July 14, 2021 at 7:00 PM - Regular BoE Meeting

Rationale:  Anne Maggipinto (Graham) - Special Education/Reading Resource Teacher - 1959 -1961 and 1980 - 1999

Rationale:  1. CT Seal of Biliteracy Student Recognition - Leszek Ward

Rationale: 

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

1. June 2, 2021 - Regular Meeting Minutes

 

Rationale: 

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

Rationale: 

Chair Jennifer Dube will update the Board and the public on topics related to the Board of Education.

Rationale: 

Dr. Carbone will report/update the Board on:

1. District Priorities

a. Innovate and Elevate Continuation Plan 
b. ESSER ARP Update
        Stakeholder Feedback
c. Admin/CO Retreats
d. First Day of School

2. Update Reimagining BPS 2023

a. Northeast Middle School

Rationale:  Pursuant to Robert’s Rules of Order, the following questions are subject to the Board’s vote without debate.  Should a member choose to debate a specific question, he/she will move to lay the question on the table, and it shall become the first item of New Business.  The Board will then vote on the remaining questions.

Rationale:   

Rivera, Victor - BEHS - Assistant Principal

Rationale: 

Beaudoin, Michael - BEHS - Math Teacher - Effective July 1, 2021

Jennetta, Vince - NEMS - Computer, Engineering and Technology Teacher- Effective June 14, 2021

Nee, Gisele - NEMS - Special Education Teacher - Effective June 14, 2021

Simpson, Toni - NEMS -  Grade 6 Language Arts Teacher - Effective July 1, 2021

Rationale:   

Ciervo, Rachel - ID - Special Education GOAL Teacher, effective June 14, 2021

Mongillo, Laura - WB - Speech and Language Pathologist, effective July 22, 2021

Rationale: 

Broggi, Jessica - BECC - PreK Special Education Teacher, effective August 24, 2021

Castles, Anna - MTV - Special Education (Self-Contained) Teacher, effective August 24, 2021

Davis, Crystal - BEHS - Guidance Counselor, effective August 24, 2021

Hume, Kemani-Malik - GH - School Psychologist, effective August 24, 2021

Marlak, Rachel - EDGE - Kindergarten Teacher, effective August 24, 2021

McPartlin, Megan - WB - Grade 4 Teacher, effective August 24, 2021

Micari, Brittany - BEHS - Business Teacher, effective August 24, 2021

Smith, Kenneth - BEHS - Health Teacher, effective December 2021

Zettergren, Nina - EPH - Kindergarten Teacher, effective August 24, 2021

Rationale:  Autencio, Danielle - EPH - Lead Teacher, Eagle Program

Rationale:  Prescott, Julie - CHMS - 6-8 Instructional Technology Coordinator

Rationale:  Hurwitz, Laura - WB - K-5 Gifted Coach

Rationale: 

Grocki, William - NEMS - Math Curriculum Coordinator

Martino, Rocco - CW - Technology Education Curriculum Coordinator

Valle, Orlando - BEHS - Grade 9 Team Leader

Rationale: 

Teachers trained to serve as TEAM (Teacher Education and Mentoring) mentors and cooperating teachers provide assistance and support to student teachers and beginning teachers in the district. Cooperating teachers are those teachers who are trained to work with student teachers. Mentors must be assigned to first-year teachers to provide mentoring and support to newly certified teachers. This program is required by the State Department of Education. Principals recruit teachers to apply to be TEAM mentor/cooperating teachers; the applications are reviewed by the TEAM Coordinating Committee. The following teachers were approved by the TEAM Coordinating Committee and are recommended to be TEAM Mentors/Cooperating teachers. Approved teachers must attend a three day training program and update their training every three years. 

Teacher Assignment

Julia Darcy - Grade 5 - Greene-Hills School

Anya Rochester - World Language - Bristol Central High School

Sara Wodatch - Grade 7 Science - Chippens Hill Middle School

Rationale: 

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:

Before a Remote Meeting

1. Send your comments to: susaneverett@bristolk12.org
2. Be sure to put PUBLIC COMMENT – BOE 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.

During a Remote Meeting

1. Everyone is requested to address the Chair for recognition.
2. Each speaker must state his/her name and address.
3. All speakers must observe rules of common etiquette.  Personalities are not to be injected. Anyone violating this rule will be denied the floor. Unless waived by the Chairperson or a majority of the Board,
4. Each speaker shall limit his/her remarks to three (3) minutes.
5. A speaker will not be recognized for a second time on the same topic.
6. Each speaker must concern himself/herself with the topic under discussion.  Anyone digressing from the topic will be ruled out of order.
7. Written statements and materials may be made available, in advance of comments, for distribution to Board members.
8. Speakers shall state their positions on the subject being discussed.
9. Board members will not respond directly to comments during the Board meeting. The Superintendent will direct the question to the appropriate staff member for follow-up.

Rationale:  The Board of Education agreed to waive the staff dress code for monthly dress down days that would benefit  students and/or staff. Attached is this year’s list of charities and the monthly amount raised. Staff donated a  total of $21,117.30.

Rationale:  The city ordinances and state requirements for a school building project require the local town to establish a building committee. The Board of Education must ask City Council to establish the building committee as a first step in the process.
 

Rationale:  Dr. Dietter will present the 2020-2021 COVID-19 Data Report.

Rationale:  Kimberly Culkin, Director of Special Services will update the Board regarding Special Services programs and topics.

Rationale: 

Rationale: 

In 2014 there was a national revision of visual and performing arts standards that had been in existence since 1994. The major emphasis and difference in the 2014 standards are the alignment of the philosophical foundations and lifelong goals in the arts, which are rooted in backward design. This outcomes-based approach to teaching and learning in the arts emanates from four artistic processes. The standards emphasize conceptual understanding in areas that reflect the actual processes in which musicians and artists engage. The standards cultivate a student’s ability to carry out the Four Artistic Processes of Creating, Performing/Producing/Presenting, Responding and Connecting. These are the processes that musicians and artists have followed for generations, even as they connect through music or art to themselves and their societies. Our teachers have created the curriculum to reflect these national standards and used the elements of art and foundational skills of musicianship to write the curriculum so that every child has access to an equitable arts curriculum. Additionally, our teachers took a conscientious approach using our equity lens to ensure that students see themselves in the work they are learning and creating. 

Rationale: 

Students in 6th through 8th grade have the opportunity to choose to be in band. Some enter middle school with two years of elementary band while others are entering their first year of playing an instrument. In order to accommodate the various ability levels, all students need to be exposed to the fundamentals of playing an instrument while mastering the techniques. The instrumental music curriculum was last revised in 2012.  With this revision, there are 9 units of study for each grade level that fall under each one of the above unit names. However, as the years progress, it is scaffolded with higher level concepts that students must become proficient in to carry on to high school. These units are year-long and are constantly being reinforced. 

Rationale: 

The Vocational Education Program is offered to students who require Special Education. The program is designed for students who have completed a high school diploma and who require additional transitional services. The curriculum is centered around the CT 16 Core Transitional Skills to ensure that students who require Special Services master their transition service needs to successfully transition into adulthood.

 

Rationale: 

Introduction to Allied Health Professions is a half year course designed as an introduction to the field of Allied Health.  The course will inform students about the five pathways in allied health fields, certifications and post-secondary choices for careers in allied health. Students will explore therapeutics, health information, diagnostics, support services , and research and development. Guest speakers from diverse backgrounds will be invited from each of the pathways to share their experience in terms of education, training, and on the job experience. Students will also have the opportunity to experience each field in terms of activities, projects, presentation and research. Students who successfully pass this course will receive 1.0 credits from the University of Connecticut.

ECE Introduction Curriculum

Rationale: 

The CT Social Studies Framework states that "World Regional Studies is a two-year course for Grades 6 and 7. Students study at least eight world regions, and, through the lens of geography, they explore and learn about economies, history, and civics throughout the world." This spring, teams of teachers worked to revise our 6th and 7th grade curriculum to more closely align to the CT frameworks and introduce students to a regional study of physical and human geography across the globe. In 7th grade, students continue the course of study they begin in 6th grade, studying increasingly distant regions of the world, including Sub Saharan Africa, South Asia, East Asia, Southeast Asia, and Oceania. In each unit, students start by orienting themselves to the physical and human geography of the region before exploring human/environment interactions, people and culture, governments and economies, and current issues. The study of each region culminates in a document-based inquiry that delves deeper into one of these spiralling themes and builds towards an evidence-based argument. These summative inquiries are built using the Inquiry Design Model (IDM) Blueprint, which is based on the College, Career, and Civic Life (C3) Framework and the inquiry standards in the CT Social Studies Framework. By revisiting these themes across a variety of regions and constructing a series of evidence-based arguments, students will learn essential academic knowledge about the world around them, prepare to make meaningful contributions in a rapidly changing global society, and move closer to achieving Bristol’s vision of the graduate. 

Rationale: 

The health curriculum is based on the Connecticut Health and Balanced Living Curriculum Framework.  This course utilizes a proactive approach that serves as a catalyst for young people to analyze and evaluate their own lifestyle habits and then synthesize and apply strategies towards achieving an optimal level of physical, social, mental and emotional health.

Students receive instruction in mental and emotional health, nutrition, alcohol and other drug prevention, human sexuality and disease prevention as part of a Health Education program at the high school level.  Two components of the health curriculum are the content strands of Human Growth and Development and HIV/AIDS education.  In these lessons, the teacher helps students develop an understanding of the human body and positive health decision making. 

Rationale:  The Board will discuss any new business proper to come before the Board.

Rationale: 

Any communications/information regarding building projects:

1. MBIAMS Update

Rationale: 

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.

This month commissioners at a middle or K-8 school will share their reports.

Rationale:  There being no other business to come before the Board, the meeting should be adjourned.