001Somebody else. Matthew something, right? >> Say yes. motion carries um unanimously. Um comments from the public. Um the board has set aside with any specific questions or comments. Are there any comments from the public? See come up online. Thank you. Um, consent agenda. On the consent agenda tonight is the minutes from the October 23rd, 2025 meeting. Um, is there a motion to approve the consent agenda? Motion. >> Thank you, Nicola. Is there a second? Thank you, Lori. Any questions or comments? Discussion. All in favor? Motion carries uh unanimously. um board chairs report. I just um briefly want to give um a board congratulations to um the Wilton High School marching band. Um they are the 2025 Connecticut class 3 state champions. Um they earned an outstanding score of 91.8 which was the highest score in
002a CLA a class this year. and they are also um earned the major caption awards for best percussion, best music, and best overall effect. >> So, congratulations to the entire Wilton marching band community. Um from Mr. Williams all the way down to every single marcher and parent who helps coordinate all those merchers. So, thank you. Um, and I'd also just want to um give a little recognition and um I guess plug for the Wilton High School Theater that's presenting um Shakespeare and Love. Um it'll be staged at the Little Theater over here um with performances this Friday at 7:00. Uh Saturday again at 1 and 7 and then Sunday again at 1 um p.m. So if you're looking for a little theater experience this weekend, that's the place to go. >> Great. Thank you. >>
003Since Mr. Russian's with us, um I just thought I'd share a brief letter I received this week from the CIA. Um the CIA ice hockey committee has officially commended the Wilton High School ice hockey team for not receiving any major and/or misconduct penalties during the 2425 season. Wow. This demonstration of fine sportsmanship reflects positively on the school administration as well as the coaches and athletes. It absolutely does. The measures you have taken to promote penalty-free competition among your players have contributed greatly toward improving the image of Connecticut high school ice hockey. Please share this letter of commendation with your hockey coaches, team members, parents, and the school community. Good work. >> Congratulations. That's all I got. Fantastic. Um so first up is the um Wilton High School fall athletics recap and volleyball proposal. Mr. Rush,
004come on down. Welcome. >> Thank you guys. >> Our first time seeing you this year. >> Yes, it is. Great to be here. >> Yes. Yes. Yes. Yes. Uh well, just to piggyback on the uh the sportsmanship, um I wanted to share with the board and everyone here tonight uh and the community that uh for the third year in a row, we've uh received as an athletic department the Fred Balsamo sportsmanship award. going on the hockey uh with all the work with our students, our coaches, our community um you know and really setting the standard of sportsmanship. So, just wanted to share that with you all tonight. So, congratulations to everyone. Um as far as the updates uh for fall sports, um busy week this week uh for fall athletics. Um so, just talking about
005some teams. Um our our field hockey team uh won the first round of the CIC class tournament. Um they hosted two home games for being a very high seed. So they'll play tomorrow at three o'clock verse um that R team up the road. Um and uh then then we'll follow that with uh a high school football game. Uh the football team is currently 7-0 um striving to go 8-0 this week. Um, our boys soccer qualified for the state tournament uh for the first time since um 2021 and uh also had their first win in the state tournament since 2019. Uh they eventually lost in the second round u but kudos to them. Um we have our d our swim and dive team um heading to um this the state trials uh tomorrow going to Yale
006uh and then they'll compete um on Saturday as well uh which is fantastic. Um, so a lot of great things going on. Um, you know, our our cross country team, our girls qualified for the state opens. Uh, seven of our girls, um, competed. Uh, no one met the threshold, the top 25, but, uh, Jenna Manuso was the 46th best female runner out of over 200 female runners, uh, which was fantastic. So, uh, really excited for for them, you know, going into indoor track where they'll continue. Um, and then just a couple big highlights of upcoming things that we have. Um, we've invited, uh, an ex Army coach, uh, Brian Riley to speak to all of the leaders at Woolen High School. So, not only just the captains, but the FAP leaders, the National Honor Society,
007um, anyone that's in a leadership role. Um, we we've invited our link leaders, hope squad, um, student government. So, the list goes on. so worked with um clubs and activities uh any administrators or teachers that are involved and and kind of share that word. So that's on the 10th uh that's going to be held in the Cloon. Uh we're looking forward to that. Uh and we're also on the 20th of November uh inviting uh someone to speak to our families and students on roadmap to recruiting. So to go through the um college process as it's ever changing the landscape. Uh so just to give them some information on you know how to navigate, what to do, how to contact coaches, how to create highlight videos, uh what camps they need to go to, what they
008don't need to go to, which one's a money grab, what's not. So um really good in informative session um to be able to provide our families. Uh so looking forward to that. Um I didn't get a chance to talk with you guys, but I'm sure you saw that we hosted and brought back the Hall of Fame, which was now crazy a month ago. Uh it was an unbelievable event. Over 200 people um really rejuvenated um you know the athletics and if you haven't been down to the fieldhouse, go check it out. Um the the new Hall of Fame wall and what's going on down there. So um I'm I'm still recuperating from from that. So uh we we'll hopefully have another one uh next year. We're meeting as a committee in December. Um be talking
009about next steps. So all great update there. Um really exciting fall. Um and it's not over yet. So come out tomorrow, watch some girls field hockey followed by some football and uh be part of all the energy. So we welcome everyone. So thank you for that. >> Thank you. >> Now on to uh an exciting topic um which is a proposal to elevate boys volleyball. Um and I have a lot of our families and some of our athletes back behind me here uh holding up some signage. Um >> they're doing it pretty good, too. >> Yeah. So, I mean, you know, this was part of my 5-year plan when I when I first came here. That was something that I recognized right away. Um, you know, that Wilton didn't have um all of the FCA
010and CIC sanctioned sports, including boys volleyball. Um, you know, so we worked really closely and and I know Jay Moon's not here, but his wife's here um to represent um but really, you know, wanted to know how does it get done? How can we do it? You know, was really the the force behind it. I mean, as far as the community goes, uh, so we were able to rally the troops, sort of, you know, went through, as the board says, started as a club, um, you know, competed as a JV, uh, for the last two seasons, and, um, last year the team went 10-0, uh, amongst all FCA schools at the JV level. Um, so, you know, Jay and I and coach Branza sat down at the end of last season and just said, you
011know, what do we need to do to become a varsity sport? You know, we know we have to wait sort of three years before making the pitch. Um, and I said, "Well, we can go with an FCX schedule. You know, here here's sort of the funds, but you know, you guys got to fund it." So, um, you know, Jay rallied our our families. And, um, we really thought the next best thing for our families after competing at such a high level at the JV level was to compete in the FCA, uh, as a varsity program. Uh, so we will be officially unofficially a a varsity sport this season going into the spring of 2026, fully funded by um our generous families and and booster club 50C3. Um, we'll compete in a league schedule which is
01215 games. Um, a full volleyball schedule would be 20. You'd get five non-league games, but um, we're not going to do that. We're just going to compete within the FCI as far as travel and and expenses. Um and you know then hopefully you know we have another year of data to support um you know this this great opportunity that we can provide um you know more Wilton student athletes. So um we got a lot of momentum. Um they're they're super successful although that's not the reason um that we're here but it's always nice and the cherry on top. Um so just really excited to be making that push as we enter the budget season. you know, I will be formally um requesting that as on my budget line item. >> And how many boys participate?
013>> We're at 14. >> And so it's 14. And so in the spring, you're running a JB team and a varsity team or just varsity. >> So just a varsity team. >> Just the varsity. >> Just Yeah, we'll just be competing varsity. You know, when you go and travel, typically like if a team has multiple teams, you play a JV and a varsity. So, if we're there and they have a JB team and some of our kids want to play, we'll figure that piece out because we're already there. It's not going to be an extra expense. So, >> Bobby, for the um budget proposal, >> sure. >> You're um you know, anticipating varsity and subvarsity coaches. So, if that's the case, how what would be the anticipated maximum participation across all levels for 27? So,
014we would we would well first we'll see what what comes out this spring, right? But, um, you know, we would probably need around 25 athletes to compete at both. So, if we don't get there, we would be a varsity program and then maybe we come back in a in a year or two after that to see how it goes. But, I think um, you know, want to just kind of lay it out there, right? Using the girls volleyball as as a reference point. Um, but I think elevating us to varsity status where kids can become all league and all state, uh, potentially compete for a state championship, I think will only elevate the participation. And we've been doing a lot of work with Middlebrook and and trying to get the word out there. They had
015sort of a a Middlebrook night where they just had an open gym and and kids competed for, I think, you know, nothing and um, our coaches went and and the boys went. So, um I think elevating it is going to really kind of push the needle there in terms of participation and numbers. So, I just wanted us to be prepared of what that could be. >> Sure. >> Yeah. Well, I think um congratulations though to the families and to you all for like following the steps and and doing the work and um you know, fundraising is not easy. So putting that together um we really um appreciate you know the partnership and the commitment as uh we roll through you know making choices and priorities um this winter. >> Yeah that's pretty fantastic to know
016at JV level so that's and I know the girls program has been a tremendous success. >> Absolutely. >> Any um questions for Bobby? >> No. Great. >> Thank you. Um and I love the leadership. I would love to hear more about it. I know that we've had um kids at the table >> talking about it in the past, but I think it's great that we've opened it up cuz it's, you know, especially with the um portrait of a graduate leadership is is across the board, not just on um on the field, but also then translates into um the classroom and clubs and activities and academic pursuits like, you know, debate and chess and things like that, too. how kids work together and lead each other to be better. So that's fantastic. >> Same message across
017the board. So we're still doing our advisory, you know, on the athletic side and the the FCA branched out and instead of one meeting before the school, uh we're doing three seasonal meetings. So we to go into the Norwok Legion. Um and um you know I've made it a goal for all my coaches to announce captains by the end of um you know June or July for the previous year because we're going to do a full day August retreat on leadership um here at the high school. So >> that's fantastic. >> Yeah. >> I would just offer just one more note about volleyball if you don't mind. Sure. Um, so for the all the years that I've been here, you know, periodically, not not annually, but periodically, different people would come forward uh to propose
018a new varsity sport. And um this would be the first one that, you know, we've established um in in large part because of the process that um Bobby and these families have followed, the fact that it has come together so rapidly and we're talking inside of two seasons, which is pretty remarkable. Um, one of the reasons so many of our other established sports are um, so successful is because there is a parent human infrastructure behind them, behind the kids, behind the coaches ensuring that things work. And so even just in the room tonight, seeing, you know, so many um, families and kids here um, you know, there's a clear show of support and I just think that bodess very very well. So I want to also on that having an organizational process, having good communication,
019saying yes and finding a way to establish this as a club sport. We have other sports that operate as um clubs as well. And so um I I just, you know, kind of sit back and I'm excited for the opportunity for our kids. So So thank you all for um having such a strong hand and pulling this together in a way that um I think will not be hard to support. >> Yes. >> Thank you. >> Well said. Thank you. >> All right. Thank you guys. Appreciate it. >> Thank you. >> Your signs are all ready to go. >> So for the for the folks in the room, I know some the staff needs to be here, but um nobody else needs to be here unless you want to be. You're welcome to stay. Um
020that's there's not going to be any action on this tonight. That's, you know, going to be part of the budget proposal. And so the financial January Thanks for coming everybody. Thank you guys for coming. >> Okay. Um so um we have um next up our budget assumptions and goals. >> Great. So we shared these with you when last we met. Um I did not receive questions from folks. Um I walked board members through um what those assumptions were two weeks ago and so um if people are comfortable with what they've seen I would ask for a motion to adopt them and um as they do annual these become one of the foundational components as we're putting together for the coming school year. um any um questions or discussion on um the budget goals and assumptions
021and I think it's um testament to a process that's um served us well over the last um couple of years and um you've laid them out I think um well for all of us and for the community to be able to follow as uh we move into can't believe it's already November and um you know movements towards um guidance and setting goals and priorities. So is there a motion then to approve the budget goals and assumptions for fiscal year 2027 as laid out in the discussion draft. >> Pam, thank you. Is there a second? >> Second. >> Thank you, Heather. All in favor? I >> I motion carries unanimously. Um go forth and budget. >> Uh I'd like to um invite up to the table then um or wherever you would prefer to sit. We
022have a slew of 6141 sitting. Yeah. Come on up. >> Um sitting in front of us. So um >> I think Bob said first. Trudy. Do you want to go? >> Yeah. Chuck asked if Judy can go first. So, >> Oh, okay. We're changing them up. Sure. >> So, we have five 6141s for you tonight. Four new course proposals from the high school. Judy is um kind of codifying K to8 program now that we fully implemented the program. So, we do that first and then move on to the next group. >> I think that makes sense. Thank you. >> That way we don't take a step. Chronologically, we're good. >> Yes. Anyway, good evening. Thank you. Um, as Chuck said, this is about the 6141 really is an update on our K8 math program. Um,
023and all the work we've done since the 20208 curriculum review and the recommendations from the 2024 curriculum review. Kind of I'm I'm going to do a brief summary. If you guys have questions, let me know. But I'll just kind of hit the high points if that's okay. Um the re we as a committee recommended revisions to the math program philosophy to explicitly incorporate uh vision of a learner domains. Um we made a commitment to providing access to grade level math content to all students. Um we articulated learning expectations for students by grade. Um, we recommended program resources in the name of illustrative math K8 and now one at the middle school and we made a commitment to engaging in highquality instruction in every math classroom. Now, some of these recommendations have been adopted and implemented
024while others are represent continuing work. Um, specifically I want to mention two things that kind of came out of the curriculum review. Um and it represents a commitment to math fact fluency. Um we've adopted and are using a practice platform for math facts from first grade really second half of first grade through grade 5. Um that covers addition, subtraction, multiplication and division. And that's math fact lab that's fully implemented in grades one through five and is being used. The other thing represents an adoption of best practice. One of the things that we saw was exceptionally successful at Middlebrook was the use of spiral review, which is kind of a weekly review, giving students an opportunity to revisit things they've already learned to practice learning that might be a little bit shaky and helps teachers identify
025where students need support. We now have spiral reviews in every classroom, grades 3 through 8, and are looking at ways to incorporate it all the way through high school. Um, we believe mathematics is one of the significant gatekeepers of success in modern society. Um, and a well-designed, well-implemented math program enables students to use math to think crit critically analyze a range of situations quantitatively and to make decisions based on thoughtful analysis in both their personal and professional lives. And all of that is entirely consistent with our vision of a learner. Um the focus of the math public schools math curriculum is on the major work of the grade. Um which enables students to build a foundation based on initially on place value, number sense, and fact fluency. And then later at the secondary level, math
026courses are structured to ensure students have the necessary prerequisite foundational learning to succeed in any of the post-secary opportunities they may choose to pursue. A summary of the major work of the grades and the focus of each of the math courses by grade level is included in the presentation. Um talking about instruction, our instructional approach is based on the accelerating learning framework which you've been hearing about since the pandemic. Um this framework weaves together a focused on priority content, rigorous tasks and responsive teaching and it's based on the belief that every student is a capable math learner. Um, our instruction is provided using a consistent student centered framework for learning throughout the year. And this approach allows students to grapple with math while their teachers provide students with rich tasks and facilitate student exploration. Um,
027and then at the end of it all, teachers synthesize the learning. We'll talk a little bit later about what that is and what it isn't. Um we often get questions. Um I wanted to the impact data I included you've already seen um was the achievement data. If you can step back and take a look at it, there's been a very consistent march towards everinccreasing levels of achievement. It's something to be proud of and we're thrilled about, but we're not done. Um, but that that's the greatest impact. I can honestly say that in terms of the resources that we're using, I've I the teachers are amazing. They're the ones implementing it, but they're also grateful to have such a high quality resource. Um, and that's that's important. Um, we have materials costs. Oh, yes, it's budget
028time. Sorry. The good news is costs really aren't going to increase this year. Um, we made the decision last year to use the most recent version of Illustrative Math known as IM3. We felt that was, you know, the most updated version. There there were a lot of improvements, things like um section checkpoints in the middle school program. um they tidied up, cleaned up um some of the elementary materials and we've also we chose to go with the digital platform. That doesn't mean kids are sitting on computers learning. The digital platform provides access to all the materials. Um and it definitely is an upgrade from the open-source um materials. We have multiple versions of tests and quizzes. We have section checkpoints in terms of formative assessment. We have pre-assessments and exit tickets for every lesson. Um,
029there's also video support for teachers and video support that teachers can use when students are absent. Um, there's also an internal grading system, which we don't use, but is is something to keep in mind. But there's just a lot of enhancements by going with the digital platform. So, if there are any questions, like I said, the good news is costs should remain relatively flat and vary only with enrollment. Kevin's smiling. Thank you. Good. Um, I there's also a line in there where I included some minimal summer work. Um, every year we sort of take a step back and look at how can we refine the work that we've done and improve and um and make it better for students. This year for instance, we use very little um math curriculum time because the elementary schools
030have been digesting the shift in reading and writing. So that as people are available and we have the time, they'll probably be a couple of days for a grade. Um there okay comparative data something that's always good to know is what is everybody else doing? Um, I reached out to our colleagues at CES because I know they've been monitoring who's using which programs and um, districts around the state and specifically Duray use a range of things including illustrative math, math and focus bridges investigations are the most typical ones. Three Duray districts use illustrative math in some way, shape or form. and that includes Weston, Ridgefield, and Wilton. So, we're not the only ones. Um there's also a quick glance at the ratings for illustrative math. Ed reports does rating of um instructional materials in a
031variety of subjects. And they're they rate materials based on focus and coherence, rigor, and mathematical practices and usability. and illustrative math has always scored the highest rating, K5 and 68. Um, I included a little bit of lit review because it really focuses on the area that we get the most questions about and that's instruction. Um, no, our te our children are not teaching themselves. The way we teach is often confused with something called minimally guided instruction that really is students teaching themselves. um we emphasize productive struggle with the teacher bringing the learning together at the end of the lesson for the students. So that is direct instruction. It differs probably certainly differs from how I learned math which was direct instruction up front. You write everything down. We've since learned that's a lot of that's
032mimicking which is not bode well for long-term learning. Um, and I heard a really good kind of synthesis of the of of how we do instruction. If you engage in direct instruction up front, it's abstract for students. When you pull it together at the end, it becomes concrete. And that's what we're our goal in in instruction. Um, we will continue to monitor the program. We do every year and we do within the year three times a year. We'll always look to refine our work, our lessons, and our materials. And um it's an ongoing effort. And um that's it. If you have questions, I'd be happy to answer them. Well, is this I guess someone who um started on the board in 2019 and this curriculum review first started in 2018 and math was and how
033to restructure and fix the math program. I think this is really um a lesson learned in commitment and process and um how the um commitment to restructure and refine ourselves um in math and then also the process of identifying the right resources to use and how we roll them out to teachers, students and families and how we build the program over time and then continuing to refine as we go but making sure that you know coming up with these um best practices along the way and really combining with the accelerated framework program. You think about the success that we've had with you know co in in the beginning there um it's really um remarkable to um so you know to all staff that have been involved from classroom teachers to curriculum coordinators to you know
034Chuck and his and his team. I think it's pretty um remarkable. I think that it's great that um you know we've invested in the in the program materials and that we're using um the digital um platform to make sure that um the most options are available especially now as um teachers have worked with us for a while so they can figure out their own ways to enhance or make different or try some different you know how it combines with the thinking classroom and and other um other ideas. I would be curious at some point if there's like a crosswalk or something done with is there a way to look at the changes that we've made K8 and how they're affecting what's going on 912. >> Um funny you asked that. >> I really that was
035a wondering I wasn't trying to >> No, I mean yeah >> you're not the only one that thinks about that. I certainly think about that all the time and in particular directly and indirectly we certainly monitor the progress of the students in the new courses that we've developed at the high school. I think we um certainly monitor progress and share and communicate that information. For example, on Tuesday, we had a 2-hour um grade 6 to 12 math department meeting where we spent a good amount of time kind of looking at the vertical articulation from middle school through all the high school courses. I think all the teachers found it really valuable. The discussion was good. And then Middlebrook went back to Middlebrook and they did the same exercise um around one of the principal topics
036that develops over middle school which is ratio and proportional reasoning. They're going to do the same exercise later in the year around equations and expressions. So that kind of you know monitoring at the accountability level is one thing but then providing opportunities for the professionals the teachers who are teaching the courses to engage with each other really understand how math develops in sixth, seventh and eighth grade and then what that means for um high school courses. I I thought everyone really got a lot out of that exercise and that's something we plan to replicate at least a couple of times a year just to kind of make sure everyone's on the same page. We're aligned and the work is coherent. No, I that that's great because I know you know building the foundation is really
037fun, you know, is what the goal was of like we when we sat down on this project in 2018 2019, but the foundation we want to show that it's leading, you know, that it's leading somewhere that it's also getting our kids to the next place that we want them um to be. So um um thank you. I don't anyone else go ahead. >> Yeah, sure. Um, illustrative math seems to have heard nothing but good things since you since it was implemented. But are there any weaknesses or do you hear anything from any teachers that oh, you wish this was a bit different or and is the the pacing do this do the teachers manage to to teach everything um for a particular year? >> That's a broad question. Um >> but I I don't hear
038anything negative per se. I mean any resource look we don't need to use illustrative math. There are a number of highquality resources. This one happens to be particularly well structured and our teachers feel good like using it and implement it well. So all of those pieces kind of align to make it the right fit for us. Would will something come along in five or 10 years? Sure, I'm sure it will. Um >> I think there are always tweaks. We were very um committed to implementing with integrity when we first did it. The Chuck always likes to say if you're going to cook try out a recipe, you got to stick to the recipe the first time you use it. So, we were very committed to that. We have had to make adjustments. Um, sometimes we
039don't have as much time that we'd like to teach and so we have to make choices about what we prioritize and what we let go of. In each of the grades, we tend to not teach the last unit. The last unit is always titled pulling it all together. wonderful opportunity to pull it all together, but we've traded that in favor of having more time within units to provide hands-on uh support for students to practice fluency, to practice the work of the unit. So, we've made those kinds of in adjustments. I think going forward we're looking more at how to align or what are the ways we might consider aligning with more of the building thinking classroom practices. Um I'm comfortable that the teachers have been at least 68. I mean in sixth grade we started
040doing this fall of 2019. So they're they've been doing this for a while. It's a little bit newer for the elementary schools because we started sequencing the um the grades in the elementary schools in three years ago. Last year was the first year for kindergarten and the first year for fifth grade. So, and the elementary schools have a lot on their plate. So, we're going to stick to the program with them. And um no, there's not really any drawbacks. Are you worried about a 48 minute schedule and the >> Yeah, the history of math required a 60 minute block. >> I am, but >> we managed to do something with that or you managed to do something with that. >> They the the teachers at Middlebrook are doing a really good job of prioritizing the
041content, letting go of the things that we can let go of and really focusing on some of the the content, the standards that are more important. Um, would they like I don't know without change. Would I like for them to have more time? 100%. There's so much more we can do, but they're managing to address what needs to be addressed in the time frame that they have. >> And this is this the second year of that 48 minute correct? >> The second year. Yeah. So they've already kind of seen had one year to see try out some different things and kind of look to see what priorities >> they have. They have >> Yeah. >> Is AIM still going strong at middle? >> AIM is still going strong. Yeah. Um intervention >> I don't know
042the number. Um we have a meeting coming up um off the top of my head. Do you know how many? >> Not off the top of my head. >> No get that. I think you know >> the schedule's full if you're concerned. >> Yeah, >> we find ways to support students. Yeah, >> I guess I mean it might be a question to you know look at as the program develops like what the aim numbers are over you know what they have been over time or under other systems or um if there's many um changes or supports that have >> um made a made a difference but I know it's kids come in and out and it's not always the same so it's like hard to really um >> track that securely. >> Hillary, who's more
043of a traditional interventionist, I think has a case load of around 20 to 25. >> Um Megan can see larger groups of kids. Um but it does vary by grade level and time of year. Um, so I I would imagine she's had 40 to 50 kids, but right now I don't know the exact number, you know, and I do think I don't know if I'm going to be able to articulate this, our success is in large part a combination of what our general ed teachers do and their partnership with our interventionists. Kids struggle sometimes. So, I don't know that I would anticipate that we'd have less kids in intervention. Um, but this new program and the new structure that Trudy has put in place is getting increasing numbers of kids to benchmark. Um, I've never
044seen numbers like this since I've been here. >> No, she's doing kids up to >> the teachers are doing it. I'm just helping kind of doing the work. But >> you've been the marching lady. But I think that it's important the interplay between the two because when you have like a solid structure that surrounds everything then it gives you know I think like a freedom in the and the in the classroom to really um work with individual kids and figure out what works for works for them and for the class and that changes over time with different cohorts and you know different subject matter too. So I presume, you know, I shouldn't presume, but like with AIM and other things, kids can come in and out depending on what the subject matter is or what
045their needs are at that time and >> to really be responsive um >> in that, you know, >> environment. >> That's not uncommon in math. You can also find that a student really thrives in one topic and struggles in another. So I mean I know for myself couldn't stand calculus but love statistics you know so I mean I yeah I get that other things um but I think it's like really a a testament to um to how we can you know see things through and I think that you know we're just getting our feet started on the reading side of things and it's like a >> we'll get there. >> It's it's a but it's a process that we know that we can that Wilton does well. I think sometimes people forget when we first
046did I am it wasn't smooth. It's a little lucky. >> Yeah, you know it's it's good. So >> there was and there was skepticism on the part of the teachers for sure >> but they stayed with it. We provided not only the materials but we had a lot of professional learning around the implementation of the program. So >> we got there. >> We did. >> Thank you. Any other questions for um Trudy and K? >> Just thank you for all you've done. Thank you for your support. >> Great. Thank you. So, while these guys are teeing up, um, last week the state released the accountability indices for all local districts. Um, these district performance indexes, the second highest in the Duran, which are second highest in the state behind Der um for K12 districts. I'm
047going to be doing a dive with all the administrators tomorrow. Um what's consistent across all of our schools is the growth in that achievement growth at every grade level. She's had a lot of partners, you know, with our department >> instrumental in this >> having the vision for the easy and it continues to be easy. But, you know, just going to you have the documented history in our board. So, you can look back years. It's irrelevable and so we're we're definitely something and just areas but a lot of time in the future not only technical so >> spiritual work supporting our staff >> and she's really here we probably been through six seven eight nine math programs bunch of years that none of them worked you know we Rest in peace Chicago math Chicago math
048math math Stanford math builtin math we've had a lot of math this is the one that's has definitely you know proved to be what we need to do >> and a lot of that is treaty brand >> so we're all set we were shifting around a little bit >> chair >> uh good evening you'll see this evening that we continue to take steps to ensure that our high school students have a broad range of course options that are contemporary, high interest, and align with our Wilton public schools vision of learner. Our instructional leadership team works concertedly to update our Wilton High School curriculum and our visioning document to meet our goal to ensure a rigorous challenging curriculum that will meet all students needs and exceed them. So with your support, I want to point this
049out. With your support and that of Dr. Smith and Dr. Smith. We've introduced over 50 new courses over the next last 10 years at Wilton High School. Uh, which is remarkable and they're really great courses for kids. >> Z sounds right to me. >> Yeah. Yeah. Kathleen calculated it. Um, >> so we know it's real. >> No, we did. We went back to all our folders and 614 ones and literally that's the number some different levels, but it's truly an accomplishment and this board has been very supportive of that. So, we appreciate it. So tonight you will hear about four new courses presented by our very talented faculty educators. Um Brian's going to say a few words in a minute, but let's have them introduce themselves and we'll we'll start with Maria down the end.
050We'll work this way. A brief introduction and then we'll um have Bianca and Maria present the first course. So >> Maria Bree, I teach digital media. I'm here to support Bianca Dioro as the instructional leader for CTE. >> Bianca Dioro and I'm the business education teacher at Wilton High School. >> Eric Mendelson. I'm an instructional coach and the uh instructional leader for the English department. >> Julie Toich and I teach English. >> Feel like I should say I'm Brian Keading and I'm the associate principal at this point. >> A few comments, right? >> Yeah, a few comments. So um you know it's always an interesting process. You've got um a lot of professionals that um are thinking about how can they bring enrichment to the students and um everybody has a slightly different style for
051how they want to present that information. And I'd like to thank everybody who's presenting um tonight because um this year I think we tried to give you some documents that were a little bit more focused um uh in fact I would say you know laser focused on the information that you're asking for and I'd like to thank Chuck too for um helping us with that process. But it's nice to be able to have such competent proposals given to me that we can then um make sure come to you so that you can understand what it is that we're trying to do. Um Bob mentioned we have 50 classes in the past um you know half decade. At the same time we're just so you know we're always taking a look at what courses are not
052getting the enrollment and I think I used the the um phrase last year weeding the garden. So, you know, we run them. We want to support them. If we don't get the numbers, um we don't we don't run them. And then if we don't run courses for a number of years, then we remove them from the program of study. So 50 might sound like a lot, but um we have a recycling um type of approach to it. So um uh I think with that said, I'm going to get just a little bit more specific about the four proposals for tonight and then I'm going to stop talking and hand it over to them. Um I think that we're going to have high interest low FTE impact with these four proposals. I think that um what
053you have in front of you is you know one's a continuation of something that already started. one is just shifting so that there's a little bit more depth to the offerings that students will have. And then you've got two um proposals that will um hopefully spark high interest in students but not necessarily add more classes that we need to staff with extra teachers. So really student focused proposals um coming to you this year that I think you'll appreciate. So with that um let's talk about the Yukon ECE personal finance. I'm just going to do a quick intro on that. I'm going to let Bianca talk about this proposal. And um for those of you who know, our um CTE department has really shifted the last few years. It and we have a new vision in
054the next few years. It's going to even shift more. And when I say that, what I mean is we're providing our students with authentic place, a creative place to learn to providing them with real industry type of experience. So when they graduate here, they graduate and they come back and they're like, "Whoa, I already knew this. I was already doing this and they are dynamic and they are ready to go and you know we're hearing that from students when they are actually in the field we're hearing that from people coming in what they are their students are coming from Wilton they're prepared and they love it sometimes they get into our classes and they don't have this passion and they build that passion and when we hired Bianca she has already changed our business department
055she's phenomenal and I love her and I can't believe she's here proposing this because she realized that growth in our students she saw that they just not going to have, you know, they made personal finance a mandate and she said, "Wait a minute. They don't we don't want just personal finance. We want it to be college credit. We can offer Yukon College Credit course to our students." So, here she is bringing this proposal to you because our students not just deserve a regular class, they deserve the best of everything. And you know, so whatever we do, we do top-notch. So, here she is. And she's going to tell you why she's here. Thank you. Um, so beginning with the class of 2027, all students will be required to take personal financial literacy as a graduation
056requirement. And through the adoption of the Yukon ECE personal finance course, Wilton Public Schools will be one of the first and actually the first DIR A school to offer the Yukon ECE personal finance course to our students, ensuring that Wilton High School provides premier and highly sophisticated personal finance education and a very rigorous um college setting. And so I'm happy to talk more about the course and ask have any questions for me happy to answer any questions you may have about this proposal. >> Talk about the student run investment because I think that's the differentiating component. >> Absolutely. So with the studentr run investment fund, we are very excited to use this course as the platform to give students a highly engaging real world experience. And through this opportunity, students will serve as sector analysts
057where they will conduct research on a specific specific industry and make proposals for stock investments to an advisory council. I have done a significant amount of work over the last year working with Bloomberg for education as well as the CFA Institute to learn about best practices throughout the country as this is something that is primarily offered at the collegiate level and is very few um few and far between at the high school level. In fact, Talland High School is the only high school in the state of Connecticut that has a student managed investment fund. And so by being a leader in financial education here in Wilton public schools and by offering a student managed investment fund through this Yukon ECE course, our students when they go to business school and they join a finance program,
058they will already have experience as a sector analyst that will be a tremendous competitive advantage for them. the mic. >> One of the things that I loved about a lot of these proposals before this night is that they have an interdisciplinary um component. And I think that um running the fund and then coupling it with having to bring it to an advisory committee. So you learn presentation skills, you learn the public speaking skills, you learn almost of the marketing component of um of that of the industry. I think is is really also um something that I noticed and so I think that that's also um just a remarkable experience that we're able um to give to give our kids as well. Um I was curious 2027 um will AP micro and macroeconomics still satisfy the
059requirement >> as of right now we intend to continue that? Yeah, >> continue that even in 20. I was just thinking in terms of like overall impact um if that was still um if that changes through the legislative requirement or anything like that. >> Not right now. >> It's the right thing to do. >> Yeah. Um and I I love also that um that there's that jump start coalition and and the teaching and allows gives the kids an opportunity to go down into the lower schools and um really get, you know, the lower kids excited. I know that there's an investment club in Middle Brook and all the kids are talking about when they get to the high school and the new ticker and everything like that. So, um I think that's a great opportunity
060for our kids as well. >> I'm most excited by that opportunity. I think anytime the big kids can go down to the lower schools and be the teachers and talk about money and give that early exposure to financial education, it's incredibly exciting for them. Any other um questions or discussion on the um personal finance EC proposal? >> So with the students who take this course, will they be different from the the ones that are taking the personal finance course that exists now? >> Yes, this course will have a significant in in um sorry a significant emphasis on investment and security analysis portfolio management. So, it will still satisfy the state graduation requirement with the 12 units of study that are required by the state. However, it will have a stronger emphasis on investments in higher
061um order financial thinking. >> And if you don't mind, I'll just piggyback on that by saying so it's not a progression. It's not like you take personal finance and then you take county. Some of our courses are like that, but this is you're you have to take the requirement and so this is another option for that. So, um I think for the students that are are businessminded, business heading in a business direction, this will probably be the one that they um uh gravitate towards. >> Are there any prerex like any math prerex or anything? >> At this point, I think we want to have it as open as it can be. um uh it's a good thing to try to have um you know u as open of an opportunity for students to take a
062Yukon ECE or an AP course. Um and if we determine that at some point we we might need that because um we're noticing that the curriculum is a bit um challenging and something that we didn't uh necessarily predict. Uh we could we could go back and then bring that proposal here. But I think that this will be um this will be good for anybody. Uh right now we have uh the course the personal finance course starting in your junior year. You can take that or your senior year. So I think that if we maintain that right offering the personal finance or the Yukon EC personal finance the students will have the appropriate math um uh to be able to take the course without having to worry about a prerequisite. >> Our students do very well
063with their EC courses. They're going to be just fine in that course. Yeah. So I know that um the program of studies is is a very big document. How can you ensure that all students are aware that this course exists? Are there certain you know classes in 10th grade where the teachers are going to say you might want to consider this and what classes would they be? >> Well that's a very interesting question because um we don't want to give unfair advertising to different sources. So, you know, I think that um everybody has uh the opportunity to talk their courses up to students. Our school counselors will mention it. All of the students know that they have a personal finance requirement. So, when they see the offerings that we have, it'll be right next to
064it um in our program of studies. And uh you know I'm not going to stop anybody from trying to advertise it, but it gets to be a bit dicey when you start >> you start pairing or you know throw the elective teachers into a pit and say go get the most students. We don't want to necessarily have that type of competition. >> Yeah. How many kids are in DECA this year? >> 102. >> How many last year? >> Last year there was 22 the year before eight. >> So the word is out. >> They all showed up when they saw the stock ticker. It's a big picture. >> Yeah. >> And the room alone is beautiful. >> The happiest classroom. >> Beautiful. >> You'll have that class filled. >> Oh, no. I don't doubt that
065at all. >> Do either uh this course or the other personal finance course have any specific focus on uh personal debt, how to analyze personal debt, like specifically student loan debt. uh as these kids are going to those decisions and historically maybe not armed with all the right information on how to >> paying for college is a required unit through the Connecticut Department of Education. So it is something that I spend a significant amount of time creating awareness for and we couple that with our credit unit. So talking about debt management, credit um cost of borrowing and so on and so forth. Um, in terms of choosing, looking at net price versus total price, scholarships, grants, we make sure that they have exposure to it all so that they are making because this is their
066largest financial decision that they're making at 18 years old. Making sure that they are financially aware of the implications of this decision is a big proponent to this course. >> Fantastic. >> This is a great idea. We should all take this course. Thank you very much. >> No, all right. Well, good evening everybody. Um, I'm going to start by thanking uh Julie Choice next to me because uh this wouldn't have been possible without her. Um, she really is our expert here on uh speculative fiction and sci-fi. So, thank you so much for all your hard work on this, Julie. It's amazing. Um, so we are so excited to propose a new semesterl long English uh elective entitled speculative fiction. This college preparatory course invites students to explore some of the most imaginative and thought-provoking works
067of literature, stories that ask what if and in doing so reveal deep truths about who we are and the world that we live in. Speculative fiction aims to revitalize student engagement by offering a course that is both rigorous and rooted in student interest. Through science fiction, fantasy, and other speculative genres, students will examine how authors use imagined worlds to address real social, ethical, and cultural questions. From the nature of intelligence and personhood in artificial intelligence stories to the timeless struggles between hope and despair in many fantasy epics, uh, students will read short stories, novels, and critical essays from influential authors such as Octavia Butler, Ray Bradbury, Garcia Marquez, and J.R.R. Tolken. These readings will be paired with creative opportunities for students to write their own speculative pieces, blending their literary analysis skills with creative expression
068and problem solving. The course's essential questions such as how does imagining the future help us understand the present and what defines humanity in an age of technology invite students to think critically and write analytically and engage collaboratively in discussions that are both academic and deeply relevant. Speculative uh fiction directly supports the vision of the learner emphasizing curiosity, creativity, communication, and critical thinking. It offers multiple modes for students to demonstrate their understanding through analytical essays, socratic seminars, group projects, and creative writing. The course also helps students strengthen their literary and composition skills while connecting literature to the ethical and technological questions that shape our world today. Uh ultimately, speculative fiction offers students a bridge between imagination and inquiry. It asks them not just to consume stories, but to consider what these stories say about the challenges
069and possibilities of being human. It's a course that celebrates creativity, sharpens literacy, and meets students where their interests already live in the stories that question, challenge, and expand our understanding of the world. Thank you. So, I just had never heard the term speculative fiction before. >> I was very intrigued. >> Yes. >> So, um uh that was a new one for me, too. In the future, but learning about speculative fiction, this is an umbrella term. I'm actually going to hand it over to Julie because you do such a wonderful job of of summing this up. At first, I was like, we got to call it sci-fi and fantasy. We got to hook kids. >> But it's broader than that. >> Yeah. I was um pretty adamant actually about it being called speculative fiction instead because
070um I think there's a lot more richness to like the genres that ask questions of what the world is, what the world could be um than just like science fiction and fantasy which are big like marketing umbrella terms, right? Um so when we think about speculative fiction um that includes a lot of different subg genres that um our students are highly engaged in as well such as dystopian um includes horror as a subg genre. Um importantly though it also includes magical realism um so bringing in um a lot of different traditions. There's a a long Latin American tradition of magical realism and things like that. And all these stories um serve to um express something about the world as it is. um through um our uh power of imagination. Um, and that was something that
071having that flexibility to look at these stories and to have our students um, think imaginatively about the world um, was important to me to have that that breadth um, instead of just focusing on sci-fi and fantasy um, which wouldn't allow the kinds of overlap and frankly the gray areas between these subg genres where um, sometimes you can go to the library looking for something you think is fantasy but it's shelved in fiction, something you think is sci-fi but for some reason it's in fantasy. um because the marketing labels don't always fit perfectly the way that the many ways that people actually imagine the world and write in creative ways. So that was why it ended up as speculative fiction instead of sci-fi and fantasy. >> And I I noticed that, you know, somebody told me,
072"Oh, it's just code for sci-fi and fantasy." But then I'm like looking at the potential possible readings and I see Marquez and others in there and has a philosophical component too about how you know we organize ourselves or how we look at at at um our world and has cultural components as well. So um I was like you know I could take this class. >> Yeah, I wouldn't mind sitting in this class. So, um I think that it um really does that the idea of imaginary thinking and how that can um really reflect, you know, where we are, where we want to be, um is is really a great choice for >> culturally. I think the kids would that pinpoints the kids. >> We we were talking at dinner and there's there's students that come
073into classrooms and with books and they're typically sci-fi or fantasy books. That's what they are drawn to. So we really want to have this course as an interest driven place for them to land. >> So you talk about the impact that it might have on the context and text >> course and mythology. Is that a worry for you or that you're going to pull kids away from there or I didn't quite understand what that meant. >> I I think we'll probably lose some students in text and context, but we have a few sections of that. Um and I think those students would be happy to have another al place to go. Um, you know, we we we have Brian talked a little bit about >> what's very intriguing text and context. >> Also an amazing
074class, but you know that that's our our film driven class is film and literature that's an interest for many kids too and it wouldn't prevent them from taking >> both both. Yeah. Okay. >> Um, so yeah, we might draw a little bit from there. Uh, but I but I think it offers such an open invitation. You know, we talked a lot about some of some of the courses that we we've offered, understanding fiction, modern pros. The titles just don't >> titles that were done when I went to school. >> Yeah. >> And you know, quite frankly, like understanding fiction doesn't make me want to >> understand it. >> Understand fiction. So, you know, we we we really want students to look at the program of studies and see the titles and the authors and what
075the topics are and really be driven towards these classes and come excited uh knowing that there's going to be books they could really sink their teeth into. >> Yeah. And I would I would just add that um I agree with how mythology and text and context might um be places where we see students, but I think that the richness of um what's going to be offered is going to quite possibly have students who otherwise would have said, "Well, I'll just take one of the AP classes." I think that they're going to opt for this because it's going to be >> This sounds very, very intriguing. I had no idea the title. That's a great title and I think you're pinpointing an interest where kids are and that's where their heads are right now is is
076in this context >> and it connects so much to their the world that they're living in. >> Yeah, totally. Sounds like amazing course and anything that you know I know the the amount of kids who read for pleasure now has never been lower. So anything that you can encourage kids to read more of. >> Absolutely. Both both of these courses have that in mind. you know, I I want our students to again look through that program of studies and see that's a course I want to take, not what's going to fit my schedule, you know, really I want them to really be driven and walk into the room and say, I can't wait to pick up these books. Um whether it's an interest of theirs already or that they can find find a new interest.
077>> Yeah. >> One of the the things that I know I've heard a lot from students too is that a lot of our English courses can be very dark places to be. um they deal with a lot of heavy topics and this course does too but I try to really purposefully choose texts as well that have a lot of hope that have a lot of brightness um to them so that they have that balance in this course um while they're digging into complicated topics but having some positivity about the world I think is a a good thing for our kids right >> they were too dark the class the actual readings were too dark they felt >> well >> can I jump in there >> yeah go ahead >> you know it's interesting it comes
078up a lot, right? Um but uh it was Faulner when he won the Nobel Prize that said it's the author's job to shed light on the darkness in our world. And so it's really no real surprise that our master writers >> sometimes pick up topics. Um and then when you're a teenager, if you read a lot of those, >> yeah, you wonder why everything is so dark. But um the emphasis should be on the contrast according to Faulner. And I thought he had some pretty good ideas. Um, he did >> and then other people like to vote him afterwards too after he won that Nobel Prize. And the Nobel Prize is a pretty good place to start, right? So, >> well, I'm looking for the Bob Dylan course. >> Out there. Not in there yet.
079>> Thank you so much. That's >> Heather and Ken if you want to come up. >> Ken, >> Eric's going to stay. >> We're presenting so >> just tap on to what was said. >> Okay. >> All right. Heather Lou, outstanding teacher and amazing theater person. and uh I don't know if you know her but um she'll introduce herself. Heather, >> hi. Um I'll let Eric to introduce um the course. Um do you want to start with the course and then I'll go into my >> I want to start by thanking you. >> Honestly, I had to do it for Julia and I'm doing it for you too because these would never happen without your expertise. You know these are so well. Um you brought this to life with your energy and your passion and
080it's it's it's it's going to uh to really come to life and and I'm so excited about it. U so this is page to stage uh uh and uh we're excited to propose another new uh semester long English elective called page to stage theater as literature. This course is designed to expand access to interest driven college preparatory English electives for juniors and seniors who want to explore literature through the dynamic lens of theater. In page to stage, students will not will study dramatic works ranging from Shakespeare plays to contemporary musicals and comedies, not simply as scripts to be read, but as living pieces of art that reveal powerful truths about identity, culture, and society. By analyzing both the written text and the performed work, students will engage with themes of voice, collaboration, and creativity while
081refining their critical reading, analytical writing, and communication skills. The course responds to a growing need in our English department for engaging highinterest electives outside the honors track. This course reimagines how we can reach students by combining rigorous literary analysis with creativity, collaboration, and opportunities for authentic performance and reflection. That's a big part of this class about authenticity. Uh students will read and analyze major themat uh theatrical works such as 12th night, Hamilton, Fences, and Dear Evan Hansen while exploring how theater artists bring their stories to life. They'll also have opportunities to connect with local theater community and attend live performances, which Heather could certainly speak to. Uh page to stage aligns closely with the vision of a learner, emphasizing communication, collaboration, critical and creative thinking, and self-awareness. I like that part. It invites students to
082interpret literature through multiple modes of expression. Again, all of these courses are about showing our learning in a variety of ways, analytical, reflective, even performative. Um, and helping them see that the study of English is not just confin confined to the page, but can literally come alive on stage. Uh, we believe pageto stage theater as literature will ignite students passion for reading and analysis by allowing them to see and be part of the transformative power of storytelling through performance. Thank you. So, um I one thing I'd like to really emphasize is um that this I see this as a very hands-on course, not only um in the moment. I've already warned Jean Bray if this goes through, she's going to hate me because she's on the other side of the wall and anytime I'm doing
083like on their feet, you know, I I'll start with an improv game or this that Jean is like, "What are you doing in that class?" I'm like, "That's the sound of engagement." Um so it may get a little loud, but I think what's exciting is the partnerships. you know, we live in a culturally very rich area that we take very little advantage of. Um I'm I uh partnered with a parent uh over one night that she came to parents night and we are on our way to see um Westport Country Place houses um the importance of being earnest. I'm taking over 125 it could be 145 now students completely free. Um we are getting to work with the professional production. A former student of mine is in the production doing a talkback with us. Um
084the buses I sent over um I got paid for through culture crawl. Um I had called for the buses on one day and uh they were paid for that afternoon and someone's like, "Someone already paid your bill." I'm like, "Okay, well all right there's a th a couple thousand dollars." Um so uh we last year we took uh kids to see John Proctor as the villain. They were studying The Crucible. I took my 10th graders to see that and really this new imagining of you know what really is a hero and it was profound and I think we take uh we Satie Sink came out um I wrote her a letter and she came out to see my students. She signed um she signed their programs till every last one of them left. And some
085of the kids were you know we live right outside New York City and we think oh the kids get in some of my kids that it was the first time they went others had never seen a Broadway show. Some of them were like Mr. Lou that's like one of the best days I've ever had. You know, uh the again the cultural richness richness we have needs to be taken advantage of and I have these partnership. I've worked in theater and community theater and professional theater in this area and in New York for many many years and I can connect them. I think the other part of this is a couple of things you were just talking you were bringing up about you know darkness and that kind of thing and although I do have Shakespeare,
086I have the comedies in there. Our comedies don't I purposely put the comedies in there. We have Shakespearean plays that are you know I've got 12th Night. I've got Taming of the Shrew. Um I have a comedy and satire unit and it's sort of like what Julie was talking about what comedy and satire says. My background is in sketch comedy. Um I was a theater major as well and you know worked in LA and Chicago and for some of the prominent improv theaters and it's very um poignant what it says about the world. Um, and I think comedy deserves a unit and satire deserves a unit within this. Um, I also see myself collaborating with the theater department. I have very good relationships there. I've directed shows here and we have resources not just just
087in in our community as well as um, New York, but we have resources right here in this school. And I will tell you this fills another need. And we've lost theater arts in the last couple of years due to many of the courses coming about and all the wonderful things that we have marching in. We haven't had enrollment. Um it's been very low to nothing. And this is not an acting course. This is in fact an English course. There is no acting needed. This is you know um a collaborative um they're looking at how literature becomes a collaborative living art form. Right? That being said, I think we get a lot of kids too, a lot of our theater kids that want to take um a theater course because theater is literature and they don't
088have access to our Shakespearean course because it's honors. So, I want this course to be accessible to all students. Just like the student that comes in with the fantasy book, I can tell you those are sometimes not the top kids in English because they don't want to pull apart Hawthorne and Faulner, but they are reading like this and they're going through books per week. This is the same thing with a lot of the theater students I know here that they may or may not be able to access all courses here, but this would be open to everyone and be accessible on all levels. Um, lastly, I can see us working with the music department because part of the piece I put in here is musical theater and lyrics are literature and lyrics can and when
089you add the music into it, you have a whole different emotional experience. Um, so I think this is very important. The last thing I want to say, I'm sorry, is AI. And when we talk about AI and and Eric and I, we've worked together the last couple years. We're in pretty much agreement and been doing some uh good work with Bill and Ken on on these things. And yes, it's a wonderful tool, but also their skills in um social emotional learning as well as communication are on this client and have been on this decline for a long time. We're teaching basics. Aaron and I and I taught a lesson and say you have to look at the speaker and turn your bodies towards the speaker. And it took a moment for everyone to look and
090turn their bodies towards the speaker. Um and we had to stop and make that note. You have to speak louder when you're speaking to a group of people. Things like that. You have to look people in the eye. You have to notice their emotional energy. you have to respond to what's in front of you. So, I would say this, um, as a teacher, I'm very excited to teach a course like this because I think now more than ever, kids need this type of engagement and they need this type of collaboration and they need this time of trust in a classroom to be able to do this work together. So, very excited about it. I think it's going to fill a lot of needs um, within the department and across the board. But happy to answer
091questions if I can cover. >> I'll add very quickly because Heather, you you mentioned this when we were conceiving this course. just the idea that to to put on theater, it requires multiple people working together >> uh with different talents in different areas. Uh we're very custom in the English department to having, you know, Golding says this and Hawthorne says this. Uh these are multiple people working together and I think that's what our students need to see that there's performers, there's writers, there's a system that works to bring something to life. producers even business. >> I think I think it's an a different approach uh to the creative process and I think that'll come to life in the class. >> Yeah, >> I think idea. Yes, >> a great idea. >> Goes a little bit
092also to the interdicciplinary idea because what you write as a book is different than what you write to be performed on a stage or how material interacts with an individual versus how the material acts um reacts with an audience is a skill within it itself too that lends itself to public speaking or to giving a presentation or um trying to convince mom and dad of something whatever. Right. >> Absolutely. >> Whatever. whatever. Um, you know, but I think that that's um the the theme that I had running through all these courses was um that there was a component to them, a secondary component to them that that latched on to other areas >> and that was equally as important >> as we think about um you know showing what they know too. the idea that
093you could um you know, I've got some artistic kids right now. Um for example, in my flex flex class that are amazing artists but are struggling to put words on on pages. Um think about the child that can design all of the costumes for the play and that can be their final. Think of the child that can compose lyrics. Think of the child that can manage, produce, um etc. Um I think that it goes across the board for all interests. Um, we also can work too with um, Kevin Slater, you were mentioning uh, public speaking. What a great idea. Julie inspired me that idea that they're going to write speculative fiction. Why can't they write their own scenes? And then as a playwright does, you hand it over and it becomes part of the directors.
094The actors bring new life and you have to see what happens to your baby when it's put out there. >> Other people do your words, >> right? And couldn't we have couldn't we collaborate with >> how cool would that be? do stage readings with public speaking and with theater arts and that kind of thing to see the artists work on stage. >> Also, it's interesting to see like as a writer, you know, how people interpret your work. So, I think that that's a component. Um, you know, you talked about like AI and whatever, but I also have to say that there is like a place for it as well because I started running some of like like the town meeting that I give a town about the budget. I like run it through AI and
095be like what would be the five main points that come out of that speech are like is what it's hearing what I want >> right >> like is what I'm saying or what I think I'm saying is that trans is that translating and just having that feedback within a classroom whether it's through a computer tool or other kids sitting you know >> yeah not just the teacher as audience >> I love the idea that it's open to everybody to you know That's super important that there this is another pathway for success for kids. >> Another pathway for success. And we've been, you know, I know this and I talked years ago with Eric and and Brian and we were really again really wanting to lean into this idea of interest and passion driven rather than
096leveling rather than this. This is completely open and can be differentiated. >> Yeah. >> Y that's really great. >> Thank you. Thank you. Thank you. >> Thank you. Thank you. >> Slide over. >> You slide over. Yeah. >> Thank you, Heather. >> Thank you. See you tomorrow. >> Jenny, you want to introduce yourself? They They all know you, I think. But >> I'm happy to do that. I I will use my uh radio voice or my uh podcasting voice. Uh I apologize for my uh New York accent, even though I've now probably lived in Connecticut longer than I've lived in New York. But I'm Ken Dina. I am one of the two library media specialists here at Wilton High School. I'm also the technology instructional leader at the high school as well. And I am
097so happy to be here meeting with you this evening. This is my wonderful colleague. I think you know him as well, Bill Antonitis. Uh I would like to start off tonight by saying thank you for entertaining the 6141. Um this is a great opportunity to move our students forward and to provide opportunities to expand their skills for college and beyond. Uh podcasting really started during the pandemic right when we're coming at into it. We were playing with some grant money thanks to Dr. Smith and the Wilton Education Foundation where they provided us some money to purchase some microphones and some basic soundboards and our W TV students at the time who are now in their late 20s were our adviserss on what equipment to start with. So this was really an organic opportunity that was
098starting several years back and the great thing that occurred was when we came back from the pandemic and we were able to set up the equipment and put those microphones out, kids are like what are what is that? Can I can I play with that? And to me, that's what we want to see. We want to see kids curious. So, it evolved into an original 6141, which was the podcasting course under the director of Fran Compar, who worked with me to develop that 6141 and the curriculum, which then built into a class of 12. Then built into a class of 18. And now I'm at two semester courses ranging between 18 and 20. 20 is our max because again thanks to we and Dr. Smith, we have a home right behind you which are three
099innovation studios that are flexible for our students to do audio recording. And you're saying why audio recording? You know, listen, I was the kid back in the 80s who had a tape recorder trying to be Walter Kronhite playing John Williams music, trying to make a recording. And I never thought I'd have an opportunity to do this as a professional. I was a history major, uh, history teacher originally, evolved into this role and I did college radio and it was one of those things that I said, why aren't we giving these kids opportunity to record themselves to demonstrate their learning? It's all student choice. My curriculum is based on soft skills and based on the opportunity to work collaboratively. I will tell you the vision of a learner is my class. It is. I say it
100every day. I think Bill is in all the time and he's like, if I don't say the V, the kids are like, where where's the buzz word? Where's our bingo card? We got to check it off. At the end of the day, I'm focusing on the collaboration and the development of critical thinking in a time where we need it and we need kids to be able to use their first amendment rights. So, that was basically our level one course. There's been a a push amongst my students saying, "Well, what's next?" Because we've learned how to use the equipment. I could go into my English class and do a recording independently. So my course also sets up our kids in order to go into other disciplines and create quality products rather than just laying down a
101track and saying, "Oh, here's my work. I'm done." It is exciting when I see a former student who's taken the course come in and build the equipment out and set it up and just say, "Mr. D, I'm good to go. I have no issues." And that is like the what I want my students to be able to do that they could apply the skills. I think that's what we all want as teachers at Wilton High School is the application and the mastery in order to go into other rooms or other fields and apply it. And I see this with marketing students coming in. The ECE English students come in and are now required to do a audio recording for their curriculum as well as students choosing to make podcasts as a final product. So level
102two course is going to really take the basic skills which based on my population and I always say this I teach who's in front of me. So whether it's all seniors or I'm right now dealing with mostly freshmen which that's a whole another ball game but they're wonderful and they I I think some of them might as well be juniors or seniors. the way they've stepped up and are working within the learning environment. It is all student focused based on topics of their choice. So my curriculum really is looking at NPR's journalistic styles and saying what it takes to produce a quality audio recording whether it's with the technology or with the ethical decisions you need to make to have relevant information and not pushing out misinformation. And we talk a lot about that in
103my course. So, for example, students will produce things such as I've got one group producing a pop culture podcast right now that's focusing on different movies, but you're not just going to say what movie I like. It needs to be deeper. So, we talk about the aha moment, like that closure. So they're focusing right now on Halloween horror, but then you have holidays like Christmas mixed in. So the Nightmare Before Christmas, which is Tim Burton's masterpiece, they're using that as their anchor text and then they're looking at critical analysis from our New York Times subscription. They're looking at our databases and building it out with relevant evidence to make conclusions and have that conversation with each other. So I always say to them there no there's no podcast that's not produced or planned and that's
104what they're learning as well. The organization the executive functioning using Google Drive in order to pull it all together. Level two is going to be more of building what we call a narrative uh storytelling podcast where it's going to be more of a serial that's going to focus on a single inquiry topic that is going to be built out by using our library learning comments using resources in order to investigate and tell a story over multiple episodes. Uh I use as a case study uh Connecticut NPR came out with the Barney podcast last year, a five episode podcast about Barney. if you remember the big purple dinosaur and how that became a viral thing. It was produced out of the Hartford branch of NPR and went national and it is a great teaching text to
105use a professional podcast to break it down and dissect it and give it to the kids and then they start thinking about their choices and the moves that they're going to learn through my class. The level two will also focus on marketing. We have not touched on using social media or the ways to get your audience in level one. It's a lot of just building the basic skills. Level two should be now how do you build an audience? How do you market this? And I think one thing that we've talked about with digital literacy is how do we get them to use social media to build a brand and have a positive good and impact on their community. That's going to be part of it and looking at metrics. So overall, the level two course
106is going to be bu taking skills but building them out and focusing more on a single story they're going to take to final finalize what I'm going to propose to you tonight. Um I had a Zoom meeting yesterday thanks to um one of our guidance counselors here at the high school, Mr. Rosen. Uh he reached out to me the other day. He was at Hostra University and he said he was at a conference about, you know, our students possibly going there and what the programs offer. and the dean came over to him and and they were having a conversation. They were talking about podcasting and the dean of their communication school says, "You have a podcasting course." I go, "Yeah." And Mr. Rosen came back immediately to me and said, "Here's someone's contact information. They
107want to talk to you." So we had a wonderful what is it about 45 minute zoom yesterday with the dean of the communication school at Hofster University who's a former journalist and a former producer for NBC and he was just listening which I say is the number one skill in my class. You need to know how to listen. It's not about what you're talking about. Are you listening? And he listened to what we're doing here. He's like how are you doing this? And I said, because I'm thinking as a teacher, I'm thinking as a social studies teacher, I'm thinking as a library media specialist and as a journalist what my kids need to go into the world. And he said, "Would you like to come down here and meet with us?" And Bill was on
108the call with me. And I'm like, "Sure." And he's like, "Will you talk to some of our professors?" So to me that is the seal of approval that whatever we're doing here, whatever opportunity you've given me to work with these students is what colleges, universities, and what our democracy needs. >> As long as it wasn't a job offer. >> Well, I I I So Kevin, I will promise you. >> Yeah. No, I don't want to move back to Long Island. That's where I'm from. >> Um I I will say the best pizza is right down the street. >> Yeah. So Kevin, I promise you, I I'll say this on the record here. I am not going to leave the Wilton public schools. I I'm happy to be here. >> Thank you. Great. >> Sounds great.
109Can I come to your class? >> Yeah. When can we come? >> You are all welcome. Um we actually just again updated our soundboards and we are now able to patch in with Bluetooth uh phone calls. So last year we had actually have a student before we had these soundboards hold up their father to the phone. He wor was a producer for CBS Sports and he was their guest. So now it's going to give the students opportunity to book guests and seamlessly bring them into the audio recordings which they're mixing on professional equipment which they are going to get that experience with. And that's what I showed the professor yesterday. He goes you're doing this the right way. First question is like what are you using? But he was more interested in the prep, the
110storyboarding, the ethical use of journalism because anybody could have a a conversation but is it a meaningful conversation someone would want to listen to? I think it's >> fantastic. I'm so excited that our kids have um this opportunity and I think also it's an opportunity that um >> lots of kids with varied interests can come to and bring and and bring it to. So it's like there's could be an interest within the medium itself, but there can also just be an interest in, you know, storytelling or brand building or um you know the technology behind it. There's lots of different um ways or pathways to I guess to the booth. >> Yeah. And Ruth, I will tell you I have a heterogeneous mix that you can't you can't even imagine. It's I I think it's
111the the biggest mix you're going to see. And I would say to Miss Barrett, I have many students that come in from Genesis for their elective and are being extremely successful working in a collaborative environment. And when I do grouping, we we talked about, you know, building a better classroom here. I don't pick the groups. I don't even do random groups. They actually built their groups off of interest development doing design thinking with a scramble and they created groups based on their passions because they learned with the first assignment, maybe I shouldn't work with my friends. It may not be the best choice. And we talked about that. We had a a coming to the heart moment this this morning about okay team you're going to run into problems the techn is going to fail
112someone's going to be sick what do you do and that's a real life situation if I couldn't be at the BOE tonight who would step in to take my role to deliver this presentation that's a real life problem that our kids are dealing with in my class >> that's great >> awesome awesome >> thank you >> I love an investment you know, gives more and keeps giving. >> Absolutely. I was just thinking, you know, if um people are are wondering if if high school is still relevant, just invite them to watch the tape from the last hour. I mean, this course is, you know, we talk about living on the cutting edge. And, you know, that's actually a serious statement. When you listen to Ken's description, his colleagues descriptions of what they're doing and why
113they're doing and and what it's going to mean in terms of their, you know, full holistic education, it's really pretty profound. >> So, thank you. >> Thank you. >> And I just love that all this came after we talked about the K8 foundations of math >> because it's like the two walk the two need to walk together. So, um it's this has been a a great evening um inspiring evening for >> very exciting for the kids. >> Very excited for them. >> And I will say um I have a Wolton resident who is a national syndicated uh radio personnel. I will not say their name right now, but I taught their daughter last year. And to have that pressure, I've taught many superintendent children over the years. I will tell you that was pressure. And
114when we did a Zoom call with that person and they held and I talked about storyboarding and planning, they held up a pencil and what they were doing and I'm like, "Yes." So I once the Zoom ended, I said to the students, "See, I'm not making this up. People do plan and you have to be organized." So it was great. >> Awesome. >> Okay. So I we're we're through we're through them all and um second >> Yeah. Second time. So, um we can um vote each one in terms. Um so, is there a motion to um accept the 6141 on Yukon EC personal financial literacy? >> So, move. >> Thank you. I'm going to take Pam and then Lori as the second because you guys both chedd in at the same time. >> Um are
115all in favor? Motion carries unanimously. Um, we'll move to the 6141 speculative fiction. Is there a motion to approve the speculative fiction course proposal? Also move. >> Thank you, Nicholas. Is there a second? Thank you, Heather. >> All in favor? >> I. >> Motion carries unanimously. Um, the 6141. Is there a motion to approve the proposal of page to stage? >> Motion. >> Thank you, Pat. >> Is there a second? Pam, >> it's your turn. >> Thank you, Pam. All in favor? >> I motion carries unanimously. Um and then um audio podcasting too. Is there a motion to accept the course proposal? >> Thank you, Lori. Is there a second? >> Second. >> Thank you, Nicola. All in favor? >> I carries unanimously. And um is that the mathematics? Is there a motion behind just
116to adopt? >> You can you can adopt it. >> Yeah. So, let's just make a motion. Um, Wilton Public Schools mathematics program K through8. Is there a motion to adopt the 6141? >> So move. >> Thank you, Pam. Is there a second? >> Thank you, Heather. All in favor? >> Car unanimously. Well done. Thank you all very much. >> Thank you very much, everybody. We appreciate it. Thank you. >> Great point. I miss you both time agenda. I haven't done that in a while. So, I'm going to beg your indulgence and your indulgence. Um, will you be all right if if we table the AI workshop and um dedicate in another meeting so that way people are fresh and can >> I was just going to suggest that. Yeah, >> I've done my homework though.
117>> I see that. That's a lot of postit. >> I told you it's a good portfolio. >> There's no way she used AI to send >> on the morning and I'm I'm curious. Yep. I told yesterday you would email me and said you like are you really going to do it? So I'm like >> yeah so we'll reschedule that. Sounds great. >> Thank you. >> Yeah. Thank you. >> Thank you. >> Um comments from the public. >> I don't know what to do. >> Oh no. Please come on up. >> Yeah. or say it with you on or um just please your name and address for the record. >> Uh my name is Jennifer Moon. I live at 49 Liberty Street. Uh and I'd like to speak about boys volleyball. Uh first, good evening. Um
118I'd like to thank Mr. Rushton for his support and belief in the boys volleyball program here at Wilton. His guidance and stewardship has been extremely valuable. The program wouldn't be as successful as it is without the tireless support of our dedicated volleyball parents uh who were here um what they had left. Um and of course uh with their time as as well as financially and uh wouldn't be the volleyball program without the our enthusiastic and talented student athletes. These students are building this program from the ground up and each session each season interest grows. For the past two years, these players volunteered as managers for the girls JV and varsity teams and are developing ideas for volleyball clinics for sixth to eighth graders as well as opportunities to support our Wilton community. Boys volleyball is
119one of the fastest growing sports for boys and all of our peer schools already have programs. This sport is already featured as a fizzed uh in part of the curriculum, so students already have a working knowledge of the game. The boys volleyball team provides students with an opportunity to grow and challenge themselves as leaders on the court at Wilton High School and our town. Both my sons have been involved in the program since the beginning and it's been a lifeline to their feeling of belonging here at Wilton High School. Lastly, I'd like to thank Jay Moon, president of the Booster Club for his leadership and unwavering dedication to the boys volleyball program. he's traveling for realized he would be here. And uh thank you all for your support of Hton boys volleyball. >> Thank you.
120>> Any other comments from the public? Um just for future business and information items on Thursday, November 20th, we'll start at 6:30 and we are hosting a um two topic meeting, parent engagement and a community conversation about the budget. So um we'll have more information forthcoming to the community to make sure everybody knows that that's happening. And then um we will have our Thursday um December 4th it'll be our organizational meeting and our regular meeting um December 18th um at 7 o'clock we will have a meeting and then again in the new year um January 8th and we will also be um look for um prior to the organizational meeting the general email just to for people to express interest in um officer positions for the coming year and um that you bring one more
121meeting. >> Just thought of the November 20th is the last meeting. >> It's good cuz I'm going to be at town on the 4th. So >> I was like yikes. I'm not going to be here for the last meeting. >> No. Okay, good. >> Okay, good. So you'll be >> I'll be here the 20th. >> Okay. Um 8:47 adjourn. Thank you all very much. >> Thank you. Wow. We have two new drivers as of yesterday. >> Congratulations.