Board of Education Meeting - May 13, 2026

001Start every meeting. We start with the with the pledge of allegiance. >> Oh, I know this. >> Perfect. >> You start then to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, liberty and justice for all. >> Thank you. >> All right. So, tonight is is one of our favorite nights. We we get to recognize a bunch of our artistic talent in the district, which is always fun. And we also have a comprehensive music report. So, it'll be a it'll be a great um board meeting. But, I'd like to start by introducing Shannon Gier. Shannon is our K12 director of visual arts and she is going to work us through a little bit of a presentation on some of our award winners. >>

002Thank you so much. >> Thank you Shannon. >> Well, welcome everybody. Thank you so much as always to um the board of education and central office and um all of our administrators for supporting the visual arts K to2 in Sbury. We're so proud of our students and our teachers and our very um diverse programming. Um the here are some highlights from um some award winners that competed from across the entire state of Connecticut. Um and you can see sculpture first place um painting. These are from the these are middle school works of art. And I know it's shocking to to look at the detail. Print making was recognized. Um the the um the contest was jured and the work was exhibited at the University of Harford in December and um the students all attended a

003a really wonderful celebration and their work was exhibited in the Sil Silky Gallery at University of Harford. So they had a nice experience in a professional setting. um a drawing. These are incredibly detailed. Um this is at also at Henry James and the art show will be in two weeks. So you can see some of these works of art at Henry James Middle School um at the the actual exhibition. Um here we move to Simsbury High School and um again a very diverse grouping of art. We have um illustration, photography and um this student won a gold key which is fantastic. Um mixed media and drawing. So students are are being encouraged to innovate to investigate materials and um become very expressive. Um this student I like to highlight because she's a visual she's performing

004and visual arts. So we have so many of our kids that um find different pathways or in and crossover between performing and visual arts. Um you can see Sasha's work all exhibited in her capstone and AP presentation um which is very exciting. um a more mixed media, observation, drawing, um just a very big opportunity for the students to to have this celebration and and highlight it in their resume and um and be recognized at in a competition that allowed for um to compare against students from across the state. So, thank you so much for your support and for the opportunity also to share this here and now with you, but also this is on our Simsbury High School website on the art department. So, if you wanted to take more time or look or come

005in person um on on Wednesday, Thursday night is our big opening and all the work will be exhibited and you can meet the artists and the teachers and and come see me and I will happily give you a tour. So, thank you. Thank you so much for the opportunity to celebrate um these students and their achievements. >> Great. >> Shannon, do we also have the cast award winners here? >> We um we have a the performing arts cast award. Um Victoria is who is our visual arts um recipient this year. Was not able to attend. Okay. Yes. So, this year's um cast awards recipient for music is Noah Summer. AND Noah has been an exceptional leader in our department with heavy involvement both in the coral programs and the theater programs. He's a member of

006the Simsbury Singers and an Inson Darling Fellow at the Bushnull. He's been accepted to many festivals including ACDA and All State and he earned a Halo Award last year for his featured role in Anastasia. Most recently, Noah had lead roles in both Urine Town and Clue. And if you miss Clue, you really missed an amazing play. It was so funny. It involved a lot of improv, which was just so amazing to see um particularly our upper classmen and their journey over four years gain that independence on stage. But one of my favorite memories about Noah is when we had the Simsbury Friends for Music Night of Talent at the beginning of the year and our local celebrity host was unable to attend at the last minute and Noah stepped in with Noah Antidormy from class

007of 2025. They revisited their characters from Guys and Dolls, wrote an original script complete with a musical number with days notice I think and it was just a perfect um way to feature them and bring the whole night together. Um, so it was I just I will always remember that we are thrilled that he's pursuing a degree in music education at the University of Delaware next year and we are even more excited to be able to call him a colleague in a few years. So congratulations TO you very much. All right. Well, we have an opportunity here and um Miss Willard is going to get us started I believe as a veteran board member. We have a lot of parents and artists here tonight. Every two years um our wonderful art teachers select various uh

008pieces of artwork from our students across all schools, all grade levels, all ages, and we frame the work and we hang it here. At the end of the two years, we give it back um to the artists. But we we bring the artists out to talk a little bit about their art um and give them a nice certificate and and show our appreciation for the work. It brightens up our space and we just love it. You wouldn't believe how many people come in here and just spend time looking at the artwork and seeing the talent. So with that, Tara, I'm going to pass it to you. >> Is Tedra Blackwood here? She wasn't sure she could make it, but >> we should all notice her beautiful jewelry. She is um at Henry Jame Henry James,

009right? >> She's at the high school. She's in ninth grade. Ninth grade. I'm sorry, >> I didn't take my notes. Um and so that is her piece. It's very exciting to have that there. We had a mask there for a long time. It's nice to have the um beautiful and creative uh piece of jewelry. It's very exciting. Um, my next person is Kobe Hansen. Are you Kobe Hansen? >> Um, and so would you like So, you brought that beautiful um is it crayon? >> It was actually um my uh it was colored pencils. >> Oh, great. And um so tell us a little bit about it. What inspired you? So there's the So um we watched this video because this person who lived in Mexico he he had these dreams when he was sick about

010these animals that were mixed all with patterns and stuff and then when he when he when he when he got better he decided to create these things. So we made paintings and sculptures of them. >> That is amazing. I love it. It'll be really fun to look at when we're in here. Um, thank you for sharing it with us. Where are you at school? >> Um, squadron. >> And And what grade are you in? >> Third. >> That's pretty spectacular. And did you bring anybody with you? >> Um, my mom and Rob. >> Nice. Rob. Well, thank you very much for um for sharing that with us. And here you have an award. >> Thank you. >> You get to take that home to YOUR BUSINESS. IT'S really fun here. >> Hi. >> How are

011you? >> I can't wait to talk to you. I can't see from my point of view. So, I'm going to go around here and then I'll ask you to come out so I don't have to walk all over these people. But your picture is up there as well. I see it. Can you tell us about your picture? >> So, um, my art teacher told us to like this was inspired by um all different types of animals and it wasn't like it was all of the natural colors. It was like for a bear it would not just be brown. >> Okay. So, I chose the raccoon because um it was unique to everything else that in my class and I also liked it because there's different colors. >> I love that. Raccoon is my favorite animal

012as well. So, I think it's great. I have a certificate for you. Did you bring any family with you or friends? >> Oh, well, thank you very much for sharing your work with us. And here, I'll give this to you. I'm sorry. I'm going to reach over you guys. Thank you so much. I love it. And is Ronan here? Ronin. Hi Ronin. You guys, you got a good spot there. This is beautiful. So you are in seventh grade at Henry James. >> Very nice. Can you tell us about your piece? Um well gonna say I thought it was Harry Potter. Very cool. Do you like Do you like Harry? Did you watch the or read? Did you read the books? >> No. >> Okay. But do you like the movies? >> They're very cool. And

013who did you bring with us? >> With you. >> Hello. Thank you for sharing with us. And I have a certificate for you. And I just want to say thank you so much. We look forward to looking at your work. Uh, Molly Collins, >> how are you? You're right up here. Um, you know what? I'm gonna come around. >> This is fantastic. So, can you tell while I'm walking, can you tell us about your art space here? >> So, we were starting to make >> one of my classmates started making like pieces that wall my cherries piece. >> There's one that's a tree. Oh yeah. >> So I asked my classmates I didn't know what color to make the walls and I really like splatters. So I used to make spiders on the wall and

014then I also asked them to be interactive. So I took a piece of yarn and I attached it to the back of it and I also attached to a popsicle stick. >> That's awesome. That's right. >> Thank you very much. Really appreciate it. >> I'm up. So, I have um Kellen Libo here. >> Oh, hi Kellen. >> Hello. >> So, can you share a little bit about your enormous and magnificent piece of work there? That's huge. >> So, my teacher assigned me to do this like huge pattern black and white fantasy creature. And I thought the snake would be a great idea. It's long, so you can incorporate like a ton of different type of patterns. >> Um, I add the the horn and the arms because I thought that would just be a really

015cool fantasy aspect. Um, um, I try to make sure like each part is a specific different pattern. I try to never be repetitive because I thought it would look much cooler if it was like buried up. >> It's really cool. And are those eggs? >> Uh, yeah. Just eggs in the middle. Very nice. Well, thank you. Who did you bring to us? >> My dad, my mom, my grandma, and grandpa. Quickly, I know you guys. >> So, where's your piece? It's all the way over there, right? Can you tell us about it? There's like houses with trees and a sun and white on the top of the clouds and then pink on the bottom. And then there's like a river with flowers and grass and windows and a door on every house. And the houses

016are different colors with trees. >> It's really beautiful. my dad and my mom. >> Oh, well, thank you guys so much. >> All right, Samantha Dow, you're up. >> What are we looking at here? that I did and it shows like the different polka dots on my face. >> Very cool. So, I know you didn't get your artistic ability from your dad. SO, >> your mom, right? >> All right. Well, it's very, very nice and uh we'll look forward to seeing you for the next couple of years. This is for you. RIGHT. Do we have Aisha Thara here? Hey, how you doing? This is yours right here. Do you want to tell the room about your creation here? >> Was there anything that stood out as like your inspiration for this? very impressive. Very, very

017talented. And then just kind of like final question for as you're going through this, do anything stood out as like the biggest challenge as you were working your way through this? It's It's amazing. Very talented. Anybody here you'd like to recognize? >> Molly Sanders. Have you seen elephants? >> Yes. >> Did you want to be this part? >> Because I watch animals with long legs and is beautiful. This is for you and your mom, dad. Oh, hi. >> This is beautiful. Can you share a little bit? >> Um, yeah. Um, well, so I did a llama because, well, it was my favorite out of all the pile of stuffies. So, I positioned it so you could see both of the ears, a little bit of that flower under the ear, at least one of the

018eyes, and the nose. But then I but then I was like, "Okay, so my favorite color is teal." So I positioned the light to go like over the middle of it. And um well, that's the closest I got to teal. >> How many takes? >> Until it looks great. Congratulations. Thank you. Uh, and now we have Rory. Where is Rory? Is Rory here? >> Oh, I think so. >> Okay. >> We'll give this to >> Yes, we'll give this to to Rory. >> Rory. Okay, >> thank you. >> That one down on the end there. >> Yes. And it's two views. You have to move to walk past it to see two different images appear. So >> yeah, it's hard to do it fifth grade. >> Yeah. >> Okay. >> I think THAT'S Can I

019just say the the the art itself is is unbelievable and and clearly they are light years ahead of where I was and still am. But can I just say the presentations Yeah. And and and probably the best part for all of you, you don't have to stay. Okay. >> So, please uh >> we'll give you a minute. >> Yeah. Give you a minute. But thanks for coming. >> You can stay if you want to. I mean, yeah, you can if you want to, but >> have a great to these will all go back to your homes in two years. I'll >> eventually have a GREAT PICTURE. You don't have to. >> That was that was you don't have >> you can't you can't play anymore. >> It's really impressive. >> Very nice. So much detail.

020That's really cool. >> I kind of take notes. Come back. Straight around everything. >> I did it by accident. Hold up your purse. You should be so proud. >> Good. How you doing? >> Good. >> Thank you for coming here. >> Another great job. >> Congratulations. So impressive. >> That was awesome. >> And congratulations. >> Oh, thank you. >> Thank you so much. >> You guys had an amazing trip to Barcelona as well. >> They sure did. >> It's amazing. >> I'm so happy it's happening again. >> I was just different colors. >> Saying hi to the >> Yeah, I have one on me. >> Oh, that'll be interesting to see. >> Oh my god. Yes, >> I think we're back. >> Back. >> Any more recognition? >> No, we're good for public audience. >>

021Okay, so public audience. >> All right. >> Um, >> is it okay if I sit? >> Sure. >> Oh, I don't want to hurt anybody over here. >> This is good. Positive. >> Great. I always like positive. >> Um, my name is Patty Gonzalez and um, I have address confidentiality protection so I don't give out my address and I also wear the hat for that reason. Um, I'm here tonight because my son was supposed to come but he couldn't make it so I had to tweak this little speech. It's very short. Um, the reason I'm here is because for the past few years we found my son is studying computer science. He loves technology. We found out about Simsbury High School graduate named Eric Fawsome. He's a Dartmouth professor. I've reached out to him. I

022would like the board of education to support recognizing him because he's the most famous Simsbury High School graduate we've ever had and we will ever have because he created our ability to take photos on our cell phone. It was because of him. I'll read a little bit about his history so that you know. And I'm not going to read it all. I gave some of these out so you can see what he's accomplished. Eric Fawsome is a Simsbury High School graduate who changed the world. He invented the camera on a chip technology that has turned billions of cell phones into cameras and transformed everyday life. If it wasn't for Eric Fawsome, Simsbury High School graduate, you and I and the rest of the world could not take photos on our cell phones. He made it

023possible. And that's something Simsbury should be should celebrate and be proud of. And this is the type of educator my son admires and respects because of his interest in technology. My son was inspired by Eric Fawsome, a Simsbury High School graduate, to pursue a degree in technology, even more when he learned about his impressive accomplishments. Having a role model like Eric Fawsome, a Simsbury High School graduate, and going on to do great things makes a kid believe any it's possible for them, too. Technology is our future, and we should celebrate the innovators like we do sports and celebrities. I'm a Yukon Huskies fan, but I love Eric Fawsome so much more. He if it wasn't for him you we couldn't take pictures on our phones and and that's something that he's a rock star in

024the field of technology according to his peers his colleagues I've watched videos I've watched him being interviewed and I'm so fascinated by him you know and he did this in 1992 and he sold the technology so there's another person's name on it but he's the original guy he did it and everybody knows it in his uh world I believe the board of education support creating a display at Simsbury High School to honor Eric Fawsome's accomplishments to inspire students I know this generation would love to know that a Simsbury High School graduate made it possible for them to take photographs on their cell phones. This is something our town should be proud of and it can also encourage students to get into techn into the technology field. No matter what kids do, kids will appreciate this

025knowledge because it changed the world. This is something kids in our town can be proud of. They can say, "Oh my god, the guy who made it possible, he's from our town. He, you know, he graduated from my high school." That's I mean that's impressive in my opinion, but I'm a geek. You know, when when NASA needed a smaller camera to take to space, Eric Fawsome developed groundbreaking the groundbreaking image sensor and then worked to use it in medicine, business, security, entertainment, and more while mentoring young entrepreneurs pushing the bounds of innovation. I have one more thing to say. Reflecting on his commitment to this generation, Professor Fawsome as an inventor, he said, "As an inventor, I especially see the importance of encouraging youthful curiosity and interaction. My son intends to share this knowledge with

026um regarding Professor Fawsome at the University of Connecticut. He's going to Yukon and he wants people to know about him." And I I I talked to Sam. She's an investigative reporter for WFSB. And there's a cool there's a couple of reporters in this town that work for WFSB and I'm going to share everything I can about Eric Fawson. I either want them to do it or one of the news stations to feature him because he told me he would be willing to come to Simsbury. He would come back. He loves this town. He used to be an Eagle Scout. Um he wasn't he was an Eagle Scout and that's where he got inspired to do the things that he's doing today. But you should read about him. I you know I gave a few of

027you copies. You can make copies. But I I think you'll be impressed, you know, and I think it's somebody that, you know, kids can look up to. >> Thank you. Appreciate. We always always appreciate public good positive positive. >> Well, no, we always love the good stories of our alumni. So, absolutely. Thank you. >> You want my copies? >> Sure. You can have a copy. >> Anybody else? >> Hi, Diane Gley, 78 County Road Selectman. I am just reminding everybody that we have a referendum this Saturday, May 16th, right here in town hall downstairs, 6:00 a.m. to 8:00 p.m. Please come out and vote in the budget referendum. Your vote matters. Thank you. >> Thank you. Okay. >> Anybody else? >> Great. Uh on to uh committee reports and communications. Um the first thing I

028have I'm actually going to talk about Sbury High School first because I have um posters for you um from Miss Sidell. So the first thing is um SHS class of 1986 um Mr. Andrew Stocky is returning home to visit Simsbury Community Media on May 28th. He's an award-winning journalist um an evening anchor and a sports director at Pittsburgh Action News Ford. This is his flyer that I'm supposed to pass around. Um, and then in celebration of Asian-American and Pacific Islander Heritage Month, Heritage Month, SHS will be welcoming the first New York Times bestselling author author Celeste Ing on May 22nd. Um, she's going to host a morning program for students followed by an afternoon professional development workshop for educators. I have a poster for that as well. Um, and then the SHs Pops concert is

029on Thursday, May 14th at 7. The SHs art show, which you should go because there's a lot of representation in here, um begins this Thursday, May 14th, and continues until Friday the 15th. Junior prom is on Saturday, May 16th, which they have um food trucks, games, and the dance is outside under the tent in the courtyard this year. Um, and then the capstone day is Wednesday the 20th and our coral review which basically all of the coral review is here right now um is on Thursday May will >> a short little good that >> and then um for other schools all I have for you is from Latimer. Um and Latimer was selected as one of 200 schools in the US to take part in the Disney musicals in schools um stage connect. Vladimir will

030get free rights to a Disney musical next year, including scripts, soundtracks, and coachings, as well as other resources and training to put on that musical. >> That's great. So, two I just two alumni stories. >> This is great. This is great. Thank you, >> Steve. >> Uh I attended the um sustainability committee the other night and uh they're very jazzed. They just had their third annual fair and um they had more uh more organizations than ever uh attended. They had 35 organizations and the biggest crowd they've ever had was over,200 people. >> Great. >> So they're they're already setting their sights on next year and gathering momentum. >> Great. >> Nothing today. Thank you. >> All right. All set. Okay, Jess. >> Nothing to report. >> I can't get anything out of you. >> I

031was gonna say boat, but Diana stole my thunder. >> I have nothing. >> Nothing right now. >> I'm good. >> You're going to hear from me later, so I'm good. Look at that. All right. So, moving on then. Uh the first on the agenda is the approval of the April 28 minutes in your packet. Make a motion. >> Motion to approve. >> Second. >> Any discussion? All those in favor? >> Great. Thank you. >> First. >> Yeah, we have a retirement to announce. It's a big one. Um, Bill Sikinger has been with us as a PE and health teacher for the past 27 years at uh, Henry James. Bill Siker went to Henry James and Simsbury High School. Bill Siker and his wife both worked for us. Um, their two children came through the high

032school while I was principal. Um, and Bill is at the heart of what Henry James is all about. So, um, he his wife Pam, who was a school counselor at the high school, retired about three years ago. Um, but they're, uh, ready to make the leap together. She was doing some other private work. They're both stopping and they're going to enjoy, uh, family life and retirement. So, congratulations to Bill. >> Absolutely. And I had a son who played baseball for him at high school. Just thought the absolute world of >> Yeah. So that's got >> I move that the board of education accept the resignation of Bill Signature effective June 30th, 2026. >> But it's sad to say because he really truly is the heart of Henry James, we're going to miss >> second. Second.

033>> Any discussion? >> Thank you for your service. >> Happy retirement. >> All those in favor? >> Any opposed? >> Great. >> We also have one resignation that came in about a week ago. Uh Stephanie Wilson has only been with us one year uh as a special education teacher at Tuton Hills School. Um she had an opportunity. Subdists that are really in shortage situations for special ed teachers are offering some pretty significant incentives and pay bumps for people, giving them years of experience that they don't really have in order to entice them to come. Stephanie was fortunate to receive such an offer. So, it was sort of an offer she couldn't refuse. It was enough of a significant change in what she was able to earn that she has decided to take that opportunity. >>

034Move that the board of education accept the resignation of Stephanie Wilson effective June 30th, 2026. >> Second. >> Any discussion? >> Jeff, one question on that. Neil, is this Have we seen this before? >> This is the first one I've seen. Like I I shouldn't say that. Last year I was hiring a firstear teacher, >> wonderful young guy for teched and I had offered him the contract and he asked me could he get additional years of experience and I said, "You haven't graduated yet." Like you you graduated two weeks. I can't really give you years of experience. and Manchester was giving him five years of experience. >> Wow. >> So, we lost one. I just was never able to sign him. Um, so >> that's I would say this is the second example I've seen

035of other districts incentivizing hiring. >> Interesting. >> Thank you. >> Don't get any ideas. >> Yeah, we're already locked in. >> I was just going to say too late for us. like man, >> but Noah on the other hand. >> All right. All those in favor? >> Great. Any opposed? Thank you. >> Uh, next up is a gift from United uh Therapeutics. >> Yes, we have a gift in the amount of $5,000 to go toward the SHs Robotics Club from United Therapeutics Corporation. So, there is a motion there for your consideration. move that the proposed gift of 5,000 to the Sbury High School Robotics Club by United Therapeutics Club be approved. >> Any discussion? >> I just want to say whoever is doing the work to get these donations is doing an impressive job. >>

036Absolutely. >> Thank you. Yeah, you're killing it. Yeah. >> All those in favor? >> Any oppose? Great. Thank you. All right, we have a report from the friends of Simsbury Athletics. A little update. I saw Kelly back there. >> You are you here for moral support or are you coming up to him? Okay, >> he's my wingman. >> All right. >> Any questions can be directed at if I could just help tee this up for a second. Hey, I'm I as I think most of you know I'm involved with this group as well and I just it's it's a really wonderful group coalesing under Kelly's and Matt's toutelage leadership about obviously we all this board has a lot of competing capital needs right and here's a group of parents trying to work with us trying

037to sort of take some matters in their own hands and see if see if they can help fund some of these projects and uh just can't say enough about the work that's going on. She's going to talk to you a little bit about what's sort of first up on the on the dock. Hopefully first of many. But um let's get through this first one first. >> Do you guys have the rendering or do we have it? >> We've got the rendering and >> perfect. >> And before you get going, Kelly, I just wanted to add to this is this is a couple years in the making and I think >> I've been knocking on your door. >> It's it's great. I think it's a great example of of how our community operates, right? And and

038Jeff mentioned, we have competing needs. And one of the ongoing struggles we've had over time is you lay out that six-year capital plan and you have things you have to have, roofs, boilers, major dollar. Um, we all know the financial pressures we're under. And then we also know we have athletic enhancements in a facility that is behind the times uh compared to to other like districts. This is a model that has become very successful down in Fairfield County. Um, schools like Ridgefield have funded um, large large projects. We started talking a couple years ago, what if what if we got some synergy around this um, and this, you know, opportunity and the fact we don't have a clubhouse, we don't have bathrooms outside the field at at Simsbury High have really been a sore spot

039for people. So, Kelly's here to talk about their efforts a little bit um, and and try to bring some awareness to to getting this going. So, welcome. >> Thanks. >> Yeah, I appreciate Jeff's support. we recruited him to our board and Matt's been in our back pocket and we really appreciate that as well. I think we um basically hit a frustration point and decided we were going to take things into our own hands. So, for those of you that don't know me, I know quite a few of you, but uh my name is Kelly Connelly. This is my husband Matt. We moved here about 15 years ago with three boys. Uh two are in college now, one's at the high school. My father grew up here. My grandmother taught at Simsbury High School for 35

040years. It's in our blood. He's coached youth lacrosse. I did PTO. I've taught in the schools. We are Simsbury proud for sure. Um but I think we now have elderly parents that are living in town and we are starting to realize the challenges of portallets, the lack of concessions, um the lack of access to team rooms that are close to the turf. And so we reached a frustration point and decided to take things in our own hands. um considering that a lot of our neighboring schools have sports pavilions, concession stands, restrooms that far exceed what we have here in Simsbury. Um so our proposed project is the construction of a permanent bathroom and concessions facility at the Simsbury High School Turf Athletic Complex, which will include the addition of two team rooms for home and

041away teams. The field's heavily used by student athletes, visiting teams, feeding members of all ages. It will have permanent ADA compliant restrooms which will significantly improve accessibility, safety and dignity for elderly people as well as families with young children and obviously overall enhances the experience for everyone. It also advances public health and inclusive access to a widely used comm community facility by the high school and many local youth organizations. Um, we've already established a website, a Venmo, a funding platform that we're ready to launch as soon as we get the uh go-ahad to support this initiative. And I think the most important critical thing to say is that the funding for this initiative will be entirely raised via private and or local business donations. We will not require any town or BOE funding for the

042initiative. We completely understand competing capital needs and once all the funds are raised, we will pass the project onto the you gracious people to um fulfill through Tecton who's already supporting us from the get-go and has agreed to support us all the way to completion. Um and the building will then be maintained by the public school system and the custodial staff. We are not asking the town or the board of ed for any funding. We're simply trying to assist the town in the establishment of this sports pavilion. That is not only in our opinion a want, but a need. So, thank you again for your time. >> Awesome. That's great. Awesome. >> This, by the way, is the first rendering. Um, and we've made some tweaks to it. Um, but just so you understand, it

043will have two team rooms, a men's, a women's, and a family restroom or all-inclusive restroom. um we're going to change the doors up a little and change some windows just to have a little more safety and less visibility um into the team rooms, but for the most part um that's the basic rendering. We will also do um plaques, the ability to name the pavilion itself, a walkway with stone. So, all sorts of opportunities for people to donate at various levels of funding. >> That's really nice. >> And can I ask what is the amount that you need to fund raise? That's when you two are supposed to. So, we've been given an estimate that ranges anywhere from one to 1.3. >> We're still in the this is the very first proposal from Tech Time. So,

044we're still in the very tweaking stages and where we'll get a more of a hard concrete number. But I think in our heads we're going for 15 and >> certainly things can kind of obviously when you start digging all that kind of stuff. So that's the first estimates that we have so far process. >> We're also working largely with um Steve Patrina and a lot of um the alumni to try and get some donations from some high-end people that have already been through the school system. >> Yeah. Um you you said that after it's built and everything's up and running, the town would then assume operations of it and so forth. Would that be through the board of education or the public works department? What she's saying is is is we would our our maintenance

045folks would would clean the rooms and make maintain it from that perspective. >> So they raise the money, they give the board the money, the town money, the town engages the tectonic, whoever is constructing it to do the work and then to maintain it going forward. >> So once the money is raised, >> all it actually becomes like part of our capital process. So you would put that on, >> you know, year one of the capital plan because it's not providing any funding pressures. And then when that money is set, we can do the engineering support behind the scenes and we can be we can be good to go with that. So >> and we vetted a couple different companies and tech came out >> not only the best feasibly financially but also the fact

046that they're going to hold our hands from beginning to end and obviously have experience with the >> Yeah. the great Thank you, Kelly. >> Thanks, guys. Appreciate it. >> Have a good night. >> Kelly, do you know when the when it will go? You said you're waiting for the green light to go live on. Do you know when this >> We felt it was best to serve it up to you guys first before we threw it out to the public. So, we're hoping to go live. We're meeting again as a board next week or the week after and we're hoping to go live then. >> Yeah. This was really the vetting process to make sure everyone >> wanted to give you guys respect first. >> Yeah. So, >> perfect. Very exciting. Thank you very much.

047>> What's next on the list? >> All right. the music. >> Yes, we are so excited to be joined this evening by our K12 director of music and performing arts, Lisa Ael, Rebecca Salsman, Simsbury High School choir teacher, and Chelsea Johnson, general music at Squadron 9. This is going to be a report. So, as you know, through the curriculum review process, every time a department has completed their year one of review, which is really taking stock of what's going on right now, where we want to be in the next three to five years, and what would be our curriculum priorities, they come and do a presentation for the board. So, this is music's time to shine. This will be more of an interactive report for you, I am sure, because the performers, the performing arts,

048>> that's what we do. >> That's what you do. So, I'm gonna hand it on over to Lisa. We're going to actually get started with a performance. We wanted to welcome our senior vocal quartet. We have Noah Summer, who you met earlier, Eva, who you all know very well, in addition to Ben Lee and Fiona Gallo. They formed in the winter because there was a piece that they wanted to learn and they decided to do that on their own and perform in the concert and then kind of became a semi-permanent group performing at various concerts throughout the year. Um what's particularly exciting about the performance tonight is they're going to be performing a piece that Noah composed um through our music theory course and it is called um If I Could written by Noah Summer

049with lyrics by Lydia C. Dunn. it was part of the requirements for our music theory course um but also incorporating skills he's learned through four years of the high school coral curriculum and all of his time through the music program. And he said he selected the poem because he felt it was a beautiful ode to friendship. And we know that um we have some amazing friendships and bonds that form in our programs especially over the four years of high school. So please enjoy if I could from our senior quartet. >> Guys, how are we standing? How we >> like classic >> this? Let's lock it in. >> One, two. If I could catch a rainbow, >> I'd do so just for you. So you could share beauty on the days feeling blue. If I could

050take your trles, I'd throw them in the sea. But all these things I'm finding are impossible for me cuz I can't buy an island nor catch a ring. Oh, fair. Just do what I do best. Be someone who's always there. Though I can't buy land, nor catch a rainbow fair and just do what I do best. be some who's always there. >> So, we really wanted to bring this to life for you tonight. Um, So is this cars are parked on Sunday nights at the front? >> No, that's a capella rock. >> Okay, >> we're neighbor, >> but similar in the sense that um you know our goal is for students to really gain independence because if they can't make music without us by the time they graduate, then what what did we do? And

051so the fact that these students take this on and learn this independently, um that's exactly what what we're aiming for through their time in school. Are you getting clumps? >> She's lyrics at home tonight. >> So, I just wanted to thank you again for the opportunity to share our work with all of you. As Sue said, I'm Lisa Ael. Um, I've been in district for 20 years, but as the high school band director and moved into this position a little over two years ago and I just wanted to thank the students and again Rebecca and Chelsea for being here to help um highlight all the things going on in our department. So over the past three years or so that I've been in this position, we've really been focused heavily on our curriculum revision. Um,

052and that has included an updated introduction. We collaboratively wrote a new vision statement, updated the strands of our curriculum. We don't function in units, we function in strands. I could talk a little bit more about that later. And we have revised all of the overviews and blueprints for each course that we teach. Um and this work was all supported through targeted professional development to ensure instructional focus remains aligned. Um the vision of the graduate is embedded in everything that we do and um that was never more on display than at our recent Barcelona trip. We're going to talk about that and show you some highlights in just a minute. When we took the department, we traveled with a hundred people over spring break and we'll feature that in just a moment. >> So community outreach

053remains a pillar of our program. Um, we perform at the Yard Goats, uh, at the Wolfpack. We perform at Thunderbirds in Springfield. Our holiday choruses go around town. We've been to the public library, the senior center, nursing homes. We tried to come to the board of ed and then it snowed, so we couldn't come. Um, >> we tried that day. >> I don't remember. I can't remember. I think you guys want to get chairs. >> Yeah. Um, Squadron specifically had two unique opportunities this year. We got to perform um with the Kinetic UK, which is a ukulele troop in Simsbury and they performed a Halloween concert at the library and our kids got to go sing with them and it was super cute. They got to go in costumes. >> And then we also had

054an opportunity. We were selected to perform at the Connecticut Music Educators Association. We were a showcase choir. Um, I think we were the only elementary school that was selected, so that was a big deal. Um, I think that is >> Yeah. Um, so as Lisa mentioned, the VOG was on full display in Barcelona. Um, the trip gave the students the opportunity to perform for a wide variety of audiences, connect and make music with students in Spain, experiencing different culture and many aspects of global citizenship. Um, as you see in the pictures, we tried and cooked new foods. Um, we had a paella making class. We explored incredible art and architecture and formed meaningful connections throughout the journey. Um, we had a combined concert with a Catalanian children's ensemble, which was really cool. They played recorder

055and um, guitar. We did a joint master class with a local high school orchestra there. Um, we also had a couple different master classes with local clinicians, which was great. Um a big highlight was singing El Renol which is a piece in Catalan um to local audiences and that was always very much appreciated. Um and we also sang um I grew sang at Monserat um which is a famous monastery in the mountains. It's a very big deal to be asked to sing there. So that was very exciting. Um but what we're most proud of is throughout the trip students demonstrated maturity and responsibility and cooperation and optimistic flexibility. Um, we are incredibly proud of the way they represented our school and town and country abroad. So, they did a great job. >> Just to give

056some context to that, we used that throughout the year whenever we talked about the trip, explaining that when you travel abroad, you need to be flexible and stay positive whether you are an adult or a child. And then we developed the hand sign just so we can all keep each other honest while we were on the trip. It's raining. It's okay. YOU HAVE A STOMACH BUG. OH, IT'S OKAY. YOU GOT IT. OH. OH, SORRY. >> TOTALLY. >> UM, so our theater program is alive and well, as I'm sure you are aware. We are excited about the resurgence of elementary theater with Terapil having performed a show over the past few years. Latimer just did Aladdin and you heard Mike stealing my thunder, of course. Um but they just found out this week about that Disney

057program. So that's really exciting. And then um Tuton Hills was going to do one this year, but with some personnel things that were going on, we're moving that to next year. So we're very excited about that. We have a partnership between Henry James and Hartford Stage, which has been very successful over the past couple of years. Shrek Jr. in March almost sold out all performances. Um and of course the high level productions at the high school most recently with Urinetown and Clue as I mentioned earlier. And I would be remiss if I didn't also mention that we have an exceptional techn support team of Kendra Jones as our tech director and Dan Coell as our assistant tech director. And again, thank you for your support with those positions. Um they are not only supporting the

058productions and the theatrical, musical, all of those things. they really are offering um support throughout all seven buildings on a variety of technical needs and sound needs and consulting and I know Kendra is very involved with graduation and all of those things. So, we are just thrilled that they are on board and they're doing an amazing job. Um um I want to add that our students are also continuing to excel in festivals across the Northeast. Um, we have students in ACDA, in Oak Ca All State, um, and CMA elementary honor choirs in New England, uh, music festival. What's cool is our teachers are also serving in leadership roles. So, for example, um, this past year I conducted Northern Region Honor Choir. Jamie Leine was my manager. Andrew Kahansky was doing the middle school band, managing

059the same spot. So, we are very active in our professional world. And I would be remiss if I didn't tell you that this one right here was just recently announced as one of 202 quarterfinalists across the country and the only teacher in Connecticut um who is in the running for the 2027 music educator award presented by the Recording Academy and Grammy Museum. extremely welld deserved and she'll be working on the application and all of that for finding out in September if she's moving on to the next round. But regardless, an extreme honor and recognition for Rebecca. >> Huge. Congratulations. >> Thank you. >> Uh we were also recognized again for the NAM best communities for music education for 2027. That's been something we have received regularly for many years. And in going through that survey

060process for the first time over the past couple of years, the types of questions they ask are a lot about the support that you have within the community. It's there are very few questions, if any, about the quality of the actual, you know, the accolades for the kids and those kinds of things. It's really is about the structures that are in place to support your program. So, it's a testament to all of you and our community as well. Um, and I wanted to mention too that some of our members in the department have received extra funding awards for equipment and opportunities for their classrooms. We've had several Kathleen McGawan grants. You'll see one of those momentarily when Chelsea talks a little bit about some of her equipment. The department was also honored with a Sigma

061Alpha Yoda Enrichment Grant. That was my college music professional fraternity and I found out they had grants available and we earned about I think it was a $5,000 grant for Yamaha harmony directors which are keyboard devices um to make sure we have one in every single instrumental classroom as part of our aligned curriculum and practice. And of course, we've continued partnerships with Yukon through the early college experience, the heart school, um, and we've been working with a north central cohort of districts to offer districtwide PD, which Sims Barry hosted for election day. So, some of my leadership priorities over the past couple years have really focused around efficiency and effectiveness so that teachers can dedicate their time and energy to instructing students. So, I've worked to align systems and clarify expectations around operating procedures, equipment

062inventory, instrument maintenance. Um, I've outlined our enrollment and retention plans, and making sure that we have clear processes for registering students at the elementary level. Um, and communicating with families. Also have had efforts to address some of our most critical needs and facilitate solutions with teachers, including things around instructional space, technology, communication, and professional relationships. through my observations of teachers have given them specific feedback on their practice and help them to connect with colleagues. Um, and I something that was interesting even just in our practicing for this yesterday, there was a connection that was made of Chelsea's like, "Oh, I didn't know you're using that in high school, but I can adapt that for elementary school and that's so cool." And it was something that Rebecca uses that I had actually shared with some other

063elementary teachers when I saw something going on in a classroom and I thought that could be useful. So, again, just alignment is really what we're all about. Um and then I've also been able to through those observations identify the areas of growth and need and um in addition to teacher conversations for that targeted professional development and that PD is really focused on current methodologies, inclusive practices and instructional technologies so that we can realign but also improve our practice. Um we've also spent PD time on curriculum revision. I've noticed um in taking over the the department that we over the past however many years there's been some misalignment. We've had new people come in who have different ideas, who've had different training and so we're just trying to get everybody back on the same page. So

064my priorities have really been to ensure both vertical and horizontal alignment across grades and programs. Um so we don't want to function as elementary schools that are like sending towns. I grew up in a town like that. We're all descending towns. Everybody came to middle school or high school and people were all coming with different um information and different learning goals and objectives. So making sure that that is all aligned. So we hit Henry James in seventh grade and everybody's on the same page. We've also accomplished quite a bit of work over the past two years as I mentioned, but we are now currently working on our scope and sequence and pacing guides so that we can make sure we're all traveling along that path the same way. Um and I've decided to hone in

065on that literacy strand. As I mentioned earlier, if students are not literate in music or reading or anything, they cannot be independent. Um, and it really limits what they're able to do and how they're able to grow. So, to demonstrate our approach to literacy, Chelsea and Rebecca are going to lead us through some brief instructional activities that are typical of a third grade and a nth grade classroom. So, you can see that alignment. Um, and I just want you to be aware that these tasks emphasize sound before sight, audiation and decoding, um, student choice and differentiation, and prepare students for authentic tasks. So, we hope you're willing to take a little bit of a risk, but we have we have ringers here to help you. Um, so we're going to go through just a couple

066of different things. I teach elementary school, so I come with a bag of trucks. Okay. So, um, as Lisa mentioned, we at Squadron specifically because we have a heavy island, um, and sped program, we have been focusing a lot, my counterpart Carolyn Taylor and I, on universal design for learning and making sure that our curriculum is um, equitable and inclusive for all students. So this year we worked to acquire cough drop which is an AAC device which allows the students to be able to sing in an authentic way without the help of a para or another student singing for them. The cool thing about cough drop is we can record our own buttons. So we record ourselves um eventually it will be the students singing. So, it'll be a student voice singing the songs and

067then they can press the button to play back instead of having a teacher or a parent or another student sing for them. Uh, we also, Lisa mentioned the McGawan grant last year. I received a McGawan grant for Makey Makeys. We've been using those with our fifth and sixth graders. A Makey Makey is a circuit board. So, we're crosscurricular in that way. the students can there's a student that will be a ground and within the Makey Makey app they have different programs that allow the students to be musical instruments. So anything that's conductive themselves they can hold the metal part and then they high-five each other and they can create music that way. So that's inclusive for our students who have limited access to mobility or are unsure about singing. they have access through this. We

068also um to ensure that everyone has the ability to play for our fourth, fifth, and sixth graders, they play ukulele. So our students who have limited dexterity, we have buttons for the ukulele. So they can press the button rather than pressing the fret and the string which can be challenging for some students. Other students we who don't have grip strength, we offer grips on the instrument so that instead of grabbing, it's just on their hand and they can play. They don't have to grab onto anything. We also um ask our paras to do hand underhand so that students have the option to pull their hand away if they're all done. Making sure that all students have autonomy in their own body. Um for recorders, we use the cough drop app, but we also for some

069students a button or a bell is a better option for them. Some students can play a recorder, but maybe covering the holes is a little bit tricky. So, we have these recorders instead that allow them to just press the button rather than worrying about putting their finger over a hole. So, because third grade at Squadron Line gets to learn recorder, you can play the recorder, too. So, you get to choose a an option for yourself. If you would like to use the bells, you can use the bells. You can use cough drop. And we have a regular schmegular recorder, too, that you can try to use as well. So, while you are making your choice in what you would like to play, I don't know if anyone else >> watch that button ukulele >> the

070app on the iPad. Right. >> So before we play, because we do focus on sound before sight, and we focus on making sure that the students are able to keep a steady beat. And these are practices that happen throughout. >> They start in kindergarten and then they make their way all the way up. ukulele. >> So ukulele >> want these in a particular order. >> It may not fit. So it might not >> Well, you know what you could have is the adaptive recorder. >> Oh yeah, that's a good idea. >> Have the buttons. >> So can you take out four fingers and can you just repeat after me? I'm not going to make you sing. That's what Rebecca's going to do. We're going to go do d. >> And of course, this becomes a

071little bit more complicated as we go on, but for today, we're going to stick with that. Okay. You've been playing reading rhythms and doing a great job for >> years. Okay. So now do is one sound. Do day is two sounds. Think of it as syllables. Do day. Do. So can you copy me? Do do day. Do. >> Brilliant. Do >> did I do it wrong? >> Yeah. Can you read it the right way? Here we go. >> Ready? One more. One, two. You're professionals. Here you go. >> Perfect. Now on the recorder, look at your left hand and say, "Hello, left hand." Oh, left hand. >> Your left hand goes on the top. So, if you're left-handed, congratulations. You have an advantage. I want to see all of the holes on the front of

072your recorder. You just want to see the one that's on the back. Can you take your thumb and put your thumb on that hole that's on the back? If you have a recorder, my other fingers, my pinky is left alone. Can you put your first finger on the top? This is called B. Our third graders have been working really hard on me. Ray do B is me. So can you just go me >> me. >> Now can you change it and go? >> No, we want to make our candle flame just flicker. We don't want it to go out. Okay. So we want nice gentle sound. And can you copy me? I'm going to go And if you have a an iPad or a bell, you can play that pattern back, too. So, you're just

073going to choose B. And we go. >> Nice job. Can you I'm going to change my pattern. Can you go? >> Nice job. >> Now, what's going on over there? I don't know how to play my Can you look at my card? Can you think my card in your brain and what it's going to sound like? >> And can you try playing my card? One, two. Here you go. Good job. Beautiful. Now, in a real class, this would go on for quite some time, and we would play different notes as well. We would go down to A and G and then we would play something called poison pattern where I'd play something to them and they can't play it and if they play it then I get a point and if I say it and

074it's not played then you get the point and most of the time I lose and that's the job. That's what's supposed to happen. But you will get to play Poison Pattern anyway because tag out. Speaking of Poison Pattern, now you get to sing. So, don't worry. We have a team behind you, behind me that will sing with you, so you're not by yourselves. We are going to put the recorders away, though, which I know is just putting them aside for now. Yes. All right. Um, so we're going to start with points and patterns. I'm going to sing a pattern. Can >> I go over there? >> Yeah, why not? And then you're going to sing it back. Um, as I sing, I'm also going to do what's called Kodat hand signs. You can also echo

075those back for some kinesesthetic reinforcement. Um, so let's just start with that before we get to any poison patterns. Here we go. >> And sing. >> Oh my gosh. Like listen to that tone. Incredible. Maybe you're sing at the core of me next week. do >> and I love how that when your pitches are going up, your hands are also going up. That's excellent. It's excellent. So, now we are going to play poison pattern. So your poison pattern, the pattern that you're not going to sing is So we're going to sing that three times and then never again. Okay? I'll sing it one more time, then we do it three times. Here we go. >> So if I sing salami, what should I hear? >> Nothing. >> Excellent. And if somebody happens to make a

076mistake, that's okay. We're not going to yell at them. This is what I tell the kids. You don't need that. Right. There we go. And in that case, you all would have gotten a point and I would have lost once again. I would have lost. So, um, this is something that usually happens. >> You're close. That's right. >> A phantom. Yep. Um, so this is an activity that I usually do. um at the beginning of nth grade. This is also something that happens in the middle school. Um we've been working very very hard to um align our literacy curriculum vertically between 7 and 12. Um Jamie Leine and I have that as our PGP. Um and we are very grateful for the board for supporting that. We had some curriculum writing time last month. It

077was really really fantastic. Um and already we're seeing these strategies make an impact. Um, this year we had 20 choir students accepted to the high school CMA Northern Region, which is the most in the region. And that was mostly because they're amazing singers, but also because they have incredible sight singing scores. Um, so now on your sheet in front of you, you've got a couple of activities. We're going to start with the grid. So if everyone sees that on their chart, you will need a writing utensil. >> How do I turn off this? Because I was playing with the buttons. Just press um the top. It should turn on. Take it away from me. >> I was so >> You could have done a mirao on your on your iPad. >> I didn't know what

078I was like. >> So there we go. On your chart, we have seven columns. In each of the seven columns, we have our soulfetched syllables. Do reay me. So what I'm going to do is I'm going to play a pattern on the piano. And I'll tell you right now, it starts on do. So in your first column, you can shade in the box that has a D in it. So, >> a lot of the kids' favorite part is getting the shade in the box. >> Mine, too. >> Yeah. Um, some kids just do an ax, you know. Um, but I'm going to play a seven note pattern. And as you hear that pattern, you're going to shade in the corresponding boxes. And there might be a familiar pattern there. We'll find out. Here we go.

079Don't worry, I'll play it a bunch of times. I'll play it again. It didn't connect to the speaker, so I'm not quite sure there. >> I think that's just seven. Okay. Ah, yeah. Sure. Here we go. Here's our first three notes. Here's our last four notes. >> I'll play all seven. And I'll have the kids. Everybody sing. Do >> you end on do? >> No, you don't. I'll play it one more time. >> And now our high schoolers are going to sing it back on sage. Let's see how we did. One and Nailed it. >> Excellent. And did you hear we had our salami pattern? So, we're working on that pattern recognition, which is super exciting. So, this is all still happening beginning of nth grade, although this is structured all the way through all

080four grades if we need to. Um, >> sing. >> Perfect. I mean, it's code. Now, we're going to do some sight singing, but without sheet music. This is our next step. So, if you look on your sheet, there's a bunch of sulf that's written up and down. Yeah. Um, first thing we're going to do is I'm going to sing it for you. And I'd like you to take your finger and you're going to put it on that first do. And you're going to trace the contour of the line. And we talk about how that's not makeup, but actually how the line goes up and down. Um, and just hear how when I go high, your finger will move up. And when I sing lower, your finger will be down. Did you notice a familiar pattern

081in there? I'll sing it again. See if you can find a familiar pattern. Here we go. What did you hear? Oh, and you sang it back. Oh, that's an A band student there. So, you heard that salami, that pattern recognition already in sight singing. So, now you're going to lip sync it while I sing and they'll sing with me cuz my voice is tired. Here we go. Do you have it? There you go. One and go. >> So, what we're doing right now is developing our audiation skills. When you are singing in your head, which is audiating, your vocal folds still move and still learn the muscle memory. Um, so now you're going to sing out loud with us. Here we go. And if you want, you can even do the hand signals that they'll

082be doing behind me. One, two, here we go. >> Fantastic. So now let's fast forward a couple years. This is all beginning of freshman year. And I'm not going to ask you to do some heavy duty sight singing, but they will demonstrate for you. So this here's how this is going to adv manifest at a more advanced level. Um the first thing they're going to do is figure out their key signature. >> Well, Mrs. Saltzman, I know that uh the last flat in the key signature is fa. So therefore, this is in the key of D flat major. >> Fantastic, Noah. And the next thing we'll do is establish their key. I can't self then they will go through and identify any difficult rhythms isolating using takad me for example the last measure 1 2

0833 4 t >> excellent and then they'll scan for any difficult jumps and woodshed those jumps just like we were doing for so la me earlier >> in the third measure I see there's a fa to a law jump so I would sing to figure out what >> and they might look for patterns. >> What does that mean? >> Oh boy. >> Oh. Oh, in two and five there's that rhythm with the dotted quarter note, right? Is that what I'm supposed to be talking about? Yeah. >> So, so I would go through and go, "Oh, I know that means duh duh duh." And I have that in both of those measures. >> Fantastic. And finally, if they have time, they might sing the full thing as practice. >> Yeah. So, in many all uh region,

084all state and even in our midterm and finals, we only have a minute to prepare this example. So, in many times, we want to learn the first and the last measure as best as we can. So we have and so all of this happens very very quickly in a minute when they're practicing this in a sight singing test context, right? Um so now they're going to sing for you. Here we go. >> One, two, three, four. So, me. >> So, and there you go. What's really cool about this is yes, they are very accomplished, but they're actively problem solving and using all of these different tools that they've been taught over the last four years to look at this and decode it. Um, and this is not just in sight singing examples, it's also in

085real music. By the time the students are seniors in our most advanced choir, the goal is that students learn all their notes independently. I don't teach notes as much. um they learn them at home and then we can work on musicality and performance and vocal technique and all that really fun stuff that makes our choirs extra special um rather than just note learning. It's because of their independence. In addition, they might use that music literacy skill to write a piece. Perhaps you heard it earlier tonight. So, thank you so much. >> Thank you. Hopefully, you can see >> Yes, you can. YES, YOU CAN. MUSIC. Hopefully you can see that connection to music. Literacy is not really all that different from literacy. I actually was in a first grade um reading intervention lesson today and

086you could see that the same transfers of decoding and audiation and all of those things that we do with letters and sounds and blends. It's the same that we're doing in music with pitch reading and rhythm reading and and all the patterns and the decoding. So we celebrate our successes. Absolutely. We are always want to be featuring our students and our staff and all the highlights of our program. But we still do face some current challenges. Most urgent is the need for a dedicated strings classroom at Squadron. Students are currently struggling to develop some oral skills in the shared environment there. We do have a current plan. Thank you. To move um to a classroom and we're hopeful that that will come to fruition. It looks like the enrollment is going to work out. that

087we're not going to pop an extra kindergarten or anything like that. Um, we also have some difficulties at the elementary level with scheduling our professional learning community and PD time due to the nature of the different schedules and the different release times. So, that can be a challenge as well. Our enrollment and scheduling fluctuations remain a concern. Um, we are thrilled that our elementary enrollment in is increasing. However, we are approaching a threshold with our current staffing and that's something that we need to continue to look at. There is a pattern at Latimer where special area classes are combining with partial sections and we're also keeping an eye on and monitoring. And at the high school, students often have to make difficult choices between their performing arts and other courses as I'm sure you are

088well aware with credit increases and all of those kinds of things. So looking forward as a team of professionals, we're constantly navigating the perceived societal value of the arts. I'm sure that's not a surprise to you in hearing about all of the things that are going on even in education and about education. Um, and so we're noticing that there is pressure for earlier specialization and career clusters which can sometimes discourage students from exploring their passions all the way through 12th grade. Um, if you talk to a current eighth grader, of which I have one at home, they start to feel that pressure at 13 of what is my college major going to be and and specializing early and maybe I don't have time for the thing some of the other passions that I have. So,

089this does translate into increased competition for student time and a constant need to justify staffing and resources that are required to maintain our high quality comprehensive programs. We are so grateful to all of you and wanted to thank you for the reinstated point 2 strings position which will improve our lesson group sizes at Squadron and Terapill and ensure that guaranteed instructional time. And I know Heather is thrilled to be able to join us full-time as well as are her colleagues. Um, as school districts manage the significant challenges related to special education, mandated testing, credit requirements, and more, we just respectfully ask that you always remain mindful of how these obstacles can directly and indirectly impact performing arts programs. We are grateful to serve in such a supportive community with contributions from local local organizations, our

090friends for music and performing arts and more. And we just really thank you for your time and your continued support of all our students and our programs and our staff. So, and for this opportunity to speak with you tonight. So, thank you so much and happy to field any questions that you might have of anything that you saw tonight or anything that's on your mind. >> Yeah. Do I get to keep the record? >> Chelsea actually said that could be your your parting gift if you would like one. >> Um, can I ask so these students we know our award winner here is going to be in music. That's your focus. What about the rest of you? How many of you are going to follow into music? I don't know that >> in terms of

091like educationally and academically >> is in terms of academic and education >> and but it will always be in your life >> and it's the reason I have all the friends that I have like I would I don't regret it. >> Oh I don't think there would be a regret will like look back and be like oh I wish I had done more my major focus classes because it has been so like contributive to my life. >> I will and and on that note I have a couple things to say. surprise surprise is that one my oldest was a a music uh student and I can say that for sure her time she was not at a disadvantage because she didn't take more extra you know academic classes or core classes she has done well

092and it suited her perfectly she's graduated now and band was something she continued to do for fun in college it was an easy way to meet people and so I I think it has been so worthwhile and I love what you do. All four of you, your parents have to be crazy proud of you. I would be and I think it's amazing. I had one data question just curious like if we and I sure you don't have this off top of your head but how many kids you know over the last five years or 10 years you know what is the >> have you seen drops and raises? What's the data amount of people kids still doing it in high school? how much drop out of it and you know I'm assuming that's the biggest

093loss is eighth to nth grade. >> Oh, of course. I mean that's we require music through eighth grade. So that's where I mean countrywide. Yeah. >> Right. That's where the attrition rate is going to be the most significant. Um I think we're seeing a trend again nationwide in Connecticut when you think about COVID. >> Y >> right. So our COVID I'm going to say first graders are entering high school next year. Does that sound about right? I'm trying to think. Merritt, my daughter was like first grade, second grade. >> And I was in six years ago. >> Yeah. I had a co kindergarter who's in fifth now, but I'm saying as second graders, they're starting to come. So, we knew in music that that COVID time when we couldn't play, we knew in the first

094month of COVID, we were talking as music teachers that that was going to have a 10-year impact on us. Okay? >> So, it's hard to look at numbers because those students didn't start the way they should have started. And and so um you know I think that's something that we're constantly looking at and it it's hard to narrow down to any one variable. You have increase of STEM requirements. You have the financial literacy increase. Now we have we have lessened some of the course requirements in other areas. So maybe you don't have to take four years of XYZ. But we also know that our students are looking at very competitive colleges. So even if they don't need to take four years of a language, they're still probably taking four years of the language. And we

095also know that we tend to and we don't think by chance have some of the highest performing students in music and performing arts. So now those students are just constantly vying for time and there's only so many hours in the day and we understand that. I think the messaging that I'm really working hard to get out to everyone is and this is something that um I was just recently working on through the high school Trojan community what I'm going to say the wrong word the new website community council website is I was looking at just some um recent data and survey results and things like that about how just the messaging around you know if you want to go into law if you were a performing arts kid litigation as performance connection empathy and storytelling,

096anal analytical listening. Um, if you want to go into med school, there's a study right now that says music majors have a 66% acceptant rate as compared to the next highest major, which is biochemistry at 44%. Because they want to see pianists and violinists that have the fine mo dexterity going in to do surgery >> work together. >> Yeah, exactly. And one of the big things on our and this is going to come surprise to other some of these at the table but the the college tours that I went on. One of the big concerns and this is why I so love and respect what you do and your staff does is the >> the real life skill set that our sort of younger generations are lacking that people skills all that kind of stuff.

097talking people doing performing that is all not a worry for kids like you guys and so I think it is amazing what you do and side note to elementary school I love Terville did do a play this year and um I know Josh and I both had our students in it and our kids in it and it was amazing and so fun and it gets them out of their comfort zone dealing that one-on-one contact and feedback is critical >> on the elementary school plays How is that working? Are you is it still parentled or are you guys >> No. So, um we've been able to in each case there's at least there's a music teacher involved and then other staff members. So, for example, at Latimer it was George Dvita, Diane Tobio, and Mimi Shriber.

098Um at Tutin, I believe it's going to be Sarah Graasso, Jess Flity, and I think there's going to be somebody else in the mix. At Terapville, it's Kira Brown and I can't remember who joined forces with her. Um, so we do have stipens and when Neil and I went through all the stipens, we made sure every school had had a drama club and a musical and we just said every school gets two. Figure out how you're using that. Um, and the Friends for Music and Performing Arts is very interested in continuing to support, you know, I think a lot of people are looking at just high school. They would like to fund elementary rights for shows. So that's what they did this year. They paid for the rights, which you have to have to get

099the scripts and everything. And then it was up to the teachers to be creative in terms of costumes and things. We've done some work over at Henry James with all of the things that we had in storage to organize it. So, we have a little bit of a costume shop so we can actually be using some of the things that we have because it's organized um because there's not there is no budget for it per se. It's really just so we're doing kind of bare bones, which is fine. We want them to have an initial experience and then we step it up for Henry James, then we step it up for the high school. I say I don't want the elementary shows to get too big because that just makes everything bigger and we don't,

100you know, we want there to be a natural progression. Yeah. So focus on the kids in elementary and little tiny costumes and be creative and then because otherwise we're we're I don't know what we're doing. We're bringing in live animals for high school and then I'm drawing the line >> and that's across all the elementary schools. >> So we just we have those three for now that are have it in the books and then we'll just see. I know Meg Evans just met with me to see you know what do we what would we need to do to have it happen at Squadron. So just need interested people. Um, you know, Chelsea and her counterparts are doing some other things in the music world, so they're probably, you know, we don't want people to be

101too stretched too thin. So, if there are other people who are interested, I'm gonna just kind of help facilitate that so that even if you're not a music person, you can still, if you have a genuine interest and you want to >> start one up, that would be great. We'd love that. >> I think that's wonderful. We really should have across the five elementaryaries a consistent opportunity for kids to participate. I know when my kids were there, it was parentled, parent driven, and it was an enormous amount of work and getting a volunteer to be able to do that is challenging. To have a stipen for a school professional to do it is fantastic, >> right? So, we just just need the interest in somebody who feels like they have a little room on the

102plate to do it. >> Yeah. Okay. >> And it doesn't have to be someone in that school, right? Someone across the district who might be willing. >> Could be. >> Sure. >> Yeah. >> Great. >> It's a a technical question. And I think you you brought it up in the competition. You you mentioned you when you have your minute to prepare to focus on the first stands and the last one. >> Is it for the first so you get off on the make the best first impression you get your pitch right and everything and then the last is because so you make the last >> impression. They also all start and end on the same note. So if you start and end in the same key that gets you better points also >> in terms

103of like regions and all state there's a little bit of a game to doing it. Like, oh yeah, keep your steady beat. You got to get the first and last measure and then whatever happens in the middle, try to get at least two or three measures. Although these guys all often get perfect scores, which is pretty cool. >> Yeah. >> Just go with it, Eva. >> She's giving you credit. >> Thank you. >> What you do is really important. Really appreciate it. >> Connection with the community. Just a couple things. You just kind of like speak to them. you mentioned the senior center kind of like what's the involvement there? >> So, we have elementary groups will go to the senior center. Um, we do a it varies from year to year. Sometimes depending on

104the show the high school's doing, they might actually go and perform at one of the lunchons and kind of get some interest and then we reach out to them and give them free tickets or discounted tickets to come see the musical and we coordinate, you know, they'll bring a bus over and we make sure we have enough ushers to get them seated and all of that. So, um, there's a variety. I I want to say I know that you've gone I believe central took students to one of the senior center well I don't know if it's the senior center but definitely senior communities around um I don't know if I feel like all five have gone somewhere at least this year for various either holidays or some other special events. So um we do have

105students in those facilities a lot doing all different things. I think that's good. It promotes community and then also I know like my daughter signed up for like summer musical theater camp like is there an association there that's connected to it or is that independent of >> through department of continuing ed? >> Yeah. >> So um I believe that Kira Brown who's our music teacher at Terafil is doing the summer program. So just trying to >> build that interest at a young age and get them kind of hooked in early so that they'll continue to participate. And then final connection because I think that's a big thing. Obviously, first of all, I just before I lose sight of it, great great overview here, right? It's probably the most dynamic one we've had and I think

106it speaks volumes who's here with you giving the update, right? You've got a ton of people with you. They're engaged. They're performing and um just kudos to kind of the ship you're running over there. So, great job. >> Appreciate that. >> Um as you talk about this seems very like performing arts and everything, obviously the updates we're making in town, things like that. Is there any thoughts or connection to how that facility enhanced facility that we'll have soon could potentially give you opportunities to get out in front of the community on a broader stage at some point for your high schoolers? >> So the facility being >> the band show over on >> So um we actually had a really successful concert there during on the co year. So it must have been >> that

107was >> June 22 21 >> was it 21? because we couldn't do anything inside and we had an amazing outdoor concert and people it was I don't know if any of you have been to Tanglewood. It was like the summer concert series here, right? People had their picnics and all of that and we had a great time. It's just become a little cost prohibitive. Okay. Um because as you know it's a heavy price tag even for graduation and now there are additional I know because I wear another hat with the community band and I know in terms of um security and insurance and all of those things it's so we would love to use that space. We had a great time at that concert. We'd love to see I know there are other districts like

108in Westport they use their big outdoor venue for their big um departmentwide cumulative pops concert. I think that's kind of a vision that we've had. We just don't know how to >> do that financially right now. >> No, I think that's something obviously to consider probably for all of us, right? Board of Ed for everybody, right? Think about if this program, right, it's grow numbers are growing, right? We're hearing and if it's a program that's giving back to the community, do you intertwine that where the community gives the opportunity to these students are working so hard conversations about that because I think that's something we're all very much interested in. and we just haven't quite figured out how to get get there yet. >> Absolutely. >> And I'm sorry, I have one more thing I

109forgot to ask. When Ellie was there, there used to be by Henry James and I know there's so much change. That was a long time ago, but you had a unified band program. >> So, that was Charlotte Deleo's baby. >> Okay. >> Um, and Charlotte now has two babies of her own and not in district anymore. >> Um, but she had she partnered, I think, with Christina Nordell on that program and that was kind of their program. Um, and it's a wonderful program, but again, I think >> it's it's challenging when you have these so many additional programs and there's only so many staff members to then try and do all of the extra things on top of the performances and the concerts. It's just people are people are stretched thin and some things go

110and depends on what people's passions are, what they lean into. But it was a wonderful program and of course we'd love to see something like that come back. But I I will say I think at that time and hopefully I think I mean it was completely obvious so you could see what's going on with Chelsea. >> We weren't for whatever reason we weren't as um inclusive at that time in our music program. And now we're seeing our students so embedded in everything that we do. Um, if you went to the Henry James, I don't know if anybody saw Shrek, but we had special education students with like pairs in the wings and kids are going out and we've accommodated them on stage and um, especially in the it's obviously a little bit more feasible in

111the choir world once we get through high school, but we have like a buddy system and high school choir concerts and everyone's included. So, it is a loss to not have that in the instrumental side of things, but I also think we have so many opportunities to include students that we didn't have before. Thank you. >> Thank you so much. >> Was great. >> Yes. We'll collect whatever you don't want to keep. Well, you don't get to keep the iPads. I'll >> be like you. >> Katie says no. >> Thank you all very much. Just to echo what Josh said. That was a really really appreciate all of you coming out and it was just a really wonderful overview. Thank you guys. >> Thank you guys very much. You made it so much more fun.

112>> I'm sorry. Don't be offended. >> I saw that photo. >> Uh notebooks or notebooks? Textbooks. >> Oh, textbooks. That's me. Okay. Um, each year we have the opportunity as a board to approve any textbooks that are coming up for adoption. So, we have rebooted this process in the past couple of years and what usually happens is that all of these text first come through curriculum committee which they did earlier this year. So, there are three texts for your consideration. The Bedford guide for writing for tutors. This would be used in our writing center as a text for that process. And these two others, educated and braided sweetg grass would be incorporated into AP language. So those teachers came to curriculum council earlier in the year said they would like to pilot them. They um

113have been through the pilot stage. They would like these to come up with full adoption. So what happens is that um they are here for your perusal until the next board of ed meeting and then there would be a item placed on the agenda for their adoption at the May 26th meeting. But I will have them here for you. You can come check them out in my office, take them home with you. But those are the three texts that are up for adoption this year. >> Any questions? Thank you. You're welcome. >> Policy. >> Yeah, this is a second reading in the process. Um, five policies came through the policy committee of the board um during I think we met in February and March um maybe March and April and >> February and April. Okay.

114Um, I talked about them at greater length last time, but just for transparency, revisions to the Family and Medical Leave Act, uh, policy due to changes in Connecticut law, uh, changed in policy to the age of entering kindergarten because after this year, the state's not going to have a waiver process anymore for 5-year-olds born in September, October, November, December. It's just a no. they can't enter kindergarten. Uh wellness is a committee that um uh Sue runs and they have a policy and they're asked to review it every 3 years and that was part of that process. Challenging curriculum was a legislativedriven. we already had a policy about advanced coursework and we simply changed a little bit of the wording of our advanced coursework policy. And then finally, at last year's legislative session, there were a

115number of required policies about library collections and library displays. um because it was driven by the legislation. The Connecticut Association of Boards of Education puts out model language. We ran that language by our committee and it worked for us here in Simsbury. Nobody had any questions between last time and this time. So, this should be ready to be voted on at the next meeting. And I will add the bus never stops rolling because we're going to pass this but this morning all morning long I was at the legislative office office building find out what passed in this year's legislation. So now I've got 30 more pages of fun to read through about what we'll be talking about next spring on this. So, >> excellent. >> That's so fun. >> And there's no better guy to

116>> Yeah. >> We thank you, Neil. >> Thank you. >> Another public audience. >> I'm going to get up again. >> Dina, did you >> I'm going to get up again and just take a selfish moment to again support. I want to give really please support performing arts and visual arts as a performer myself. for most pe if you don't know you know I perform with Steve um arts and performing arts gives back so much first of all that there's data to support um music and higher ed higher scores in math and science are correlated very closely when you study music but going back to the um elementary school plays I directed uh squadron line plays for uh fifth and sixth graders after my children left. And currently on Broadway is one of the students

117that I directed. I was their first director when I cast Sutton Kaylor as Peter Pan in Peter Pan in fifth grade and he is now a principal role in The Outsiders playing Sodap and I'm going to see him this weekend. So this is what our music and theater and performing arts has done. Um there's many people who have gone on to do great things. Rachel Senate is one of them. Um obviously Sutton, my daughter went through. Um Emily Bautista is still performing. There's so many. There's uh uh um Heler who is coming back to perform musically here. So, but there's so many uh Lisa Ael was my daughter's lifeline in in all of high school and I just want to give a shout out to that. So selfishly I was taking this moment to encourage

118everybody in the audience watching please support performing arts because it is so important to students lives but also what they go on in the future super successful. So thank you. >> Thank you >> Lisa. I think you found your new director for school. >> Yeah. Right. Exactly. >> In all my free time. Yeah. I'll have my people call your people. >> Great. Um with that our next meeting is the 26th. Take a motion to adjurnn. >> Motion to adjurnn. >> Second. >> In favor. >> Thank you everybody. >> Everyone loves this. >> For over 40 years, SEM has been the voice of our town, >> bringing us together through local programming, >> education, and live broadcast. >> SEM isn't just about television. >> It's about empowering our community, >> ensuring our voices are heard during

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