001Okay, it is 7:05 on uh Thursday, June 4th. We're going to call the uh Wilton Board of Education regular meeting to order. Has everybody had a chance to look at the agenda? >> Is there a motion to approve the agenda? >> So move. >> Thank you, Lori. Is there a second? >> Second. >> Thank you, Nicola. All in favor? Motion carries unanimously. Comments from the public. The board has set aside time at the beginning and end of regular meetings for public comments for members of the public to share their views on matters involving the Wilton public schools and to [clears throat] help inform the board's decisions on such matters. Two minutes will be allotted to each speaker in a maximum of 15 minutes to any one subject. For the record, please also give your name
002and address. The board considers the views of citizens in its deliberations and welcomes and appreciates public comment. The board listens to public comment thoughtfully and with interest. The board, however, generally does not respond to public comment during board meetings by offering commentary or answering questions. The board also invites commentators and the public to contact the board and the superintendent directly with any specific questions or comments. Are there any comments from the public? Hearing none. Right. Okay. Uh we'll move on to um the consent agenda. The consent agenda has policy 4118.11 on it non-discrimination staff for technical changes. Policy 5145 students and section 504 the rehabilitation act of 1973 in title two of the Americans with Disabilities Act of 1990. Again these are technical changes. Staff name regulation 5145 students in section 504. No, that's a
003duplicate. Uh, regulation 5141, food allergy management. Again, technical change staff name. Um, we are going to retire policy 5145.44B um due to regulatory compliance reversion. Also on the consent agenda are um personnel changes, the minutes from our regular meeting from May 7th, the minutes from our executive session on May 7th, um the um gifts, grants, and bequest of 2526, a collective thank you. And also the reappoint contract modifications and compensation for um Charles Smith, assistant superintendent of curriculum and instruction. Melissa Barrett, assistant superintendent of curriculum and instruction. Um, that should be of special education, correct? >> Uh, special services. >> Special services. And um, Maria Coleman, assistant superintendent of human resources. >> Is there a motion to approve the consent agenda? >> So moved. Thank you, Lori. Any discussion or questions? Is there a second?
004weigh each other. Okay, I'll second. >> Thank you, Mark. All in favor? >> I consent agenda um carries unanimously. And now we move on to all you in the room and reports and recognition. >> Great. So, u Mrs. Bree is here and um she's been here in the past. Um, one of the, uh, many responsibilities she has is to serve as a member of the Area9 Cable Council, which is a, um, kind of government controlled regulatory agency that, you know, manages cable access here down in lower Fairfield County, which nobody cares about. But what we really [laughter] care about is that um you know the area9 cable council um also comes together and generously supports um our video production programs through grants and uh Maria and her team have put together over the years um
005many um fine examples of um digital and video and digital media and this year um they hold a contest annually and this year um we were exceptionally successful. So, I want to um first say thank you for your incredible work and also uh turn it over to you so you can introduce everybody and tell us um what everybody's up to and and then we can um distribute some certificates. >> All right. Well, thank you so much for allowing me to be here. I am going to invite Martin Quiz from Middle School to come up with me because this year was middle school. You can come on up. middle school's first year piloting the pro actually bringing the um program back to life and it was amazing because they have brought the won the John Rapiki
006award which we have not won since five years and this trophy looks like we won it five years ago at the middle school and we won it this year at the high school and middle school we won TOTAL [applause] here to um you know all the school districts We competed with Westport, New Cadan, Sacred Heart, Greenwich. When we looked at all of our work, it was exceptional. We won over 19 awards. Miller Driscoll won, Cider Mill won, and then the middle school and high school, we just really rocked it this year. And it was our students. We are doing an amazing job, and we're proud of them as their educators and as their parents. We just like to show off their work. And this is for them. The high the high school trophies are downstairs.
007So, the students don't get to keep the trophies. They stay in the school. So, if you ever want to see them, they're all [laughter] over. Um, I didn't want to carry my husband already carried the boxes up here. I didn't want to make the high school trophies to be upstairs, but they're beautiful and they'll be displayed. But the students do get medals and we Lucille did an amazing job by printing little certificates for them. So, you know, the students are amazing. All their work is posted. There's a video that was created and I'll post it on YouTube. You can check it out if you haven't seen it because I know as you know children we don't share they don't share their work all the time and I'll ask my daughter could you show me what
008you did? Oh yeah, I'll send it to you. So I will share their work and you are welcome to email me if you'd like as well. I know Marty wants to say a few things before we announce the names. >> I just want to say how proud I am of the middle school students. This is the first year we've had video production club and they have really stepped up. They come every Thursday morning before school. They've taught themselves how to edit. They created a morning news show and write the script on Wednesdays, come in and film on Wednesday, edit Friday, Saturday. Um, they've been doing such a great job. I'm so proud. And they're skills have gotten so much better. What they're doing now is better than the films that they uh submitted to the
009contest. So, just some great learning. And we had some great videos come out of class projects as well. So in fact the genre award was really a student independent student project that she and I really she created um out of a project really independent film great work >> and um the genre picky that we won which actually was an independent project that was done for a media class for me which you'll see is Willie Bernardes who is here. are hiding somewhere in the back. If you guys can come on in. [applause] Um [cheering] well, but um it's a v a video that we created. There he is. It's a video that's created for our school district. It's why do you want to come to Wilton public schools? Um Kevin had asked and Dr. Smith said,
010you know, we want a video like this like two years ago. He had asked and we were like, all right, we're gonna put this together. And then Will joined my class and I said, well, can we do something like this? And he said, yeah, we could do this. And I was like, "All right." And we started working on it and it was an project that he started in class. And when I showed this to a group of all educators sitting there, their first impression was, "Did you pay somebody?" I mean, this is exceptional. And I was like, "It is." And [clears throat] you know, when you see it today, because today will be our release day as we're calling it. We'll share it with you. It it is well done and it when you watch
011it, it is something. Why do people want to come to Wilton Public Schools? And I think he did a great job showing why. So, we want to give this award because there's two more awards that we want to share about what our amazing program I think career and technical education in general has been doing. But this is for the high school. I'll announce them. I think this is Will. Oh, wrong words. So, Will, this is yours first since YOU [applause] and the next one is Taylor Davo. Come on. [applause] Come up. >> I think she might have been. >> There she is. [cheering] Antonio's here. >> Yeah, there you are. Come on up. [applause] published in Good Morning Wilson, too. So, if you didn't get to see it, it was published in Good Morning Wilson.
012Um, the middle schools, do you want to announce those? >> Yes. Okay. So, the John Rafiki Award goes to L. SCHROEDER. [applause] >> Beautiful story about her grandmother coming to America. Really beautiful. And we also have an award for first place for documentary film, Grace to Phillips. [applause] And then our news team won second place for best news show. So Nick Pali, come on up. [applause] There we go. That's for you. AND MICHAEL [applause] and Emily Connell. [applause] >> Another one for you, Grace. Somewhere >> might be down there. >> Oh, I think it might be this one. [laughter] >> All right. Um the next Oh, one more. Um for Miller Driscoll, we they did win. Um Miller Driscoll TV did win. We do have a student who won PSA, no other than my own
013son, >> Leon B. [applause] Y [laughter] >> I did not do his video for him. >> Do you have his teacher certification yet? [laughter] >> You do not want that. It looks like he's had five cups of coffee already. But um all right, the next thing we want to do is um uh we'll do actually the same category is three boys this year. If you saw Good Morning Wilson article again, um they had the opportunity fully paid for by impact team drivers and they were taken down to Maryland. Gavin, Ryan, and Hans, they were all here and they got a chance to present at a national conference about safe driving, the work that they did here at Wilton in the community, working with the police officers and organizing a 5K, running an event at the
014high school about safe driving. And then they went to this conference and they presented in front of hundreds of people. Now I was very nervous to take them [laughter] but they did an amazing job. My screen went to me. She was there and they were just watching them speak and get up in front of all these people. I will tell you they were just amazing. They were one of the best out there. Like they spoke in front of them. The lady who was the CEO of the organization came up to me and said they were amazing. Great public speaking skills. And you know, they got up, they just went up and so confident, didn't look at the slides, just really well rehearsed. And I couldn't be more proud. I mean, Gavin's mom might have been
015crying a little, and I said rightfully so. Like, I was so proud of them. Seeing them grow into young, mature men, it was nice. You see them as goofballs, but then you see them. [laughter] >> It's wonderful. And you know, not only did they represent Wilton really well, they have shown that they really do care about making a difference and they're young change agents and they're making a difference in our society. And that's one step closer [snorts] to something they're going to do in their life. And I'm proud of them and I think so we should all be that they're making a great representation for Wilton. And that [clears throat] was in Wilton. Um they went to Maryland this year. So they have some goals for next year already that they're working on. They also
016brought to our school for our program about $8,000. So great [applause] job. [applause] >> You boys all drive? >> Yeah. [laughter] >> Cell phones and trunks. Ryan, thank you guys. >> All right, last one I'm going to share before we watch a quick video is you might have seen another article recently was our marketing students. We um worked we did a very authentic project. We talk about really rigorous and authentic work, you know, being done in our classrooms. Halden and Taylor, Taylor is not here, but Halden is. And you know, the town EDC had reached out to us and they said, "Hey, you know, we really want to revamp our 40 things we love about Wilton. What are your ideas?" and we said, "Well, we could do this. We have the talent right here in
017our classrooms." So, we invited EDC to come work with our students and each group kind of put together something. And the group that was selected was Halden and Taylor. So, in the next few months, you'll see a new 40 things about Wilton. And that was designed and created 100% photos, writing, everything by our students. And that's Halden and Taylor. Holden, you want to come on up? WHERE ARE YOU? >> [applause] >> SO, LET'S have every all the winners come forward. You guys, you and Marne. Um, we'll take a we'll have some of my administrative friends get your wide angle lens out and take a few pictures and then we'll watch. >> Okay, perfect. Come on up. >> Where do you want to go? That way. crowd in here as is our uh tradition under our
018public school sign. [laughter] >> You guys got to get close. >> Okay, whatever. >> Go next to your mom. >> [laughter] >> Can you see us? >> Between the flags. >> Squeeze in. Well, there we go. >> All right, everybody. Look at all the cameras. [laughter] Super. [applause] >> Here's the video. I think Lucille has it. And >> yeah, that's what I was going to say. >> Watch it. impressive. >> Catching flies. [laughter] Well, sooner we can get off that still image. [laughter] [laughter] >> Get started, please. >> I'm begging you. [laughter] >> They're passionate. They're purposeful. They're caring. They're creative. Um I I see this across you know all of our classrooms at every grade level. >> They have come up with some mindblowing projects. I have a lot of hope for the future
019when I see these kids. One of the attributes that we talk about for our students being multi-iterate scholars and so you know beginning at our various early ages at Miller Driscoll for example students are learning to uh code language uh we see that [music] progression all the way through at center mill at Middlebrook and here at the high school students are you know learning a range of languages at very sophisticated levels. I love being here. I love being in this classroom right now, this period or this moment with these kids. I don't know what's going on in the classroom. suddenly got to tend to business. But if I can bring gaming [clears throat] into the classroom, if I can strategically sort of make a movement for kids that's fun and interactive, and I know they
020seem public school here academic institution. We have outstanding schools, preK to 12. We have the best teachers, I believe, in the country. They are outstanding. We have dedicated students. We stay on top of our craft. So we have cut curricula. It's a really strong academic program and it is consistent what happens here that when kids come back they always report about how well prepared they are. They often say that college is actually easy because they're so well prepared. what I see in the students uh all the students then of biochemistry is the sense of all I get to work in one of the best spaces in the in the town of our schools we uh we're lucky with the resources we have here in Wilton to be able to provide some of these spaces we
021have for for our students and our learners >> here in the community everyone comes together to make anything possible whether it's the PTSA the Wilton Education Foundation the roosters, everyone comes together to make anything you want possible. There is a general sense of supporting each other. Um, no matter if you're a theater or if you're an athlete, >> we talk about the importance of uh collaboration and you know, not just collaboration for the sake of collaboration, but collaboration for the purpose of making the world a better place. And so across the entire district, I see our students working on passion projects through grade level curricula and really um aiming and addressing all kinds of problems that you know they're going to be confronted when they leave the halls of Wilton High School. >> These kids
022are going to go out there and light up the world like this. That was a GREAT [applause] stand up and take a bow. [applause] >> A labor of love. Anything you want to offer? the United States. >> Yeah, I was going to say this was this is such a fun fun idea of olive oil we're getting made in Italy. [laughter] >> There we go. >> Great. Well, one more time because we were listening to an olive oil commercial. [laughter] >> Oh, yeah. Just um yeah, this was such a fun uh project to create. Everybody I couldn't do it without, you know, people like Dr. Priest or Dr. Harvey or Dr. O'Donnell or Mr. Smith, anybody working in the video like it it just we're speaking for the video. You know, these takes are um long
023takes and most of these takes here I just grabbed a little section and I didn't you know nothing has changed from what people said. It's you know the video was such a joy to create but you know the words are true. This community is amazing. I feel so lucky to be here and have gone through the school system and yeah thank you so much for you know letting me make the video Mrs. Bree. It was such a joy to create and yeah thank you so much public school and one more question. [applause] What are your plans next year? Um, I'm attending Chapman University for film and media production. [applause] >> Great, Maria Martin. Thank Thank you, John. So, for you, your students, um, >> you [snorts] know, just always in incredible work. Um, and you
024you don't have to stay for the rest of the meeting. [laughter] You're always welcome. >> Thank you. Do such great work. It is just an honor to work with every day. >> Thank you. Thank you. [applause] Um, now we'll move on to recognition of retirees. >> Great. So, this is another timehonored tradition and I'm so glad we have so many uh friendly faces in the audience. Um, tonight we have an opportunity um to begin our farewells to, you know, many who have um so faithfully served this community for so many years. Um, and so we'll start with Mrs. and just work our way and then I'll I'll conclude it with the district level. >> You're up. >> Bringing Carol up or how you want to do? Where do you want [laughter] in the middle? No.
025>> I know where I am. >> Okay. So, I'm gonna I have my Kleenex just in case. Buckle up, people. Don't film me. >> I would never. >> All right. It's hard to write a speech about someone who has meant so much to so many people. For 48 years, Carol has dedicated her life to teaching children. Think about that for a moment. 48 years. That's longer than many people in this room have been alive. I'm going to look at you. not you, but [laughter] someone. Um, she began her career as a kindergarten teacher, and despite the many roles she's held over the years, she still proudly considers herself a kindergarten teacher. In fact, people joke often that Carol has repeated kindergarten more times than anyone. [laughter] As a math interventionist, we have all had the
026privilege of watching Carol work her magic with students. Her teaching begins the moment she picks them up from the classroom, often doing math problems all the way down the hallway. [laughter] The relationships she builds with her students are remarkable and so is the progress they make. In fact, when a student is ready to leave intervention, Carol sometimes struggles more than anyone else. The conversation goes like this. Carol, the student is doing great. They ask her all the skills. They're ready to exit. And Carol responds, "Well, maybe just a couple more weeks." That says something about how deeply she cares for her students. As I prepared these remarks, I asked colleagues to share stories about Carol. And what struck me was that every story reflected the same thing. Carol's impact extends far beyond the classroom. One
027colleague colleague shared that more than 30 years ago, Carol taught kindergarten, a kindergarten student with significant needs. Today, that former student who now lives out of state stills travels to Connecticut to visit Carol, share dinner, and spend time together. Their relationship has lasted decades. And Carol never stops being a teacher, mentor, and friend. Another former students family sends Carol flowers on the first day of school every year, even though their child is now in high school, is their way of saying thank you. And perhaps one of the most touching stories is about a former student who experienced a different difficult period in her life. Carol quietly became her secret Santa, providing gifts at Christmas. And years later, she continues that tradition because she cares. Her colleagues also remember the countless ways she brought families into
028her students learning. One favorite memory was her Thanksgiving cornbread project in kindergarten. Students mixed ingredients, baked small loaves of cornbread, created books about what they were thankful for and proudly brought everything home to share with their families. Even as education changed, that philosophy never did. As a math interventionist, she continued to invite families into the learning process, creating um opportunities for her students to share math games and skills with their parents. She ma made children proud of what they did. One colleague shared a personal story about her son struggling with algebra. When Carol heard about it, she immediately offered to help. She went to their house. She sat at the dining room table. She encouraged him. She even motivated him with York peppermint patties. And years later, he still talks about how Carol rescued him.
029Once you become one of Carol's chicklets, you were always one of Carol's chicklets. And that may be the best way to describe Carol. Her students are never just students. They are part of her extended family. Seriously, Carol is one of those rare people who leaves every place better than she found it. She is an exceptional educator, a loving mother and grandmother, or chick as her grandchildren call her, a trusted mentor, a caring colleague, and a loyal friend. The number of lives she has touched is impossible to measure, but the stories we have heard today give us a glimpse into her extraordinary legacy. Thank you for your 48 years of service, Carol. We are all better BECAUSE OF YOU. >> [applause] [applause] >> BOOK IS CALLED HOW to Count to One. [laughter] It's an amazing new
030picture book and it's a sneaky way to get kids to count all the way to 100. So, this will be dedicated in our library just for you. All right. We love you. >> You're welcome. It's great. [applause] >> Batter up. Let me turn this way. >> Yeah, it's it's so like I was going to say we could like have them come and sit in the hot seat, but that would just be more awkward. >> Okay. [laughter] >> Deal with the weirdness of the room. >> Okay. There ain't no way you can hold on to something that wants to go. You understand? You can only love what you got while you got it. This quote is from the book because of Windixie that Jean chose to remain in the Cetm Mill LLC. Jean, for 26 years,
031Setmill has been so incredibly lucky to have you to hold on to and to share your love. You have poured boundless energy, deep wisdom, and a kind heart into your teaching. Therefore, hundreds of children are now out in the community making it a better place because they had the privilege of being in your classroom. Additionally, you have been a thoughtful and impactful colleague to many new and veteran teachers alike. You epitomized the definition of a lifelong learner as you experienced many changes in education models and curriculum throughout your tenure and faced each with an open mind and a desire to learn. Though we haven't been colleagues for long, it is easy to see the impact you have on your students. I love that your classroom two years ago found it necessary to plan a party
032for you. They worked hard to honor you and those speeches today were truly amazing. While you're retiring from teaching, the community you built, the acceptance you taught, and the love you shared will be with your students and colleagues forever, just as it is in the book that you chose. I am confident there are many former students out there that are saying, "Because of Mrs. Gates." Thank you for your 43 years of service in education. We are blessed and that we got most of those years here at Center Mill. Your dedication is unmatched. All your best to you as you begin new adventures. May your retirement be filled with joy, love, and laughter, and maybe a few long-term sub jobs. We will [laughter] do all we can to hold on to you. Thank you, JEAN. [applause]
033>> OH, I already said you chose. >> Oh, I forgot to give the star. What? >> Closer. You should be in the back row. >> How about in that sit >> here? Now you can sit next to me. [laughter] >> Well, good evening everyone. It's my indeed my pleasure to celebrate the an extraordinary educator, colleague, mentor, friend, and fellow dance parent. After 30 years of teaching middle school students, including time in the Bronx, Ry New York, and the last 21 years here at Middlebrook, Val's beginning a welldeserved retirement. Uh while it's probably impossible to fully capture the impact of three decades in education, there are a few things that anyone who's worked with Val knows to be true. Teaching middle school students requires patience, resilience, humor, >> yes, >> compassion, and unwavering belief in young
034people. And Val has embodied all of those qualities throughout her career. There is one thing that defines Val. It's her her commitment to students. Nobody works harder. No one is more determined. Whether it's meant when it meant staying after school, meeting individually with students, partnering with families, collaborating with colleagues, or finding yet another way to help a child succeed. Val never stopped asking, "What more can I do?" For Val, teaching and helping students has never been just a job. It's been her mission. Over the years, thousands of students have walked through her classroom doors. They may not remember every lesson, assignment, or assessment, but as Maya Angelo said, they will always remember how she made them feel. They will remember a teacher who cared deeply, expected their best, and never gave up on them, even
035when they were ready to give up on themselves. Val's impact extends beyond her students. She's been a trusted teammate, a thoughtful collaborator, and a passionate, passionate advocator for doing what is right for kids. Her wisdom, her experience, and her dedication have made us all better. On a personal note, as one of those many things we've shared outside of school as dance parents, uh, as our kids were growing up, anyone who's lived that life knows it involves late nights, competitions, recital, costume changes, countless smiles on the road, and a load of cheering from the sidelines. Through those experience I've seen those experiences I've seen that same dedication and love as well as her unwavering support that have defined Val's work as an educator reflected in her role as a parent. It's been a privilege to share
036that journey with her tonight. It's especially fitting that we honor Val with the dedication [clears throat] of a book in her name which she chose Echo by uh Pam Munoz Ryan. Throughout her career, Val has helped students become stronger, more confident readers. She understood that reading is more than a skill. It's a gateway, sorry, lost my place, gateway to opportunity, growth, and lifelong learning. A book is fitting a fitting tribute to someone who spent her career helping students discover the power that books can hold. And as we celebrate Val, we celebrate the countless lives she's touched. Val, the measure of a career in education is not found in years served, but in lives changed. By that measure, [clears throat] your impact is immeasurable. Thank you for your 30 years of service, your tireless dedication, your
037steadfast belief in the potential in every student. Thank you for the difference you've made in the lives of the students in the Bronx and in Ryan, New York, but most especially here at Melebrook. You leave behind a legacy of determination, compassion, and excellence that will continue to shape our community long after your final class. On behalf of your colleagues, students, families, and the entire Middlebrook community, congratulations on an incredible career. We wish you a retirement filled with joy and adventure and all the opportunities you spent so many years creating for others. So please join me in congratulating and celebrating a remarkable teacher, colleague, parent and friend, Val Ren. [applause] I'll give you this. All those things you didn't hear me say, you don't have. Okay. All right, Marie. That's interesting. Can you make the air
038so people will see it? [snorts] >> You're so important to >> recognize [laughter] between >> Amy's getting a picture of her Instagram. Yeah. >> So, we'll begin with Marie. Marie Aspenwall. We were incredibly fortunate when Marie joined Wilton Public Schools in 2003, bringing with her a highly successful background in law from Sakorski. She was a very successful attorney before coming here. Marie quickly became an extraordinary high school teacher known for exceptional intelligence, eloquence, and her meticulous planning. She created engaging learning environments where students thrive through debates, simulated court cases, and project-based learning experiences. Her inclusive and multi-dimensional task had a remarkable ability to captivate any high school student, truly bringing social studies to life for them. At her core, Marie masterfully taught students how to conduct research on important issues, form well-reasoned opinions, take a
039stance, and defend their stance with factual information. Over her career, Maria has guided more than 2300 students, always prioritizing their best interests. She saw each student as an individual, caring deeply about their success. Her passion for helping struggling learners was evident from the beginning and I have personally witnessed her dedication to their remarkable achievements. While Marie possessed a kind heart, she was never a pushover. She was always prepared to advocate vigorously for what she believed was right for her students, engaging with administrators and colleagues when necessary. She was a master of disagreeing professionally while never ever being disagreeable. Marie's versatility as an educator was remarkable. Throughout her tenure, she taught a wide array of subjects, all very well, I might add, including African studies, civics and citizenship, flex government, independent studies of choice, psychology, law,
040AP government, US history, world history, and western civilization to name just a few. No matter the assignment, Marie transformed it into a clear success. Even as retirement approached, she embraced the challenge of developing the honors area studies curriculum and she taught it for its first two years and engaged her students very deeply and they speak very highly of her. Marie, beyond all your professional accomplishments, quite simply, you're an amazing human being. We will not only miss you as a teacher, but even more as a person. While your departure is a significant loss for our school, I'm generally excited for you to embark on this next point in your career and next chapter in your life. I extend my warmest wishes for a wonderful retirement. Marie and her husband Tim are eagerly looking forward to this
041new phase, which will include some visits to Patrick, their son, and certainly some trips to visit Kate and her husband in Munich, Germany. Marie, we wish you the best. We love you. We're going to miss you. MARIA >> [applause] [applause] >> AND FOR MARIE, WE HAVE We the Women, the hidden heroes who shaped America by my cousin Nora O'Donnell. [laughter] >> One of my topics. I love the idea of a woman in power. Thank you. >> Which is evidence that you're really hurry. our very very dear colleague Max Gabrielson. Today we are celebrating the incredible career of Max Gabrielson, a true scholar, a lifelong learner and a cornerstone of our Wilton High School community. Max's curiosity spans everything from literature and philosophy to politics and fishing. But it is his dedication to the ancient world
042that has left an indelible mark on all of us. For years, Max has inspired our students through the teaching of Latin and ancient Greek. As the day begins at Wilton High School, Max is already in his classroom teaching early morning Greek to a dedicated group of tremendous learners and students. Through memorable trips to the Mat, theater performances, state Latin Day, he hasn't just taught a language. He has kept the ancient world vibrant and alive for generations of modern teenagers. When people picture a veteran classics teacher, they might imagine someone tucked away in a dusty corner of the library surrounded by crumbling scrolls. But with Max, the reality is entirely different. While there may be a lot of books involved, Max himself is defined by his sharp wit, his humid his humility, and a classroom where
043students feel like anything is possible. The sheer volume of medals and honors his students bring home from national exams every year isn't just a testament to their hard work. It's a reflection of Max's refusal to let them be anything less than excellent. He has never been motivated by award or accolades he teaches on a pure infectious love of learning. As a colleague, Max is generous and caring as generous and caring as he is brilliant. Whether he was welcoming new staff, advocating for the humanities, or contributing to the ABC program at Wilton, he has always put others first. We will deeply miss his quick humor, his grace, and his uncanny ability to ask keep thinking questions that follow you down the hallway. Max, you leave behind a massive void and a legacy that will echo through
044the halls of our high school for years to come. As you head off into this next chapter, we wish you a retirement filled with grand travels, deep questions, and absolutely no grading. [laughter] >> Max will now have time with his wife and children, graduates, David and Julia, and he will be spending time in Maine, also doing some fishing and immersing himself in studying Italian language at Middbury College and subsequently in Italy. Max, you leave a remarkable legacy. And in your honor, we have the book Son of Nobody, a novel. This is from the author of Life of Pie and a winner of the Booker Prize by Yan Martell, our very own Max Gabrielson. [applause] Congratulations >> [laughter] [laughter] >> They left you alone. >> And then there was one, >> Trish Renaldi. >> Trish Raldi
045is without a doubt one of the most celebrated and impactful educators in the hil history of Wilton High School. Over an illustrious career spanning more than 25 years, Trish has demonstrated a depth of knowledge and education of biochemistry that is truly unrivaled, earning her the deepest respect of her colleagues here at Wilton High School, across our demographic reference group throughout the state and nationwide. And that's all true, by the way, nationwide. Her accolades speak volumes. She was nominated for the Connecticut Technology Council's 2023 Women of Innovation and Academic Leadership. She has been a driving force in the Science Coaches program sponsored by the ACS and the AACT. And she is an active member of the New England Association of Chemistry Teachers, even facilitating and ensuring that we hosted the annual meeting right here at Wilton
046High School for many years. Trisha is ever the leader. But beyond her absolute mastery of chemistry at every level, Trish is the vibrant beating heart of our hallways. Quick with a warm smile and an encouraging pat on the back, her legacy is defined not just by the profound impact she's had on her students, but by how she has lifted up our entire faculty. Whenever challenges arise, Trisha is the one to study the ship with her trademark phrase, "We got this." >> Yes. [laughter] And the truth is Trish always does. She inspires everyone around her through a rare combination of brilliant expertise, unwavering confidence, and pure grit. Her sharp mind, undeniable charm, warmth, and deep empathy are unparalleled, and her absence will leave a massive void in our school community. Now Trish is ready for this
047next great chapter in her life. We know it will be highlighted by Cherish Time with David and Katherine as well as our friend and I'm hearing soon to be fellow retiree Damian. Damian used to teach here, one of our wrestling coaches. He's amazing young man and educator. We love Damian too. >> Thank you Damian for coming >> as she trades the chemistry lab for the paddle corpse. We wish her endless joy, laughter, and welldeserved relaxation. Trish, you'll be deeply missed, but your legacy at Wilton High School is permanent, and we thank you for everything. Trish Raldi, [applause] >> did you choose it? [laughter] So, for New York Times bestseller, Lessons in Chemistry by Vonnie Garos, and she loves this book. ite welcome. >> Thank you. >> Um so I have the um the the pleasure
048of introducing our uh next two retirees. Um before I do that, Trish, I have a I have a confession for the group. Um I have failed Trish Renaldi. >> Yeah. You know what I'm going to say, right? >> Yes, I do. >> So, Trish, as as Bob noted, um, as much as Trish cared about cares about her students, uh, she cares equally about her staff. And there was a moment here a couple years ago. We're having a tough time, like things were kind of heavy. And I ran into Trish in the hallway and she says in her Trish way, Kevin, you know what we need for everybody? a margarita truck. [laughter] >> I kind of panicked in that moment. I didn't know what to do. So, I was like, "Yeah, I'm on it." [laughter] And
049in fairness, that was a that was a hollow commitment on my part. So, we'll [laughter] just have to agree to meet >> outside of school ground. So, I'm sorry I let you down. >> It's okay. We'll agree to meet. >> Done. >> Okay. We both live in the town. We're okay. >> We do. Okay. Court. Um, Dolores is back there someplace. I'm going to ask Dolores just to come forward. Dolores, come join us here at the table. If you go, >> so I have the the pleasure tonight um to offer a few words about Dolores and um and celebrate um the conclusion of her career here. And I've been thinking about that quite a lot. So, I have some prepared remarks, but it's important to know as I was just thinking about your impeccable professionalism.
050Um, Dolores, I've we've worked together now 12 years. Um, and not once Dolores has never disappointed, not one time. And I honestly, you know, from my seat, I I can't think of a a higher compliment to offer. um you are just professional capital P on it and I've got a few more things to offer but that's you know kind of the idea that's that's in my head um at the moment. So tonight we offer a bittersweet farewell to Dolores Tufariello our intrepid director of continuing education. Wilton has benefited from Dolores's leadership over the last 20 years. During her long tenure, she's grown and expanded Wilton continuing education to be one of the finest comprehensive community education enrichment programs in the state. Her motto, learn, explore, enrich, inspire, has been the guiding spirit that's enabled the
051creation of a robust, everchanging, ever adapting program that's highly customized to the needs and interests of the Wilton community. We see evidence of this through the seasonal offerings and [clears throat] annually in one of my favorite moments when tonight she's going to come before the board and present her end of year report and her top five. And so I I went back um to the year I started 2014-15 because I was curious to know what the top five was then. Um I'll just share with the group. It's funny. And um the number one was um wine in your waistline. [laughter] The second was Indian folk in Bollywood dance. Um the third a staple um in the top five for many years, tennis. Um the fourth was craft beer instruction. And then the fifth was Italian.
052Um and so we've had this rolling top five for I think probably all the years that you've served. And um all you need to to go is go back and look over and you you'll see just how um our programs have responded to the the needs and interests in this community as they they've emerged and changed. As a leader, Dolores has demonstrated a clear vision and strong mission to serve. She served admirably from student enrichment activities to summer camps to child care to adult education in the conservatory. All of these programs have grown and flourished under your leadership, Dolores. When confronted with a challenge, whatever it may be, I'll give you a couple. The tennis instructor didn't show up. We needed to provide online adult ed during CO. The greenhouse is underutilized. The kiln is
053broken. The list goes on and on. Dolores always, and I mean always, leaned in with her can do spirit and innovative mindset. There was never, there has been never, a challenge from which she sherked. Indeed, and this happened a week ago, Dolores literally rolls up her sleeves and gets her hands dirty as she did in the garden when she was cleaning it out and planting at Middbrook getting ready to hand it off to um the Wilton Garden Club. This kind of presence and full commitment to ensuring a high quality experience for others, I think, is what really distinguishes your leadership. As a leader, she's never been willing to leave things up to chance, and that includes selecting the books that will be added to our professional library in her name. So, thank you for that.
054We're adding two books in honor of Dolores's service. The first is The Psychology of Money by Morgan Howell. As Annie Duke wrote in praise of this book, "The psychology of money is fast-paced, engaging, and it will leave you with both the knowledge to understand why we make bad financial decisions and the tools to make better ones." Through her time as a continuing ed director, Dolores has made a study of human behavior and shaped the continuing education programs to help others become better. So, I think this is a very fitting attribute to your legacy. The second is Stock Market Wizards by Jack Schwagger. Can you tell she's been preparing for retirement? [laughter] Fundamentally, this is an education self-improvement book focused around helping lay people better understand a complex arena. Here, too, the book typifies who Dolores
055is as it is smart, pointed, and powerful. Dolores, I don't know that words can adequately express my and our gratitude for your incredible service over these last two decades. Um, while we know you're leaving, we also know you're not saying goodbye and we look forward to your continued presence here in the community. We also wish you the very, very best as you enter this next chapter of life. Thank you for the service and a round of applause for our [applause] >> [applause] >> Thank you. Doctor, so our our final retiree um this evening is one I' taken me almost all year to get [clears throat] my head around and to um come to accept. We we have the privilege this evening of beginning to recognize an extraordinary educator, leader, colleague, and friend as Dr. Robert
056O'Donnell concludes an exceptional 22-year career at Wilton High School. When we think about great leaders, we often think about accomplishments, rankings, programs, achievements. Bob definitely has all of those to his credit. As you well know, under his leadership, Wilton High School has consistently been recognized as one of the highest performing high schools in the state of Connecticut. Thousands of graduates have left our high school exceptionally wellprepared for college, careers, military service, and life beyond high school. I have two in my house who are grateful for your service. What's always made Bob special is that he has never viewed success solely through the lens of rankings or statistics. For Bob, our students and their individual stories have always come first. He's the embodiment of the belief that before students can excel academically, they must feel known,
057valued, supported, and safe. Throughout his tenure, he's built a school culture rooted in relationships, compassion, and genuine caring for the young people he serves. Those who have worked alongside Bob know that one of his greatest strengths may be his steadiness. Over the past two decades, education has experienced no shortage of challenges and change. There have been moments of uncertainty, moments of crisis, moments that have tested schools and our school leaders in few ways that any could have imagined. Through it all, and including at 8:00 in my office this morning, Bob has been the calm in the storm. He's been the rock of Wilton High School. When the waters become rough, Bob provides reassurance. When difficult decisions need to be made, he approaches them thoughtfully and with integrity. When students or staff need support, he's there
058with compassion, wisdom, and a steady hand. His leadership, as you know, has never been out loud or self-promotional. Instead, it is characterized by humility, consistency, kindness, and that steadfast, rockolid commitment to all the people he serves. The measure of a principal is not simply what happens during his or her tenure, but what endures because of it. [snorts] Bob leaves behind a school culture that's strong, caring, academically rigorous, and deeply student centered. He leaves behind generations of students whose lives were shaped by his leadership and countless educators who became better because they had the opportunity to work with him. On behalf of our entire community, Bob, and all of those you've positively influenced through your many years of service, thank you for your leadership. Thank you for your compassion. Thank you for your wisdom. Thank you
059for your presence. Thank you for your friendship. I think your impact in this community is immeasurable. I think your legacy will endure in the years that come. We congratulate you on your retirement and we wish that your next chapter be filled with health, happiness, and many sunset cruises in your convertible and all of that precious time with those you love. The book we're dedicating in your name, Bob, is 100 Years of American Cars. [applause and cheering] Two passions, education and classic cars. This book traces the history and the evolution of Americanmade automobiles. We know you've got a few classics in the garage already, and I'm hoping that this book might inspire your next acquisition. Thank you. >> [applause] [applause] >> So Bob, others there's about 200 years of dedicated, passionate service to the Wilton public
060schools in in this room. I'd invite any one of you or all of you uh to take a moment now if there's anything you want to share with the board or the rest of your colleagues. The floor is yours. >> No pressure. [laughter] >> I'm going to say something. Um when I think of how wonderful Wilton have been to me and my family and my children, what comes to mind is just gratitude. I'm I'm thankful to all the board, the administrations, colleagues, um my chicklets and [laughter] and families. It has truly been just a joy and I just want to say thank you. And that's that's the word, gratitude. I'm thankful for all of you. >> Thank you. [applause] [laughter] I'm not afraid to talk. Okay. >> We just wanted to say that was a
061lovely from above down to Bob, but we want to say from below down to Bob, he has always had our back. Yes. >> And we have that steady rock has always been there for us. And we all just wanted to say from Thank you. >> Thank you so much. Yeah, REALLY [applause] fortunate to have great relationship. Really, >> the door is always open. True. >> Appreciate it. >> All right, on to the mundane. To all of our retirees, you don't need to stay for this next round. >> [laughter] >> Thank you so much for joining us. [applause] >> Next up is the financial report. So the financial report um was based up till the end of April. Um we did get the full amount that we were anticipating for the excess class reimbursement. So that
062was very welcome news. We have run the final um payroll for the teachers and at this point we're running um AP checks every week so that we can close out the year. We are anticipating that we will have a small amount of money left, but it's still too early to really be able to say what exactly that's going to look like because there's still a lot of variables that are out there. And the biggest thing for us is we don't know how much our last insurance claims are going to be until probably the middle of July. So once we have that information, then we'll be able to finalize that. Um, but we do feel like we're in a good position right now. Um the other thing is we did finalize uh our nurs's RFP. Um
063and so we're in the process of um making a contract. I did speak with them today. Um and we're just working out some details and we should have the contract done probably within the next week or so. >> Great. So when that's all finalized, we'll share all that with >> Yep. Then we'll share everything. Yep. >> Any questions for Mila? Thank you. I know it's a lot of work at the end of, you know, tying up all of those ends. So, we appreciate it. Thank you very much. Uh, chair report. I just have a few um short remarks. Um, this year, as we come to the close of the school year, we are both celebrating our triumphs and grieving our losses. Recent tragedies have struck our community. And I'd like to take a moment to
064acknowledge the sadness that we are currently walking with. We continue to send our love, support, and deepest condolences to the families as they navigate unimaginable losses. We are blessed to live in a community filled with kindness, compassion, and support where neighbors support each other, students lean on each other, and staff go above and beyond to care for our children and each other. I would like to thank Dr. Smith and Kim Zemo and their teams and the entire Wilton Education staff and community for leading us through the last several weeks with both heart and mind. Your continued reliance on professional professionals and organizations with expertise in crisis response, mental health support, and suicide prevention is helping our community process, heal, [snorts] and protect those most vulnerable and affected. We as we continue to provide support for
065students and staff, we also encourage all families to remain attentive to the emotional needs of your children and to please seek help wherever your concern arises. Together, we support each other in both happiness and sadness, allowing each emotion the respect and place they deserve. We will model and honor the values at the heart of our community. compassion, [clears throat] kindness, and understanding. Thank you. >> Great. I really appreciate that. And just for the the board, when we come back together um later this year, we'll come back with planning, response, appropriate events at the appropriate time. And as as you're well aware, you know, we're working through a phased approach right now. Um but thank you. Thank you for that. Um, I want to segue to some some cheer news. Um, our high school theater department
066was nominated for uh 18 Halo awards this year and they won three. Uh, the best supporting actor in a play was Zach Helguson in Shakespeare and Love. U, the best run crew for a play, also Shakespeare and Love. And then the triple threat excellence in flight, Ellis Nichols, has Ariel in the Little Mermaid. Congratulations. Um, Bob, to you and to the the whole theater department. Several weeks ago, our high school girls sailing team competed in the MIT sailing pavilion and won the Harishoff silver championship. Um, they functioned as a self-funded club and competed against 12 other high school teams including Staples and Greenwich. Um those team members are Claudia and Sophia Trasa, Rachel Fippen, Lizzie McInness, Olivia Murin, and Nia D. Bernardes. Um so congratulations those girls um on a really incredible accomplishment. Um that's
067all I have for you. >> Can I just um say I was at the Pops concert last night. >> Yes. >> Um and it was I think there's the most people I've ever seen on stage there. They're saying goodbye to I believe it's 59 seniors. Um, so I just want to say bravo to the whole performing arts department. >> Yeah, thank you. Thank you for that. That's terrific. >> All right. Next up, we have um Wilton continuing education end of year report. So, we're going to get our top five from Dolores. [laughter] >> Where should we start? >> Pick an empty seat. >> Is one seat higher than the other? >> Find [laughter] out. It's a learning experience. >> Everybody around the table knows Emily Dowen who um has you know worked with Dolores for
068um I think all the years you've been here and Emily is Dolores's successor. So we wish you farewell. We also congratulate Emily and thank you for stepping into um a role with some very large shoes. >> Yes, absolutely. Thank you. Thank you. Well, hello again and thank you for uh your time. Emily Daven and I would like to present our highlights of this year at continuing education and we will start with Emily and child care. So, we'll start with child care. uh registration for 2627 opened last month on [clears throat] May 13th and it the afterchool programs filled within 5 minutes before school has a healthy enrollment and with limited availability. Um moving on to enrichment for young student programs. The trend has shifted a little. Enrollment in STEM programs is now surpassing enrollment in
069sports programs. Highlights include the expansion of STEM programs. We offered 14 new enrichment and activities, four STEM, four sports, and two arts programs. We continue to collaborate with teachers and staff for new programming. Highlights for summer, which begin in a little over two weeks. Um, Camp Invention is back for its 12th year. That's started the year you came, Kevin, to uh Wilton. and it's running for 2 weeks. It's at capacity with 134 students each week. It's led by Brian Andis and his team of Wilton educators. We also have PowerUp camp in its 11th year, a STEM 3D printing, coding, and robotics camp with Tim Lie. And due to the demand, we've increased it. We started at one week, we went to two weeks, three weeks, now we're at four weeks. So every week this year
070for six consecutive weeks we have a STEM program camp. Um and the be a good sport camp with Salimo is running also for six weeks. And also continuing is the Salyo leadership program. The initiative offers junior counselors a unique opportunity to learn from the best. Really a wonderful school community leader for adult education. The most success we've had this year has been in Maine. Lorie, we'll see you Monday. [laughter] Paint it off the weight list tonight. >> I waited my turn to retire and now I'm going to play Marjang. >> We pay attention to those weight lists. Uh so ma jang uh pickle ball, group knitting, and pottery. uh these classes have attracted the most participants and they uh are um they offer a strong social component while learning something new. Uh so the trend
071in adult education has really shifted. It has shifted from like a transactional um style to a more of a lifestyle. Uh transactional styles are like come in, learn, excel and leave. Now people like live in the realm of continuing ed. And sometimes I often hear because we have this relationship with Commtock Community Center, we're able to offer day, afternoon, and evening classes. And I hear some people say, you know, I think I'm just going to move into the art room here. [laughter] So, it is really nice to hear that. Uh before I get into the top five, I just would like to mention two highlights this year. Two highlights that were a little out of the ordinary. one is the revitalization of the Middle Brook Greenhouse and uh the future involvement of the Wilton Garden
072Club. So, we have been working with them since February and um and still working with them to um have them take over the gardening and present maybe opportunities for more educational um classes and you know just to expand it. They do need the space over at Comtock. They've really grown out of it. We have the space. we have this tremendous opportunity. We cleaned it up. We prepared the courtyard. It looks fabulous. We have plants growing in there and um you know, we're just waiting for the right time to make that shift. So, we have been working with them. They're really a dedicated uh tremendously hardworking group of people. So, that has been a real pleasure and a real learning experience. Uh, another event that we uh were the mover on was um on May 19th,
073we had Dr. David Fucci uh come in to the Wilton Library and talk about AI. He was the data scientist that brought Watson into the um Jeopardy challenge and eventually won, you know, Watson won the challenge. I mean, thank God for him. he was under such heat. So, uh, he talked a little bit about the Watson challenge and then brought it right into current day and he, uh, ended with an open dialogue with his chatbot and how he talks to his chatbot and challenges that for everybody to to hear. He did make um inferences from the book uh thinking fast and slow and the thinking fast being the AI and the thinking slow about the process and he was um extraordinarily uh interesting and it was so invigorating and such an intelligent talk and he
074he lives conveniently he lives right here in Wilton. So how great is that? >> [sighs] >> So anyway, so uh those are the two highlights that were a little bit out of the norm and uh now we get into the top five. Okay, so wine in [snorts] the waistline was number one in 2015. And by the way, Kevin, we had 26 participants in that class. >> Yeah, we looked it up. >> We looked [laughter] it up. >> Yes, that's big. Okay, so the number five, I go usually from the five and up. So number five was the pasta making class. We had a good great enrollment in that >> twice. [snorts] >> Yes, twice we offered that. >> Uh pottery number four. Number three is group knitting. The knitts are fabulous. [snorts] Uh pickle ball,
075as you know, it's been top. Now it's fallen to number two. And ma jang has been hotter than ever. We [clears throat] hired a new instructor. In fact, Christine Marinacio's daughter is now teaching for us. Yes. So, those are the top five this this year. >> Dolores, thank you. >> Thank you so much. >> Thank you. >> Do you have any questions? >> Any questions for Dolores? >> Okay. I just would like to say though, I would like to thank you Kevin Smith. Thank you for your trust. Thank you to the board of education for your support. I would like to thank you during those co years for preserving our department uh and then we became uh viable very soon after co after those years. I I would like to say also that I I
076have been given unbelievable extraordinarily extraordinary opportunities here to serve this district and to serve this community and it's our success has been the result of many uh the result of Emily and the Wilton continuing education department. It has been involved the teachers, the vendors, the contractors all who have brought their talent and intellect to keep our programs vibrant. I thank the families and I thank the participants because without all of you we could not be successful and I really leave with uh great pride in what we have built together and I believe in the future of Bolton continuing education. Thank you. >> Thank you so much. [applause] Next up, uh, next we have an update on, um, the curriculum review, ELA, and, um, digital learning. >> Yes. And PE health. >> And PE health. >>
077Oh, and PE. Oh, >> yes. >> You want Bill to go first? >> Yeah. Um, could I ask my friends to come on up? >> Sure. Yeah. >> So, if uh Kelly, Heather, and Karen, could you come up to the table? Uh Bill is online today. He had another commitment. So, ju just to frame this um what we're going to share with you tonight is um some updates around curriculum reviews and plans for curriculum revisions. Um and again, I'm going to say this again. It was PE health, digital learning, and we're going to give you an update on ELA as well. Um, Lucille or Bill, can you put the presentation up? >> I think Bill was going to share his screen. >> Yeah, I'll share my screen if that's okay. One sec. >> [cough] >>
078So, what's going to come up hopefully soon um is an overview of the curriculum review process. We have a very long [clears throat] Okay, that's not the one I wanted. >> Lucille, do you want to go first and I'll share after? >> Sure. >> This isn't the one I wanted either. Okay. So just to make this easier >> what I had >> said >> so I don't know if you have this but it's an overview of the curriculum review process. >> What we're going to do today is for um PE health and digital learning. We're going to be talking about [snorts] the first few steps of this long process. So component A which is the planning piece and the first two bullets under articulating and developing that's what we do when we review uh a
079curriculum area K to 12 about every five to six years for ELA. We're going to be living more down in the implementing and evaluating because that curriculum was reviewed two years ago and we're here to provide you an update. um ELA there were many recommendations that came out of that curriculum review and so um we've been working away at it for for quite a while and I think it's time to give you an update. Make sense? >> Okay. And I want to thank the board members who volunteered their time to be on these curriculum review committees. So we will start with digital learning. So Bill, if you could >> Absolutely. Can you guys see everything? >> Mhm. >> Great. Um, all right. Well, anyway, um, sorry I couldn't be here tonight. Uh, I feel like
080a Grateful Dead fan. I'm kind of going from awards ceremony to award ceremony. We had one from at my son's school. He's a rising uh, or rising ninth grader now. It's kind of hard to say. And he won a band award. So, that was pretty neat. And it was obviously really great to see all the awards and recognitions tonight, too. Um, so a little bit of a tough act to follow. I'll keep it brief, but I'll tell you a little bit about um where we are with digital learning curriculum review. Uh so first off, we've done our three committee meetings that were scheduled for this year. Nicola volunteered her time to be part of that. It included teachers, students, parents, admins, and obviously board member. Um we started the year planning out and distributing a
081need these assessment survey and we got some really good data from that which I'll talk a little bit about in a moment. And um another big part of this process is planning for the work that we need to do this summer uh based on the recommendations that we got from the needs assessment surveys. >> So the uh the three main constituencies that we talked to were the LLC staff, parents, and students. And what we found from the needs assessment surveys were the LSC staff were looking for some better improved flexibility with their scheduling, some increased collaboration time both together and with teachers in their schools and especially at the secondary level implementing some sort of attendance system so we can know who's coming and going from the library both just to manage it better and
082also to understand who we're serving what times of day and how to meet their needs better. Parents were looking for increased AI literacy, but also digital well-being, including finding and promoting a balance of screen time and online safety and privacy. Um, and after I distributed the needs assessment survey, I got really nice emails from parents saying, "Wow, we didn't realize you did so many great things in the LLC." So, that was nice to hear, but it also reminded me that we need some more better communication about what's going on in each school in our LLC. Um students wrote back to the survey saying that they would like a little bit less redundancy in digital literacy and AI. Um, one of the efforts that I'm making, uh, is to participate in the phys physical education and
083wellness committee as well, so we can work together this summer and find some cross cards between some of the things that they talk about in terms of digital wellbeing and wellness and some of the things that we talk about so that we can target things that fit our disciplines the best and so that we reduce those redundancies for students. Um, we also were recommended by students to rethink our LLC spaces a little bit more to make them add some flexibility [cough] to upgrade some of the um the places for students to work. Um, we talked to the high school um their student council and they were requesting some more quiet places to study. So, and to collaborate. So, we're working on that as well. And um universally students wrote back to the survey saying that
084they love the LMS's and the library programs and they basically just said keep being awesome. So I have to hand it to my staff for being so great, doing such such a good job this year in the past as well. So based on what we learned from those surveys and some of the things that we've been studying as well, uh we have a few recommended curriculum updates that we'll be working on. So one again is to increase how we're approaching AI literacy. Right now we are talking about it in our classes throughout the schools but um we doing it semi- ad hoc. So this summer we'll be working on real scope and sequence to help students learn healthy and productive ways to improve their academic growth using AI. Uh likewise with digital citizenship we'll continue
085to improve our curriculum [clears throat] around that. Um, one thing that we were talking about and I had shared with you, uh, I think the night that I presented with Lori Ellis about the raising um, humans in a digital worldbook was that, um, there's a difference between a digital consumer and a digital creator. So, we want to help encourage students to become more digital creators rather than digital consumers. Um, we have some really neat things that we're doing right now. You heard Ken present about his podcasting class, which I think is a great example of that, and there's many more things we're working on, too. Uh again, we'll be working on technology balance um throughout our curriculum. Uh and we're not going to neglect the bread and butter of the LSC, which is of course
086library inquiry skills. Uh we're working on revising and aligning with the newest edition of the AASL standards and crosswalking that with the SD standards, which are more tech based as well. And of course, we'll be working on literary appreciation, too. Um one big thing that we're doing is we're trying to come up with our own version of um Wen Reads. we we're kind of dubbing it Wilton public schools reads and I'll have a lot more information for that about that for you soon. Uh but we'll be rolling that out in the fall too. So really excited about that. As far as some of our professional learning needs, I just listed a few here. Um our LLC staff members have attended lots of great stuff for the past couple years that I've been here. Uh but
087some of the things that we have targeted is uh library conferences including Castle and CLC. Um LC visits to schools like Simsbury and Farmington where we've been recommended to go and see their libraries because we're thinking rethinking our spaces as well. Um for the last few years, our LC staff and tech have attended different tech conferences. We want to continue doing that. Uh we also are interested in revitalizing our use of VR in the libraries. In fact, we just got a grant to get um two sets of class VR headsets at Cider Mill. So, we want to plan a visit to the Central Connecticut State University XR lab to learn a little bit more about how that works and how we can model our practices after theirs. Also, with the new um contract rolling out
088for teachers, they now have opportunities for micro credentials to improve their skills and we want to try to encourage that too and we have a few options for them there as well. As far as timeline for unit revisions, there's a lot here. It looks um really ambitious, but a lot of this stuff is going on already. And um just to talk you through it very quickly. Um you know, we started off conducting our committee meetings this year. We administered our needs assessment surveys and compiled the recommendations for you. Uh this summer we'll begin our initial curriculum work and we'll focus mainly on AI literacy, digital citizenship, uh that idea of being an ethical innovator or digital creator. um finding technology balance and that should say keyboarding. So I'm sorry about that. Um also we'll include
089an AI literacy scope and sequence in our work and roll that out as well. Uh for the school year coming up we'll work on implementing those new units and lessons and we'll use some additional curriculum days to finish planning and refine. Uh [clears throat] next summer we'll hope to review the new units and lessons adjusting as needed and we'll continue working on our curriculum work and I think we'll at that point we'll be comfortable assuming there's no great tech revolutions between now and then that we need to worry about. Um we'll continue to work on our library skills and inquiry and literary appreciation more. So we'll focus a little bit more on that aspect of our curriculum which again is so strong and it doesn't change as much or as frequently. Uh, as far as
090our time after that, we'll continue to go through the curriculum review process as Chuck outlined for you just a little while ago. Um, I'd like to discuss just a few potential expenses. Uh, these are roughly categorized by Eid from uh probably most pressing to least pressing, but I think they're all important and um some most of them came directly from the recommendations, but we added a few other things too that we'd like you to know about. Uh so first um just to enable that ability to get especially in the elementary schools more transdiciplinary curricular work collaboration improvements of library management we want to try to revise some of our staffing and scheduling schemes to allow our LMSs to push into classes and to work on those things. Uh we may need to prioritize some additional
091curriculum days as needed especially to keep up with the pace of everything that's going on technologically speaking and to work on our literacy and skills that we will students as well. uh we'll need some professional learning time for the LMS's uh and the tech house as we use them to kind of help other staff in the train the trainer model. So we want to shelter some time for them to be able to do that. Um one thing we want to work on next year is to have um AI training for staff throughout the year. So in order for my staff to be able to do that effectively I have to get them trained up a little bit more too. Uh we'll also just as far as like the actual physical space of the libraries we're
092working on upgrading bookshelves. We have some upgrades happening at Miller Driscoll School and at Middlebrook um as we speak. Working on getting some new types of shelves and also adding casters to existing shelves to make the spaces more flexible. Uh we also want to update the furniture in the LLC overall, replacing some worn pieces and honoring those student requests. Um that would especially be at the high school where students tend to use it more as a campus center than in the other schools. And obviously we want to try to protect our book budgets. um since I've been here the last few years and basically since the last 5 years or so um the book budget's been flat and funded and our average collection age is 14 uh.75 years and Cider Mill who has kind of
093suffered a little bit more in the brunt than the other schools their average collection age is 17 years so we'd like to be able to try to uh improve some of the library collections there as well I have included some resources for you to look at when you get a chance um just some information about the digital learning program philosophy which is something that we worked on as a committee too. Uh that document is just about ready to be adopted but we have a few more finishing touches to put on it. Um there's the ASL and ISTY standards I mentioned as well. Uh next up are a few examples of just some of the updated lessons materials that we want to try to work on this summer. Again, these are rough draft examples of things
094that might serve our use in terms of getting these ideas out to students. So, [snorts] this is just a brief um AI literacy scope and sequence idea. This would probably be a little bit more internal. Um I put them in a different order than I expected. Sorry. Uh let me flip to the next one. Uh oh, I'm getting a lot of questions right now about uh digital wellness and screen time. I want to spend the summer writing a white paper that could be distributed amongst uh stakeholders throughout the district regarding that in terms of what we're doing with screen time, how we're intentionally using it for instruction, what are the main apps and technologies that we use. Um but this would be a little bit maybe something that students could use it either in a
095combination of our classes but maybe even also in their bed and wellness classes too. Uh you could tell it's AI generated. it it's going to require a lot more um work to get uh ready for actual um you know public display. uh but I think it helps to summarize some thinking that we as an LLC staff want to try to encourage students which is level one being personal academic growth and based pyramid ways to use AI and um other different different digital technologies level two being communication and collaboration and then the top being more you know entertainment based I'll flip back to the AI literacy scope and sequence again sorry those slides snuck snuck out of order for me um but this is a basic outline of what we're thinking in terms So just introducing
096things different things in terms of algorithm algorithms and coding second grade uh K through two rather moving on to the higher grades of having students think about design challenges and uh creative problem solving and again for the younger kids that doesn't even necessarily need to be on a screening let alone have them interacting with AI but just to get them thinking about computers systems and how they work and then starting in fifth grade sixth grade start to teach them a little bit more about how I I add functions what it is what I give you what it can't do, what it should do, what it shouldn't do, and how they can interact with it to help improve their their learning and their personal growth as well. And then by 9th grade, really start to dig
097in, especially in our flight class, which we're looking to revise as well, and help kids learn more about advanced prop engineering, how they can manipulate AI to help them study and learn better rather than potentially be manipulated by AI or maybe think it's only for shortcuts. And then the last thing I'll talk about very briefly is that we've been working with uh Karen her team uh to think a little bit more about how keyboarding is taught in the district. So some of the work that we've decided upon so far and we have a draft scope of sequence for all this already written up by the cider mill team primarily is um in the earlier grades worked on handwriting and um printing and cursive introducing some keyboard and mouse skills um through some of our some
098of our different software platforms but really saving that more uh for the work with the cider folks. So we have a curriculum that's coming that's really taking shape and it's looking really good as far as the so scope of sequence some of the lesson plans um teaching students the proper way to type the best ergonomics to use and helping them improve their speed and um in their words per minute as well so that they'll have a fluency with it and then moving on from there um talking about uh improving their practice in middle school right now uh they do have some keyboarding practice in the LLC classes and world language helps them as Well, uh, but then moving on from there, it would be um, you know, practice and then improving and getting ready to
099be digitally fluent for high school. >> So, that's essentially everything I have to share. Does anyone have any questions? Yeah, I I guess my my one kind of question is is we seem to be kind of adding like there's digital literacy, dig digital citizenship, and now we're talking about like AI, so like adding another kind of bucket to it. And I just, you know, want to make sure that we're kind of seeing like the connection through everything. Um, it's just kind of what I'm trying to, you know, wrap my head around a little bit. Um, especially because, you know, to some extent like your traditional kind of like inquiry skills are connected to all those three kind of spaces and how they, you know, interact with each other. And I'm not I don't think kids
100see them siloed, you know. So I'm just, you know, wondering to some extent if like the models that we've been working on for the last couple of years with AI now being fully integrated and starting to be integrated and into um into um our searching and our inquiries, you know, if there's, you know, different approaches. Um, if I'm understanding exactly what you're saying, um, I think what you're saying, Ruth, is to try to show kids that AI could be integrated into their learning. Is that the best way to say it? >> Well, I think that it's not even just AI, but kind of like when you're talking about like research skills or inquiry, kind of like understanding the whole entire, you know, a range of how information is being shared or presented. So, you know,
101you talk about digital citizenship and you're, you know, you talk about those things and so that also includes, you know, information that you receive over social media um or how you interact with each other or how you interact with each other online or what's the difference, you know, between sources or understanding. So, that's just um you know some that kind of understanding from just because it's on YouTube doesn't mean that it's true. you know, kind of like how you progress through that as things become more sophisticated and not so siloed. And that's >> absolutely absolutely Yeah. I um I mean, you've heard me talk about AI all year over and over again. So, I apologize to bring it up so much more. Um I think it maybe feels siloed the way I was talking about
102it because it is um something we're trying to be more intentional about and to improve our approach. But as far if if you were to go into the classes and see how it's taught, I think it would feel less siloed, especially since we already have a really strong curriculum both through um common sense media and cyber civics and some of the other tools that we use. And and again, I remember Lori talked a lot about that when she presented with me to you. Um I think that it's more of an integration into what we're already doing rather than here's our AI unit, here's our inquiry unit, here's our digital wellness unit. I think what you would see is that it would be a lot more integrated. I mean, I don't know if this would help,
103but I do think the way we've structured things is the the difference between an acquisition phase versus an application phase. Okay. So, in many of the LLC classes, some of our technology classes, we do provide standalone lessons where kids kind of acquire the skills that they need, >> right? >> And then we try to move that then into application into the content areas. And that's why it's so important that the LLC's and the tech's have time to collaborate with the actual teachers so that kids can see how the things that they've acquired, those skills that they've acquired can actually be applied in a a more meaningful and authentic context. Does that make sense? >> Yeah. No, it does. And that's just kind of, you know, just not seeing it as something like an afterthought that's
104separate that, you know, especially I even see, you know, the difference between how my nine-year-old is approaching things versus how my 14-year-old did when she was nine, you know. So that's um just as everything's moving faster than, you know, adults can keep keep up with to some extent. So like what are like those those throw throughs that >> kind of maintain? Yeah, >> absolutely. Then the LLC, to Tuck's point, is where they're going to get that assured experience, that basic understanding, and they're really hoping that'll grow throughout the rest of the curriculum in all the different classes that they take. >> And it's always hard to find the time for the teachers to collaborate, right? So they they can take the things you know kids need almost wrote learning to acquire the skills in in
105standalone lessons but then they need support in actually applying it in a meaningful way. Right. >> And so we're struggling in some of our schools to find the time where that collaboration can occur. >> Yeah. >> Which is always the parameter of time. >> Yes. Always. >> Always. >> Any other questions I can help with? Yes, Rebecc thinking about screen time. >> Yeah. Um so, um as I mentioned, we're thinking about that a lot. We're talking about a lot and um it's something I do want to work on this summer and put together in a way that we can share with these different stakeholders. Um, as far as some of the conversations that are going on, um, I think we're you're seeing some descreening going on, um, especially with the younger kids, um, we're trying
106to move away from just relying on screens for the sake of screens or convenience and trying to find out what's best for our youngest learners. So, we're spending more time and being more intentional about deciding when to use screens. So, um there might be an aspect of a lesson that might have just been, hey, do some practice, but now like you could see it as a station within a larger lesson rather than just being the main focus of the lesson. So, there might be, you know, students working at a station with manipulatives, students working in a small group with the teacher, students um working on and then rotating through. So, we're rethinking a lot of those types of things throughout uh and again, especially for the youngest learners. So, I'm hoping that through our curriculum
107review, we can help lead that conversation for the whole district. >> I know that's a topic of >> no and I think >> a lot of discussion lately >> and I think that distinction between, you know, intentional versus convenience is really um important. I think that's an important discussion to have in the classroom. I think it's also an important discussion for everybody to have in their house or you know even to reflect on ourselves. Um, >> absolutely, absolutely. We're looking for looking for a balance and um, some tasks are best done analog and some tasks, learning tasks are best done digital and we're kind of rethinking where those things can can live in and our all the curriculum throughout the district, but especially if we're thinking about analysis as well. You know, I think for
108years we spent a lot of money buying tech and so we've sent the message to teachers, we expect you to use it. And I think we're evolving to the point now where we're trying to be more intentional and making sure that we're using it when it's needed the most and not just to use it because it's there and available. There's also interesting, you know, things to be thought about in terms of like analog um approaches and how that also affects like brain movement and uh absolutely and interaction and you know studies been done with you know MRIs and like what activates your brain versus what you're physically doing at the same time whether you're writing or whether you're keyboarding or other things >> standing in a whiteboard >> right or standing up with your peers.
109No. Um, >> yeah. No, I think that that's um just cuz you can doesn't always mean you should. >> No. >> Yes. >> Anything else for Bill? >> All right. Thank you, Bill. Can I ask who's going to put up the PE health presentation? >> I think it was titled Board of Education. And >> we combined it into one, but >> we combined it into that. >> Okay. >> So, Bill, I'm not sure if Lucille sent you something that you could share. Um, she did it, [laughter] but I'm not sure if me remotely clicking through slides is the best way to do it, but if that's what you want me to do, I will do it. >> I just have to I'm not sharing my screen at the moment, are you? Am I No, >>
110let me just get my email. >> All right. >> So, someone will just have to prompt me when to change the slide. That's all. >> No problem. [cough and clears throat] Um, my email's a little slow at the moment, but I will cover it. I just want to give them a little bit of an introduction and I'll share my screen as soon as >> Okay. Well, let me introduce our two friends here today. This is Kelly Holtz, who is the instructional leader for PE at the high school and Heather Schlitz, who is our K to8 instructional leader for um, you want to start talking? >> Yeah, sure. So, it was it was a good segue. So the analog things and standing [clears throat] up at the whiteboard and collaborating, work together or being in PE
111class, right? So we the process was already described on and we went through the same thing with collecting data from surveys and looking at um different standards and trying to figure out where we wanted to start and what the needs were for for all stakeholders. >> Um and we uh have a plan based on all of that like Bill was sharing. um what he's probably looking for is a review of the um >> There we go. >> Yeah. The standards that they're based on. >> So you want to start with >> Yeah. So um from the work that we did as a committee, we have basically um learned that we're going to move from a task oriented framework to a more whole child approach and increase physical and health literacy. Um and you could change
112the next slide. We're going to do that based on um the core curriculum. So, we're using three curriculums that we're going to crosswalk over the summer with our um summer writing team. Uh so, first is our healthy and balanced uh living. That's our state uh standards here in Connecticut for PE and health. Then, we're using our social emotional standards, the castle, and then our very own Wilson's vision of the learner. So, next slide, please. Um, I know Jory wanted me to read line by line all 26 slides. Um, [laughter] >> but I'm going to ask uh, Bill, can you go down I think about a dozen slides. >> That felt [clears throat] good, didn't it? >> Yeah. [laughter] >> So, really what we had put on there was where we were and where we wanted
113to move to. So, a lot of this is weaved into our lessons right now and we're working on formalizing that um to the the templates and things for school. >> Yeah. Just fill a few more, please. Couple more. Here we go. Oh, >> yeah. Right there. Perfect. So, um, first year we're really just kind of unpacking what we're currently doing and then we're going to find ways to align all of those three standards to what we're doing with some minor changes in lesson delivery. Um the big lift uh K5 is trying to integrate health lessons into fizzed so that we can kind of maximize our learning opportunities and start hitting some of those uh benchmarks that we haven't had because we haven't had a dedicated like health class at the elementary level. So this is
114uh kind of the direction that the industry is moving in um in a very timely way. We did a professional learning already this fall where we started to integrate all of the health concepts from the new national standards into our fizzed lessons. So staff already have a bit of a understanding of it and they kind of see it coming. Um year two is more about integrating uh more concepts. Um we use a lot of DBT at the middle school level. uh we're starting to find language to bring that into the elementary school level and that really fizzed is the place where DBT comes to life. Um so it's kind of very timely with everyone's transitions in their curriculums um that this is all aligning. Year three we're hoping to make impact do more of a
115capstone project find ways to connect to the community connect to the families. For instance, at the elementary school level, we would like to target ways for not only students to understand the importance of fitness and have some strategies on how to implement it, but how to take them home and do them as a family. Um, and then at the middle school level, it's more like basically developing your own personal fitness plan based on um the needs of the individual learner and not just uh stats and rankings and really find a holistic approach behind that. So, that would be our three-year um strategic focus, the professional learning. Um, as I said, we did that training, which was a great foundation for us. We're going to continue to to do trainings like that. Oh, not yet, Bill.
116[laughter] Uh, we're going to continue to do trainings like that. We have a lot of in-house resources. So, uh, the great benefit here is it is a zerocost um, plan. A lot of our vision is coming from uh or a lot of the money is coming from our uh in-house budgets and we're going to lean on uh special services and uh get some training from DBT and uh not have to really go outside the district a whole lot and um like I said zero dollars. So we're looking forward to that. And then the next slide um basically I'm going to pass it off to Kelly and it's what's happening at well at the high school. Well, this is health. >> Okay. You want him to keep going? >> Um, I can do health and then
117PE. Sure. >> Okay. Um, so for health education, um, Okay. So, uh, basically at the high I want to talk about fizz first because you >> um, Bill, if you can find the slides, great. If not, that's fine, too. Um, >> it's gonna go down. >> Okay. [laughter] Um, so, uh, just to back up a little bit, what we learned from all the surveys were that kids actually do, uh, like physical education, even though there's some heming and hawing and I have to wear sneakers and I don't want to go and I don't want to get sweaty and I want to do this thing. So, um, I want to put out there first that when they honestly responded and even the parents, u, we were actually pleasantly surprised, um, from, you know, from the survey.
118So, we're really working toward they said they [clears throat] uh were really interested in personal fitness. Um really learning more about how to take care of their bodies. We do have uh big classes. We have a lot of them to try to personalize and individualize for every student is tricky and we're doing it the best that we can. So, um the the main goals for Fizzette at the high school, I would say, is that we're we're really trying to um we're working on uh kind of like a rebranding, if you will. So instead of it like PE 9, PE 10, PE 11, PE12 or we're in the volleyball unit, we're in the basketball unit, we really want the kids to to feel that there is a difference in a progression and see that and we
119think just um by offering more information in terms of what the title is um will help with that. So for example, they take math every year, but it's called something different, right? So um we've already uh have a focus for the vision of the learner in each grade level for PE and health. Um so that's a positive. Um and again going from calling maybe a basketball volleyball unit um the unit title something more like recognizing important roles in team environments. Um something like a golf whiffle ball mattball is recreation through the lifespan. Something like dance and movement is finding the beat. Uh and then pickle ball, tennis, bad mitten for example is moving joyfully with net games. So we want them to know and understand that um they're doing different things every year and that
120there is a progression. So, a lot of it is focused on that. Um, in terms of what we're going to be working on for the curriculum development, we're going to focus on um 10th grade PE first because the students have that for a full half semester. That's where our fitness testing takes place mostly. Um, we already have great numbers in for our fitness testing. By the way, uh the way that we've integrated it into >> participation, >> daily fitness, lots of participation numbers. [laughter] >> I thought it was a sit and reach. >> It was flexibility. Okay. Yeah. >> Yes. We we we pulled each other through the hallways just to be flexible like during that. Um but that we really had some uh success with that uh integrating it into every day for our
121our fitness and then um so that that news math you will share at some point. So that's our focus. We're going to start with the 10th grade. Um most of it will be covered with our our regular budgets which is probably a positive. um we are going to look at professional learning um for just to make sure that we're uh in line with what districts around us are doing and what um our standards are saying are the best. So everything is really skill-based. Um so we're we're moving for that for PE. So um uh the formatting of our lessons as well is is what we're working on too for the summer. So uh I can talk about you want to do health your health now. So, uh, health really was just dedicated to, uh, Middlebrook.
122That's the only standalone health. Um, at Cider Mill, we have, uh, three, uh, standalone health lessons. Um, unfortunately, we're going to need to get creative on how to still deliver that, but not have that standalone time. So, that's what I was referencing before about uh, finding health and PE activities that kind of hit both marks. Um, and in terms of any revision at Middlebrook, it's it's going to be the same as the Fizzed um, outline that I gave you. So, align, integrate, impact, and that's, you know, that's going to be our general focus. And um for the high school a major goal of ours is to again show the the scope and sequence se sequence the progression through the grade levels because sometimes the students think oh we have health again health we had it
123last year you tell us don't do this and don't do that which is untrue we don't tell them not to do anything just and uh to think about their decision-m so again with um looking at uh the differences between 9 10 11 and 12 health 10th grade they have it for a full half a semester 9th, 11th, and 12th grade, they have it. We call it health seminar. It's um a standalone from their PE class for that time. Um and we're looking at sort of renaming and u really focusing on the skills that they're learning. So, it's more instead of um for example, even like in alcohol, nicotine, other drugs, it's decision- making. Um things like uh fitness, wellness, nutrition. Uh it would be the skill that they're learning, which might be goal setting. So,
124uh, we want them to understand more the skills that they're learning. And while the content is very important, we don't want it to seem like it's, uh, repetitive and we want to help them understand what the difference is. And, uh, pre and post is going to be helpful for that. We love challenging them at the beginning of a class and saying, "Okay, what did you learn from last year? Here's all these questions." And if they really can't articulate it, we we kind of call them on it and um, in a teachable moment sort of way and work from there. So, really meeting them where they're at. There's a lot of collaboration. We've Sorry, Bill. We've moved away from um being on screens a lot in our classes. Um we're really utilizing the uh whiteboards and
125getting kids up and moving um talking with each other and they really do like working with their hands with a lot of the projects. So we're looking at getting more supplies uh for them to to build things um to represent their learning and health education. So um that's Yeah. >> Yeah, that's it. And our staff is is very highly motivated to get in and and get writing and um get trained on the the format, have some uh tangible curriculum to look at, especially for new staff coming in. It's always helpful to kind of give them something to work off of. Um we also want to just thank you for your commitment to uh seeing us grow. It is a valuable subject. subjects uh fiscal and health literacy are very very important and they also help
126booster everything else that we're doing here in this district. So thank you very much for supporting it. >> Any questions? >> Questions? I have a few minutes go first. >> No, go ahead. >> Okay. Um just curious, do all our kids in the high school get CPR and himlick training? They so that's in the 12th grade right now. So they are um they take the regular first aid. I'm a American Red Cross trainer. So they get the regular adult CPR AED course um and they get certified in that which includes um >> the high liquid >> and that's conscious choking >> and that's in 12th grade. >> That's in 12th grade. So they have uh lessons in they have safety lessons in 9th and 10th grade. It's not the formal certification though, >> but there
127are safety like protocol and safety level. >> Yeah. So um in 11th grade I'll go backwards. So they they're certified in 12th grade and 11th grade it's uh there's a little bit of training on Narcan and um how to check for consciousness and things like that because the 11th grade curriculum is focused on decision-m around substances. Mostly 10th grade it's safety and practice. So they do safety at home, safety on um bikes, safety in cars because they're starting to like learn the driving um the permits and things like that. So they learn about calling 911, checking the scene for there. And the ninth grade is uh blanking on exactly where. Um but they do talk about uh first aid and basic CPR and use the mannequins. They just don't get certified officially till 12. I
128just, you know, there's just new recommendations. Anybody who, you know, has a child of over the age of 12 in their house should think about, you know, having Norcan in their house. And, you know, um, the availability of life-saving measures. And I just wonder sometimes if those are things that should be kind of like that safety that safety group of things should be like together and and and younger like to to know what to do in those situ and know what those to do in those situations that I'm not so sure if those situations are exclusive to an 11th grader versus a ninth grader or some you know along those along those lines. just >> the recommendation is to have hours in each grade level. Um the way that it's so for example our 10th
129grade they have full eight lessons on every single substance what happens how the brain is working things like that 9th 11 and 12 is a little bit shorter just because they're in there for about 12 to 15 classes. Uh so while it's it's covered it's less in depth than 10th grade and or 12th where they're getting the hands on. It isn't every year though and we hope that our uh college seniors are having adding Narcan to their um luggage as they go off to college too. That's kind of what we tell them to just in case just because everything getting pushed down younger and younger, you know, younger and younger and younger. you see trends changing that you know you know there are you know older people are not using alcohol as much as they
130used to but there's other things that are coming up and just you know >> so Heather can you describe what you do >> yeah so at um at the middle school level we have about 12 health lessons um at best sometimes we get a little bit more um so it's I'm sorry >> per year >> correct um because it's quart it's a quarterly class so we try to you know put everything in So, you [clears throat] get a little sprinkle of this and that. Um, some creative ideas I've thought of are ways to um partner up with the Wilton Youth Council and try to um, you know, get get the word out in the community to help supplement the you know, one or two lessons that they get on the subject. No, it's because you
131have like a captive audience to some extent, but how captive are, you know, [clears throat] how captive are they to some extent? And then I was just for some of the younger grades, I was just thinking kind of like this connection between kind of like anxiety and stress and exercise and kind of like how those two things can, you know, work together and that it's not necessarily just about like playing a game or, you know, playing, you know, and so just as we integrate some of these wellness, you know, into our tier one classrooms and kind of having kids think about like that there's there's a physical really for physical element to have managing some type of you know how they go about their their cognitive and mental load throughout the day as well. >>
132Absolutely. Yeah. That's that's like the movement that's happening is to integrate the health concepts. So for example uh when we talk about anxiety maybe around fitness testing usually that comes up as a as a topic. Um although you know every time I said we're doing 30 seconds of stretching a man but our our flexibility scores have definitely increased. Um we talk about like the uh sympathetic and parasympathetic nervous system. Um we talk about risk takingaking. We talk about uh breath work. And now when we put that into lessons at the lower level, obviously it's not going to be as scientific. Um it may be something uh more like knowing knowing your heartbeat and when do you feel your heart race faster and just kind of putting that hand on your chest at the beginning of
133class, during the activity, at the end of class. drawing those connections and in broadstroke sort of ways and then getting specific the older they get. >> Does that make sense? >> No. Okay. Okay. >> Yeah. There. Yeah. Anything. Um it looks like we're playing games. Um >> I didn't mean to like I didn't [laughter] Yeah. I'm thinking like from a kid's perspective. >> Yeah. Well, we want them to think they're just playing games and then we maybe sneaky learning in there. Um but sneaky fitness. >> There's always a Yes. [laughter] This is what we're doing. This is what we're looking for. How do you feel? >> Yeah. Exactly. >> And then I guess my final question is has there been a discussion about um credit hours at the high school? >> Not through the curriculum
134review process. >> Not through this. Okay. >> Okay. >> I think that's a policy decision. We can certainly have the discussion, but we didn't discuss it during the curriculum review. >> Yes. Okay. >> No, I were waiting for impending legislation that never went through. >> Okay. So, wasn't the It's kind of hard to have a discussion when you don't know what the requirements are. >> It's on our radar. We're um you know advocating um for uh to be connected with other districts so that we can all understand what kind of frequency and duration each other has and and stay in that same ballpark. still hit our standards, still hit our benchmarks, still provide the students with what they need to be healthy and physically literate. So, in the meantime, we're in a holding pattern. >>
135Yeah. I [laughter] think, you know, here's where I would weigh in on this. Regardless of what happens with with state legislation, >> we've articulated a set of values that we hold with health and PE instruction through our curriculum. And so I, you know, I would push back a little bit on that and say there's some marriage there. While certainly there can be an imposed policy decision around FTE and credit requirement, I think it should actually come from the ground up. What do we value and how well are those values being executed through the curriculum that we've articulated and then what are the needs personnel and otherwise that we have to have in place in order to um to successfully achieve our curriculum goals. I guess my only point was it's better to have that conversation
136when we know what the requirements are. And I absolutely agree with you under this conversation for the whole community. >> Okay, we ready for Karen? >> Thank you. >> You guys talk the same. [laughter] >> It's been a long night. >> Um, thank you guys for being so tenacious and hanging with us. Um, we started our conversations around this transition in 2021 and I'm very proud to say tonight that we are closing out the first year of implementation in kindergarten through fifth grade which is one year ahead of schedule. Um, fifth grade we were able to onboard alongside fourth grade thanks to the partner teaching model. Um, our K5 implementation of EEL education is rooted in 10 foundational principles and I'm going to mention a couple of them tonight, but you'll hear others as we
137move forward in this journey. Um, today's data demonstrates that when we prioritize a culture of professional challenge, administrative support, and mutual trust, students flourish. >> Eel's mantra is um, we are crew not passengers. And that has been just as true for the adult learners in this process as it has been for our students. Our teachers, [clears throat] supported by their hardworking and talented coaches, have actively steered a complex, rigorous instructional journey together, treating a new curriculum roll out not as a mandate to execute, but as a collaborative professional learning process. And I would be remiss if I didn't acknowledge the importance of our administrator's efforts in creating the conditions for adult and student learning alike to flourish. The eel principle, the premisy of self-discovery, states that learning happens best when individuals are given the support
138to overcome challenges and discover that they can achieve more than they ever thought possible. for our K2 educators and their students. This year was about mastering structured literacy frameworks and shifting daily instructional practices. Because of our because our primary teachers leaned into the steep learning curve, we are seeing massive foundational health across the district. Our kindergarten finished spring 2026 with a powerful 77% of students at or above the 61st percentile as measured by NWA MAP. This includes a standout 80% proficiency in vocabulary use and functions. And our Dibbles scores are also looking superbly strong. You'll recall that Dibbles is an acronym for dynamic indicators of basic early literacy skills. 81% of our kindergarten students secured dibbles composite scores at or above grade level which is higher than we have seen in grade grade grade 1
139has reached a remarkable 88% of students at or above the 61st percentile is measured by NWA MAP with foundational skills exceptionally strong at 85%. Vocabulary was also an impressive 80%. on dibbles. 91% of our first graders have achieved a composite score at or above grade level, which is phenomenal. In grade two, we are very proud to report that 90% of our students took the 25 MAP assessment this spring. Um, and 75% of them were scoring at or above the 61st percentile on that more rigorous assessment that they read to themselves. We're very excited to see how they enter third grade now that they've had experience in that assessment. They don't won't see that cliff that we have historically seen. 87% of our second graders also secured Dibbles composite scores at or above grade level. So,
140we have lots of bright spots um throughout all of these grades. We have three kindergarten, five first grade, and two second grade classrooms who are knocking on the door of the 85% expectation in just year one of implementation. This gives us an adult learning laboratory for cultivating crew, not passengers, and establishing classroom communities that grapple productively and independently. We're really excited to get into these classrooms and learn what's going well for both our instructors and our students um so that we can grow that grow that success where the data highlights a need such as a specific subset of 20 second grade students on the K2 MAP assessment. We had 10% of them which is only two of them who were at the 61st percentile or higher. Um, when this need is highlighted, our adult learning
141shifts. Our teachers are using our multi-tered systems of support to adjust instruction responsively, diagnosing and target scaffolding in real time. At Cider Mill, um, in a high-erforming district like Wilton, a benchmark goal of 85% or higher isn't just an aspiration, it is our standard. Our spring map data shows that our intermediate student students are actively making the vertical climbs to secure that um expectation. Probably not this year but in the very near future. In grade three, 71% of our students are performing at or above the 61st percentile. I want to it's a really important to note that this is up from last spring's third grade cohort which is was at 67%. Grade four experienced a phenomenal cohort milestone. So this is students in fourth grade achieving 80% of our fourth graders achieving above the 61st
142percentile. As third graders, these same students are performing a massive 11 points higher than they did at the end of third grade. So, it may be taking us a little more time in the transition to secure the learning, but we are getting the job done. And in grade 5, we're sustaining achievement at 74% at or above the 61st percentile. When [snorts] we look at individual classrooms at Cider Mill, we see that the 85% threshold is already being breached. In grade four, two classrooms saw up to 95.2% of their students meet or exceed individual growth projections, achieving up to 28.8% of the targeted growth um for their class. This is more than two years worth of growth for that cohort of students. To close the gap between our current 71 to 80% averages and our 85
143district target, our adult learning focus is shifting. Um, we're learning a new curriculum and a new way of doing business and we're shifting our mental models about how we know kids best learn to read. [music] Because the new curriculum introduces highly complex texts, the natural instinct for most adults and educators are no different is to protect them from feeling frustrated. And sometimes in doing that, we intervene a little bit too early. Um so as we move forward with our upcoming professional work, we'll be focused on intentionally shifting the cognitive lift back to students um building their stamina um that they need to apply these skills entirely independently and applying scaffolds or support when the learner indicates that they're needed to be successful. As we look ahead to the official release of the Smarter Balanced Assessment
144results later this summer, we evaluate all high stakes testing through a strict diagnostic lens from the coordinator and the coaching perspective. Any variance that we see this summer between high adaptive growth and fixed state proficiency levels tell us exactly where we need to focus our coaching next year and exactly what our adult learners are ready to what's next in their implementation. We look at state data not as a final judgment on a curriculum, but as a roadmap for our adult professional learning, continuing to refine our implementation practices. And because of the clear cultural and academic dividends we are seeing in teacher collaboration and student ownership, we're rolling the EL education program up to grade six next year, moving alongside our fifth grade cohort. I believe everyone was at this table when I made the announcement
145before, but I wanted to make sure that everyone was aware that that was happening and I couldn't remember when I was last here in the transition [snorts] with new people at the table. Success breeds enthusiasm and due to the positive instructional shifts observed across the district, our seventh grade staff has officially expressed interest in piloting the EL education framework to some degree next school year. um beginning a cohesive teacher-led vertical um on-ramp to a K8 cohesive curriculum. EEL education reminds us that school should cultivate not just smart students but great citizens by focusing on the process of implementation, giving our teachers the space to collaborate, experiment, and refine their instructional delivery. We're building a sustainable system that matches our community's highest expectations. We have localized proof of concept in our classrooms right now that 80%
146or more of our students can reach these high benchmarks. Our work in year two and year three for two of our grades is to scale that internal excellence across all of our classrooms. So, thank you again for having me back. You have any questions for me? You referenced 61% a lot. What's the why? >> 61% is the NWA established benchmark that we have adopted. The 50th percentile will um grow students one year. They're with us for one year. So if we only grow them 50% the gap stays the same. If we grow them less than 50% it widens. And if we grow them more it starts to narrow. Th this presentation wasn't in our board notes. Can we get that up? Some >> I can send you my notes for sure. I didn't want to
147put slide after slide of numbers up because I think we lose the human story there and I think there is so much to be proud of with our teachers and our coaches and our administrators. I can't underscore, I know I say it every time I'm here, we have been asked to shift our mental models 180 degrees and there has been sweat and tears. No blood, but sweat and tears for sure. Um, it has been challenging and hard, but you can't argue with our students thriving. >> I'll send you my notes, Nicola. >> That said, if you could also include the tables and numbers, that would be helpful. >> I'll make you some tables and numbers. I would say as a visual person, it's hard for me to follow when you're >> sure you have these
148numbers. I just can't keep track of all. >> Yep. Um they'll be even more impressive when you see them in a chart. >> You're welcome. So I mean I've been along for this ride from the beginning. So, I know that there's been like fits and starts and ups and downs and um it is a different philosophical approach and um I just am so heartened to see that we're adjusting in a way that both kids and staff are thriving and and growing and that we have um you know, we persevered and had patience and um humility along the way and adjusted and um we'll continue, you know, I have faith that we'll continue to um pivot as necessary in different ways, but um it's really great to see that um we're making the the inroads that
149we hoped. >> Absolutely. >> So, and uh >> thank you. >> I know it's been a heavy lift at at Milladriscoll and Cider Mill and the younger schools and just um getting everybody to to a place that we can all kind of learn and grow together. So, it's fantastic to see. >> It has been fantastic to be to learn alongside all of our colleagues when we're all in different places. It's been a journey for sure. >> Yeah. Do we have all all the resources that you need? Um, I was on a a military school called PTA meeting and I think one of the I can't remember who it was and whether it was an interventionist was wanting a PTA grant for for some um resources. I it was some interventionist or special ed teacher and
150I so I was just wondering if there were gaps in the resources. I budget for tier one and the story that I told you today was a story of tier one. Um but I will definitely look into that and make sure that um people have what they need. We just did some weeding of the garden as we look to shift from balanced literacy interventions to structured literacy interventions because we need to be speaking the same cohesive language when we're working with learners. Any other questions for Karen? I promise you I will email you by the end of the day your your data charts and your >> and we'll you know for people [clears throat] out there listening we'll make sure they get posted in a minute um you got it. >> Thank you everybody. >>
151Thank you. >> Sorry I know we're running late tonight. >> Yeah I'd expected to run late. >> I just want to you know acknowledge the rest. >> Okay. Um um next up is an update from you on the Genesis lease. >> Yeah. So I'd hoped to have a lease document tonight to uh walk through with you. I don't have that. We're down to the last detail that we're back and forth between um our attorneys and their so um just an update. We are looking to occupy a space over down to 787 Danbury Road. Um that is progressing. There are kind of you know two major processes we had to work through. one was coming to terms with the lease and then the second was uh working with the town on getting the zoning variance and
152then um you know just getting that the so um the variance has been approved by P&Z as of a month or so ago and they're in a couple of last stages to that process and then you know the next step is to work with the town just to make sure that um they can verify all of the life safety things that are in the space are in the space which we're not worried about. So, it'll just be a question of finalizing those pieces. Um, so I think when next we meet, I'll actually have the I can share with all of you. >> And it's still set for September to be ready to go. >> Yeah. Yeah. I think, you know, we're definitely kind of closing in. Um, you know, we've been had a lot quite
153a bit of back and forth with the U property manager. Um, you know, he's wanting to make sure that, you know, on his side they have enough time to um there's not much interior work that needs to be done. The space, a couple walls need to be removed. couple others need to be taken down, but you know, they want to be able to honor their commitment as you know, we need them to honor their commitment. And so, it's just, you know, the >> guess it's really August. >> Yeah, there's been there's been a you know, I think more back and forth um and some time delays, you know, with the the just coming to terms on the lease, but I think we're, you know, still in the zone of ready to go and there's a
154delay. Um, you know, we're we're always flexible in all things and so we'll manage it should we need to. What is the date that you need to have things finalized in order to get your tenant improvements done? >> So, we're hoping to have a lease agreement by between tomorrow or Monday, Tuesday of next week. And so, we just again we're down to one final detail that we just need to >> agree. Okay. But is there any cushion beyond that if it doesn't kick out? >> Well, I think, you know, again, it's it's um what's the perception? What's the reality? You know, I don't know from the property manager that, you know, they've got a hard and fast timeline. You know, I think he's projecting that They maybe may need some time. >> So, >> and
155is he absorbing the the tenant improvements or is that something that comes out of your budget? >> No, the um all of the the changes are on their time. >> Okay. >> Yeah. And then again, there's not many, but it's just it's you know, some cosmetic work and then um the floor plan, you know, some minor alterations. [cough] >> Any other questions for Kenneth on the Genesis lease? >> Um facilities work. I see Jose with us tonight. >> Ask Jose to come forward. We have some major projects uh kicking off in just a couple of weeks and so um Jose, thanks for hanging in there. >> Sorry. >> Well, thank you all for having me. Um just want to provide a update of potential work that's taking place this summer in our district. Uh to
156start us start us off at Miller Driscoll. I want to thank the PTA for their generous donation. We're going to be putting a uh shade structure in the preschool area, which is very nice. Um we're going to be issuing the PO within the next day or so so that we could get the uh equipment ordered. Um in talking with uh Kathy, um a bunch of students were making recommendations that we should put water fountains out in the playground area. So, we're going to go ahead and and get that done this summer. That's going to be on the exterior of the building uh at the main playground area. So, we got that in the works. I just have to pull the permit and that'll be done before school starts. So, we're excited about that and we
157want to make sure that the students are are getting what they want. So, um >> you're turning the water off in the cold. >> You want no outside water frozen. >> Yeah. So, we we're working that out now and we're working through the building officials, but it it'll get done. So, we're excited about that. Um [snorts] at Cider Mill, um I'm working with uh Janine on uh painting some corridors over at Cider Mill School. Last year, we did the Canondale area. We're going to locate another area that we want to take care of. So, I'm working on that. I'm doing an RFP to get that done. So, this summer that'll take place. That includes painting the walls, door frames, uh ceilings just to sprucing up the the space. All the classrooms are already done. So,
158we just want to focus on the uh the common areas. Uh Middlebrook is where we're going to be spending quite a bit of our time uh this summer. Um the six and seven green was painted, the flooring was done. Um, we're going to finish up that project this summer by replacing all the ceiling tiles, putting new LED lights, new uh exit signs, and then emergency lighting in that space. Um, that's for 67 Green. Um, we also have an asbestous abatement project that we're working on now that will be put in front of the board of selectmen on their agenda on the 15th. Um, that's going to take care of the remaining uh parts of the building that have carpet, the historic part of the building where you come in, the corridors. Um, we're going to
159also address the corridor going by the uh gymnasium. Um, there's going to be the cafeteria getting done, the back side of the cafeteria, and then the corridor going up to the auditorium. That's all going to be abaded and put uh down new LBT flooring. Um, we're also going to address the eight green classrooms. Those are all going to be replaced as well. And then we have a plan for next year to finish up the remaining building. So, um, we're in the process of doing that. That's a little over $580,000 that we're going to present. and um we feel we could get it done. Um we want to take advantage of our summers and try to get as much work done as possible. So um and there's also at Middbrook um we're going to be taking
160the gym offline. We're going to re uh refurbish the the entire gym floor uh sand it down. We have professionals coming out to do that. So that's going to be a nice addition there. Um, uh, we we're I haven't committed to it yet, but I would like to try to get the cafeteria section done as well, the ceiling tiles and lights and the exit signs. Um, I just have to see and gauge where my my guys are. I don't want to give them more than they could handle, and I don't want to set them up for failure, but they're telling me that they could get it done, but again, I'm trying to proceed cautiously, but uh, if we do, it'll be an additional perk to to try to get done. So, I'm working on that
161with Jeff Partardo now to try to see if we could get the funds available, which we already have. It's just getting it approved. Um, at the high school, um, we're going to be renovating the second floor newing, uh, restrooms. Um, those are definitely need to be done. Um, so I'm doing an RFP on that to try to see where that number comes in at. I think the number I have is it's a good number that I put in the budget. Uh, but I would like to continue to do that as we uh, you know, transition and finishing up Middlebrook and then get to the high school which is a couple years out. But we definitely need to, you know, put some money into that school. And that's something I want to start off is by
162addressing those restrooms. Those are heavily used by our athletic the the weight room. So, um, we want to address that. Um, and then at the Genesis program, as soon as that, uh, contract is signed, we want to install cameras. we have to do a badge access system which our electrician Lou is going to take care of that as soon as school gets out um or um so he's already got that uh lined up um I don't think there's really much else that we have to do like Dr. Smith said the the contractors or the the uh company that's in charge there is going to be removing walls. So, it's very minimal, but once they get it done, we'll get in there and [clears throat] have it ready. So, um they're ready for that. Um districtwide,
163um something that we want to address is all our parking lots. We need to repaint all our parking lots. We're going to do that internally. Um I sent our machine out to get service, so we're ready to to tackle that project. So there'll be emails going out to each principal to kind of block off certain parts of the parking lot so that we could get that done. It just it's very cost effective for us to do it. It just costs too much money to get it outsourced and we could use that money elsewhere. Um just to give you an update. Um we have this fiber optic project that we're working on. Um we're probably 70% done. Um there was a lot of hiccups that we ran into, but we overcome them and we figured it
164out. We uh reconnected some conduit across from town hall that was uh damaged. Um and thankfully, you know, for the with the support of the town, they've been very very helpful, especially the highway department. Um just today, they just finished up running the trench from Cider Mill to the stadium. Uh the conduits in, they'll be finishing that up tomorrow. Um I would say probably in another week or two, we should have all the fiber installed and then they should be doing testing. And I'm working with Derek, our IT director, on making sure that connection is done. So, we're definitely going to meet the uh the deadline of June 30th. Um and the project's going actually smooth out. In the beginning, it was it was a little a little bumpy, but we got it done. We're
165getting it done. So, um >> can I ask you one question on on that conduit? You got the trench in place. I know your our parks and rec director was wondering whether there's we're getting double duty out of that trench or no like >> Yeah, we are. So, so I just couldn't wait for the parks and wreck to to put the lights in there. So, we we added an additional conduit there. >> Yeah. So there's double there. And then we're going to be we're already issued the PO for the four light fixtures that going to go out there. So that's all in the works. As soon as the school system is done or or the the school year is done, our electrician is going to go out there and wire everything up. So and again
166working with the town. They're going to help us deal the u the footings. So we got everything on everything's already ordered. We're just waiting to to execute it. So that's going to be nice. And we're going to tie into the uh concession stand there. they have enough power for us to to energize the uh the fixtures there. So, um that's pretty much it. I mean, on top of the regular work that the custodians do, there's a lot >> just [laughter] so do you want to just comment because we've got that, you know, that Jet Part is facilitating the roof placement here and the Chile project. >> So, um thank you for for reminding me of that. So, the LC um is taking place this summer. the roof, the skylights, uh that's going to take effect
167uh on the 23rd. Um which a portion of our central office parking lot, which I will be emailing Dr. Smith and everyone who parks there will be offline because that's going to be the staging area to have their equipment, the crane. So Jeff and them will be handling that. Um, and then also at Cider Mill this summer, they're going to be replacing the insulation in the corridor that runs from the main office down to the back side of uh the cafeteria along where Comtock is over to the left because that uh insulation there needs to be replaced. And then over the end of the spring, this upcoming spring, um they're going to take the actual chiller that's in the back of the building offline, demo it, and then the new chiller will arrive during the
168fall. That will get connected, and then it'll be up and running by the time spring comes, uh the the the following year. So, there's a lot of work that's getting done, but um again, we're we're having meetings with contractors now weekly just to kind of make sure that, you know, the equipment is ordered, uh what the lead times are. That's one of the biggest challenges we have cuz we were trying to push to get it done over the summertime, but we just couldn't run the risk of that chiller not being up and ready to run. How would you >> cool a entire building? So, we decided to defer it and then get it up and running during the winter time and then test it out and have it ready to go in the springtime. So,
169those are projects that we're working on now. There's RFPs that are going to go out for the LLC roof that we're working on now for next year um to replace uh two rooftop units up there and then the entire roof above the LLC. So, there's a lot that's happening in the in the next couple years, which is good. Um but uh we got to just continue to keep going. So, yep. Any questions? >> No. >> Thank you. >> You're welcome. And there's copies of this. I left with Lucio if you would like to have a copy. >> Thank you. Thank you all just for your, you know, all your guys. Your hard work and, you know, um, what was done at Middlebrook so far has been amazing and I can't wait to, you know, see
170it continue and just the coordination and the management um, has been really excellent. So, um, as you know, we make our way through the buildings and the the laundry list that needs to get done, just really, um, thank you to you and your and your crew because you're making it a more pleasant experience. >> Jose's been terrific, you know, in terms of really managing a lot of, um, discreet details and fluid timelines. Um, he's doing that very effectively and pushing these projects forward assertively. um which is that's you know taken some work as well but he also is working very cost-effectively and so in hiring you've heard the story here around the budget table >> you we've hired some staff who are very capable and so um we have been able to um save a
171lot of money using our staff to do um quite a bit of the that's a real benefit to the town that we should repeat often. Yeah, >> that's repeating it right now. [laughter] >> I'm excited. I'm excited for when school starts uh at Middle Brook just to be there on the first day so we can see all the students when they walk in and see all that carpet removed and it's going to be pretty awesome. >> Yeah. No, it'll be great. >> Um so, thank you all. Thank you very much. >> I'll let my team know. >> Yes. Much appreciated. >> Thank you. >> And then draft 2728 calendar. Okay. So, um for your review on the agenda and um when next week I'll have this on for discuss and approve. It's the first draft
172of the 2728 calendar. Um you'll see the start and end dates are similar to where they've been in recent years. Uh the calendar very closely mirrors the 26 27 calendar. The only change I'm going to make going forward is to plug in the date for graduation. And so I'll add that to the calendar. Um, as I've shared with you in the past, we've changed our practice um when the law changed. And so we are um recommending the graduation date be adopted sooner before there are any interruptions um to the or changes to the calendar because of weather or what have you. So with uh current law, if we have an established graduation date that's on the calendar as long as it's not prior to the first 180 days of school, then that day can stand
173regardless of what happens with weather or other interruptions to the school year. So um just another benefit to the community and families. We try to publish that date earlier, but I think adding it to the calendar going forward um will just be part of our new routine. >> So >> any questions on that? Similar going back to I hope I spend time on recommendations. Um just going back to Laya's Terry um with some of the um you know just recent changes with um our healthcare costs. Um we need a little bit more time and so um I'm thinking by mid July as Lion earlier um we'll have a recommendation. we're not anticipating a lot of unexpended funds. Um, and so we'll have a articulated recommendation later this summer. >> And and what we you know
174what I would recommend is we do have the ability um now to um to have the unexpended funds put into the separate account instead of returning it to the town so that we have that money for future use for educational purposes. Um I have been in communication with Don Sabo on the town side because that fund needs to be set up officially. Um so we are working on that so that any unexpended funds that we have my recommendation would be that we put in that. Um but I'll have a better number for you once we get a little further along. >> Great. Thank you. >> Moving. Any questions on unexpended funds? >> Um, open choice enrollment recommendation. >> Great. So, I'm asking the board for a motion to approve my recommendation to open a maximum
175of three kindergarten seats to minor walk students that participate in project open choice. Um, you saw in the uh briefing summary um our first three years of participation in the open choice program have been successful. Uh we currently enroll 12 open choice students. We anticipate they'll all return. Um next year we'll have one student in grade four, three in grade three, five in grade two, and then three in grade one. All of them seem to be doing very well. Um the the cost of adding additional students is marginal. Um we don't absorb the full per cost when we take these students on. Um, the Connecticut State Department of Education provides a grant of $3,000 per open choice student. In fiscal 26, we receive $30,146 plus an additional $2,146 um as a bonus for students that
176enroll um 10 or more students um in a district. Um transportation is provided at no cost to the district. um the risk um in our case CES um is responsible for transportation um and then there's a separate provision that should um one of the open choice students require special [snorts] education services that's really incumbent upon the sending district and so um we absorb up to the um grant amount that we're provided per student. So in this case it's $3,000 and then it's up to the sending student um to absorb the additional cost. So, the last piece, and um this is one that I've been looking at for some time, we need to continue to monitor enrollment. I shared with you where we are in terms of um what we're anticipating versus um where we are
177in terms of current registration and then what that's looked like historically. Um my best guess today is that we are going to be underenrolled per the projection from um our demographer back in the fall um by somewhere you know between I don't know 12 and 20 students give or take. And so, um, I just modeled out simply, um, based on those projections and what we're anticipating, um, average class sizes if we ran 14 sections, which we have this year, and if we ran 13 sections, um, both of those averages include, um, three open choice students, and they're well within our range. And so, I don't have concerns um, about adding open choice students based on enrollment registration, even if we um, collapse a section. also include for you for those of you um that weren't
178on the board in 23 when the board um approved the um the initial participation in open choice just so you have the history so you know that memo is there attached to the agenda um so you can see a bit of the you know Wilton's long history um you know participating in um I think the project concern way back in the day you know kind of where we are with the future Any um questions um for Kevin on his um request? Um is there a motion to approve the superintendent's recommendation to open a maximum of three kindergarten seats to Norwick students participating in project open choice? Sorry, I just said one quick question. Yeah, >> I'm just trying to make sense of the numbers here. Like um >> you're saying 258 is your projection for
179next year? >> 258 was the projection from M&P >> if you current and estimated. So my estimate based on registration, I think we're going to land around 245. >> So would you actually expecting we're going to decline it next year? >> I do. I think we're going to be under under >> under >> the um under project. Yeah. Under the projection. Correct. >> Yeah. And so, you know, we historically take about um 20 new registrations on average over the summertime. And so we're um I didn't look at the numbers today, but you know, I think we're tracking for around 245. I don't know if you feel >> 233, right? >> 233. >> Okay. Yeah. So, you know, so then we can do >> I was counting but yes [laughter] >> 36 >> and then you
180you said something about uh consolidating a section down >> we haven't made a decision yet whether or not so there's an opportunity if we need to if we want to from budget savings or to um because it but um that's something you know Kathy and I started to talk about >> whether you run like 13 or 14. >> And so, you know, we're we've got some shifting, you know, with staffing right now. And so, we're going to continue to watch for a little bit and then we'll make a decision about whether sections or 13 section. >> Then this shows average class sizes of like 18 to 19. Is that the size you aim for? Do you aim for less? >> It's it's a range, right? It's a range. And so, yeah. So, I would say
181anywhere from 17 to 19 is is what we aim for generally speaking. >> Got it. I guess the reason I ask is like if this is it sounds like you're you said you're 233 today. >> You're saying at 245 you'd be at 18.8, right? If you add two to that three to that you start to like trip into that 19 >> 245 assumes. >> Oh, and the 233 assumes that the three includes the three right now. >> Okay. So you're sitting at you're sitting at 230 today. >> Got it. >> Good. Any other questions? >> Um I'll just repeat the request for um is there a motion to approve the superintendent's recommendation to open a maximum of three kindergarten seats to Norwok students participating in project open choice? >> So moved. >> Thank you, Nicola.
182Um is there a second? >> Second. Thank you, Lori. Any questions or discussion? Um, all in favor? >> I motion carries unanimously. Thank you. >> Okay. Um, policy and regulation 5118, attendance of non-resident students. And this is our um our second read where um the change um we discussed and um show here is to um return to our prior 2017 policy where um employees who wish to enroll their children no longer pay tuition. There are any um questions or discussion on policy 5118? Is there a motion to approve policy 5118 attendance of non- studentents residents non-resident students as uh proposed? >> Is there a motion? Does anyone want to make a motion? >> I'll make >> I'm not going to make a motion. >> Oh, okay. >> I'll make a motion. >> Okay, Nicholas. Okay.
183Is there any uh questions or discussion there? Second. >> Thank you. I was going to ask you a second. >> What is there a second? >> I'll second. >> Um Lori second. >> You're allowed to. >> No. Well, technically I >> You're um all in favor? >> I >> Any opposed? Any abstain? Mark abstains. Um, policy 4132, professional publications and presentation by staffs. [snorts] Um, this is also um a second read. Um, I feel like my I think the document is missing. >> It's missing a paragraph. >> Is it missing a paragraph? >> You lost something coming over. >> Um why don't we just table? >> Let's table that till we get >> Okay. Um and then >> next >> yes the T bell is next. The proposed revisions to the teacher evaluation and support
184plan. >> Sure. So um our professional evaluation and learning committee um has come to consensus on some minor changes to the teacher evaluation plan and I gave you a memo about that. Uh the first one is to just specify the tools that we're using to measure student growth and then the second one is to offer an option for our tenure teachers as part of their um observation process. So, every four years we do what's known as an in-depth evaluation of our tenure teachers. Um, historically that has occurred during a two-week period of time. Um, that involves uh one formal and two informal observations. Um, this new option would be to have informal observations every month um with immediate in-person feedback. um we've been piloting it and uh received some very positive feedback. And so it's
185not that we're getting rid of the other, it's just that there's going to be two options that the teacher and his or her evaluator can discuss in terms of what would meet their needs best. Um there is a process here where the appeal committee has to agree to the changes. I have to bring it to you, you have to agree to it, then I have to submit it to the state and they have to agree to it. So, there's kind of a timeline here. Um, and I I would need to submit it over the summer so that it's ready to go in September. >> And this has been approved by the appeal committee and >> we came to consensus. >> Yes, you came to consensus. There any um questions for um Chuck on the teacher
186evaluation and support plan? Um I will make a motion to [laughter] >> smaller. Yes. >> I'll make a motion um to approve the teacher and teacher evaluation and support plan as um with the proposed revisions as articulated on June 4th, 2026. Is there a second? Second. Thank you, Nicola. Any questions or discussion? All in favor? >> I. Any um opposed? Any abstensions? Mark is abstaining. And I'd like to um bring forth a proposal and a motion to um cancel our summer meetings of July 9th, 23, and August 6. Um is there a second? >> I'll second that. Thank you, Lori. Any questions or discussion? >> I have a question about do we need to if there's any money left over, do we need to vote on that? >> Yeah, I'm going to have you vote.
187So, we'll we'll schedule a special meeting. >> It would be a special meeting. >> All right. Okay. And also just the way the policy works with the unexpended funds is you can put it in the account and it can just be held there and we can vote to um expend it at any point in time. So, um yes, >> just so just means there will be another meeting two weeks from tonight. Yeah, which I'm going to recommend we modify also because Soaring Head is at I think it starts at 6:30. >> Yeah. So, >> but we can we'll figure out that >> we pick up again August 20th. Does that correct? >> Yes. Yes. >> Um in honor of the World Cup, >> but what? [laughter] >> All in favor? >> Oh, I motion carries
188unanimously. Um, comments from the public. Any [snorts] online? [clears throat] Anyone still awake? [laughter] There are no just um um future businesses. Um we still have um a meeting on the books for um next week, the 18th, which we will um look for communication on modifying that. um to accommodate soaring ahead and then um we will see each other again on August um 20th and also the enrollment report is attached to the documents tonight. Uh meeting adjourned at 9:15.