April 7, 2010 at 7:00 PM - Regular Board template

Rationale:  Carol Carpenter - Secretary - Sarah Reynolds, Westwoods and South Side Schools
Irene Dunbar - English Teacher - Bristol Eastern High School
Ruth Lehmert - Secretary - Bristol Eastern High School

Rationale:  Patricia Tanguay - BCHS - Family & Consumer Science

Rationale:  Marta Desa - City Wide - TESOL

Rationale:  Patricia Tomkil-Johnson - BEHS - Physical Education

Rationale:  Michelle Wood - CHMS - .6 Instructional Support

Rationale:  Kristy Ricciardone - CHMS - Special Education
Savva Savvides - BEHS - Technology Education
Kristina Scarrozzo - BEHS - English
Sheila Therriault - MBMS - Guidance

Rationale:  Roy Taylor - BEHS - World Language Department Head
Jo-Ann Thomas - Citywide - Music Department Head

Rationale:  Janet Birsch-Kenney - BEHS - Instructional Technology Coordinator
John Harris - BEHS - Yearbook Advisor, Circulation
Wendy Miller -BEHS -  Assistant Drama Advisor
Marc Zimmerman - BEHS - Yearbook Advisor, Editorial

Rationale:  Karen Guarda - ID - Grade 2

Rationale:  Katie Wartonick - BCHS - Assistant Cheerleading Coach - Effective 2/26/10

Rationale:  Matthew Jose - BCHS - Boys Tennis Coach - Effective 3/11/0
Enrico Lodovico - CHMS - Baseball Coach - Effective 3/22/10
Peter Sassu - BEHS - Assistant Softball Coach - Effective 3/22/10

Rationale:  The Bristol Business Education Foundation awarded:

The Board of Education a grant of $2,500 from The Hartford for the purchase of a Smartboard for South Side School.

Rationale: 

Traditionally the closing day of school has been set at the April meeting along with the high school graduation date. 

Promotional exercises at the middle schools take place in the morning of the last day of school, Wednesday, June 16, 2010. 

High school graduation will be scheduled for the evening of Wednesday, June 16, 2010.

Summary of Closing Information to Date

    School Closed:  12/9, 2/10, 2/24

    Late Openings:   2/3, 2/11,

     Early Dismissals:   1/28, 2/26

Rationale:  Since the spring of 2004, Bristol students have enjoyed an active exchange with the regional high school Jean Monnet in the city of La-Queue-lez-Yvelines, about forty-five minutes outside of Paris. In April of 2010, we are expecting the arrival of another group of French students.  We request permission to travel to France from Friday 11/19 – Sunday 11/28 to be welcomed by the same students we are hosting. While here, the French students attend classes with our students and enjoy daytrips to local attractions.  We are requesting permission to go to France to continue with this educational exchange.  While there, our students will attend classes with their French hosts and will visit sites of historical and cultural importance.  We will return on 11/28 and will be back in school on Monday, 11/29.  Students will leave from BCHS on Friday, November 19th, time to be determined based on flight schedules.  We cannot travel during February or April vacation because they have the same vacation schedule we do.

Rationale:  This policy was last revised in 1996. Changes include elimination of outside groups renting school space for dances, fee waiver for City celebrations including Veteran’s Day and Dr. Martin Luther King Day, inclusion of rental forms with the regulation and the division of the former policy into a policy and regulations.

Rationale: 

The curriculum for English language arts at the middle school level was last revised in 2007.  The 2007 curriculum was written based on the state standards, resulting in one curriculum that set the expectations for student learning in all levels of English language arts courses.  Since then, pathways to Advanced Placement courses in all core areas have been developed, creating the need for a more clearly defined curriculum for accelerated level courses.  The curriculum for grade 8 accelerated English language arts has been revised to prepare students in this course not only to be successful as they continue in the pathway toward taking Advanced Placement Language and Composition and Advanced Placement Literature and Composition in high school but also to prepare these students to be successful in advanced coursework in literature and/or writing in college.

In order to be successful as an English major in college, students will need to be able to read critically, write effectively, conduct research, AND

• Apply a more technical vocabulary to their reading and writing, using terms such as narrative pattern, analepsis, and asyndenton.
• Know conceptual patterns and genres within movements of literature and rhetoric.
• Know and apply a variety of critical lenses to their interpretation of literature.
• Use creativity to develop and communicate new ideas.

 

All of these skills have been defined by many learning objectives throughout the grade 8 accelerated English language arts curriculum.

 

The document submitted here is based on the thoughtful work by Lynn Johnson, Amy Lipscomb, Kristine Greene, Kara Caron, Thomas Tinker, Erika Coleman, Raymond Lecara, Justin Tacchi, and Jennifer Lavoie.

Rationale:  A Tier I goal of the district is to increase the number of opportunities students have to take college credit-bearing classes prior to their graduation from our high schools.  With the addition of A.P. Psychology, our students will have a fourth opportunity to take a course for college credit within the social studies department.  The curriculum for this course meets the CT Standards for Social Studies as well as the requirements of the College Board.  The Student Achievement Committee of the Board of Education met on March 12, 2010 for the first reading of the curriculum. If approved, students would have the opportunity to take this course in the 2010-2011 school year.

Rationale: 

The elementary mathematics curriculum was last revised in 2002. 

• Since that time, the CT Standards including Grade Level Expectations (GLEs) have been revised. The curriculum needed to be revised to align with the CT Standards and GLEs.
• The curriculum needed to be aligned vertically with the middle school math curriculum, which was revised in 2006.
• The curriculum was written to follow the format and guidelines recently set by Bristol for developing new curriculum to guide the teaching and learning process.

The document submitted here is based on work by the Grade 4 and 5 Curriculum Committees which included Scott Ruel, Elizabeth Parsons, Melinda Keskes, Amanda Szmalk, Donna Tuttle, Maria Chora, Christine Fanelli, Dean Russo, Jenny Scialdone,  Mike Tartarelli, Tina Della Bernarda, Ann Marie Spinelli and Debra Vitale.

Rationale:  1. Student Expulsions