@bristolk12.org
2. Be sure to put PUBLIC COMMENT in the subject line.
3. Include your name and address.
4. Direct your comments to the Board Chair.
5. Your comments will be read at the meeting by the Board Chair.
6. All comments should be written in an appropriate manner, particularly if concerning a personnel matter.
7. Any comments not adhering to the guidelines will not be read at the meeting.

 Board Policy #1120(a)

The district currently has eight (8) schools participating in CEP as they qualify on an individual basis.  Current percentages have ten (10) schools qualifying on an individual basis, adding Mountain View and Edgewood. We recommend that the DISTRICT fully participate, and include all twelve (12) sites for the 2020-21 school year.

Dr. Galloway will present the 20-21 New Teacher Hiring Overview.

The AP Environmental Science course is designed to engage students with the scientific principles, concepts, and methodologies required to understand the interrelationships within the natural world. The course requires that students identify and analyze natural and human-made environmental problems, evaluate the relative risks associated with these problems, and examine alternative solutions for resolving or preventing them. Environmental science is interdisciplinary, embracing topics from geology, biology, environmental studies, environmental science, chemistry, and geography. The AP Environmental Science course is designed to be the equivalent of a one-semester, introductory college course in environmental science. Students have the opportunity to spend a minimum of 25% of instructional time engaged in hands-on, inquiry-based laboratory and/or fieldwork investigations.

AP Calculus AB and AP Calculus BC focus on students’ understanding of calculus concepts and provide experience with methods and applications. Both courses require students to use definitions and theorems to build arguments and justify conclusions. The courses feature a multi representational approach to calculus, with concepts, results, and problems expressed graphically, numerically, analytically, and verbally. Exploring connections among these representations builds understanding of how calculus applies limits to develop important ideas, definitions, formulas, and theorems. A sustained emphasis on clear communication of methods, reasoning, justifications, and conclusions is essential. 

• AP Calculus AB is designed to be the equivalent of a first semester college calculus course devoted to topics in differential and integral calculus. 

• AP Calculus BC is designed to be the equivalent to both first and second semester college calculus courses. AP Calculus BC applies the content and skills learned in AP Calculus AB to parametrically defined curves, polar curves, and vector-valued functions; develops additional integration techniques and applications; and introduces the topics of sequences and series.

•  

The AP Chemistry course provides students with a college-level foundation to support future advanced coursework in chemistry. Students cultivate their understanding of chemistry through inquiry-based investigations, as they explore content such as: atomic structure, intermolecular forces and bonding, chemical reactions, kinetics, thermodynamics, and equilibrium. The AP Chemistry course is designed to be the equivalent of the general chemistry course usually taken during the first college year. 

This course requires that 25 percent of instructional time engages students in lab investigations. This includes a minimum of 16 hands-on labs  (at least six of which are inquiry-based). It is recommended that students keep a lab notebook throughout.

The K-5 ELA Curriculum Revision was designed to ensure that all K-5 classrooms engage in high quality tier 1 instruction using grade level essential work, prioritized standards aligned to the CCSS, specific student learning targets, rigorous anchor/ mentor text, and quality tier 1 instruction to address phonemic awareness/ phonics word-study in K-3. 

The new Italian ECE (Early College Experience) course provides students the opportunity to earn UCONN credit during their senior year by continuing their study of Italian. Students must successfully complete Italian 3 to be eligible for this course. Students will study Italian traditions, music, film, art, literature and history in the target language, building towards the intermediate-high level of language acquisition as defined by the American Council Teaching of Foreign Languages.

A 2018 revision to the CT General Statutes requires students in the class of 2023 complete “a minimum of twenty-five credits, including...one credit in world languages.” Multicultural Expressions has traditionally been offered as semester long course for .5 credits. The course was revised and expanded to offer students the opportunity to earn a full credit. The name of the course was changed to Language and Culture to reflect the revisions and content of the course.

At the July Student Achievement Committee meeting, the committee moved the Language and Culture curriculum to the Full Board for its first reading.

The AP Computer Science Principles course is designed to be equivalent to a first- semester introductory college computing course. In this course, students will develop computational thinking skills vital for success across all disciplines, such as using computational tools to analyze and study data and working with large data sets to analyze, visualize, and draw conclusions from trends. The course engages students in the creative aspects of the field by allowing them to develop computational artifacts based on their interests. Students will also develop effective communication and collaboration skills by working individually and collaboratively to solve problems, and will discuss and write about the impacts these solutions could have on their community, society, and the world.

At the July Student Achievement Committee meeting, the committee moved the AP Principles of Computer Science curriculum to the Full Board for its first reading.

In the Introduction to Cooperative Work Experience (CWE) course, students will gain essential skills and knowledge necessary to be successful in future employment in one of the CT career clusters. Topics include career readiness, career acquisition, employability skills, employment laws, and job safety. The course will meet during the last period every other day. Students who successfully complete the course with a minimum of 75 to earn the opportunity to take CWE-50 or CWE-100.

At the July Student Achievement Committee meeting, the committee moved the Introduction to Cooperative Work Experience (CWE) curriculum to the Full Board for its first reading.

Students who successfully complete Cooperative Work Experience the Introduction to CWE with a grade of 75 and receive teacher recommendation will earn the opportunity to participate in an internship within the student’s chosen career pathway. Placements for the internships will be in positions that are high-skill, high-wage, and high-demand positions. The course will meet during the last period every other day where students will be released from school to attend the internship and earn credited hours on the job. Students must have their own transportation. Students must complete 50 hours to earn 1/2 credit. Students will complete approximately 18 hours in the classroom during Semester 2 for discussion and reflection.

Students who successfully complete Cooperative Work Experience the Introduction to CWE with a grade of 75 and receive teacher recommendation will earn the opportunity to participate in an internship within the student’s chosen career pathway. Placements for the internships will be in positions that are high-skill, high-wage, and high-demand positions. The course will meet during the last period every other day where students will be released from school to attend the internship and earn credited hours on the job. Students must have their own transportation. Students must complete 100 hours to earn 1.0 credit. Students will complete approximately 18 hours in the classroom during Semester 2 for discussion and reflection.

At the July Student Achievement Committee meeting, the committee moved the Cooperative Work Experience (CWE) 100 curriculum to the Full Board for its first reading.

The Board of Education will discuss any new business proper to come before the Board.

Any communications/information regarding building projects:

1. MBIAMS Update
2. Stafford School - Roof Project
3. South Side - HVAC Project
4. Northeast Middle School 

Commissioners will report to the Board on any groups/organizations in which they serve as Board of Education Liaisons and information pertinent to the Board.

There being no other business to come before the Board of Education the meeting should adjourn.