WESTON BOARD of EDUCATION Monday, May 15, 2017 Executive Session 6:00 P.M

WESTON BOARD OF EDUCATION Monday, May 15, 2017 Executive Session 6:00 p.m. Regular Session 7:30 p.m. Weston Middle School Library Resource Center

Agenda

I. CALL TO ORDER, VERIFICATION OF QUORUM Ellen Uzenoff, Board Chairperson

II. EXECUTIVE SESSION Motion

1. Matters Pertaining to Personnel

A. Discussion of Salary Increase for the District Medical Advisor

B. Discussion of Salary Increases for:  Transportation/Energy Coordinator;  Nursing Supervisor;  Confidential Administrative Assistant for the Superintendent;  Administrative Assistant for the Assistant Superintendent of Schools;  Administrative Assistant for the Director of Pupil Personnel Services;  Confidential Administrative Assistant for the Director of Human Resources;  Administrative Assistant for the Director of Digital Learning and Innovation;  Confidential Administrative Assistant for the Directors of Finance and Operations, and Facilities;  Payroll and Benefits Coordinator;  Accounts Payable/Accounts Receivable;  High School Bookkeeper;  Athletic Trainer (2);  Coordinator of Innovation Technology and Strategic Services;  Systems Administrator;  District Data Coordinator;  Finance Coordinator;  Board Certified Behavioral Analyst;  Behavioral Specialist;  Vocational Therapist;  Unaffiliated Bus Aides (4); and  Unaffiliated Special Education Drivers (3)

C. Discussion regarding matters pertaining to a leave of absence request.

2. Discussion of Memorandum of Understanding with AFSCME. WESTON BOARD OF EDUCATION Monday, May 15, 2017 Executive Session 6:00 p.m. Regular Session 7:30 p.m. Weston Middle School Library Resource Center

Agenda

III. RESUME PUBLIC SESSION, PLEDGE OF ALLEGIANCE

IV. RECOGNITION

1. Mrs. Uzenoff, Board Chair, will recognize Philip Schaefer for his 14 Motion years of service to the Weston Board of Education.

2. CABE Student Leadership Award Motion Mr. Dan Doak, Weston Middle School Principal, will introduce Weston Middle School students Liam Cavicchia and Chase Isaacs, and Mrs. Lisa Deorio, Weston High School Principal, will introduce Weston High School students Alexander Fruhbeis and Cameron Isaacs who have been awarded Student Leadership Awards by the Connecticut Association of Boards of Education.

3. Dr. McKersie will present the 2017 CT Music Educators Association Motion participants for All State Orchestra, All State Jazz Band, All State Concert Band, and All State Chorus.

4. Dr. McKersie will introduce Weston High School Students Sofia Bara, Motion Lauren Rivera, and Jessica Wang, who were selected as one of the top winners in the School for Ethical Education’s (SEE) 2016-17 Academic Integrity Public Service Announcement (PSA) Contest.

The Board of Education will Honor its Student Representatives Motion Dr. William McKersie, Superintendent of Schools, and Ms. Ellen Uzenoff, Board Chair, will honor the 2016-2017 Board of Education Student Representatives.

V. APPROVAL OF MINUTES, pages 1-6

1. The Board will vote to approve the minutes from April 24 Executive Motion and Regular.

VI. PUBLIC COMMENT Information

VII. STUDENT BOARD OF EDUCATION REPRESENTATIVE COMMENTS Information

VIII. NEW BUSINESS

1. Discussion of Annual Instructional Update, pages 7-68 Information WESTON BOARD OF EDUCATION Monday, May 15, 2017 Executive Session 6:00 p.m. Regular Session 7:30 p.m. Weston Middle School Library Resource Center

Agenda

Dr. McKersie, Superintendent of Schools, and Dr. Craw, Assistant Superintendent, will review the Annual Instructional Update. All Curriculum Instructional Leaders presented their subject area reports to the Board Curriculum Committee at the May 10, 2017 meeting.

2. Presentation of 2017 Youth Survey Report on Drugs and Alcohol, Information pages 69-135 Ms. Pernice, Director of Pupil Services, and Positive Directions will present the 2017 Youth Survey Report on Drugs and Alcohol.

3. Introduction of Drug and Alcohol Action Plan Information Dr. McKersie, Ms. Pernice, Mrs. Deorio, and Mr. Doak will introduce the Drug and Alcohol Action Plan.

4. Retirements, page 136 Motion

5. Resignation, pages 137-139 Motion

6. Appointment of District Medical Advisor for 2017-2018 Motion

7. Discussion and approval of salary increases for Motion  Transportation/Energy Coordinator;  Nursing Supervisor;  Confidential Administrative Assistant for the Superintendent;  Administrative Assistant for the Assistant Superintendent of Schools;  Assistant for the Director of Pupil Personnel Services;  Confidential Administrative Assistant for the Director of Human Resources;  Administrative Assistant for the Director of Digital Learning and Innovation;  Confidential Administrative Assistant for the Directors of Finance and Operations, and Facilities;  Payroll and Benefits Coordinator;  Accounts Payable/Accounts Receivable;  High School Bookkeeper;  Athletic Trainer (2);  Coordinator of Innovation Technology and Strategic Services;  Systems Administrator;  District Data Coordinator;  Finance Coordinator;  Board Certified Behavioral Analyst; WESTON BOARD OF EDUCATION Monday, May 15, 2017 Executive Session 6:00 p.m. Regular Session 7:30 p.m. Weston Middle School Library Resource Center

Agenda

 Behavioral Specialist;  Vocational Therapist;  Unaffiliated Bus Aides (4); and  Unaffiliated Special Education Drivers (3)

8. Leave of Absence Request Motion

9. Ratify the Memorandum of Understanding between Weston Board of Motion Education and AFSCME

10. Weston Board of Education Policies, Regulations, and Bylaws, pages 140-145 First Mr. Lewis Brey, Director of Human Resources and Internal Counsel, Reading will provide a first reading of Weston Board of Education proposed Policy 5141.45, Child Sexual Abuse and Assault.

11. Weston Board of Education Policies, Regulations, and Bylaws, pages 146-153 First Mr. Lewis Brey, Director of Human Resources and Internal Counsel, Reading will provide a first reading of Weston Board of Education proposed Policy and Administrative Regulation 1257, External Defibrillators.

12. Weston Board of Education Policies, Regulations, and Bylaws, page 154 First Mr. Lewis Brey, Director of Human Resources and Internal Counsel, Reading will provide a first reading of Weston Board of Education proposed Policy 4253, Vacation Holidays.

13. Weston Board of Education Policies, Regulations, and Bylaws, page 155 First Mr. Lewis Brey, Director of Human Resources and Internal Counsel, Reading will provide a first reading of Weston Board of Education proposed Administrative Regulation 1411, Questioning and Arrests by Law Enforcement.

14. Discussion and Vote on 2017-2018 Board of Education Meeting Motion Dates, pages 156-157 Mrs. Ellen Uzenoff, Board Chairperson, will review the dates for the 2017- 2018 Board meetings and changes from last year’s meeting schedule.

15. Tenth FY 2017 Financial Update and Approval of Transfers, pages 158-202 Motion Mr. Rudl, Director of Finance and Operations, to provide a monthly financial update.

IX. OLD BUSINESS

WESTON BOARD OF EDUCATION Monday, May 15, 2017 Executive Session 6:00 p.m. Regular Session 7:30 p.m. Weston Middle School Library Resource Center

Agenda

1. Weston Board of Education Policies, Regulations, and Bylaws, pages 203-212 Second Mr. Lewis Brey, Director of Human Resources and Internal Counsel, Reading will provide a second reading of Weston Board of Education proposed Policy and Administrative Regulation 1312, Public Complaints.

2. Weston Board of Education Policies, Regulations, and Bylaws, pages 213-220 Second Mr. Lewis Brey, Director of Human Resources and Internal Counsel, Reading will provide a second reading of Weston Board of Education proposed Policy 4153, Family and Medical Leave.

3. Weston Board of Education Policies, Regulations, and Bylaws, pages 221-227 Second Mr. Lewis Brey, Director of Human Resources and Internal Counsel, Reading will provide a second reading of Weston Board of Education proposed Policy and Administrative Regulation 4118.13, Disability Accommodations and Discrimination.

X. SUPERINTENDENT’S REPORT Information

1. District Update

XI. COMMITTEE REPORTS Information

1. Communications Committee – Sara Spaulding 2. Curriculum Committee – Denise Harvey 3. Finance Committee – Denise Harvey 4. Facilities Committee – Elise Major, pages 228-229 5. Policy Committee – Daniel McNeill 6. Negotiations Committee – Ellen Uzenoff 7. CES – Elise Major 8. CABE – Daniel McNeill 9. Weston Education Foundation – Sara Spaulding

XII. WRITTEN REPORTS, pages 230-241 Information

1. Principals’ Reports

XIII. NEXT SCHEDULED MEETINGS OF THE BOARD OF EDUCATION Information

1. June 19. 2017 AT 7:30 P.M., with Executive Session at 6:45 P.M. 2. Dr. McKersie will review pending agenda items for the next meeting.

XIV. ADJOURNMENT Motion

Weston Public Schools Board of Education Special Meeting Weston Middle School Library Resource Center April 24, 2017

Attendance: Ellen Uzenoff, Chairperson Dr. William McKersie, Superintendent Denise Harvey, Vice Chairperson, Absent Dr. Kenneth Craw, Assistant Superintendent of Curriculum and Instruction Elise Major, Secretary/Treasurer Mr. Lewis Brey, Director of Human Resources and Internal Counsel Gina Albert Dr. Craig Tunks, Director of Digital Learning and Innovation Jacqueline Blechinger Ms. Lois Pernice, Director of Pupil Personnel Services Dan McNeill Mr. Richard Rudl, Director of Finance and Operations Sara Spaulding Cameron Isaacs, Student BOE Representative, Absent Alex Fruhbeis, Student BOE Representative

I. CALL TO ORDER, VERIFICATION OF QUORUM Ellen Uzenoff, Board Chairperson

II. EXECUTIVE SESSION

Motion: Move that the Weston Board of Education enter into executive session to discuss matters pertaining to personnel, correspondence from the Board’s counsel subject to the attorney-client privilege, and matters pertaining to security.

1. Discussion regarding matters pertaining to personnel.  Non-Renewal of Long-Term Substitute Teachers  Non-Renewal Reduction in Force-Teachers

2. Discussion regarding communications from the Board’s counsel which are subject to the attorney-client privilege.

3. Discussion regarding matters pertaining to security.

III. RESUME PUBLIC SESSION, PLEDGE OF ALLEGIANCE

IV. RECOGNITION

1. Dr. William McKersie, Superintendent of Schools, will present the Weston High School 2017 CIAC Class S Girls Ski Team Champions, 2017 CIAC Class S Boys Ski

Team Champions, and the 2017 CIAC Class M Boys Swimming and Diving Champions.

Motion: Moved that the Weston Board of Education recognized the Weston High School 2017 CIAC Class S Girls Ski Team Champions, 2017 CIAC Class S Boys Ski Team Champions, and the 2017 CIAC Class M Boys Swimming and Diving Champions and coaching staff. Motion by Ms. Major, second by Mrs. Blechinger; 5 in favor – Mrs. Uzenoff, Ms. Major, Ms. Spaulding, Mrs. Blechinger, Ms. Albert; 1 abstained – Mr. McNeill. (5-0-1)

2. Dr. McKersie will introduce Weston High School Students Nathan Katz, Michael Bogaev, Andrew Harwood, and Alexander McCall, who were awarded First prize in the Connecticut DMV Travelers Teen Safe Driving Video Contest.

Motion: Moved that the Weston Board of Education recognized Nathan Katz and Michael Bogaev, who were awarded first prize in the Connecticut DMV Travelers Teen Safe Driving Video Contest. Motion by Ms. Major, second by Ms. Spaulding; 5 in favor – Mrs. Uzenoff, Ms. Major, Ms. Spaulding, Mrs. Blechinger, Ms. Albert; 1 abstained – Mr. McNeill. (5-0-1)

3. Dr. McKersie will introduce Weston High School Students Nathan Katz and Michael Bogaev, who are recognized for their prize winning documentaries in the 2017 C-SPAN StudentCam Documentary Competition.

Motion: Move that the Weston Board of Education recognize the Nathan Katz and Michael Bogaev, who were recognized for their prize winning documentaries in the 2017 C-SPAN StudentCam Documentary Competition. Motion by Ms. Major, second by Mr. Albert; 5 in favor – Mrs. Uzenoff, Ms. Major, Ms. Spaulding, Mrs. Blechinger, Ms. Albert; 1 abstained – Mr. McNeill. (5-0-1)

V. APPROVAL OF MINUTES

1. The Board will vote to approve the minutes from March 21 Executive and Regular Session.

Motion: Move that the Weston Board of Education approve the minutes of the March 21 Executive and Regular Session. Motion by Ms. Major, second by Ms. Spaulding; 5 in favor – Mrs. Uzenoff, Ms. Major, Ms. Spaulding, Mrs. Blechinger, Ms. Albert; 1 abstained – Mr. McNeill. (5-0-1)

VI. PUBLIC COMMENT-no comments

VII. STUDENT BOARD OF EDUCATION REPRESENTATIVE COMMENTS Alex Fruhbies spoke about the high school finishing up its spring spirit week with activities that included many teachers. There were performances by a number of WHS student musicians. A spring spirit store will be reopening, providing students and staff with new items for summer. The high school’s spring community service initiative is with STAR, which provides support to individuals with developmental disabilities and their families, through employment opportunities as one example. On May 7, STAR will be holding a 5K

run at Sherwood Island that on May 1 that students will be participating in. The students are excited to have a more opportunities for hands on involvement.

VIII. NEW BUSINESS

1. Presentation of Curriculum Instructional Leader Update Dr. Kenneth Craw, Assistant Superintendent of Curriculum and Instruction, and Noe Medina, an education consultant with Education Policy Research, presented the Curriculum Instructional Leader Update, which began in November 2016. Mr. Medina conducted an independent review of the Weston curriculum instructional leader model, which included many interviews and round table discussions with diverse groups of stakeholders. Mr. Medina reviewed his findings and recommendations. Discussion by the Board followed.

2. Presentation of the Updated K-12 Music Curriculum Dr. Craw presented the updated K-12 Music curriculum, as reviewed by the Curriculum Committee, for Board of Education adoption. The national standards were updated significantly to have more of a focus on application skills and objectives within the music curriculum. Overview documents for each of the K-12 courses were completed, along with corresponding curriculum maps. Several new courses within the music curriculum such as, Orchestra, beginning in grade four at WIS, Music Technology at WMS, and Music Theory at WHS.

Motion: Moved that the Weston Board of Education approved the updated K-12 Music curriculum as presented by Dr. Craw. Motion by Ms. Albert, second by Ms. Spaulding; all in favor. (6-0)

3. Non-Renewal of Long-Term Substitute Teachers In order to comply with Connecticut General Statues, Section 10-151, we are recommending that the following long-term substitute teachers not be renewed for the 2017-2018 school year. This action is necessary based on the duration of their long-term substitute employment, which approximates or exceeds ninety (90) days in the same assignment and does not reflect on their service to Weston Public Schools.

Motion: Moved that the contract of employment of the following long-term substitute teachers not be renewed for the 2017-2018 school year, and that the Superintendent of Schools is directed to advise such persons in writing of this action: (See attached). Motion by Ms. Major, second by Ms. Blechinger; all in favor. (6-0)

4. Non-Renewal Reduction in Force – Teachers In order to comply with Connecticut General Statues, Section 10-151, we are recommending that the following teachers not be renewed for the 2017-2018 school year. This action is attributed to the lack of an available position related to staff reduction(s) under consideration in the school district’s budget and/or the return of a tenured teacher(s) from leave. This action does not reflect on their service to Weston Public Schools.

Motion: Moved that the following teachers not be renewed for the 2017-2018 school year, and that the Superintendent of Schools is directed to advise such persons in writing of this action: (see attached). Motion by Ms. Major, second by Ms. Spaulding; all in favor. (6-0)

5. Discussion and Vote to Temporarily Suspend Policy 3323 Mr. Brey, Director of Human Resources and Internal Counsel, will discuss The Administration’s request to extend the temporarily suspended Policy 3323.

Motion: Move, pursuant to Board of Education Bylaw 9314, that the Weston Board of Education continue the suspension of Board of Education Policy 3323, Soliciting Prices (Bids and Quotations), for the specific purpose of securing food services for the schools under the Board of Education’s jurisdiction. Other than the suspension for the specific purpose stated in this motion, Policy 3323 remains in full effect. The suspension of Policy 3323, which first occurred on February 28, 2017, will continue in effect until June 19, 2017 or further action by the Board. Motion by Ms. Major, second by Ms. Spaulding; all in favor. (6-0)

6. Weston Board of Education Policies, Regulations, and Bylaws Mr. Lewis Brey, Director of Human Resources and Internal Counsel, will provide a first reading of Weston Board of Education proposed Policy and Administrative Regulation 1312, Public Complaints.

7. Weston Board of Education Policies, Regulations, and Bylaws Mr. Lewis Brey, Director of Human Resources and Internal Counsel, will provide a first reading of Weston Board of Education proposed Policy 4153, Family and Medical Leave.

8. Weston Board of Education Policies, Regulations, and Bylaws Mr. Lewis Brey, Director of Human Resources and Internal Counsel, will provide a first reading of Weston Board of Education proposed Policy and Administrative Regulation 4118.13, Disability Accommodations and Discrimination.

9. Vote on Proposed Changes to 2017-2018 Calendar and Proposed 2018-2019 Calendar Dr. McKersie will present the proposed changes to the calendar for 2017-2018 and the current draft calendar for 2018-2019.

Motion: Moved that the Weston Board of Education approved the proposed changes to the 2017-2018 calendar. Motion by Ms. Major, second by Mr. McNeill; 5 in favor – Mrs. Uzenoff, Ms. Major, Ms. Spaulding, Mrs. Blechinger, Ms. Albert; 1 opposed – Mr. McNeill. (5-1)

Motion: Moved that the Weston Board of Education approved the proposed 2018-2019 Weston Specific calendar. Motion by Mr. McNeill, second by Ms. Albert, all in favor. (6-0)

10. Ninth FY 2017 Financial Update and Approval of Transfers Mr. Rudl, Director of Finance and Operations, to provide a monthly financial update.

Motion: Moved that the Weston Board of Education approved the transfers as presented by Mr. Rudl in the ninth FY 2017 financial update. Motion by Ms. Major, second by Mrs. Blechinger, all in favor. (6-0)

11. Financial Update of Out of District Tuition for Special Education and Approval of Transfers Mr. Rudl will update the Board on Out of District Tuition for Special Education. Included was a memorandum from Ms. Lois Pernice, Director of Pupil Services, including special education tuition overage mitigation recommendations.

Move that the Weston Board of Education approved the transfers as presented by Mr. Rudl to cover Special Education Out of District Tuition. Motion by Ms. Major, second by Mrs. Blechinger, all in favor. (6-0)

IX. OLD BUSINESS

1. Weston Board of Education Policies, Regulations, and Bylaws Mr. Lewis Brey, Director of Human Resources and Internal Counsel, will review:  Weston Board of Education Administrative Regulation 1230, Sexual Offenders;  Policy and Administrative Regulation 5119, Homeless Children and Youth.

Motion: Moved that the Weston Board of Education approves Administrative Regulation 1230, Sexual Offenders and Policy and Administrative Regulation 5119, Homeless Children and Youth. Motion by Mr. McNeill, second by Ms. Spaulding, all in favor. (6-0)

X. SUPERINTENDENT’S REPORT

1. District Update-Dr. McKersie deferred comments until the review of pending items for the next Board of Education meeting.

XI. COMMITTEE REPORTS

1. Communications Committee – Sara Spaulding 2. Curriculum Committee – Denise Harvey 3. Finance Committee – Denise Harvey 4. Facilities Committee – Elise Major 5. Policy Committee – Daniel McNeill 6. Negotiations Committee – Ellen Uzenoff 7. CES – Elise Major 8. CABE – Daniel McNeill 9. Weston Education Foundation – Sara Spaulding

None of the Committees had anything to add to the written minutes that were already provided to the Board.

XII. WRITTEN REPORTS

1. Principals’ Reports

None of the Principals had anything to add to the written reports that were already provided to the Board.

XIII. NEXT SCHEDULED MEETINGS OF THE BOARD OF EDUCATION

1. May 15. 2017 AT 7:30 P.M., with an executive session at 6:30 p.m.

2. Dr. McKersie will review pending agenda items for the next meeting. One of the major agenda items for the May BOE meeting will include the results of the Drug and Alcohol survey. There will be a need for an executive session, beginning at 6:30 p.m. Dates for the 2017-2018 BOE monthly meetings and Board Workshops are being compiled and will come to the Board for a vote in May. On Wednesday, May 24, we will have a Realtor’s Open House, beginning at 9:45 a.m. at Weston High School.

The June Board meeting falls the same night at the grade eight moving up ceremony. There will be a need for an executive session, beginning at 6:45 p.m. Dr. McKersie will speak with Dr. Tunks to see if the Technology Update will be presented at the June Board meeting also.

XIV. ADJOURNMENT

Motion: Motion to adjourn by Ms. Spaulding, second by Mr. McNeill, all in favor. (6-0) Meeting adjourned at 10:13 p.m.

Minutes prepared by Meredith Herman, Board of Education Clerk.

______Chairman

______Secretary

Approved by the Board of Education May 15, 2017.

WESTON PUBLIC SCHOOLS

Annual Instructional Update 2016-2017

Presented to the Weston Board of Education Curriculum Committee May 10, 2017

William S. McKersie, Ph.D. Superintendent of Schools

Kenneth G. Craw, Ed.D. Assistant Superintendent of Curriculum and Instruction

Printed May 10, 2017 7

WESTON PUBLIC SCHOOLS

VISION STATEMENT

Our commitment to excellence and continued, purposeful innovation will make Weston Public Schools the standard in designing educational pathways and environments that cultivate empowered citizens of the global community.

MISSION STATEMENT

The mission of the Weston Public Schools, as a caring and supportive community partnership, is to empower each student to achieve success and contribute to our global society by developing and cultivating character, knowledge and creativity through a dynamic learning experience that challenges each student to continually pursue personal excellence.

WESTON BOARD OF EDUCATION MEMBERS

Ellen Uzenoff, Chairperson Denise Harvey, Vice Chairperson Elise Major, Secretary/Treasurer Gina Albert Jacqueline Blechinger Dan McNeill Sara Spaulding

Contributors

Superintendent ...... Dr. William McKersie

Assistant Superintendent ...... Dr. Kenneth Craw

Director of Digital Learning & Innovation ...... Dr. Craig Tunks

Mathematics, Grades K-5 ...... Mrs. Carolyn Vinton

Mathematics, Grades 6-12 ...... Ms. Janine Russo

Science, Grades K-5 ...... Mrs. Carolyn Vinton

Science, Grades 6-12 ...... Dr. Darcy Ronan

Language Arts, Grades K-5 ...... Mrs. Andrea Noble, Mrs. Alex Bluestein

English, Grades 6-12 ...... Ms. Christine Cincotta

Social Studies, Grades K-5 ...... Mrs. Andrea Noble, Mrs. Alex Bluestein

Social Studies, Grades 6-12 ...... Ms. Christina Conetta

World Language, Grades K-12 ...... Mrs. Mercedes Fernandes

Visual Arts, Grades K-12 ...... Ms. Sydney Girardi

Performing Arts, Grades K-12 ...... Ms. Elizabeth Morris

Health and Physical Education, Grades K-12 ...... Mrs. Kim Kus

Technology Education, Grades 6-12 ...... Dr. Darcy Ronan

School Counseling, Grades K-12 ...... Ms. Lois Pernice

Project Challenge, Grades 3-8 ...... Ms. Lois Pernice

iii

Table of Contents

Introduction ...... 1

Mathematics, Grades K-5 ...... 4

Mathematics, Grades 6-12 ...... 6

Science, Grades K-5 ...... 9

Science, Grades 6-12 ...... 11

Language Arts, Grades K-5 ...... 14

English, Grades 6-12 ...... 16

Social Studies, Grades K-5 ...... 19

Social Studies, Grades 6-12 ...... 20

World Language, Grades K-12 ...... 24

Visual Arts, Grades K-12 ...... 27

Performing Arts, Grades K-12 ...... 30

Health and Physical Education Grades K-12 ...... 35

Technology Education Grades 6-12 ...... 37

School Counseling Grades K-12 ...... 39

Project Challenge Grades 3-8 ...... 41

ANNUAL UPDATE ON THE CONTINUOUS IMPROVEMENT OF INSTRUCTIONAL PROGRAMS

Weston Public Schools is committed to the continuous improvement of its instructional programs and services to ensure students are prepared for a global society. The district is guided by a series of goals that provide a vision for building upon the academic excellence that exists in our system. These goals include cultivating global citizenship, promoting healthy learning environments, leveraging digital learning and innovation, and gauging progress.

Each spring, district leaders reflect on the progress made toward achieving district goals and objectives. In the 2016-17 Annual Instructional Update, each Curriculum Instructional Leader highlights the goals of her department, key accomplishments, challenges, and the anticipated goals for the upcoming 2017-18 school year. These reflections are presented to the Weston Board of Education to provide a comprehensive update and plan for the following academic year.

Update on Fostering Global Citizens Digital Learning: Weston Public Schools has a compelling direction for every member of our educational community to be successfully learning, working, and contributing as a global citizen. Digital learning is integral to the district’s vision to foster global citizenship. As part of a comprehensive plan to phase in one-to-one devices at the K-8 level over a three-year period, Weston Intermediate School successfully implemented the use of Chromebooks in all classrooms in 2016-17. This initiative provided students with daily access to Chromebooks so that teachers may incorporate them into instruction. This resulted in teachers creating new tasks or projects that were not previously possible without having immediate access to the technology.

In 2017-18, Weston Middle School will also distribute Chromebooks to all students. The middle school has been preparing for the implementation of its one-to-one initiative by visiting an area middle school and having discussions about how these devices will support the learning process. Ongoing professional and curriculum development is also planned as the middle school transitions to this model, including a homegrown Digital Learning Institute that is scheduled for the end of June.

This year, each of our four schools continued to strengthen the development of their Library Learning Commons model. Of particular note, was the creation of more flexible learning spaces in each Learning Commons to promote opportunities for collaboration and discussion. In addition, there was a concerted effort to enhance the makerspaces within each Learning Commons with developmentally appropriate resources for projects. This has led to the incorporation of maker activities into the curriculum to promote creativity and the development of problem solving and critical thinking skills.

Under the direction of Dr. Craig Tunks, Weston is developing a three-year technology plan as a roadmap for the future. The technology plan is being developed with input from each of our schools. The plan will be presented to the Board of Education in the near future.

Healthy Learning Environments: Another top priority in Weston is balancing educational excellence with healthy learning. We have many approaches already in place for promoting healthy learning, such as with the implementation of Responsive

Classroom and Positive Behavior Interventions and Supports (PBIS). We started two new initiatives this year to expand our work for this goal, including training staff on the concept of emotional intelligence and implementing the Effective Schools Solutions (ESS) program.

Teams of educators from the Weston Middle School and Weston Intermediate School received training on the role of emotions in learning through the Yale Center for Emotional Intelligence. Following training, these educators delivered subsequent workshops with their respective faculties on what was learned. Hurlbutt Elementary School and Weston High School will participate in similar workshops this summer at the Yale Center to raise awareness with staff about the role emotions play in the lives of our students and their learning.

The addition of the Effective School Solutions (ESS) program at Weston High School is in its first year of implementation. ESS provides therapeutic services for students with emotional difficulties so they may remain at Weston High School. We are closely monitoring the implementation of Effective Schools Solutions (ESS) with regular data collection on its effectiveness.

Gauging Progress: In conjunction with the above initiatives, the district is committed to self-identifying indicators of success and measuring achievement of those outcomes in order to gauge progress in achieving our goals. This entails establishing a system for collecting and analyzing data to allow teachers and administrators to easily access information to guide improvement. Weston’s Data Coordinator is in the process of populating the warehouse with the necessary data and creating visualizations for administrators and CILs to use the system beginning next school year. Training will be provided to our leadership team in the fall, so they may use it with teachers to guide school improvement efforts.

In October 2016, a Gauging Progress Report was presented to the Board of Education at its regular meeting to highlight student performance in the Weston Public Schools for the 2015-16 academic year. Results for several important outcomes such as foundational skills in mathematics, reading, writing, science and critical thinking were presented in the report and have been used to inform decision-making. For example, teams of teachers at the K-5 level, examined the data and have set goals for improvement in the areas of math fluency and writing mechanics. In addition, the middle and high schools have analyzed the writing portfolio data to assist students in strengthening their writing abilities through targeted support.

Weston is planning to have a K-12 program evaluation conducted by the Tri-State Consortium in the spring 2018 in order to assess our writing program. The district’s K-12 Writing Committee, consisting of teachers, CILs, and administrators, is preparing for this visit and has begun meeting to conduct its own self-study of our writing program.

Curriculum Instructional Leader (CIL) Program Evaluation Weston Public Schools reviewed its CIL model during the 2016-17 school year in an effort to continuously improve the delivery of services to support instruction. The district contracted with an external consultant to conduct an independent CIL Review of the range of services provided by CILs and the impact of the CIL model on curriculum alignment, the quality of teaching, and the achievement of district goals.

The report highlights the significant contributions of the CILs in promoting academic excellence in Weston, as well as outlines a series of eight recommendations to improve the overall effectiveness of the model. A few of the recommendations include refining the job description of the CIL in order to carve out additional time for instructional coaching, providing CILs with essential training for instructional coaching, and strengthening the evaluation process for CILs. This work will begin over the summer months with the training for CILs scheduled to begin in August 2017.

Professional Development Professional development is essential in achieving the goals above and the district has invested in supporting staff with high-quality professional learning opportunities throughout the year. For example, Weston held its first annual Best Practices and Digital Learning Fair on March 20, 2017, which had all of the elements of attending a state or national conference. There were a multitude of sessions offered throughout the day by Weston educators for Weston educators. The fair also included poster sessions and opportunities for colleagues to meet in collaborative spaces to discuss their new learning. Based on feedback, Weston educators would like to continue with this format next year during the November 7, 2017 teacher professional development day.

In addition, the district continued its partnership with Teachers College to provide professional development in the area of literacy for language arts teachers in grades K-8. Hurlbutt faculty focused their time with the consultant on strengthening reading instruction in anticipation of incorporating the Teachers College reading units of study into the existing curriculum during the 2017-18 school year. Weston Intermediate School continued with its emphasis on implementing the writers’ workshop model and using the Teachers College writing units of study. At Weston Middle School, the focus was grade specific on the use the evidence from student work to inform teacher planning and differentiation of instruction.

Curriculum Renewal All curriculum areas are engaged in a curriculum renewal cycle and professional development is designed to support this effort. This year two subjects, visual arts and music, completed their renewals and the updated curricula were approved by the Weston Board of Education. There were significant changes made to both programs in order to align with new standards and expectations. Professional development was provided by the CILs to assist teachers in making the necessary shifts in instruction to align with the new standards.

Several other subject areas are currently under review and revisions will be presented to the Curriculum Committee next year. We will continue to examine the Project Challenge program and make recommendations for improvements during the 2017-18 school year. The administration is in the process of conducting several focus groups with parents and students in grades 3-8 in order to obtain valuable feedback regarding their experiences. This information will inform the Project Challenge Committee that has been working diligently throughout the current school year to review and make changes to the identification process, curriculum, and other program elements.

MATHEMATICS, GRADES K-5

I. 2016-2017 Goals  Continue instructional coaching for the purpose of reflection, increasing repertoire, and improving instruction. Coaching next year will focus on support for further developing the instructional strategies leading to successful math learning for K-5 teachers, including an emphasis on differentiation and digital learning.  Continue to provide high-quality professional development opportunities for all teachers using both internal capacity and outside consultants.  Continue to provide opportunities for parent education at all levels.  Develop a K-5 math department website as a resource for parents and students.  Continue to respond to the recommendations of the Tri-State Consortium’s report in anticipation of a March 2017 follow-up visit. II. Accomplishments  This year started out with the challenge of having a third of the K-5 classroom teachers either new to teaching, new to Weston, or new to their grade level. This required a large amount of coaching and support for this group, both in curriculum and instructional practice. This was accomplished in a various ways according to teacher and grade level need.  We had a return visit from Dr. Yeap Ban Har, one of Singapore’s foremost educational leaders, in October. Due to the number of new teachers and teachers who have joined us since our original training, we devoted our entire K-5 day with those 15 teachers. Their full day with Ban Har was extremely beneficial.  In the fall, the faculties of both Hurlbutt and WIS were able to examine the data gained from our new progress reports from the previous year. Looking at the percentage of students who met or exceeded each math standard by grade level allowed us to plan and set goals for the year.  Specific professional development was provided for third grade teachers in the area of multiplication fact fluency. This was a need revealed by our examination of the progress report data from June 2016. We developed a plan for this year which appears to be successful at this point.  Specific professional development was provided to kindergarten teachers in order to increase the amount of problem-solving opportunities in their math lessons.  Specific professional development was provided to the intermediate school special education paraprofessionals during a fall early-release conference day. The purpose of this professional development was to increase their effectiveness while assisting in math classes.  In the fall, five parent workshops were offered and well attended by K-5 parents. The morning and evening sessions at HES provided an introduction to the ways our primary students learn mathematics. The WIS sessions helped parents understand the instructional methods and content in the intermediate grades. Later in the fall, there were also sessions on problem solving for parents of grades two through five.  A new math homework approach was developed and implemented in grades one and two this year. First grade has a game of the month that is sent home with each child. The game is

chosen to reinforce the skills in the current unit. Second grade has a combination of game- based practice and a small amount of written practice, incorporating skills learned throughout the year. We are seeing positive results with this new approach.  The Math in Focus CT Consortium was formed during the fall in New Haven. This consortium brought together about 50 math leaders and teachers from around Connecticut to share best practices around Math in Focus and Singapore Math. The CIL attended when able and brought back some helpful strategies.  Weston’s Teacher Supervision and Evaluation Plan continued to be helpful in encouraging teachers to avail themselves of instructional coaching. This coaching was focused on instructional strategies, including an emphasis on differentiation.  Teachers in grades three through five explored the new Smarter Balanced Assessments (SBA) Interim Assessment Blocks (IAB) with their students. These are short, unit specific, online formative assessments that give teachers immediate data on the strengths and weaknesses of both their class and individual students. They double as providing the students with some low-stakes experience with the SBA platform.  On March 28, we hosted the return visit of the Tri-State Consortium, following up on our 2015 visit. This was a successful visit with both helpful and validating feedback.  We had 49 students from grades four and five participate on our Mathematical Olympiad teams this year. These students met before school on Tuesday mornings. Our teams continue to excel in this international competition.  The K–5 Math Department website was launched in February. It is still a work in progress, but allows parents to access certain resources as well as voiced-over presentations of workshop presentations they may have missed. III. Challenges and Needs  High-quality professional development, using both internal capacity and outside experts, continues to be necessary to build and maintain high-level instructional capacity.  As we hire new teachers to our district, more professional development time is needed for them to develop an understanding of and incorporate our pedagogical approach. IV. 2017-2018 Goals  Continue instructional coaching for the purpose of reflection, increasing repertoire, and improving instruction. Coaching next year will continue to focus on support for further developing the instructional strategies leading to successful math learning in order to prepare students to be effective global citizens. This will include an emphasis on differentiation and digital learning.  Continue to provide high-quality professional development opportunities for all teachers using both internal capacity and outside consultants. Professional development offered will be informed by data used to gauge district progress.  Continue to provide opportunities for parent education at all levels.  Continue development of the K-5 math department website as a resource for parents and students.

MATHEMATICS, GRADES 6-12

I. 2016-2017 Goals  Pilot a seventh grade program incorporating flexibility and additional instructional time to provide greater opportunity for all students to achieve high standards and build a strong foundation in algebra by eighth grade.  Continue implementing differentiation strategies to meet the needs of all learners in the 6-2 and 7-2 classes.  Successfully implement the AP Computer Science A course on a blended-learning platform.  The following bullets outline important curriculum work to be accomplished during the summer 2016: o Continue to vertically align the content and depth of the Algebra 1 courses common to the middle and high schools; o Revise the scope and sequence of the 8-1 and Algebra 1 courses to minimize redundancies; o Revise the scope and sequence of the Standard Algebra 2 and Standard Pre-Calculus courses to minimize redundancies; and, o Develop a curriculum for standard statistics. II. Accomplishments  Seventh grade teachers have successfully implemented the 7-2 (standard level) course by providing some students with additional time in a small group setting to master content. Teachers have used this opportunity for pre-teaching material as well as for teaching concepts using an alternative approach. Unit assessment data supports the claim that students are achieving grade-level standards.  As a result of the changes in our sixth and seventh grade pathways, we anticipate over half of eighth graders will take Algebra 1 next year. In past years, roughly one-third of all eighth graders were enrolled in Algebra 1.  Sixth grade teachers have worked collaboratively to provide more differentiated opportunities to appropriately challenge all levels of learners within the standard level class.  WMS teachers revised the order in which content is addressed across courses in order to better meet the cognitive needs and abilities of the students at different points during the school year.  WMS teachers used professional development time to research the SBA content and format to gain a better understanding of the student experience during the test.  WMS students received exposure to the format of the SBA through the use of Interim Assessment Blocks at the end of relevant units of study.  WMS and WHS teachers worked collaboratively to vertically align the content and rigor of the Algebra 1 curriculum. Seventh and eighth grade algebra students had an identical experience during this school year. The ninth grade course is aligned in terms of content, but the depth at which some topics are explored is differentiated appropriately to the level of readiness of those students.

 WHS teachers worked collaboratively to revise the scope and sequence of Standard Algebra 2 and Standard Pre-Calculus to minimize redundancies across those courses, and to address content topics previously omitted at the standard level.  A full-year Standard Statistics course was offered for the first time this year. The teacher worked closely with the AP Statistics teacher to align content and develop an appropriate course scope and sequence.  AP Computer Science A was offered for the first time this year. Facilitated by our computer science teacher, the course was taught using a blended learning format via the online platform, Edhesive. Students were able to work at their own pace on weekly assignments. Class time was used for collaboration with peers and the teacher, as well as additional projects. Throughout the course, students had the opportunity to work on three larger programming module labs designed by the College Board as a culmination of the curriculum.  All secondary teachers continue to refine and implement performance-based assessments in all classes.  All Algebra 1 and 2 teachers, as well as some additional WHS teachers, participated in professional development in October facilitated by Dr. Yeap Ban Har, an international authority on Singapore Math. Dr. Yeap modeled lessons in Algebra 1 and Standard Algebra 2 classes at WHS. The sessions focused on targeted differentiation strategies to reach the wide range of learners in these courses.  The Tri-State committee returned in March for a two-year progress review. We presented on the placement and curricular changes we have made over the last two years, and received feedback on addressing some future challenges and needs.  A WHS teacher presented on alternative forms of assessment at the regional conference of the National Council for Teachers of Mathematics in Philadelphia in November 2016.  WMS reinstated a Math Counts team after a hiatus of several years. Ten students in grades six through eight participated in regular meetings, as well as the local chapter competition at Fairfield University in February. From that competition, one sixth grader and two eighth graders were selected to participate at the state level.  Ten WMS students participated in five competitions on the Fairfield County Junior Math League Team.  The WHS Mathematics Team entered its ninth year in the Fairfield County Mathematics League with eight participants.  Girls Who Code entered its second year as an organized club. Many of the meetings had over 20 attendees from both the middle and high schools.  One hundred sixty WMS students participated in the 2016 American Mathematics Competition in November. One sixth grade student and two eighth grade students ranked in the top 5% nationally on the contest.  Fifty WHS students participated in the 2017 American Mathematics Competition in February. One 11th grade student ranked in the top 5% nationally in the contest. III. Challenges and Needs  More work needs to be done to differentiate instruction to meet the needs of all learners in the sixth and seventh grade level courses.

 WMS teachers need to prepare for the adoption of one-to-one computers and continue to deepen their understanding of the effective uses of technology in a math classroom.  The alignment of Algebra content across schools continues to be a challenge as scheduling has made collaboration among those teachers inconsistent.  More work needs to be done to differentiate instruction to meet the needs of all learners in the Standard Algebra 1 and Standard Algebra 2 courses at the high school.  WHS teachers will continue to prepare for pedagogical changes as the students come to the high school out of the Math in Focus curriculum. IV. 2017-2018 Goals  Continue to emphasize planning for differentiation, particularly in the standard level classes at both the middle and high schools.  Explore the possibility of offering an integrated Algebra/Geometry sequence for ninth graders to more fluidly follow from the eighth grade standard course.  Explore the possibility of distance and/or digital learning opportunities for students who complete the WHS Mathematics pathways prior to their senior year.

SCIENCE, GRADES K-5

I. 2016-2017 Goals  Continue to focus instructional coaching on implementation of inquiry, clarity of instruction, and developing 21st century thinking skills.  Now that Connecticut has adopted the Next Generation Science Standards (NGSS), professional development will continue with teachers to prepare them for alignment.  Begin appropriate curricular renewal dependent on the progress of state content standard development. II. Accomplishments  Coaching this year was focused on teachers new to the district or to their grade level.  Our students continued to take part in rich science experiences involving inquiry, the use of science notebooks, and thinking deeply about their science content. All of our content is taught through hands-on experiences at every level.  A kindergarten through grade 12 NGSS implementation plan was developed together with the 6-12 CIL. The K-5 plan outlines options based on the decisions regarding instructional time to be determined.  A core team of four teachers, two from each building, along with the CIL, attended NGSS training at CES. The training took place on three separate days and prepared the teachers to help lead the transition within their building.  Professional development was provided to the Hurlbutt faculty to start to prepare them for the transition to NGSS.  Possible materials to pilot in kindergarten through second grade next year were evaluated.  The third WIS science fair took place on April 5 and 6, 2017. This was an inquiry-based science fair with students selecting a question of their own interest that could be investigated through the inquiry process. We had 145 fourth and fifth graders take part, working either independently or in a small group. This represents approximately 40% of students electing to participate. III. Challenges and Needs  The time allotted for science instruction needs to be examined. The resulting decision will determine the extent to which we can implement NGSS in each grade level. The content in the new standards is substantially greater, so decisions will need to be made that consider integration of subject matter and still allow time to maintain the hands-on, inquiry approach valued by our district.  Due to the depth of the new standards, professional development for teachers will need to include content as well as instructional strategies. This may require additional resources beyond internal CIL capacity.  Due to the minimal content overlap with the current frameworks and the instructional shifts, new materials will need to be purchased for every unit in each grade, K – 5.

IV. 2017-2018 Goals  Continue professional development, as appropriate, in order to prepare teachers to teach the NGSS curriculum as it was intended in order to prepare our students to be effective global citizens.  Continue to research the best available materials for use with new curriculum.  Pilot NGSS materials in kindergarten, grade one, and grade two. This will assist with making good material choices. It will also allow certain teachers at those grades to gain experience that will help in the whole school transition.  Provide CIL with training opportunities to build knowledge base and expertise with NGSS in order to strengthen coaching and support for our teachers.  Explore connections between the science curriculum and the makerspaces in each school.

SCIENCE, GRADES 6-12

I. 2016-2017 Goals  Provide Next Generation Science Exemplar System (NGSX) professional development to all science teachers 6-12 such that they can begin to revise units and lessons throughout the year.  Develop a scope and sequence for the science courses that fulfills the objectives of NGSS, to be implemented over multiple years.  Develop and implement NGSS-aligned curricula in grades six and nine (biology) during the 2016-2017 school year  Develop and implement an eighth grade STEAM-area practical and fine arts (PFA) course that includes a lane for continuation of student-driven projects in science. Support student interest in independent science projects generated in Science Discovery Workshop and encourage participation in competitions and events outside of WMS.  Plan and propose a Science Research course (or sequence of courses) and implementation model for WHS to begin in the 2017-2018 year. II. Accomplishments  A team of three science teachers participated in the intensive national NGSX professional development during the summer of 2016. Key pedagogical shifts in phenomenon-driven planning and modeling-based instruction were relayed to the 6-12 science department during August professional development. As a result, all science teachers 6-12 have been prepared to make the instructional shifts called for in the NGSS.  All 6-12 science teachers have discussed possible arrangements of topics at the middle school level, in anticipation of a multi-year rollout of revised curriculum. A cross-disciplinary approach in the middle grades was organized to reinforce cross-cutting concepts of science and presented to the Curriculum Committee.  WMS NGSS-aligned curriculum shifts began with the revised sixth grade program. Teachers developed and revised curricula in the areas of water, weather and climate, and ecosystems and adaptations, building on existing curricular strengths such as the Performance Assessment Design Initiative (PADI) Guardians of the Water Galaxy project and the Invasive Species Engineering project.  WHS NGSS-aligned curriculum shifts began with revised biology courses (ninth grade), especially at the standard level. Scope and sequence was revised to reflect the priorities of the NGSS; and a new phenomenon-driven unit on Ecology will be implemented for the first time.  Interdisciplinary PADI projects with social studies continue to enrich the sixth and ninth grade science courses. This year’s Guardians of the Water Galaxy outreach efforts yielded seven responses from experts in their fields, while five outside health and media practitioners provided feedback on ninth graders’ Global Petri Dish video public service announcements.  For the first time, Weston High School offered environmental science as an upper division, year-long laboratory course at the standard level. The “pilot” year yielded two sections and 45 students, led by Stacey Greenberg and Lauren Hauser.

 For the first time, nearly all eighth graders had the opportunity to complete the trimester “Passion Project”, an open-ended learning experience. With a full range of academic and non-academic topics explored, many students pursued STEM-area projects, including continuations of projects from the seventh grade PFA course, Science Discovery Workshop (SDW). In the SDW course, students developed an authentic investigation to pursue an answer to an “un-Google-able” question. The most promising STEM area student projects from both Passion Project and Science Discovery Workshop will be shared the evening of June 3 at the Third Annual WMS STEM Expo.  Also exhibiting at the WMS STEM Expo will be the five eighth graders who competed in the annual Connecticut Science & Engineering Fair held at Quinnipiac University this March. Weston entrants were recipients of honors and special awards in both engineering and science areas with projects that ranged from homegrown cosmetics, videogames, and airplanes, to systematic tinkering with cupcakes and flying discs. The students presented displays of their projects alongside over 500 other middle school and high school entries.  For the first time, all 10th graders at WHS are enrolled in chemistry courses at either the standard or honors level, in addition to approximately half of the junior class.  Honors Biology classes participated in an online collaboration with their New Canaan High School peers, pooling data from an investigation in plant mutations. This inquiry gives students an experience with a large data set and the complexities of scientific collaboration.  High school science classes continue to use the Interlace platform (now called Visual Classroom) to promote collaboration, meta-cognition, and provide opportunities for formative assessment.  The WHS Science Olympiad team of 18 students recently participated in the state competition held at UCONN. The WHS team took home first place in Astronomy and an overall top 10 finish. They prepared throughout the year with advisors Lauren Hauser and Michael Chappa by studying topics like forensics or ecology and constructing products like robot arms or hovercraft.  The science department is working towards adoption of new instructional materials for standard biology and middle school science units. III. Challenges and Needs  Significant revision to remaining courses will be required to bring our curriculum into alignment with NGSS. The next wave of these changes will occur in our chemistry and physics courses, in conjunction with curriculum renewal.  This year’s chemistry “bubble” will land in our upper division courses next year. Because this domain is characterized by student choice, there will be some challenges in predicting and planning for student selections.  As we develop our post-bubble NGSS-aligned program, the need for additional courses and programs is likely to emerge, such as AP Environmental Science and Science Research. IV. 2017-2018 Goals  Develop and implement NGSS-aligned curricula in remaining core sequence courses (Chemistry, Physics) during the 2017-2018 school year, including innovations in gauging progress relative to NGSS standards.

 Develop and implement NGSS-aligned curricula in remaining core sequence courses at WMS (grades 7 and 8) during the 2017-2018 school year, including a plan to (a) phase in new units to ensure cohorts address relevant modules and (b) leverage the availability of digital instructional technologies.  Continue to develop and implement a seventh/eighth grade STEM PFA pathway for independent STEM projects and encourage participation in competitions and events outside of WMS.  Plan and propose a Science Research course (or sequence of courses) and implementation model for WHS to begin in the 2018-2019 year.

LANGUAGE ARTS, GRADES K-5

I. 2016-2017 Goals  Ongoing refinement of literacy instruction and curriculum across reading and writing will continue to be a priority in all classrooms. This work will be done in conjunction with the units of study available from Teachers College.  Integrating technology into all aspects of our literacy program, inclusive of curriculum, instruction, and ongoing assessment, will continue to be a focus for both curriculum and professional development.  The use of literacy data to strengthen differentiation of instruction within the workshop model will continue to be a primary focus of both professional development and instructional coaching.  Language Arts CILs will be attending the Teachers College Summer Institute on the Teaching of Reading in order to best prepare for the next level of work in refining and growing instructional practices with teaching Reader’s Workshop. II. Accomplishments Curriculum and Instruction  Ongoing refinement of writing units in all classrooms K-5, inclusive of differentiated instruction and ongoing assessment. Grades 3-5 have developed and implemented additional writing units of study.  Teachers have worked on using writing rubrics and checklists more effectively and efficiently to plan for individual and small group instruction.  Grades K-2 have implemented Teachers College Units of Study for Teaching Reading, inclusive of using assessment data to develop and refine small group instruction. Teachers have worked on implementing new structures for small group instruction.  Grades 3-5 have piloted many of the new Teachers College Units of Study for Teaching Reading. The focus has been on developing stamina and volume as readers, as well as analyzing reading data for small group instruction.  Opportunities for digital learning have been integrated in many reading and writing units. These have included the use of online research strategies, Google Classroom, and platforms for digital presentation. Classrooms at WIS have begun the work of embedding makerspace opportunities into certain units of study.  Students K-5 have learned ways of using technology to expand their reading and writing through the use of book talks, recommendations, and response to text. Assessment  Our primary focus K-5 has been on using our reading and writing assessments to gather and analyze writing data. This data is used to plan for and provide differentiated instruction in Reader’s and Writer’s Workshop in ways that tightly align with the new units of study. Professional Development  CILs, administrators, and teachers have worked closely with consultants from Teachers College Reading and Writing Project to leverage high-level instructional practices.

 Between visits from our Teachers College consultants, CILs have developed and implemented ongoing professional development and coaching aligned with our curriculum, instruction, and assessments.  CILs have embedded themselves in classrooms for entire units of study to provide feedback, modeling, and coaching for teachers all year. In addition to working with teachers within their classrooms, ongoing professional development has been embedded into grade-level team meetings and common planning time.  Fifteen K-5 teachers presented at the first annual Weston Best Practices and Digital Learning Fair on March 20. III. Challenges and Needs  Both CILs and teachers would benefit from ongoing professional development both in and out of school as we implement new reading units of study. These include attending institutes with Teachers College this summer as well as the possibility of hosting another district-wide institute on campus.  Teachers need a single warehouse for all the data they collect on an ongoing basis. This will enable teachers to find and use the data they collect more efficiently, which will in turn streamline the grading process. IV. 2017-18 Goals  We look forward to working with our critical friends at the Tri-State Consortium to gain feedback on our writing program during a visit planned for spring 2018.  Ongoing refinement of literacy instruction and curriculum across reading and writing will continue to be a priority in all classrooms. This work will be done in conjunction with the units of study and assessments available from Teachers College.  Integrating technology and digital learning into all aspects of our literacy program, inclusive of curriculum, instruction, and ongoing assessment, will continue to be a focus for both curriculum and professional development.  The use of literacy data to strengthen differentiation of instruction within the workshop model will continue to be a primary focus of both professional development and instructional coaching.

ENGLISH/LANGUAGE ARTS, GRADES 6-12

I. 2016-2017 Goals  Create and implement professional development opportunities to allow for cross-curricular connections with the Writing Center.  Continue to promote and encourage student use of the Writing Center.  Articulate vertical alignment from grades six through twelve.  Revise the current grade 8 writing rubric to align more closely with the WHS writing rubric.  Review the 2015 data for the grade 8 and grade 10 writing portfolios and make any necessary adjustments to the process.  Continue to incorporate blended learning opportunities into the English classroom that will enhance both instruction and learning. II. Accomplishments  Writing Center staff met with teachers from a variety of departments to help review and create writing assignments. This cross-curricular work helps communicate that proficiency in writing is a school-wide endeavor.  Writing Center coordinators have had 745 individual meetings with students this year. They have met with approximately 33% of the student body. They have also supported conferencing and led writing lessons in 63 classroom visits.  The Writing Center moved to a more central and visible location located in the WHS Library Learning Commons. The scheduling process was also streamlined so that students could more easily book appointments. These changes were made in response to student feedback at the end of the 2015-2016 school year.  After reviewing data from the 2016 portfolio administrations, additional supports were put in place including targeted classroom visits, built-in time for student conferences, and outreach to struggling writers.  Writing Center coordinators, classroom teachers, and principals have met with both 8th and 10th grade students to communicate the importance of meeting proficiency on the portfolios.  Grades 9 and 11 English and social studies teachers have identified benchmark writing assessments to be used as performance measures for struggling writers. Scores on these assessments are helping us compile data on student performance throughout the year. Teachers collaborate across grade levels to align best practices for writing instruction.  Grade 9 English teachers, working with the Writing Center coordinators, reviewed portfolio feedback and results with their students in September. Students then set writing goals based on this information. Teachers revisited these goals with students throughout the year as they helped students work towards meeting these goals.  WMS English teachers continued to refine their practice through their work with a consultant from Columbia University, Teachers’ College. This year’s work included the creation of student writing models as tools for instruction, the modeling of conferencing techniques for both writing and reading, and the development of vertically-articulated expectations for writing in grades 6, 7, and 8.

 The WMS writing portfolio rubric has been revised and is more aligned with the WHS writing rubric. The common language in both rubrics allows for clearer communication of expectations between grades 8 and 9.  WMS English Language Arts teachers administered several Smarter Balanced Interim Assessment Blocks (IABs) which gave students the opportunity to practice test-taking skills prior to the SBA administration in late April. Teachers will use the results from these IABs and the SBA to inform curriculum planning.  Grade-level partners continue to use their scheduled curricular partner time to collaborate on planning and assessments. Teachers also use this time to calibrate the scoring of student work. These efforts allows teachers to communicate common learning expectations to all students.  Teachers collaborate with library media specialists in the creation and delivery of informational literacy assignments. The library media specialist at WHS coordinates and facilitates research units in core classes and electives. She is also crucial in helping teachers find accessible and appropriate non-fiction resources to enrich their units. At WMS, the library media specialist regularly coordinates book talks for all students. She also led lessons on database searches, research question formation, keyword use, and primary/secondary sources.  Teachers continue to use Google Classroom as an instructional tool in their courses. Google Classroom encourages student collaboration, while allowing teachers to differentiate while providing specific and targeted feedback.  Teachers continue to engage students through digital learning, and incorporate technologies such as Grammarly, Kahoot, PollEverywhere, Goobric, and Glogster. For example, grade 6 students created Glog posters after writing argument essays. They critically evaluated their writing, selected the most important ideas, and then figured out how to communicate these ideas through a different medium. In grade 10, students use Google Forms to provide and receive real-time feedback on their writing. III. Challenges and Needs  If we are committed to ensuring that all students leave Weston as proficient writers, we need to continue with our systemic support plans to guarantee their success.  As we continue to gauge the progress of our students meeting proficiency in our writing program, we need to continue to gather additional data on student writing.  Teachers are using a variety of digital tools to enhance teaching and student learning, but more high-quality professional development is needed to help teachers maximize these tools in the English classroom. IV. 2017-2018 Goals  Continue to track student success in meeting our proficiency goals for writing and make adjustments to the plans as necessary.  Evaluate the writing program at both WMS and WHS in preparation for the Tri-State visit in spring 2018.  Create and implement an assessment plan to gauge writing progress at WMS.  Develop a vertically-aligned grammar curriculum for grades 6-10.

 Continue to create and implement professional development opportunities to allow for cross- curricular connections with the Writing Center.  Continue to incorporate digital learning opportunities into the English classroom that will enhance both instruction and learning.  Continue to evaluate PSAT/SAT data and create professional development for teachers regarding these tests.

SOCIAL STUDIES, GRADES K-5

I. 2016-2017 Goals  Implement and refine new social studies units.  Develop assessments that align with new social studies units.  Create standards that align with social studies unit to be assessed on Progress Reports.  Acquire appropriate resources that align with new social studies units.  Support and coach teachers as they transfer their knowledge of science inquiry into the teaching of social studies. II. Accomplishments  We have implemented, reflected upon, and revised all new social studies units.  Assessments that align the new units have been drafted and piloted in some grades.  Social studies units embed inquiry as an instructional practice in all grades K-5.  Authentic opportunities for using technology to research, create, and present new learning have been embedded in new social studies units K-5. III. Challenges and Needs  The newly adopted frameworks are very heavy on content in some grade levels. Developing units that honor this content within the confines of our existing teacher schedules may be a challenge. IV. 2017-2018 Goals  Social studies units will continue to be refined and developed further in order to accommodate for additional standards in the framework that are not currently included in our units.  Inquiry as an instructional practice will continue to be a focus of professional development.  The development of additional authentic opportunities for technology integration will continue to be a priority in all social studies units.

SOCIAL STUDIES, GRADES 6-12

I. 2016-17 Goals  Teachers and media center specialists will collaborate to create a framework to identify targeted research skills at each grade level.  Department members will seek increased opportunities for inter-departmental review of assessment practices, as well as the anchoring of standards for inter-departmental projects and assessments.  The social studies department will create opportunities for calibration of assessments and instructional practices. II. Accomplishments  Utilizing 6-12 Social Studies Department meetings and professional development opportunities, the Department increased the vertical alignment for writing and as well as inquiry-based learning as outlined in the College, Career, and Civic Life (C3) Framework for Social Studies State Standards. o Sixth grade teachers redesigned an end-of-year inquiry project associated with their own investigable question associated with course topics. o Tenth grade teachers created and implemented an inquiry benchmark investigation involving question development and defense through web-based instructional tools. o Teachers collaborated with Storm Snaith and Technology Integrator, Gary Webster, to support research and technology. o Eleventh grade American Studies teachers created and implemented an inquiry investigation bridging historical content and current connections.  Social studies department members continue to participate, along with their ELA colleagues, in the full implementation of both the 8th and 10th grade writing portfolios. o Social studies teachers worked with Writing Center staff on lessons centered on specific topics within the writing process in both 9th and 11th grade as well as with the 8th and 10th grade writing portfolios.  The social studies department successfully completed three interdisciplinary performance- based assessments. o In the Global Petri Dish, students researched infectious diseases and weighed evidence to determine which disease they believe is the greatest threat to humans. This assessment used an expert panel that included members of state health districts as well as various medical and PSA experts from our local community. o In the Population Problem, students participated in presentations on Weston Public Schools enrollment trends. This year, various district and community members participated in a morning community panel session where students listened to presentations to understand the varied perspectives on the town’s population trends. o Guardians of the Water Galaxy called upon students to participate in an interdisciplinary project researching water issues and proposing solutions. Students received responses from a number of non-profit and corporate groups.

 Teachers at each course level have collaborated in unit planning and revisions of common assessments. Tenth grade teachers took initial steps in creating an online digital resource webpage to supplement course materials.  Middle school teachers collaborated with the library media specialist in the creation of a framework with targeted grade-level research skills in connection with the inquiry arc.  All department members focused on inter-departmental review of assessment practices during professional development sessions, department meetings, critical friends presentations, and through calibration efforts across disciplines.  AP Psychology was offered for the first time this year with 53 students enrolled in the course and taking the exam in the spring. Department member, Kara Swezey, attended an AP Psychology Workshop in July, 2016.  All department members had the opportunity to work with the Weston Historical Society in multiple capacities this school year. o The entire department visited the historical society’s WWII exhibit and discussed opportunities for a collaboration amongst community and school district. o The seventh grade team worked with the town historian in conjunction with their population project in the spring. o Department member, Christina Conetta, collaborated with Weston Historical Society members, Ken Edgar and Susan Bromley, to finalize this year’s World War II exhibit. o All 10th and 11th grade students visited the historical society’s World War II exhibit this winter.  The eighth grade teachers collaborated with the Connecticut Regiment Colonial Reenactment group to bring Colonial Day to Weston Middle School. A group of ten reenactors took part in large and small group sessions where students witnessed the tales and trials of the time period.  School Resource Officer, Joe Mogollon, spoke with the American Government classes in a discussion regarding American civil liberties and law enforcement practices.  Organized by department member, Michele LoBello, the high school social studies department sponsored a Veteran’s Day meet-and-greet with local US military veterans.  Three Weston Middle School Mock Trial teams competed in the regional round of the statewide mock trial championships. o Both eighth grade teams and one seventh grade team advanced to the state tournament. o The eighth grade Blue Team advanced out of the quarter finals and will be competing in the state championship.  Weston Middle School seventh grade student, Jasper Gill, won the school geography bee and applied for the Connecticut State Geography Bee exam.  Four students participated in National History Day this year and won their respective categories. They move on to the state finals at the end of April. o Ninth grader, Grace Milliman, won first place at district finals in the category of senior individual documentary for her work on Female Empowerment through the Pantsuit.

o Tenth graders, David Tamburri, Brendan Moore, and Beck Reiferson, won both first place at the district finals and second place at the state finals in the category of senior group documentary on the Attica Prison Riots. They will move on to represent Connecticut at the national tournament in Washington D.C. this June.  Members of the High School's Model United Nations club went to the University of Connecticut and the University of Delaware to take part in two different Model UN conferences. o At the University of Connecticut, an 11th grade student was awarded “Most Improved Delegate”, and a 10th grade student was recognized as “Best Delegate”. o At the University of Delaware, students took part in different committees acting as delegates from the Republic of Korea, the Bolsheviks from 1917 Russia, and a CIA representative in a 1960s crisis meeting. One 10th grade student was awarded “Best Delegate”.  Department member, Bill Moeder, was an evaluator for The College Board Advanced Placement United States History reading in June, 2016. In addition, Mr. Moeder was a consultant for EASTCONN and worked with inner city students in preparing them for the AP exam in May.  Department members, Christina Conetta, Daniel Passarelli, Andrew Jorge, Amanda Quaintance, and Thomas MacDonald presented at the district Technology and Best Practices Fair. Each social studies teacher separately presented on best practices and tools to enhance the classroom experience.  Department members, Andrew Jorge and Thomas MacDonald, served as part of the Learning Management Systems Review Committee in the spring of 2017.  Department members, Barbara George and Thomas MacDonald, attended the Connecticut Council for the Social Studies Annual Fall Conference: Equipping Informed Citizens–Using the framework in CT Classrooms and Beyond.  Department member and Curriculum and Instructional Leader, Christina Conetta, attended numerous professional development opportunities provided by the Connecticut Teacher of the Year Council. Events included a day spent at the Mark Twain House with other secondary educators, and attendance at the Empowered to Lead Symposium in the spring. III. Challenges and Needs  Summer curriculum time is needed to continue to create and revise the online digital resource materials for tenth grade.  Summer curriculum time is needed to revise the sixth grade PADI project to support special education students.  Summer curriculum time is needed to review the recent implementation of the ninth grade PADI project and revise post teacher-admin debrief.  There is a strong interest in pursuing external professional development conferences to improve content knowledge and instructional practices especially regarding inquiry-based learning. IV. 2017-2018 Goals Department members will:

 Continue to support the district’s digital learning initiative through integrating technology in the classroom in connection with research skills, digital resources, and tools to support student learning.  Seek increased opportunities to integrate the inquiry model into coursework.  Continue to support 6-12 student writing in effort to meet the district’s writing goal in preparation for the Tri-State visit in the spring of 2018.  Continue to seek increased opportunities for inter-departmental review of assessment practices.  Continue to create opportunities for calibration of assessments and instructional practices to support a common understanding and gauge progress in regards to district and department goals in writing and inquiry.

WORLD LANGUAGE, GRADES K-12

I. 2016-2017 Goals  Continue with curriculum renewal process with a focus on Spanish in grades 2-12, French grades 6-12, Latin levels 1-4, and Chinese levels 1-4.  Continue to incorporate digital learning opportunities into world language courses that will enhance both instruction and learning.  Explore additional software applications for digital learning in world languages.  Continue to provide subject-specific professional development opportunities for world language teachers.  Continue to monitor French enrollment numbers.  Adjust teaching and learning experiences to reflect students’ input from a survey. II. Accomplishments  Completed curriculum renewal for second grade Spanish with successful implementation of the new curriculum.  Revisions were made to the first grade Spanish curriculum.  Designed and planning to administer gauging progress assessment to second grade for Foreign Language in the Elementary Schools (FLES) program at HES.  Completed curriculum renewal for WHS Latin 1-4.  Continued formal curriculum renewal process for all world languages.  Continued alignment of curriculum with the newly revised World-Readiness Standards for Learning Languages.  Continued with vertical articulation of all language programs.  Developed and implemented new authentic performance-based assessments at all levels.  Engaged in professional development sessions with a focus on digital resources for world languages.  Enriched lessons with new digital resources (Google Apps for Ed., EdPuzzle, Quizziz, QuizletLive, I-movie, Screencastify, QR codes, and many others)  The number of students taking French at WHS increased by 15% in comparison to the previous year.  Monthly parent bulletins (El Boletín de Hurlbutt) were sent to HES parents keeping them informed of the Spanish curriculum, and highlighting units of focus and interdisciplinary connections.  Continued with revisions to Spanish FLES program at WIS.  Piloted a new series of French textbooks for WHS.  Piloted a new series of Mandarin Chinese textbooks for WHS.  Seventh and eighth grade French students attended a musical performance by Brice Kapel.  Seventh grade French students exchanged correspondence with a middle school in Bordeaux, France.  Seventh grade Spanish students exchanged correspondence with a middle school in Santa Fe, Argentina.

 Eighth grade students started an after-school Spanish Club and exchanged letters with two schools in Santa Fe, Argentina. They also conferenced via Skype.  Forty-seven eighth grade French students participated in the National French Contest. Gold, silver, and bronze medals were awarded to WMS students as a result of outstanding performance.  One hundred ninety one seventh and eighth grade Spanish students participated in the National Spanish Exam. Gold, silver, and bronze medals were awarded to WMS students as a result of outstanding performance.  WMS students were recognized for outstanding academic achievements in Spanish and French classes at the annual world language celebration.  WHS students participated in National French, Spanish, and Latin Exams. Students received gold, silver, and bronze medals as a result of outstanding performance in the contests.  Latin students participated in State Latin Day in May.  WHS hosted a visit of 13 students from Orleans, France.  WHS inducted students into the National French, Chinese, Latin and Spanish Honor Societies. National French, Chinese, Latin, and Spanish Honor Society members have actively participated in activities that promote the appreciation and promotion of World Languages (e.g. assisting in non-profit organizations in Bridgeport and Norwalk, tutoring students at WMS and WHS)  WHS students were recognized for outstanding academic achievements in world language classes at the World Language Celebration/National Honor Society Induction Night.  Researched and gathered samples of French and Spanish textbooks for WMS programs.  Researched and gathered samples of Spanish 6 textbook for WHS.  Researched Spanish ancillary materials for all levels.  Teachers participated in a variety of internal and external professional development opportunities. o French teacher, Gretchen Mancuso, Mandarin Chinese teacher, Sharon Mae Wong, and CIL, Mercedes Fernandes, attended the three-day American Council on the Teaching of Foreign Languages (ACTFL) conference in Boston. o Latin teacher, Amanda Telford, attended a technology workshop at Taft. o Latin teacher, Vivianne Furst, attended the CANE Conference and was appointed Chair of the CT State Greek Day through the Classical Association of Connecticut. o Chinese teacher, Sharon Mae Wong, participated in a DRG A meeting of Mandarin Chinese instructors. o Several teachers presented instructional practices or digital tools at the WHS Best Practices and Digital Learning Fair. III. Challenges and Needs  Summer curriculum time is needed to continue writing units for French, Spanish, and Mandarin Chinese for anticipated adoption in the spring of 2018.  Pilot third grade Spanish instruction delivery to be in the third grade classroom, following HES model in order to maximize instructional time.  Research and pilot new textbooks and ancillary materials for Spanish programs K-12.

 Research and pilot new textbooks and ancillary materials for French programs 6-8.  Continue to seek subject-specific professional development opportunities for all world language teachers.  Explore Assessment of Performance toward Proficiency in Languages (AAPPL), by ACTFL for French and Spanish programs as part of our continuous effort for gauging progress. IV. 2017-2018 Goals  Continue with curriculum renewal process with a focus on Spanish grades 3-12, French grades 7-11, and Chinese levels 2-4.  Continue to provide subject-specific professional development opportunities for world language teachers.  Continue to develop authentic learning experiences and assessments in all courses.  Continue to seek enrichment opportunities for all languages outside of the classroom.  Continue to enhance teaching with appropriate digital resources for world languages.

VISUAL ARTS, GRADES K-12

I. 2016-17 Goals  Continue to align the district arts curriculum with the new National Core Arts Standards, revise and refine curriculum and vertical alignment; reflect on and revise curricular units in the Atlas Rubicon.  Create teams of student-volunteers at WMS to select, frame, and hang artwork, or paint murals to be displayed in school public areas. By having students participate in this effort, at least two more WMS walls will have finished, framed artwork and/or murals, more student work will be on view, and a positive energy will be enhanced in the school.  At HES, create a video snapshot or work in progress slide show to be displayed on the entryway monitor.  Continue to foster student pride in work, and model authentic artist exhibition opportunities for all grade levels through district and town art exhibitions.  Continue to foster creativity and utilize digital tools in appropriate arts courses to support district initiative.  Provide professional development (from local universities, with coursework, or by bringing in guest artists) that is directly aligned with updated curriculum content and research-based instructional pedagogy in the arts.  Continue to review K-12 scheduling and determine the most effective way to schedule classes so as not to lose instructional time.

II. Accomplishments  The Art Jam All-district Art Show will be held on May 21 this year. Student artwork will be displayed and music will be shared simultaneously at all four schools in a comprehensive, district-wide exhibit. This year, special awards are to be given to a few high school seniors at the show.  National Art Honor Society, under Kate O’Keefe’s leadership, accomplished many community service art projects this year including seasonal windows in WHS library, 26 days of kindness cards and art installation, student docents for Weston Arts night, working with Adam’s house during Healing Hearts Paddle Tournament (photography), finishing up murals at Adam’s house, and taking club photos for yearbook.  The Visual Arts department completed curriculum renewal, aligning the curriculum with the extensive new National Coalition for Core Arts Standards (NCCAS) Visual and Media Arts K- 12 Standards.  Geoffrey Brencher’s videography student, Nathan Katz, placed third in the CSPAN StudentCam Documentary Competition. StudentCam is C-SPAN's annual national video documentary competition that encourages students to think critically about issues that affect our communities and our nation. This year they received 2,903 films from over 5,600 students—the most entries in the 13 years of the competition. Entries came from 46 states, as well as Washington, DC, England, Germany, Singapore, and Taiwan. Nathan's video placed

in the top 60 out of the 2,903 entries. Michael Bogaev also placed in the top 150 with an honorable mention for his submission to the contest. https://www.viddler.com/v/ad0c3641 - Nathan’s Documentary https://www.viddler.com/v/ebb9859d - Michael’s Documentary  Geoffrey Brencher’s videography students, Nathan Katz, Andrew Harwood, Alex McCall, and Michael Bogaev were awarded first place in the annual public service announcement competition sponsored by the State Department of Motor Vehicles. More than 400 teenagers statewide submitted entries. This year's theme, “One Split Second,” required submissions to illustrate how it takes only a moment to make a driving decision that can prevent one from breaking the law, or cause one to get into an accident. https://www.youtube.com/watch?v=_MaZSnnqC_s  Four WHS students received awards at the State of Connecticut Scholastic Art & Writing Awards Exhibition. Maggie Miller: Gold Key for Fashion Design Portfolio Connor Meccay: Honorable Mention for Photograph Georgia Manning: Silver Key for Photograph Jaime Klein: Silver Key for Photograph  Ten WHS art students had artwork displayed in the fourth annual Teen Visions High School Art Exhibition at Sacred Heart University in February. The following students won awards in this juried show: Caiti Levin, second place for drawing; Samantha Shey and Leila Sturges, each won second place for painting.  Gina Arena attended a week-long Fine Arts and Crafts Professional Development Workshop through PBS’s Craft in America series at Kutztown University during the summer, bringing what she learned back into the Advanced Crafts classroom.  Kate O’Keefe illustrated, wrote, and published a book, Along Came You, a children’s story exploring how her daughter’s imagination and creativity has inspired her own. The book grew out of a series of work exploring the themes of motherhood, maternity, and her daughter’s own imagination, eventually focusing on her daughter in surreal and fantastical situations.  Sydney Girardi earned certification in four Adobe courses covering updated software and educational learning with digital tools.  Holly Hawthorn coordinated an exhibit of Weston High School Drawing class work in the community room of the Weston Library in March. Thirty works from students in first-year Drawing as well as Advanced Drawing classes were exhibited.  WHS Videography and TV Production students participated in a tour of NBC Studios in New York City.  Elizabeth Fogarty held Art Club at WMS. About 15 students per trimester, from all grades, used this time to expand their art experience.  Both the Mac lab and videography labs were updated with new hardware and software this year, helping to keep student learning authentic and relevant.  Geoffrey Brencher’s Advanced Videography students created morning announcements this year for the WHS students. Every morning, the class wrote scripts, videotaped, and shared a news clip with the school.

 Videography students entered public service announcements in The School of Ethical Education Academic Integrity Public Service Announcement Contest. All submissions were required to be positive, innovative, and original work of students to promote the importance of academic integrity. (Winners are announced in April).  The Art with a Heart club at WHS, led by Holly Hawthorn, continued to fundraise to support Vuria, their African elephant. They also collected art materials for Children’s Hospital in Philadelphia.  The video titled “Stay Honest to Your Work” created by WHS students Sofia Bara, Lauren Rivera, and Jessica Wang has been selected as one of the three winners in The School for Ethical Education’s (SEE) 2016-17 Academic Integrity Public Service Announcement (PSA) Contest. III. Challenges and Needs  Art teachers are interested in continuing to identify high-quality, content-specific professional development to support their personal and professional growth.  Visual art instructional time at all levels continues to be well below state and national recommendations, limiting ability to align with new national visual and media arts standards. However, visual art instructional time in Weston is aligned with DRG A schools.  Explore ways to ensure that scheduling at WHS and WMS will meet the needs of students who express interest in enrolling in visual art courses.  Visual art equipment and furniture is in need of systematic replacements. There has not been a visual art equipment budget since 2009 and replacement requests continue to be cut out of the budget. IV. 2017-2018 Goals  Continue to foster student pride in their work and model authentic artist exhibition opportunities for all grade levels through district and town art exhibitions.  Continue to foster creativity and utilize digital tools, as appropriate, to support district initiative.  Provide professional development (from local universities with coursework or in museum settings) that is directly aligned with updated curriculum content and research-based instructional pedagogy in the arts.  Continue to monitor instructional time at all levels; exploring opportunities to expand visual arts opportunities for students.  Explore possible resources for updating broken or aging classroom equipment and furniture.  Implement the renewed Visual Arts Curriculum with teachers monitoring and adjusting classroom instruction, unit assessments to positively impact student learning.  Discuss and discover appropriate means of collecting data in the Visual Arts classrooms to inform instruction and provide meaningful analysis of student learning.

PERFORMING ARTS, GRADES K-12

I. 2016-2017 Goals  Continue to foster creativity and utilize digital tools with up to date technology in appropriate arts courses to support STEAM initiative.  Continue to provide guidance and appropriate time for arts teachers to review and determine the best way to use digital resources like Google Classroom and Google Sites to strengthen classroom to home connections.  Continue to provide support and professional development on the National Core Arts Standards.  Develop a schedule for K-12 teachers that will support the K-12 music program effectively.  Determine appropriate ways to secure funding for adjudications and festivals for ensembles that wish to participate. II. Accomplishments Curriculum, Instruction, and Instructional Technology  The K-12 music teachers completed the rewrite of the music curriculum to include updated National Core Arts Standards, music technology, and updated courses.  The music department successfully implemented new and updated technologies in our courses as part of a departmental goal. Computer updates were completed in both music labs, and software has been updated to the latest version.  Many of our music courses utilize Google Classroom for announcements, class assignments, videos, and submitting digital audio assignments.  The fifth and eighth grade Music Knowledge and Skills assessments were updated to include new listening examples. This assessment will be administered at the end of May.  Two non-performance music elective courses, Music Theory and Music Technology, successfully ran at the high school and contributed to the strengthening of our high school music program.  The WHS band program utilized the Lumens DC-175 portable Ladybug projector to project the full conductor’s score of “Soaring with John Williams”, a grade 4 piece of literature, on the board in the symphonic band. Using this digital tool, the group worked on the rhythms and counterpoint in 12/8 meter and could see all the parts fitting together. This use of technology helped visually support the groups “listening” skills.  Musicfirst/Noteflight software is being used in the middle school general music program and the high school music theory course for composition.  Smart Music has been used successfully for the third year in the middle school band program and provides students guided at-home practice when used on their home computers.  The WHS Chamber Singers course was approved to move into the school day for the 2017-18 school year and all of our advanced level ensembles (symphonic orchestra, wind ensemble, and chamber singers) will receive honors credit for these courses upon completion of the new course criteria.  The wind ensemble participated in a ratings festival at Sacred Heart University and the wind ensemble, chamber singers, and symphonic orchestra participated in the Rhythms

International Festival in Montreal, Canada. In addition to the rigors of performing for adjudication, these ensembles gained valuable experience working with clinicians and performing with other high school programs.  The WHS jazz ensemble participated in a clinic with Jazz Saxophonist David Dejesus from the SUNY Purchase College of Music jazz faculty.  Tenth grade symphonic orchestra student, Doran Sekaran, composed a full string orchestra piece which will be debuted and conducted by him at the spring orchestra concert.  In January, the middle school cello/bass ensemble was formed. A group of 20 driven cellists and bassists come into school early on Friday morning to practice special repertoire for the Spring Concert. This is a new ensemble to the middle school, driven by the overwhelming enthusiasm of the WMS cello and bass players.  For the third consecutive year, the WHS and WMS student mentoring program, Music Mentors, ran successful fall, winter, and spring programs where high school students mentor beginning band students after school one day a week.  Overall, the enrollment in our performing ensembles is steady. We have seen an increase in the fourth grade strings program this year and the middle school strings program over the last few years. All State, Regional Musicians, and Music Honors  The Weston High School Symphony Strings, Wind Ensemble and Chamber Singers attended the Rhythms International Festival in Montreal, Canada. Each group was adjudicated and worked with clinicians from McGill University and Boston. Each group received a Superior rating.  The WMS Jazz Bands, WMS Chamber Orchestra, and the WMS Chamber Singers took top honors at the Music in the Parks Adjudication Festival in Massachusetts. The WMS Chamber Singers and Chamber Orchestra received a first place honor and a rating of Superior. The WMS Jazz Band received third place and rating of Excellent. The beginning jazz band, The WMS Jazz Lab Band, received third place and a rating of Good. The WMS Chamber Singers and Chamber Orchestras won the award for “Best Overall” Middle School Choir and “Best Overall” Orchestra. This year, the groups from WMS received the Esprit De Corps Award which is awarded to the school that captures the spirit of the festival. Sixth grader, Karl Schultz, won the Best Soloist award.  Eleven WHS band students, six orchestra students, and two choir students were selected by process of audition to participate in the Western Regional High School Festival. Five WHS band students, two orchestra and one choral student were selected by process of audition to participate in the Connecticut All-State Festival.  Two WMS band students and five choir students were selected by process of audition to participate in the Connecticut Music Educators Association Western Regional Middle School Concert Festival.  Four WIS choral students were selected to participate in the CMEA Elementary Honors Choir during the All-State Festival.  Three students in grade 9 were chosen via audition to participate in the Fairfield County Strings Festival: Alejo Navaresse and Natalie Schreder were selected for the honors orchestra and Ryan Baker, bass, was selected for the 8th/9th grade orchestra.

 The Tri-M Music Honor Society inducted 36 junior and 30 senior members into their respective chapters on April 25, bringing our total number of members to 106. The Tri-M Music Honor Society is the international music honor society for middle/junior high and high school students. It is designed to recognize students for their academic and musical achievements, reward them for their accomplishments and service activities, and to inspire other students to excel at music and leadership.  The WMS Tri-M chapter sponsored events for Music in our schools month with creative segments on the morning show like “Musical Fun Facts”, “Music History”, and “Guess the Faculty Performer”. All students were encouraged to play “Jammin' Jeopardy” to compete for Weston Warrior Day points via a Jeopardy-style Friday segment. Tri-M pop-up performances allowed several students to perform live for their peers during lunch periods. Students performed in a recital-style performance at the induction ceremony, at the Veteran’s Day assembly, and at the Historical Society.  Eight sixth grade band students were selected to perform at the annual “Play with the Westport Community Band”.  Several students were involved in area select ensembles such as the Fairfield County Children’s Choir, the Norwalk Youth Symphony, the Bridgeport Youth Orchestra, the Ridgefield Youth Symphony, and a variety of summer arts ensembles. Music and Theatre Arts Performances  The WHS drama club, Company, presented the Shakespearean tragedy Hamlet in the fall and the musical, Little Shop of Horrors in the spring. Each production at WHS benefitted from the talents of student artists, musicians, actors, costume designers, and technical theatre personnel who dedicated their time and talent to this very successful co-curricular program.  Company will present a student-run production of Dialogue that will feature student written and directed one-act plays, scenes, and multiple musical acts on May 21.  Last June, Company students were nominated for 25 Halo awards and attended the Halo Awards at the Palace Theater in Waterbury, Connecticut. This awards night is the premiere high school competition in the state. Company students, Thomas Valenti, Julia Cohen, and Krista Nayden brought three awards home to Weston for Best Male Comedic Performance in a Play, Best Performance by a Supporting Actress in a Play, and Best Female Comedic Performance in a Musical. This June, Company will be performing a musical number from Little Shop of Horrors at the event.  The WMS theatre group, Short Wharf, presented Willy Wonka Jr. this winter and benefitted from the talents of student artists, musicians, actors, costume designers, and technical theater personnel from Company who worked along-side middle school students to train them in areas of technical theatre.  The WIS theatre group, Show Stoppers, presented The Lion King Kids.  The WHS jazz program performed in the Berklee Jazz Festival in Boston, Massachusetts, the Norwalk High School Jazz Festival, the Darien Jazz Festival, and the Wilton Jazz Festival, where they performed and participated in a clinic with jazz educators. The WHS jazz ensemble was adjudicated and received valuable feedback for improvement.  The WHS and WMS jazz groups held and performed a jazz cabaret at the middle school on February 23.

 Over 1,000 students in WHS, WMS, and WIS performed in winter and spring choral, band, and orchestra concerts in their various school music ensembles.  Over 300 WHS and WMS students performed in the band Spectrum Concert on March 16.  The WMS eighth grade orchestra participated in the Music for Youth Orchestra Exchange for the 11th year. The ensemble performed with the Haven String Quartet and students from High Horizon’s and Multi-Cultural Magnet schools in Bridgeport. A concert featuring all student musicians and the quartet was held at WHS on April 21.  The WHS music clubs Pep Band, A Capella, Share the Music, and Music Mentors were very active this year and performed at athletic and community events.  The WMS and WHS Tri-M chapters participated in the Holiday Caroling fundraiser to support Make-A-Wish, St. Jude’s, and the Keys program.  A WHS and WMS marching band was formed for students to participate in the Memorial Day Parade.  All WIS students performed patriotic music at a Veteran’s Day assembly and performed multicultural holiday music at a winter sing along in December.  WIS grade 3 performed a concert in the spring and HES kindergarten through grade 2 will perform grade-level concerts. III. Challenges and Needs  Music Theory is a highly specialized course at our high school, but is necessary to complete a comprehensive high school music program. Meeting the minimum number of students has presented a challenge and we will need to determine a way to continue to provide this important piece of our music program.  There continues to be a scheduling challenge at the high school when scheduling honors ensembles, as there are many singletons offered at the same time. It would be beneficial to our highest level ensembles to have priority with scheduling, when possible.  Many teachers, especially in the arts and humanities, would benefit from having a small space like a black box for presentations, larger group activities, speakers rehearsals and other activities that require a space larger than a classroom but more intimate than the high school auditorium.  There is a need to examine the current structure for delivering our co-curricular theatre arts technical theatre program. Students in our program have expressed an interest in learning more about Stagecraft including stage management, set design and lighting design. They would also like to receive credit for their work and have an opportunity to fulfill their tech credit. IV. 2017-2018 Goals  Provide music and theatre arts teachers appropriate professional development that is focused on the artistic processes and artistic literacy as defined in the National Core Arts Standards.  Utilize a variety of data sources to gauge progress and develop individual student goals and program goals that are directed at higher levels of performance.  Continue to strengthen the K-12 music program and explore addition elective courses at the highs school and increase community connections to the music program at various levels.

 Continue to foster creativity and utilize digital tools with up to date technology in appropriate arts courses.  Continue to provide guidance and appropriate time for arts teachers to utilize digital resources like Google classroom and sites to strengthen classroom to home connections.

HEALTH/PHYSICAL EDUCATION, GRADES K-12

I. 2016-2017 Goals  Begin physical education curriculum renewal cycle with a focus on lifetime wellness.  Implement updated health curriculum units and assessments.  Implement instructional coaching with fidelity.  Reorganize Project Adventure unit to manage larger groups of students. II. Accomplishments  The kindergarten through grade 12 health curriculum was documented in Atlas Rubicon.  New units of study were implemented in the health curriculum (breast and testicular cancer, sexual assault) in alignment with new state legislation.  Professional development for health teachers on new state guidelines was provided regarding the inclusion of domestic violence education.  School Resource Officer, Joe Mogollon, worked with our health classes at the high school and middle school during our units on healthy and unhealthy relationships, social media, and alcohol and substance abuse.  Commenced physical education curriculum renewal process with development of a K-12 mission statement.  Elementary teachers progressed with physical education curriculum renewal by creating a core concept document.  All grade 3 through grade 10 students participated in physical fitness testing and received their physical fitness scores for this year and the three previous years by email.  The physical education department examined physical fitness data and implemented strategies for improvement.  Middle school students in grade 8 were offered increased choices in physical education.  The physical education department applied for and received a Weston Education Foundation (WEF) enrichment and technology grant for Interactive Health Technologies (IHT) heart rate wrist bands, providing real-time feedback to our middle school students.  Modifications were made for the 2017-2018 school year to the high school physical education program, making the adjustments due to the reduction in physical education credit hours.  Field Days were reshaped at HES and grade 5 at WIS.  Student surveys were completed in grades 2 through 12, gathering information on students' physical activity, physical education classes, and outside activities in preparation for curriculum development.  Physical education teacher, Patty Powers, attended the national conference in Boston. III. Challenges and Needs  Some of the WHS and WMS classes are larger in size; this impacts many activities that require smaller numbers for increased student time on task (Project Adventure, tennis, etc.).  There is a continued need to optimize scheduling at WMS to ensure all students receive the core health curriculum.

 Funding is needed to purchase more IHT wrist bands to provide the opportunity for all students to benefit from the data they provide, at both WMS and WHS.  There is a need to provide additional opportunities for choice in the WHS physical education program.  When scheduling the fitness room at the high school, assign staff familiar with the equipment to supervise student use.  Bring all grade levels together for curriculum development and alignment.  Implement instructional coaching on a regular basis in all four schools. IV. 2017-2018 Goals  Continue physical education curriculum renewal process.  Evaluate high school physical education adjustment to junior and senior year curriculum.  Seek Board approval for the updated health curriculum.  Fully implement the updated health curriculum.  Review student physical fitness data for both curriculum renewal information and fall lesson planning.  Provide ongoing instructional coaching with new and experienced teachers.

TECHNOLOGY, GRADES 6-12

I. 2016-2017 Goals  Complete the “moving in” process at WMS with all relevant furniture and equipment.  Document and map the revised WMS technology and engineering courses on Atlas and ensure vertical articulation among coding and engineering strands.  Plan for the continued growth of the high school program with special attention to staffing, facilities, co-curricular opportunities, and female enrollment. II. Accomplishments  During the summer of 2016, mathematics teacher, Kevin Joyce joined the Project Lead the Way (PLTW) team at WHS and attended intensive professional development in order to teach Principles of Engineering. In addition, WHS added Lucas Walker to the Science Department to teach physics. Mr. Walker previously taught PLTW courses in another district.  Our revised middle school technology education sequence at WMS is in its second year and teachers have made advancements in curriculum development and mapping in Atlas.  In an effort to continue strong ninth grade enrollment in technology courses, WHS PLTW teacher, Mackenzie Moosbrugger, and her students visited eighth grade classrooms to speak about offerings at the high school level.  Due to strong interest among the freshman class, growth in course enrollment continues. See table below.

Year PLTW- IED PLTW- CIM PLTW- POE PLTW- CEA Total FTE 2015- 50 (2 sections) 20 (1 section) (off year) 30 (2 sections) 1.2 FTE 2016 2016- 76 (3 sections) 27 (2 sections) 31 (2 sections) (off year) 1.4 FTE 2017 2017- 2018 94 (4 sections) 38 (2 sections) 17 (1 section) 20 (1 section) 1.6 FTE (requests)

 Among the 94 students planning to enroll in the introductory PLTW course, 33 are female. This means that nearly 35% of girls from this cohort are electing a PLTW course, as well as over 50% of boys.  The WMS Robotics Club had its third season in 2016-2017. Technology education teacher, Rebecca Kaplan, serves as coach along with parent and software developer, Matt Smith who continues to serve as coding expert for the club. A core of 15 students participated throughout the competition season with the team attending both middle school and joint middle school/high school competitions around the state and in Massachusetts. The team had a strong finish in the New England Regional Middle School Championship, with an invitation to a national open competition.

 A group of high school students assembled to create a WHS Robotics Team. Primarily underclassmen, the students worked with CIL Darcy Ronan to develop a start-up grant request from WEF. The WHS club has worked alongside the WMS program under the advisement of Rebecca Kaplan. Both teams will begin this spring to get ready for the 2017-2018 Vex competition event. III. Challenges and Needs  The Automation & Robotics program for eighth grade continues to build an inventory of Vex parts to accommodate eight simultaneous sections. While new kits have been purchased, there continues to be a shortage of some parts, causing one teacher or another to shift builds earlier or later. Students build over multiple periods so once a part is on a project, it may be unavailable for a week or more. Continued investment is required to accommodate open- ended building experiences.  Our WHS program has now entered the growth stage characterized by fractional FTE in addition to Mackenzie Moosbrugger’s teaching assignments. Managing personnel with an eye on the continued growth of the program is essential. We now have four WHS teachers trained in various PLTW courses. Balancing PLTW allotments will need to be closely monitored for the impact on other course areas and teacher preparation loads.  As the high school program grows, we will also need to consider possible uses of space when the program expands beyond eight total sections. Because there are eight periods at WHS, this is the maximum period allotment that the current configuration of rooms/computers can support.  The hardware and software demands of the PLTW program are greater than other curriculum areas. There have been difficulties in maintaining high levels of functionality at the student/classroom level. A close working relationship between technology education and instructional technology will benefit students and teachers in PLTW. In addition, students, especially at the high school level, need a work-at-home option for completing assignments. IV. 2017-2018 Goals  Plan for the continued growth of the high school curricular and co-curricular program with special attention to staffing, facilities, co-curricular opportunities, and female enrollment.  Further explore opportunities for integration of engineering design and technology education skills in cross-curricular and interdisciplinary projects at the middle level such as science or future PADI projects.  Examine new offerings and revisions from the PLTW organization and reaffirm our choices and/or consider alternatives/enrichments.

SCHOOL COUNSELING, K-12

I. 2016-2017 Goals  Closely monitor the implementation of the Effective Schools Solutions (ESS) plan at WHS with regular data collection with regard to the success of the implementation, as well as monitoring of the ESS staff and their interactions with students and families.  Continue to monitor students and education programs at WHS regarding substance abuse concerns.  Provide additional training for counseling staff and teachers at the elementary level on strategies for supporting students with emotional concerns at younger ages. II. Accomplishments  The ESS program has been implemented at the high school this year. The program has provided therapeutic support for students who struggle with emotional concerns. Currently there are 10 students in the program. A few others over the course of the year were referred, but declined the program. For the 10 students in the program, the parent feedback has been positive. Incorporating the program at the high school has been challenging at times, but we have addressed each of the concerns as they arise. The regional coordinator for ESS has been extremely helpful in the implementation. We are having conversations with the ESS administration about possible inclusion of middle school students in the program for next year.  The Substance Abuse Survey was given to WHS/WMS students and parents, and the results will be available for the May BOE meeting. A parent information meeting is planned as well before the end of the school year. The high school coordinated several speakers for parents and students on the topic of substance abuse and these were well received. The high school principal, in coordination with the superintendent and the PPS Director, are working with the PTO and other community members to develop a substance abuse “coalition” to address this topic on a regular basis with stakeholders from a variety of sources. The school counseling staff continue to work individually with students and their families regarding drug and alcohol concerns.  At the elementary level, having hired our own board certified behavior analyst (BCBA) has been extremely helpful in addressing students who have difficulties regulating their emotions. The BCBA has also provided training to staff in strategies to address students who are struggling with emotional regulation.  The school counseling staff is finishing the curriculum renewal process and is entering the information into the Atlas curriculum, where appropriate. This work will be finalized over the summer and presented to the BOE in the fall. III. Challenges and Needs  There is increased concern at the high school level for students involved in more active substance abuse.  There are increasing numbers of students with more significant emotional concerns at the elementary level.

 Continue to focus on expanding and exploring career options for students who may not be attending a four year college program post high school. IV. 2017-18 Goals  Continue to closely monitor the implementation of the ESS program at the high school and possibly the middle school with regular data collection with regard to the success of the implementation, as well as monitoring of the ESS staff and their interactions with students and families.  Continue to monitor students and education programs at the high school regarding substance abuse concerns. Implement a community coalition group to address substance abuse concerns.  Increase ability to offer more post-high school vocational opportunities for students.  Continue to monitor the college application process at WHS with regard to managing the number of applications students complete, as well as assist families in understanding the process and the role of the school counselor.  Present the school counseling curriculum renewal in conjunction with the health curriculum to the Board of Education.

PROJECT CHALLENGE, 3-8

I. 2016-2017 Goals Initiate the curriculum renewal process for presentation to the BOE during the 2017-18 school year:  Develop district committee for the renewal process. Develop sub-committees to review the identification process and programmatic components.  Arrange for focus groups for both students and parents to gather information on strengths and weaknesses of the current program.  CIL, Darcy Ronan, to work with both the WMS/WIS Project Challenge teachers on defining and documenting the curriculum for the Project Challenge classes. II. Accomplishments  The Project Challenge Committee has been diligently working toward completion of the curriculum renewal process meeting several times during the course of the school year.  Two sub-committees were formed – one to review the identification process and another to review the programmatic components of Project Challenge.  Project Challenge focus groups for students and parents were formed and will be completed in May.  Darcy Ronan has been working with the Project Challenge teachers to develop an updated framework for the curriculum.  There has been an increase in students participating in after-school enrichment opportunities, such as Odyssey of the Mind, Robotics, and other competition programs. III. Challenges and Needs  The Project Challenge Committee will need more time in completing the curriculum renewal process.  Assisting parents in the understanding of the identification of students for the Project Challenge program is an ongoing need.  The increased number of students who have moved into Weston from other districts or states presents new challenges for the identification committee to determine eligibility. IV. 2017-2018 Goals  Finalize and present an updated Program Guide and curricular framework to Curriculum Committee and Board of Education.  Plan a parent information night during the fall 2017 to provide an overview of the program and any updates to the identification process.  Continue to monitor the Project Challenge classes and the enrichment opportunities for fidelity of implementation.

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May 10, 2017

Weston Public Schools 2017-18 Curriculum and Instruction Goals

Mathematics K-5  Continue instructional coaching for the purpose of reflection, increasing repertoire, and improving instruction. Coaching next year will continue to focus on support for further developing the instructional strategies leading to successful math learning in order to prepare students to be effective global citizens. This will include an emphasis on differentiation and digital learning.  Continue to provide high-quality professional development opportunities for all teachers using offered will be both internal capacity and outside consultants. Professional development informed by data used to gauge district progress.  Continue to provide opportunities for parent education at all levels.  Continue development of the K-5 math department website as a resource for parents and students.

Mathematics 6-12  Continue to emphasize planning for differentiation, particularly in the standard level classes at both the middle and high schools.  Explore the possibility of offering an integrated Algebra/Geometry sequence for ninth graders to more fluidly follow from the eighth grade standard course.  Explore the possibility of distance and/or digital learning opportunities for students who complete the WHS Mathematics pathways prior to their senior year.

Science K-5  Continue professional development, as appropriate, in order to prepare teachers to teach the NGSS curriculum as it was intended in order to prepare our students to be effective global citizens.  Continue to research the best available materials for use with new curriculum.  Pilot NGSS materials in kindergarten, grade one, and grade two. This will assist with making good material choices. It will also allow certain teachers at those grades to gain experience that will help in the whole school transition.  Provide CIL with training opportunities to build knowledge base and expertise with NGSS in order to strengthen coaching and support for our teachers.  Explore connections between the science curriculum and the makerspaces in each school.

Science 6-12  Develop and implement NGSS-aligned curricula in remaining core sequence courses (Chemistry, Physics) during the 2017-2018 school year, including innovations in gauging progress relative to NGSS standards.

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Language Arts K-5  We look forward to working with our critical friends at the Tri-State Consortium to gain feedback on our writing program during a visit planned for spring 2018.  Ongoing refinement of literacy instruction and curriculum across reading and writing will continue to be a priority in all classrooms. This work will be done in conjunction with the units of study and assessments available from Teachers College.  Integrating technology and digital learning into all aspects of our literacy program, inclusive of curriculum, instruction, and ongoing assessment, will continue to be a focus for both curriculum and professional development.  The use of literacy data to strengthen differentiation of instruction within the workshop model will continue to be a primary focus of both professional development and instructional coaching.

English/Language Arts 6-12  Continue to track student success in meeting our proficiency goals for writing and make adjustments to the plans as necessary.  Evaluate the writing program at both WMS and WHS in preparation for the Tri-State visit in spring 2018.  Create and implement an assessment plan to gauge writing progress at WMS.  Develop a vertically-aligned grammar curriculum for grades 6-10.  Continue to create and implement professional development opportunities to allow for cross-curricular connections with the Writing Center.  Continue to incorporate digital learning opportunities into the English classroom that will enhance both instruction and learning.  Continue to evaluate PSAT/SAT data and create professional development for teachers regarding these tests.

Social Studies K-5  Social studies units will continue to be refined and developed further in order to accommodate for additional standards in the framework that are not currently included in our units.  Inquiry as an instructional practice will continue to be a focus of professional development.  The development of additional authentic opportunities for technology integration will continue to be a priority in all social studies units.

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Social Studies 6-12  Continue to support the district’s digital learning initiative through integrating technology in the classroom in connection with research skills, digital resources, and tools to support student learning.  Seek increased opportunities to integrate the inquiry model into coursework.  Continue to support 6-12 student writing in effort to meet the district’s writing goal in preparation for the Tri-State visit in the spring of 2018.  Continue to seek increased opportunities for inter-departmental review of assessment practices.  Continue to create opportunities for calibration of assessments and instructional practices to support a common understanding and gauge progress in regards to district and department goals in writing and inquiry.

World Language K-12  Continue with curriculum renewal process with a focus on Spanish grades 3-12, French grades 7-11, and Chinese levels 2-4.  Continue to provide subject-specific professional development opportunities for world language teachers.  Continue to develop authentic learning experiences and assessments in all courses.  Continue to seek enrichment opportunities for all languages outside of the classroom.  Continue to enhance teaching with appropriate digital resources for world languages.

Visual Arts K-12  Continue to foster student pride in their work and model authentic artist exhibition opportunities for all grade levels through district and town art exhibitions.  Continue to foster creativity and utilize digital tools, as appropriate, to support district initiative.  Provide professional development (from local universities with coursework or in museum settings) that is directly aligned with updated curriculum content and research-based instructional pedagogy in the arts.  Continue to monitor instructional time at all levels; exploring opportunities to expand visual arts opportunities for students.  Explore possible resources for updating broken or aging classroom equipment and furniture.  Implement the renewed Visual Arts Curriculum with teachers monitoring and adjusting classroom instruction, unit assessments to positively impact student learning.  Discuss and discover appropriate means of collecting data in the Visual Arts classrooms to inform instruction and provide meaningful analysis of student learning.

Performing Arts K-12

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 Provide music and theatre arts teachers appropriate professional development that is focused on the artistic processes and artistic literacy as defined in the National Core Arts Standards.  Utilize a variety of data sources to develop individual student goals and program goals that are directed at higher levels of performance.  Strengthen the K-12 music program by increasing community connections at various levels.  Continue to foster creativity and utilize digital tools with up-to-date technology in appropriate performing arts courses.  Continue to provide guidance for performing arts teachers to utilize digital resources like Google Classroom and Google Sites to strengthen classroom to home connections.

Health/Physical Education K-12  Continue physical education curriculum renewal process.  Evaluate high school physical education adjustment to junior and senior year curriculum.  Seek Board approval for the updated health curriculum.  Fully implement the updated health curriculum.  Review student physical fitness data for both curriculum renewal information and fall lesson planning.  Provide ongoing instructional coaching with new and experienced teachers.

Technology 6-12  Plan for the continued growth of the high school curricular and co-curricular program with special attention to staffing, facilities, co-curricular opportunities, and female enrollment.  Further explore opportunities for integration of engineering design and technology education skills in cross-curricular and interdisciplinary projects at the middle level such as science or future PADI projects.  Examine new offerings and revisions from the PLTW organization and reaffirm our choices and/or consider alternatives/enrichments.

School Counseling K-12  Continue to closely monitor the implementation of the ESS program at the high school and possibly the middle school with regular data collection with regard to the success of the implementation, as well as monitoring of the ESS staff and their interactions with students and families.  Continue to monitor students and education programs at the high school regarding substance abuse concerns. Implement a community coalition group to address substance abuse concerns.  Increase ability to offer more post-high school vocational opportunities for students.  Continue to monitor the college application process at WHS with regard to managing the number of applications students complete, as well as assist families in understanding the process and the role of the school counselor.

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 Present the school counseling curriculum renewal in conjunction with the health curriculum to the Board of Education.

Project Challenge  Finalize and present an updated Program Guide and curricular framework to Curriculum Committee and Board of Education.  Plan a parent information night during the fall 2017 to provide an overview of the program and any updates to the identification process.  Continue to monitor the Project Challenge classes and the enrichment opportunities for fidelity of implementation.

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May 10, 2017

Responses to Consolidated BOE Pre-Meeting Questions on Annual Instructional Update, Dated May 5, 2017

Executive Summary

To what extent has the report generated by Noe Medina on the CIL model informed the goal setting by the CILs for FY18? With the understanding that there is a need for more CIL training and orientation of new CILs is there anything else specific that informed their goal setting?

Noe Medina made eight recommendations at the conclusion of his report. The administration has discussed these recommendations and will be working with the CILs to respond to his suggestions over the summer and throughout next school year.

As for the specific departmental goals outlined in the Annual Instructional Update, it should be noted that the CILs had already submitted their departmental goals prior to receiving Noe’s report. However, as they construct their own individual goals, I anticipate that CILs will focus on strengthening their instructional coaching skills through the training that will be provided beginning in August 2017. This will allow them to carry out the goals they outlined in the Annual Instructional Update.

As the CILs who cover WIS and/or WMS move through their presentations, it would be helpful to know in more detail how the one-to-one initiative at WIS has transformed learning and instruction (what are some of the new tasks and projects that were created as referred to in the first paragraph under Update on Fostering Global Citizens and Digital Learning) and what the goals are for next year for WMS once any further necessary training has taken place. It is understood that this may be a reiteration of some discussions that took place during the budget workshops (the two last bullet points under Accomplishments in the Language Arts, K-5 section on page 14 are the type of detail that would be helpful to hear).

The availability of on-demand technology at Weston Intermediate School allows for many enhancing and transformational activities to take place. One example is differentiation as part of the Writer’s Workshop environment, by allowing students to move to digital publishing when they are ready, rather than when they can get access to a computer lab. This allows students to have a more individualized learning experience. This easily supports the main focus of the Writer’s Workshop by allowing students to progress at their own pace.

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Next, the third grade was introduced to Google bookmarks to help organize their research. This tool has not been used in the past nor have we specifically taught this skill at the WIS. Since everyone had their own device, the staff was able to teach students how to self-manage and organize their online resources. Students will find these skills incredibly helpful in their future research work.

During the fourth grade research project, students were introduced to a variety of high-quality databases that they can now use independently. These databases provided audio access. Research shows students can listen and comprehend two grade levels above their reading level. Having personal devices allowed students to tap these excellent resources, and in some cases, the students were accessing these resources at more advanced reading levels.

In the future, the school is already planning on using the one-to-one environment with Chromebooks to further allow for individualized learning. Next year they will be introducing the Google Doc speech-to-text feature. This will be introduced as part of research note taking. Students, who in the past may have struggled with note taking for a variety of reasons, will have an alternate means of taking research notes by using this new method of speech-to-text.

These are just a few examples of the enhanced instruction happening at WIS supported in part by the one-to-one program. We would expect that the one-to-one program at the Weston Middle School will encourage similar grade level appropriate activities to take place as teachers engage in professional and curriculum development experiences.

Based on what was learned from Noe’s review, are there any suggestions that teachers provided on how they would best benefit from CIL input?

Teachers are interested in receiving more instructional coaching support from the CILs.

Please explain what the Digital Learning Institute is and what the Institute will be doing at the end of June 2017.

The Digital Learning Institute is a one-day opportunity over the summer for middle school teachers to receive professional development to implement the 1:1 program. The schedule for this institute is in the process of being finalized.

What is the District’s plan to meet the professional development needs that appear across the AIU? Is the C&I budget for FY18 adequate to support the requests in the AIU for professional development and summer curriculum time?

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The District’s Professional Growth Committee met recently to begin planning the professional development days for next year. There is strong support to hold another Best Practices and Digital Learning Fair focused on the goals of the District. This homegrown PD day is scheduled for November 7, 2017 - Election Day.

Most of the professional development will be provided in-house through our CILs and other teachers who volunteer to share their expertise. Along with full-day PD days, common planning time during the school day and after school is critical to providing a comprehensive professional development program. We make use of all of this time to support District, school and departmental goals.

In addition, we have budgeted funds for external consultants from Teachers College, Columbia University training teachers in Readers Workshop units of study, and Research for Better Teaching to work with our CILs, providing them with training on instructional coaching.

Further, we are sending groups of teachers from HES and WHS to the Yale Center for Emotional Intelligence over the summer, who will in turn train their faculties on the importance of understanding emotions in relation to teaching and learning.

The curriculum and instruction budget will be sufficient to address the goals outlined in the annual instructional update.

th What are “poster sessions” (see page 3, 5 line under Professional Development)?

Poster sessions took place in the WHS cafeteria during the March 20 PD day. Educators volunteered to present a topic or best practice with colleagues. Each poster consisted of a tri-fold display highlighting the strategy.

AP Computer Science A employed a flipped classroom model where classroom time was spent with group exploration of concepts with a teacher acting as a facilitator. What other areas is the district exploring for possible implementation of this model?

A small team of educators from Weston met with counterparts from Wilton to discuss the possibility of partnering with each other to offer homegrown online courses. A follow-up meeting is being planned to begin brainstorming possible courses and to discuss logistical issues. Additionally, some individual teachers have begun experimenting with a flipped model during selected curricular units.

This year, four different departments (K-5 Science, K-5 Social Studies, K-12 Visual Arts, and K-12 Performing Arts) have expressed the need for more instructional time. Other departments have made similar requests in the past. How is this need being addressed holistically throughout the district?

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Dr. Craw has gathered information regarding how K-5 instructional minutes are allocated across the DRG, which will be shared with the Curriculum Committee. Dr. Craw has also met with the K-5 administration to discuss the challenges in the master schedule for HES and WIS. These discussions will continue and culminate in recommendations for addressing this challenge holistically.

Mathematics, Grades K-5

Challenges were noted in FY17 due to having 1/3 of K-5 classroom teachers new to teaching, new to Weston or new to grade level. What is the expected aggregate number of K-5 classroom teachers in these three categories next year?

Last year, the district offered a teacher retirement incentive and several teachers took advantage of this opportunity. Also, we had a significant number of teachers change grade levels. We do not anticipate having significant turnover or grade level switches next year. Staff assignments are in the process of being finalized by our K-5 principals who are mindful of minimizing grade level changes in assignments..

What future involvement is anticipated in the Math in Focus CT Consortium?

The CIL plans to continue attending next year. We would anticipate continuing to both share and hear of best practices. In the future, the consortium hopes to offer opportunities for teacher PD from pooled resources and member best practices. This might provide some very cost effective, quality PD opportunities for our teachers.

What can be done to address the differentiation issues to meet student needs?

This year the CIL tried a new coaching model for differentiation that had promising results. One teacher volunteered for a long term (6 - 8 weeks) coaching experience with the end goal of turning her classroom into one others could visit to see the model in action. The first unit was planned together and co-taught, moving from heavier CIL input, to heavier teacher input, to complete teacher responsibility, with CIL support as requested. Other teachers then came and observed what their colleague was able to do and felt encouraged to begin in their own classes. This model seems to have the power to be transformative and maintainable. The only limitation is the amount of CIL time required.

Mathematics, Grades 6-12

What was the experience this year with high school students moving up to honors courses or moving down to standard level courses?

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Last spring we implemented a new appeals process at the high school, whereby students could appeal the placement recommendation of their teacher for further review by the CIL and administration. This process allowed more students to try honors courses who in the past may not have had the opportunity. The process itself also gave students the chance to reflect upon their teacher’s initial recommendation and seriously consider whether they should try for an honors class before making their final course selection. While we still see some attrition from honors to standard level in particular courses, overall students are making more educationally sound decisions to balance their course loads. Additionally, our AP Calculus classes have seen significant increases in enrollment in the last year and looking toward next year. This can be attributed in part to more opportunities, but also to the fact that students are seeking out ways to personalize their pathways in order to reach higher levels.

Please expound on the revision by the WMS teachers changing the order in which content is addressed to better meet the cognitive needs and abilities of students.

In eighth grade in particular, the first two units in the Math in Focus coursework were units in which students had no prior background knowledge. The teachers were finding this a difficult way to begin the year with grade-level students, and students in turn were frustrated. The teachers thought it would be better to start the year with the linear equations units that would extend students’ learning from seventh grade, thus building upon prior knowledge, and boosting confidence at the start of the school year.

Please share observations from this school year on the learning and instructional experiences in Standard Statistics and AP Computer Science A. How well prepared are students in Computer Science as they move to college, or is there not enough data yet to respond? Does the computer science curriculum support that transition?

It is too soon to tell how well prepared the students are for college level Computer Science programs, as we don’t yet have data from students who have moved on. Also of note is the fact that several of the students taking the course are not seniors.

Anecdotally, the format of the AP Computer Science course was well-received by both the teacher and students.

Further information regarding both of the standard statistics and AP Computer Science courses will follow at a later date.

In the Challenges and Needs section, please elaborate on plans to get the “more work” done to achieve the goals articulated.

WIth the move toward heterogenous classes in sixth and seventh grade, differentiating instruction to appropriately challenge all learners has been at the forefront of teachers’ planning. We would like to use PD time in the early fall to reflect upon the differentiation strategies and

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instructional techniques used this year (particularly in sixth grade as they were in their second year of the newly restructured program) and refine those strategies for future implementation. The CIL had the opportunity to observe many differentiated problem solving lessons this year at the middle school, and would like to arrange for different teachers to observe one another in the fall as well, helping to facilitate discussion around differentiation.

This is a need at the high school as well, particularly in our standard algebra 1 and algebra 2 classes. These teachers worked with Ban Har in the fall of 2016 to explore ideas for challenging a wide range of learners both on a daily basis, as well as across a whole content unit. While teachers were able to experiment with some of his suggestions throughout the year, they didn’t have dedicated PD time to plan for differentiation. We would like to use some early PD time to do so in the fall, and continue to reflect and revisit throughout the school year.

th What would be the pathway of 9 graders who might take an integrated Algebra/Geometry sequence?

Currently, our standard eighth grade course (Math in Focus Course 3) covers integrated algebra and geometry content. In essence, the course addresses the majority of content in the first half of a traditional algebra 1 course, and then addresses many of the content areas in a typical standard level geometry course. Additional standard geometry content is covered by the seventh grade course. The stronger standard students who are enrolled in our high school algebra 1 course are finding the algebra 1 to be very redundant, and many of these students opt to either double up in geometry and algebra 2 as 10th graders or, alternatively, take a summer geometry course in order to accelerate to algebra 2 the following year.

The middle school teachers have suggested looking into the possibility of extending the integrated algebra/geometry experience these students are accustomed to throughout middle school into ninth grade. The potential ninth grade course would complete a student’s study of any remaining algebra and geometry concepts not covered in the Math in Focus curriculum, and prepare students to take standard algebra 2 in 10th grade.

What cross-disciplinary opportunities might be leveraged to increase the use of applied mathematics in other content areas?

● A math teacher guest-taught some statistics-based lessons in the AP Psychology classes early in the school year ● A math teacher is currently teaching the AP Economics courses ● Certain performance-based assessments that have been implemented in various courses have cross-disciplinary elements (i.e. using maps for navigation; justifying decision making for building a facility using an understanding of the location of the facility; etc.)

Suggestion for district website – revise the academic pathways to include math at WMS.

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Science, Grades K-5

What is the process for moving forward on the K-5 NGSS implementation plan and decisions regarding instructional time?

See above response regarding instructional time.

Reference is made to evaluation of possible materials to pilot in K-2 next year, but what is the plan to accomplish the review of new materials for 3-5?

Materials will be researched for all levels, K-5. We will fully evaluate the ones we are piloting, which will occur in grades K-2. Our experiences with the K-2 materials will inform our research of 3-5 materials. The decision to only pilot in K-2 for next year was made for several reasons. WIS has new reading units next year and the focus needs to be placed there. None of the quality materials we have seen so far could be adequately piloted in the current amount of instructional time allotted for science at WIS. Starting with Hurlbutt first also helps with allocation of CIL time.

Science, Grades 6-12

What is the impact of the NGSS on future AP preparation? Most students enter AP courses in Science through our Honors course pathway. These courses will undergo some revisions to align with NGSS in terms of scope and emphasis. Honors-level science courses will continue to meet and exceed state-adopted standards, providing adequate preparation for future coursework at the AP level. Students moving into AP courses from standard-level courses will benefit from the increased rigor of NGSS-aligned courses.

Language Arts, Grades 6-12

Explain what improvements are anticipated with the move and restructuring of the physical space for the Writing Center at WHS.

The Writing Center was moved to a new space at the beginning of the 2016-17 school year. Our goal was to make the Writing Center more visible and accessible to teachers and students. Not only is the space easier to locate, but it’s also in an area where students regularly gather to complete homework and other assignments. Writing Center coordinators now have the space to meet with multiple students at one time. Now in its second year, the Writing Center is becoming more popular with all members of our learning community.

th The 4 bullet point under Accomplishments on page 16 references the additional supports that have been put in place from the 2016 portfolio administrations, which

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th th would cover current 9 and 11 graders, but what is being done for those students that were not part of the 2016 review?

Individual classroom teachers were responsible for monitoring those students who were not part of the 2016 review and for making connections between the student and the Writing Center. Since writing feedback is highly individualized, teachers were able to monitor student progress and would reach out for supports when deemed appropriate. In September 2017, we will have portfolio data for students in grades 9-12. The writing portfolio scores, grades on classroom writing assignments, and any pertinent testing data will be reviewed by the CIL and Writing Center coordinators; and plans for appropriate interventions will be implemented. These interventions could range from regular, individualized writing conferences, to small group lessons on specific writing strategies.

Please explain the need for professional development around the PSAT/SAT? What about the ACT?

We want to make sure teachers are knowledgeable about the test format and the types of questions on the restructured PSAT/SAT. This professional development would guide teachers as they continue to create authentic assessments that ask students to demonstrate skills akin to those tested. Based on analysis of PSAT data from 2016, we discovered that our students would benefit from additional instruction on identifying and understanding evidence that best supports meaning. Teachers would benefit from learning additional methods to help students grow in this area. Another possible PD opportunity would provide teachers with strategies on ways to use the scores to inform instruction.

The skills assessed on the PSAT/SAT are similar to those on the ACT Reading, Writing, and English tests. We can explore the possibility of including professional development on the ACT in conjunction with the PSAT/SAT.

Social Studies, Grades K-5

What are the plans for addressing the challenge noted regarding developing units within the confines of existing teacher schedules?

This question overlaps with the one about time allotted for Science instruction, as in many grades, teacher schedules allot for teaching either Science or Social Studies at any given point in the year. Priorities for this time will need to be made in relation to both the Science and Social Studies curriculum renewal cycles.

Social Studies, Grades 6-12

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th The need on page 22 for summer curriculum time for the 10 grade online digital resource webpage to supplement course materials is noted, but is there a plan to expand the webpage to other grade levels?

At this point, the goal is to complete the tenth grade digital resource page first, prior to an introduction to other grades. This first year, we spent much time streamlining the site in connection with a first quarter inquiry study. We hope that this summer we can work to complete material for the second semester. Because the site is already geared towards a global studies curriculum, there are mechanisms in place to connect with the 9th grade curriculum. If teachers were to be on board and consider it to be valuable, I can see us expanding to grade nine in the future.

World Language, Grades K-12

Is the AAPPL a new assessment? How widely is it used? Was any insight obtained on this assessment during the ACTFL conference attended by some of the faculty?

Yes, it is a relatively new assessment (approx. 3 years old) that ACTFL created in order to measure progress towards proficiency in accordance with the national standards (The World Readiness Standards). New Canaan started administering it a few years ago for all languages including Latin. Districts like Greenwich, Wilton, and Darien are starting to administer it this year. The middle school in Redding administered it once a few years ago. The exam measures proficiency in the three modes of communication (interpretive, interpersonal, and presentational) and districts typically administer it in 5th grade, 8th grade, and junior year of high school (although this may vary). The exam has a cost of $20 per student for the four modules. For example, Wilton is administering it this year for the first time to 5th, 8th, and 11th grades, to all French and Spanish students, as a cost of $23,000 to their district.

The world language CIL attended a workshop while at the national conference in Boston that demonstrated the assessment.

Is there any data on how successful our high school graduates are in placing out of language requirements in college due to their preparation in high school and/or scores on AP exams?

No, there is no specific data; however, we know informally that students are either exempt from the college requirement for WL or place at the highest levels - so they continue with conversational courses. This really depends on the college they attend, but overall the feedback from returning students along the years has been outstanding.

Visual Arts, Grades K-12

What plans are there to try to address aging visual art equipment and furniture?

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Budget requests have been made on a yearly basis, but they have been removed based on priorities. We are working with Weston Arts to raise money to replace the aging tables. We have graciously received 4 tables at WHS with PTO grant money. The tables at WIS were refurbished instead of replaced. We have not been able to replace any tables at WMS. There needs to be a commitment to a long-term replacement plan to address these needs.

What tools are used now to gauge progress (the FY18 goals include discussing and discovering appropriate means of collecting data)?

We currently gauge progress through the grading system and teacher discussions. There is nothing in place currently to systematically keep track of student progress. Over the last two years we’ve focused on updating the curriculum, but now that the renewal is completed we can focus on monitoring student progress.

Performing Arts, Grades K-12

What impact is the moving of chamber singers to the school day going to have on participation given scheduling issues?

We anticipate that students will choose to take the class as they are committed to this piece of their education. The group has been unhappy with the inconsistency that occurs with the once a week meeting time and the absences from sports. They are looking forward to a consistent rehearsal schedule that is in line with the other honors level ensembles at the high school.

What steps would be helpful to build more interest in music theory?

As we continue to run the course, students will discuss it with their peers and we can continue to promote in our performing ensembles. We’ve already seen an increase in the number of students auditioning for music schools this year and know that the current junior class has many students that will be auditioning. As we continue to offer students information on careers in music and schools where you can major and minor in music, we anticipate that students will take the course.

There is a stipend for the auditorium coordinator. What needs to occur for the last challenge on page 33 to be addressed?

We are working to determine the best way to address this. There needs to be a clear protocol in place for the space. Scheduling is handled in a variety of ways, through central office or through other staff with access to the scheduling system. The auditorium coordinators are not always alerted to the requests. The protocol should include the auditorium coordinator as the primary contact for the auditorium. The students who have been trained are still looking to receive credit for their work and we will need to determine the best way to resolve that in the fall.

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Technology, Grades 6-12

For those who are not familiar with the PTLW curriculum, it would be helpful to spell out IED, CIM, POE and CEA in the chart on page 36. It also would be helpful to explain the sequence of courses.

The course names will be spelled out in the final version of the document in anticipation of the Board meeting.

What discussions have been/will be taking place to address the second and third bullet points under Challenges and Needs on page 37?

Options for expansion would include: creating a second PLTW computer lab in room G-0 that could continue to be used for coding classes, setting up another room within the Technology suite with computers; or scheduling a class that would primarily use the fabrication areas at the same time as a class that would primarily use the computing areas.

What needs to change to address the fourth bullet point under Challenges and Needs on page 37? Instead of or in addition to a work-at-home option, is there any possibility of after school access to equipment to complete assignments?

The software and computer technology required for PLTW course work does not easily lend itself to a work-at-home option. While some of the PLTW software is installed in our virtual desktop environment, the software does not perform well and can add an additional layer of frustrations for students unnecessarily. The long term solution is making PLTW hardware and software available through the Learning Commons in each school. This is planned for the 2018-2019 school year and will be added to the department budget accordingly. Currently, technology teachers make themselves and their rooms available before and after school much like other teachers, in accordance with other commitments like meetings and coaching. This is helpful and a temporary solution, but not an alternative for extended computer availability, such as in the Learning Commons. Additionally, as our partnership with the Weston Public Library grows in the area of technology resources, they may become an additional location that we can establish PLTW resources for students to use after the school day.

School Counseling, Grades K-12

Questions regarding the Effective School Solutions Program at WHS will be addressed at a future meeting in order to allow enough time to provide an update on this topic.

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What elements of the CES SPED audit will be incorporated into next year’s planning?

The CES audit did not specifically deal with the counseling department, but we will be moving forward on the areas of inclusion that were identified in the report and we have already moved forward on the areas involving procedures and protocols.

What challenges exist to expanding post-high school vocational opportunities for students?

It does occur on more of an individualized basis, but having additional information for staff would assist. This year there were visits to a few area programs.

Please elaborate on the need to educate parents on the role of the school counselor in the college application process.

It is important to do reminders of who is responsible for what areas (ie-applications, accommodations, follow-up).

In conjunction with math, PLTW and science departments, what steps can be taken to advise students who are accelerated in these areas on the academic opportunities that fall outside of the high school curriculum?

This could be coordinated with the counseling staff when appropriate.

Project Challenge, Grades 3-8

Who is on the Project Challenge Committee?

Kenneth Craw, Asst. Super., Lois Pernice, Dir. of Pupil Services, Monika Edman, Asst. Dir. of Pupil Services, Dan Doak, WMS Principal, Pattie Falber, WIS Principal, Rudd Anderson, WIS PC Teacher, Lisbeth Kurijaka, WMS PC Teacher, Helen Knudsen, Library Media Specialist, Michelle Clark, WMS math teacher, Ande Ogden, WMS School Counselor, Vickie DeLuca, WIS School Counselor

68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 First Reading – May 15, 2017

5141.45 Students

Child Sexual Abuse and Assault – Policy and Reporting Procedure

The Weston Board of Education has adopted a uniform child sexual abuse and/or sexual assault response policy and reporting procedure in connection with the implementation of its sexual assault and abuse prevention and awareness program.

I. Procedures for Reporting of Child Sexual Abuse and Sexual Assault

A. Parents (or guardians) of students may file a written report of suspected child sexual abuse and/or sexual assault pertaining to any student enrolled in Weston Public Schools. The written report of suspected child sexual abuse and/or sexual assault shall be reasonably specific as to the basis for the report, including the time and place of the suspected abuse and/or sexual assault, the number of incidents, the victim of the child sexual abuse and/or sexual assault, and the names of potential witnesses or others with pertinent information. Such written reports may be filed with any building or central office administrator. All reports shall be forwarded to the Safe School Climate Specialist for the school in which the student is enrolled. The Safe School Climate Specialist or designee shall cause such reports to be reviewed and actions taken consistent with this policy.

B. Any adult affiliated with the school community may file a written report of suspected child sexual abuse and/or sexual assault pertaining to any student enrolled in Weston Public Schools. The written report of suspected child sexual abuse and/or sexual assault shall be reasonably specific as to the basis for the report, including the time and place of the suspected abuse and/or sexual assault, the number of incidents, the victim of the child sexual abuse and/or sexual assault, and the names of potential witnesses or others with pertinent information. Such written reports may be filed with any building or central office administrator. All reports shall be forwarded to the Safe School Climate Specialist for the school in which the student is enrolled. The Safe School Climate Specialist or designee shall cause such reports to be reviewed and actions taken consistent with this policy.

C. Students may make written or verbal reports of child sexual abuse and/or sexual assault to any school employee. All reports shall be forwarded to the Safe School Climate Specialist for the school in which the student is enrolled. The Safe School Climate Specialist or designee shall cause such reports to be reviewed and actions taken consistent with this policy.

140 D. Upon receipt of any report of child sexual abuse and/or sexual assault from any source, a school employee shall report such suspicion to the appropriate authority in accordance with Board Policy 4118.25/5141.4, pertaining to Reports of Suspected Abuse or Neglect of Children.

II. Procedures for Review of Reports of Child Sexual Abuse and/or Assault

A. The Safe School Climate Specialist or designee for the school in which the student is enrolled shall be responsible for reviewing any reports of suspected child sexual abuse and/or sexual assault. In the event that the suspected child sexual abuse and/or sexual assault has not yet been reported to the appropriate authority in accordance with Board Policy 4118.25/5141.4, pertaining to Reports of Suspected Abuse of Neglect of Children, the Safe School Climate Specialist or designee shall promptly cause such a report to be made.

B. If/when such report alleges that an employee of the Board of Education or other individual under the control of the Board is the perpetrator of child sexual abuse and/or sexual assault, the Safe School Climate Specialist or designee shall immediately notify the Superintendent of Schools, who shall cause such report to be investigated in accordance with Board Policy 4118.25/5141.4, pertaining to Reports of Suspected Abuse of Neglect of Children.

C. The Safe School Climate Specialist or designee shall also promptly notify the parents or guardians of the student about whom a report of suspected child sexual abuse and/or sexual assault has been made. The notification requirement shall not apply if a parent or guardian is the individual suspected of perpetrating the child sexual abuse and/or sexual assault. The Safe School Climate Specialist or designee shall offer to meet with the parents or guardians of the student about whom a report of suspected child sexual abuse and/or sexual assault has been made, in order to discuss the district’s review and support procedures, including but not limited to: 1) actions that child victims of sexual abuse and/or sexual assault and their families may take to obtain assistance, 2) intervention and counseling options for child victims of sexual abuse and/or assault, and 3) access to educational resources to enable child victims of sexual abuse and/or sexual assault to succeed in school. If either a Department of Children and Families (“DCF”) investigation or a police investigation is pending pertaining to the report of suspected child sexual abuse and/or sexual assault, the Safe School Climate Specialist or designee shall obtain the permission of DCF and/or the police department conducting the investigation prior to informing the parents/guardians of the report.

D. In the event that the report of suspected child sexual abuse and/or sexual assault alleges that another student enrolled in Weston Public Schools is the

2 141 perpetrator of the sexual abuse and/or sexual assault, the Safe School Climate Specialist or designee shall also take appropriate action to investigate or cause such a report to be investigated, and appropriate remedial actions taken, in accordance with Board Policy 4118.25/5141.4, pertaining to Report of Suspected Abuse or Neglect of Children. Board Policy 5131.911, pertaining to Bullying Prevention and Intervention, and Board Policy 5114.6, Sex Discrimination and Sexual Harassment.

E. The Safe School Climate Specialist or designee shall develop a student support plan for any who has been a victim of child sexual abuse and/or sexual assault. The report of suspected sexual abuse and/or assault need not be verified prior to the implementation of a support plan. The elements of the support plan shall be determined in the discretion of the Safe School Climate Specialist or designee, and shall be designed to support the student victim’s ability to access the school environment.

III. Support Strategies

A. Child sexual abuse and/or sexual assault can take many forms and can vary dramatically in the nature of the offense and the impact the behavior may have on the victim and other students. Accordingly, there is no one prescribed response to child sexual abuse and/or sexual assault.

B. The following sets forth possible interventions and supports which may be utilized to support individual student victims of child sexual abuse and/or sexual assault:

1. Referral to a school counselor, psychologist or other appropriate social or mental health service.

2. Encouragement of the student victim to seek help when feeling overwhelmed or anxious in the school environment.

3. Facilitated peer support groups.

4. Designation of a specific adult in the school setting for the student victim to seek out for assistance.

5. Periodic follow-up by the Safe School Climate Specialist and/or Title IX Coordinator with the victim of sexual abuse and assault.

C. The following sets forth possible interventions and supports which may be utilized systemically as prevention and intervention strategies pertaining to child sexual abuse and/or sexual assault:

3 142 1. School rules prohibiting sexual assault and establishing appropriate consequences for those who engage in such acts.

2. School-wide training related to prevention and identification of, and response to, child sexual abuse and/or sexual assault.

3. Age-appropriate educational materials designed for children in grades kindergarten to twelve, inclusive, regarding child sexual abuse and sexual assault awareness and prevention that will include information pertaining to, and support for, disclosures of sexual abuse and sexual assault, including but not limited to:

(a) the skills to recognize child sexual abuse and sexual assault, boundary violations and unwanted forms of touching and contact, and the ways offenders groom or desensitize victims; and

(b) strategies to promote disclosure, reduce self-blame and mobilize bystanders.

4. Promotion of parent involvement in child sexual abuse and sexual assault prevention and awareness through individual or team participation in meetings, trainings and individual interventions.

5. Respectful and supportive responses to disclosures of child sexual abuse and/or sexual assault by students.

6. Use of peers to help ameliorate the plight of victims and include them in group activities.

7. Continuing awareness and involvement on the part of students, school employees and parents with regards to prevention and intervention strategies.

IV. Safe School Climate Specialists

The Safe School Climate Specialists for the [ ] Public Schools are:

[list by name, title, school building and email and telephone contact information]

V. Community Resources

The Board of Education recognizes that prevention of child sexual abuse and sexual assault requires a community approach. Supports for victims and families will include both school and community sources. The national, state and local resources below may be accessed by families at any time, without the need to involve school personnel.

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A. National Resources:

National Center for Missing & Exploited Children Resource Center http://www.missingkids.com/Publications 699 Prince Street, Alexandria, Virginia 22314-3175 24-hour call center: 1-800-843-5678  Online resource center contains publications on child safety and abuse prevention, child sexual exploitation, and missing children.

National Children’s Advocacy Center www.nationalcac.org 210 Pratt Ave., Huntsville, Alabama 35801 Telephone: (256) 533-5437

National Child Traumatic Stress Network www.nctsn.org General information on childhood trauma, including information on child sexual abuse.  NCCTS — Duke University 1121 West Chapel Hill Street Suite 201 Durham, NC 27701 Telephone: (919) 682-1552

National Sexual Violence Resource Center (Includes Multilingual Access) http://www.nsvrc.org/projects/multilingual-access/multilingual-access 123 North Enola Drive Enola, PA 17025 Toll Free Telephone: 877-739-3895

Darkness to Light http://www.d2l.org Grassroots national non-profit organization to educate adults to prevent, recognize and react responsibly to child sexual abuse. 1064 Gardner Road, Suite 210 Charleston, SC 29407 National Helpline: (866) FOR-LIGHT Administrative Office: (843) 965-5444

B. Statewide Resources:

Department of Children and Families http://www.ct.gov/dcf/site/default.asp

5 144 Connecticut agency responsible for protecting children who are abused or neglected 505 Hudson Street Hartford, Connecticut 06106 Child Abuse and Neglect Careline: 1-800-842-2288 Telephone, Central Office: (860) 550-6300  FAQs About Reporting Suspected Abuse and Neglect: http://www.ct.gov/dcf/cwp/view.asp?a=2534&Q=314388&dcfNav=|

The Connecticut Alliance to End Sexual Violence http://EndSexualViolenceCT.org/ Telephone: (860) 282-9881 Statewide coalition of community-based sexual assault crisis service programs working to end sexual violence through victim assistance, public policy advocacy, and prevention education training. Each member center provides free and confidential 24/7 hotline services in English and Spanish, individual crisis counseling, support groups, accompaniment and support in hospitals, police stations, and courts, referral information, and other services to anyone in need.  To find a Connecticut Alliance to End Sexual Violence member program please visit: http://endsexualviolencect.org/who-we-are/our-members/

Connecticut Children’s Alliance www.ctchildrensalliance.org 75 Charter Oak Ave Suite 1-309 Hartford, Connecticut 06106 Phone: (860) 610-6041 CCA is a statewide coalition of Child Advocacy Centers and Multidisciplinary Teams. Connecticut Network of Care http://connecticut.networkofcare.org Connecticut Network of Care is an online information portal listing programs and support groups for sexual assault and abuse in Connecticut.

C. Local Resources:

Town of Weston Youth Services 24 School Road Weston, CT 06883 ()______

Legal References:

Conn. Gen. Stat s. 17a-101q, Statewide Sexual Abuse and Assault Awareness and Prevention Program

ADOPTED: ______

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First Reading – May 15, 2017 1257

Community Relations

Automatic External Defibrillators

In order to assist individuals who may experience sudden cardiac arrest or a similar life- threatening emergency during the school’s normal operational hours, during school-sponsored athletic practices and athletic events taking place on school grounds, and during school sponsored events not occurring during the normal operational hours of the school, the Weston Board of Education maintains at each school under the Board’s jurisdiction, automatic external defibrillators and school personnel trained in the operation of such automatic external defibrillators and the use of cardiopulmonary resuscitation. It is the policy of the Weston Board of Education to support the use of these automatic external defibrillators and trained school personnel during medically appropriate circumstances.

Requirements concerning the use and maintenance of AEDs are set forth in the accompanying Administrative Regulations as may be supplemented by or amended by the Administration from time to time.

For purposes of this policy and the accompanying regulations, an AED is a device that:

1) is used to administer an electric shock through the chest wall to the heart; 2) contains internal decision-making electronics, microcomputers or special software that allows it to interpret physiologic signals, make medical diagnosis and, if necessary, apply therapy; 3) guides the user through the process of using the device by audible or visual prompts; and 4) does not require the user to employ any discretion or judgment in its use.

Legal References: Connecticut General Statutes

§ 19a-175 Definitions § 52-557b Good Samaritan Law § 10-212d Availability of Automatic External Defibrillators in Schools

Regulations of Connecticut State Agencies

Department of Public Health § 19a-179-1 et seq.

ADOPTED: ______

WESTON PUBLIC SCHOOLS Weston, Connecticut

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First Reading – May 15, 2017 R 1257 Community Relations

AUTOMATIC EXTERNAL DEFIBRILLATORS

I. Definitions:

Automatic External Defibrillator (AED) — a device that: (A) is used to administer an electric shock through the chest wall to the heart; (B) contains internal decision-making electronics, microcomputers or special software that allows it to interpret physiologic signals, make medical diagnosis, and, if necessary, apply therapy; (C) guides the user through the process of using the device by audible or visual prompts; and (D) does not require the user to employ any discretion or judgment in its use.

AED certified person— a person who is certified in the operation of automatic external defibrillators and the use of cardiopulmonary resuscitation, and has a copy of his/her certification on record with Weston Public Schools.

II. Defibrillator Location

1. Weston Public Schools will have defibrillators and at least one AED certified person in each school building under the jurisdiction of the Weston Board of Education.

2. The AEDs will be strategically placed and readily accessible to maximize rapid utilization.

3. After school hours, an AED may be moved from its designated location by an AED-certified athletic trainer/coach or other designated school staff member to support athletic department activities on school grounds or other school- sponsored activities. A visible sign must be left in the place of the AED with the phone number and the location of the individual having possession of the AED. The AED must be returned to its designated location upon completion of the supported activity.

III. Responsibility for Operation, Maintenance and Record-Keeping

1. The school nurse at each building in which an AED(s) is installed will check the AED(s) in the building on a regular basis, at least monthly. It will be that nurse's responsibility to verify that the unit is in the proper location, that it has all the appropriate equipment (battery, mask, case, emergency pack), that it is ready for use, and that it has performed its self-diagnostic evaluation. If the nurse notes any problems, or the AED’s self-diagnostic test has identified any problems, the nurse must contact the School Nurse Supervisor or designee immediately to report the problem.

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2. After performing an AED check, the nurse shall indicate on the AED service log (Appendix III) that the unit(s) has been inspected and that it was found to be “In-Service” or “Out-of-Service.”

3. The Nursing Supervisor or his/her designee shall be responsible for the following:

a) AED service checks during the contracted school year; b) the replacement of equipment and supplies for the AEDs; c) the repair and service of the AEDs; d) all recordkeeping for the equipment during the school year; e) training, or scheduling training, for all Board employees who require such training or would like to receive such training; f) maintaining a list of AED certified persons; g) maintaining all records concerning incidents involving the use of an AED; h) maintaining of copies of the certifications signed by the AED certified persons (Appendix IV); i) reporting the need for revising the AED policy and administrative regulations to the Superintendent or designee.

IV. Training for AED certified persons

The Weston Board of Education will provide initial training or refresher training to the following classes of individuals on an annual basis:

1) Staff who work in school health services, including all school nurses and the School Nurse Supervisor; 2) Staff who work in the Athletic Department, including all athletic trainers, head coaches, and the Athletic Director; 3) All building administrators; and 4) Other designated faculty and staff at each school.

The training will be provided in accordance with the standards set forth by the American Red Cross or American Heart Association. Individuals completing this training will be considered an AED certified person.

Additional staff members may be required to receive training if the District has received State or Federal or private funds designated for the purchase of AEDs and for training employees on the use of AEDs and in CPR. For additional information, see Conn. Gen. Stat. § 10-212d.

V. Procedures for Use of an AED

1. To the extent practicable, AEDs should be retrieved and used by AED certified persons or other trained emergency medical services personnel. In the event no AED certified person or other trained emergency medical services personnel is available or present, an AED may be used by any individual in order to provide

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emergency care to an individual who may be in cardiac arrest or who may be experiencing a similar life-threatening emergency.

2. AEDs may only be used in medically appropriate circumstances.

3. In the event of use, the Nursing Supervisor shall promptly thereafter complete an AED check and verify that the unit is in the proper location, that it has all the appropriate equipment (battery, mask, case, emergency pack), that it is ready for use, and that it has performed its self-diagnostic evaluation. Any problems with the AED shall immediately be reported to the School Nurse Supervisor.

Legal References:

Connecticut General Statutes

§ 19a-175 Definitions § 52-557b Good Samaritan Law § 10-212d Availability of Automatic External Defibrillators in Schools

Regulations of Connecticut State Agencies

Department of Public Health § 19a-179-1 et seq.

ADOPTED: ______

WESTON PUBLIC SCHOOLS Weston, Connecticut

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APPENDIX I

WESTON PUBLIC SCHOOLS AUTOMATIC EXTERNAL DEFIBRILLATOR LOG

Any time the AED is retrieved and/or used, the AED must be returned to its original location after retrieval/use and the individual returning the AED must complete the necessary information below: Retrieved In- *Out- Returned In- *Out- User (Date & Time) Service of- (Date & Time) Service of- Signature Service Service

*If out-of-service, immediately contact the Nursing Supervisor.

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APPENDIX II

WESTON PUBLIC SCHOOLS AUTOMATIC EXTERNAL DEFIBRILLATOR INCIDENT REPORT

Name of person completing report: Date report is being completed: Date of incident: Name of individual on whom AED was used: Age of individual on whom AED was used: Known status of individual: Student Parent of Student Other, Explain Describe incident:

List series of events from the beginning of the emergency until its conclusion:

Signature of person completing form:

Please forward to the School Nurse Supervisor no later than 48 hours after the incident.

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APPENDIX III

WESTON PUBLIC SCHOOLS AUTOMATIC EXTERNAL DEFIBRILLATOR SERVICE LOG

Date Inspected and Inspected and Signature of Nurse In-Service Out-of-Service

Once per month or more often the School Nurse will inspect the AED. If the AED is out-of- service or does not have the appropriate equipment, the School Nurse will contact the School Nurse Supervisor or designee immediately.

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APPENDIX IV

CERTIFICATION OF UNDERSTANDING AND AGREEMENT

To: Weston Board of Education

From: ______

I, ______, hereby certify that I have completed the training provided by the Weston Board of Education concerning the operation of an automatic external defibrillator and the use of cardiopulmonary resuscitation. I further certify that I have read, understand, and agree to comply with the Weston Board of Education Policy Regarding Automatic External Defibrillators and the accompanying Administrative Regulations.

Sincerely,

______AED certified person Date

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First Reading – May 15, 2017 4253 Personnel – Non-Certified Vacations/Holidays

Non-certified employees on the regular non-certified salary schedule who are full-time are allowed vacation with pay each year according to terms established by either the employee’s collective bargaining agreement or the employee’s individual written employment agreement(s). In the absence of a collective bargaining agreement or a written employee agreement, the terms of an employee’s vacation with pay will be pursuant to the most recent benefits for unaffiliated, non-certified employees approved by the Weston Board of Education (“the Board”). Exceptions to the provisions of the Board approved benefits may be made in writing by the Superintendent or his/her designee. and the current regulations established by the school district. Less than one (1) year’s service merits vacation in proportion to the time worked in the District during the first fiscal year of employment. Vacation with pay for part-time employees will be paid based on that employee’s part-time compensation. Part-time employees are not entitled to vacation time. Non-certified employees receive holidays specified in either their collective bargaining agreement, their individual employment contract, the Board approved benefit plan, or in a written exception provided by the Superintendent or his/her designee, as applicable. law and in their contracts. Holidays falling within the employee’s vacation time do not count as vacation days. The term of employment to be used for determining vacation time shall be based on the time served by the employee during the fiscal year. Legal Reference: Connecticut General Statutes 1-4 Days designated as legal holidays

Policy Adopted: July 16, 1990 Policy Revised: ______WESTON PUBLIC SCHOOLS Weston, Connecticut

154 First Reading – May 15, 2017 R 1411 Community Relations

Law Enforcement Agencies

Release of Pupils to and Questioning of Pupils by Law Enforcement Officials

In the absence of parental consent, the principal shall release pupils to law enforcement officials only if an arrest warrant is presented or if the police law enforcement officer informs the principal that the pupil has been observed engaging in a criminal act immediately prior to the arrest. Reasonable efforts will be made to notify parents of the arrest. If a warrant is issued by an official from the agency other than the Weston police, the principal must contact the Weston police who will verify the authenticity of the warrant. In any case where a law enforcement officer seeks to arrest a student, the principal must immediately notify the Superintendent of Schools or his/her designee.

If police law enforcement officers seek to question a student at school, the decision whether or not to allow questioning will be made by the principal or designee. If the principal or designee determines that questioning by the police law enforcement will be disruptive to the educational process or maintenance of discipline in the school, the request may be denied. Unless there exists a clear and present danger as determined by the principal, no questioning by the police law enforcement shall be allowed in the absence of the student’s parent or guardian. In any case where a law enforcement officer seeks to question a student on school grounds, the principal must immediately notify the Superintendent of Schools or his/her designee.

If there exists a clear and present danger as determined by the principal, a student who is not a suspect in the case may be questioned by law enforcement the police in the presence of the principal or his/her designee. The student’s parent or guardian will be notified as soon as possible by the principal and informed of the questioning by law enforcement the police.

Notwithstanding the foregoing, if the law enforcement officer seeking to arrest a student, or to question a student, declines to honor a refusal by the principal to permit the removal from school or questioning by law enforcement as provided above, the principal should not attempt to interfere with the officer’s actions. Rather, the principal should verbally object to the officer’s actions and document his/her objections in a written communication to the officer and the officer’s supervisor.

Policy References: Policy and Regulation 5145.12, Search and Seizure

Regulation Adopted: February 24, 1992 Regulation Revised: ______WESTON PUBLIC SCHOOLS Weston, Connecticut

155 156 157 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Period 10 of 12 July 2016- April 2017

The financial report for the FY 2017 Operating Budget can be found on pages 8 through 41 of this document. The financial information presented in this section of the report includes the adopted budget, monthly and year-to-date transfers, the revised budget (adopted budget plus or minus transfers), actual year-to-date budget expenditures, encumbrances, anticipated expenditures that have not been encumbered, and the total projected expenditures by object, which is the sum of the previous three columns. The Internal Services report for health insurance can be found on pages 42-45.

FY 2016 Budget $ 48,689,713 FY 2016 YTD Actuals $ 38,091,312 FY 2016 Encumbrances $ 8,563,168 FY 2016 Anticipated $ 2,030,286 FY 2016 Balance $ 4,947

There are transfers totaling $112,703 before the Board of Education for its approval. Of these transfers there are 7 transfers in excess of $5,000. All of the transfers are as follows and are reflected in the financial report:

Weston Middle School:

To: Certified Salaries (WMS) $ 18,880 From: Certified Salaries (WHS) $ 18,880

Additional funds for substitute teacher coverage

Weston High School:

To: Certified Salaries (WHS) $ 13,632 From: Certified Salaries (WHS) $ 13,632

Additional funds for substitute teacher coverage

To: Certified Salaries (WHS) $ 9,340 From: Workers Compensation (Employee Benefits) $ 176 From: Non Certified Salaries (Facilities) $ 766 From: Non Certified Salaries (WIS) $ 6,080 From: Non Certified Salaries (HES) $ 157 From: Certified Salaries (HES) $ 2,161

Additional FTE added to cover leave of emergency leave of absense.

158 1 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Period 10 of 12 July 2016- April 2017

Weston Intermediate School:

To: Certified Salaries (WIS) $ 9,469 From: Certified Salaries (WHS) $ 3,621 From: Certified Salaries (WIS) $ 5,848

Additional funds for substitute teacher coverage

Hurlbutt:

To: Certified Salaries (HES) $ 7,365 From: Certified Salaries (WIS) $ 7,308 From: Certified Stipends ( HES) $ 57

Additional funds for substitute teacher coverage

Curriculum:

To: Books (Curriculum) $ 6,500 From: Consulting (Curriculum) $ 6,500

To Purchase AP Psychology Books due to increased enrollment in FY 18.

To: Books (Curriculum) $ 6,000 From: Testing (Curriculum) 6000

French Books for High School

Special Education:

To: Non Certified Salaries (Special Education) $ 4,982 From: Non Certified Salaries (PPS) $ 4,982

SPED Para Educator Sub at WMS

Curriculum:

To: Materials (Curriculum) $ 4,500 From: Dues, Fees and Memberships (Curriculum) $ 4,500

K-5 Science Kits

159 2 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Period 10 of 12 July 2016- April 2017 To: Other Purchased Services (Curriculum) $ 400 From: Office Materials (Curriculum) $ 400

Catering for ELA portfolio scoring day

Facilities:

To: Paving (Facilities) $ 3,850 From: Darin System (Facilities) $ 826 From: Storm Drain (Facilities) $ 730 From: Maintenance Materials (Facilities) $ 310 From: Emergency Lights (Facilities) $ 1,984

Paving repair due to damage from plowing

To: Glass Repacement (Facilities) $ 2,770 From: Generator Contractor (Facilities) $ 2,770

Repair window at Hurlbutt

To: Repair Allowance (Facilities) $ 1,517 From: Special Projects (Facilities) $ 556 From: Contracted Services (Facilities) $ 454 From: Signage (Facilities) $ 507

Fire violations repair

To: License and Fees (Facilities) $ 1,132 From: Emergency Lights (Facilities) $ 1,132

CDL Class B License Renewal

To: Dues, Fees and Memberships (Facilities) $ 750 From: Maintenance Materials (Facilities) $ 750

APPA Membership

160 3 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Period 10 of 12 July 2016- April 2017 To: Equipment Rental (Facilities) $ 500 From: Maintenance Materials (Facilities) $ 500

Batteries for mechanical lift

To: Repair Allowance (Facilities) $ 495 From: Maintenance Materials (Facilities) $ 495

Repair ABS sensor

To: Repair Allowance (Facilities) $ 450 From: Maintenance Materials (Facilities) 450

Repair to bathrooms at WIS

To: Elevator Contract (Facilities) $ 263 From: Maintenance Materials (Facilities) $ 263

Elevator Repair

District Administration:

To: Dues, Fees and Memberships (District Administration) $ 2,200 From: Dues, Fees and Memberships (Curriculum) $ 2,200

Demography report

To: Other Objects (District Administration) $ 1,492 From: Legal Fees (District Administration) $ 1,167 From: Equipment Repair (District Administration) $ 106 From: Management Services (District Administration) $ 201 From: Postage (District Administration) $ 18

Teacher Appreciation

To: Other Professional Technical Services (District Administration) $ 500 From: Non Certified Salaries (District Administration) 500

Background Checks

161 4 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Period 10 of 12 July 2016- April 2017

To: Other Objects (District Administration) $ 475 From: Dues, Fees and Memberships (Curriculum) 475

Retirement Awards

To: Materials (District Administration) $ 236 From: Advertising (District Administration) 236

Supplies for Business Office

To: Office Materials (District Administration) $ 69 From: Other Objects (District Administration) $ 69

Year End Awards

To: Dues, Fees and Memberships (District Admnistration) $ 60 From: Other Objects (District Administration) $ 60

COSTA Membership for Transportation

To: Office Materials (District Administration) $ 19 From: Advertising (District Administration) 19

Supplies for Superintendent's Office

Technology:

To: Software (Technology) $ 795 From: Other Professional Technical Services (Technology) $ 28 From: Travel and Conference (Curriculum) $ 767

Powerschool software for WIS

To: Equipment Repairs (Technology) $ 569 From: Life Insurance (Employee Benefits) $ 569

Chromebook Repairs

162 5 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Period 10 of 12 July 2016- April 2017 Copy Center:

To: Materials (Copy Center) $ 2,636 From: Regular Transportation (Transportation) $ 2,636

Additional copy center paper

To: Non Certified Salaries (Copy Center) $ 215 From: Dues, Fees and Memberships (District Administration) 215

Coverage at copy center.

Weston High School:

To: Materials (WHS) $ 2,000 From: Equipment Repairs (WHS) $ 2,000

Replacement stools in classroom

To: Equipment (WHS) $ 3,392 From: Materials (WHS) $ 3,392

Science Equipment

To: Books (WHS) $ 500 From: Materials (WHS) 500

Environmental Science Books

To: Other Professional Technical Services (WHS) $ 390 From: Materials (WHS) $ 390

CPR Cards

To: Dues, Fees and Memberships (WHS) $ 225 From: Books (WHS) $ 225

Students attending American Region Math League

To: Materials (WHS) $ 200 From: Other Purchased Services (WHS) 200

Year End Award Ceremony

163 6 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Period 10 of 12 July 2016- April 2017

To: Books (WHS) $ 161 From: Materials (WHS) $ 161

English Books

Pupil Services:

To: Non Certified Salaries (PPS) $ 1,329 From: Transportation Insurance (Transportation) $ 228 From: Certified Salaries (HES) $ 1,101

Additional hours for physical therapist

To: Non Certified Salaries (PPS) $ 1,189 From: Regular Transportation (Transportation) $ 1,189

Substitute Nurse

Weston Middle School:

To: Other Professional Technical Services (WMS) $ 530 From: Transportation (WMS) 410 From: Materials (WMS) 120

Moving up ceremony at WMS To: Materials (WMS) $ 425 From: Transportation (WMS) 425

To: Mileage (WMS) $ 300 From: Printing (WMS) 150 From: Office Materials (WMS) 150

Mileage Reimbursement

164 7 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

WESTON PUBLIC SCHOOLS

Salaries & Wages (1000s) Certified Staff $23,543,845 ($382,487) $11,117 $23,161,359 -1.6% $16,957,539 $6,130,875 $72,947 $ (2) Non Certified Staff $5,971,021 $139,164 ($9,752) $6,110,185 2.3% $4,998,401 $1,046,868 $81,770 $ (16,854) Overtime $150,250 $32,408 $0 $182,658 21.6% $146,930 $0 $35,728 $ 0 Certified Stipends $788,922 $12,525 ($57) $801,447 1.6% $594,132 $47,046 $160,268 $ 0 Non Certified Stipends $245,127 ($3,873) $0 $241,254 -1.6% $157,937 $21,283 $62,034 $ 0 Turnover Savings ($337,340) $337,340 $0 $0 -100.0% $0 $0 $0 $ - Salary Differential $396,935 ($396,935) $0 $0 -100.0% $0 $0 $0 $ - $30,758,760 ($261,858) $1,308 $30,496,902 $22,854,939 $ 7,246,072 $ 412,747 $ (16,855) Group $ transfer in/(transfer out): ($261,858) Group change %: -0.9%

Benefits (2000's) 2000 Health Insurance $6,349,035 ($90,000) $0 $6,259,035 -1.4% $5,290,863 $0 $968,173 $ - 2001 Social Security $532,753 $0 $0 $532,753 0.0% $419,403 $0 $113,350 $ 0 2002 Medicare $443,104 ($6,326) $0 $436,778 -1.4% $317,347 $0 $119,431 $ (0) 2003 Workers Compensation $221,420 ($19,753) ($176) $201,667 -8.9% $201,667 $0 $0 $ - 2004 Unemployment Compensation $69,160 ($35,160) $0 $34,000 -50.8% $22,553 $11,447 $0 $ - 2005 Early Retirement Incentive $138,528 $0 $0 $138,528 $138,528 $0 $0 $ - 2007 Pension Contributions $856,610 $0 $0 $856,610 $665,307 $0 $191,303 $ - 2010 Tuition Reimbursement $75,000 $0 $0 $75,000 $2,715 $0 $72,285 $ - 2011 Life Insurance $91,150 ($569) ($569) $90,581 -0.6% $74,550 $16,031 $0 $ 0 2012 Disability Insurance $18,629 ($253) $0 $18,376 -1.4% $13,490 $4,886 $0 $ - 2014 Sick Bank $45,000 $0 $0 $45,000 $5,619 $0 $39,381 $ - $8,840,389 ($152,061) ($745) $8,688,328 $7,152,041 $ 32,364 $ 1,503,923 $ 0 Group $ transfer in/(transfer out): ($152,061) Group change %: -1.7%

Professional & Technical Services (3000s) 3210 Contracted Services Educational $572,470 $68,000 $0 $640,470 11.9% $500,432 $139,705 $333 $ 0 3220/3221 Consulting Services $171,300 ($51,428) ($6,500) $119,872 -30.0% $96,199 $18,674 $15,000 $ (10,000) 3235 Testing $89,600 ($21,087) ($6,000) $68,513 -23.5% $59,685 $4,328 $4,500 $ (0) 3239 Other Pupil Services $205,240 ($91,804) $0 $113,436 -44.7% $78,301 $23,810 $11,325 $ - 3303 Management Services $24,000 ($4,256) ($201) $19,744 -17.7% $15,476 $3,768 $500 $ 0

165 8 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017 Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance 3304 License Fees-Facilities $2,800 $1,092 $1,132 $3,892 39.0% $3,892 $0 $0 $ - 3306 Legal Fees $97,500 ($16,167) ($1,167) $81,333 -16.6% $59,688 $21,645 $0 $ - 3308 Police/Fire $86,292 ($10,380) $0 $75,912 -12.0% $49,960 $24,952 $1,000 $ (0) 3309 Professional Technical Services $70,089 $63,844 $1,392 $133,933 91.1% $76,653 $56,645 $635 $ 0 3310 Sports Officials $46,430 $0 $0 $46,430 $46,430 $0 $0 $ - $1,365,721 ($62,186) ($11,344) $1,303,535 $986,715 $ 293,526 $ 33,293 $ (10,000) Group $ transfer in/(transfer out): ($62,186) Group change %: -4.6%

Property Services (4000s) 4200 Cleaning Services $591,097 ($4,101) $0 $586,996 -0.7% $489,330 $97,666 $0 $ 0 4202 Rubbish Removal $75,965 ($13) $0 $75,952 0.0% $46,747 $29,205 $0 $ (0) 4203 Mop & Mat Service $5,150 ($642) $0 $4,508 -12.5% $4,309 $200 $0 $ 0 4204 Exterminator $8,000 ($150) $0 $7,850 -1.9% $6,350 $5 $1,495 $ - 4302 Equipment Repairs $145,778 ($4,787) ($1,537) $140,991 -3.3% $100,789 $35,951 $6,660 $ (2,410) 4400 Equipment Rental $565,105 $11,784 $500 $576,889 2.1% $532,579 $43,810 $501 $ (1) 4401 Rental of Facilities $19,575 ($965) $0 $18,610 -4.9% $3,078 $15,532 $0 $ - 4500 Repair Allowance $132,000 $8,606 $2,462 $140,606 6.5% $129,299 $10,811 $496 $ (0) 4509 Septic Cleaning $0 $10,935 $0 $10,935 100.0% $10,934 $0 $0 $0 4510 Asbestos Abatement $5,000 ($2,065) $0 $2,935 -41.3% $2,935 $0 $0 $ - 4511 Elevator Contract $14,154 $3,065 $263 $17,219 21.7% $16,043 $1,176 $0 $ 0 4512 Emergency Lights $11,570 ($5,470) ($3,116) $6,100 -47.3% $4,052 $2,048 $0 $ - 4513 Generator Contract $10,689 ($3,587) ($2,770) $7,102 -33.6% $5,102 $0 $2,000 $ - 4514 Fire Alarm System $34,608 ($8,658) $0 $25,950 -25.0% $25,950 $0 $0 $ - 4515 Fire Protection System $8,926 $253 $0 $9,179 2.8% $8,810 $370 $0 $ (0) 4516 UST Testing $7,206 ($306) $0 $6,900 -4.2% $900 $6,000 $0 $ - 4517 Sprinkler System $4,858 ($58) $0 $4,800 -1.2% $3,591 $1,209 $0 $ - 4518 Sewer System Plant Maintenance $127,455 ($4,599) $0 $122,856 -3.6% $104,719 $18,137 $0 $ (0) 4530 Parks & Recreation $56,138 $0 $0 $56,138 $42,712 $13,426 $0 $ - 4531 Drain System $5,575 ($5,350) ($826) $225 -96.0% $225 $0 $0 $ - 4533 Glass Replacement $3,000 $5,770 $2,770 $8,770 192.3% $5,147 $2,815 $808 $ - 4534 Roof Repair $6,000 $16,027 $0 $22,027 267.1% $22,027 $0 $0 $ (0) 4535 Window Treatments $3,000 ($3,000) $0 $0 -100.0% $0 $0 $0 $ - 4536 Air Filter HVAC System $4,500 $623 $0 $5,123 13.8% $5,123 $0 $0 $ 0 4538 Chiller Contract $12,000 ($12,142) $0 ($142) -101.2% ($142) $0 $0 $ - 4539 Energy Management System $19,625 $0 $0 $19,625 $19,624 $0 $0 $ 1 4540 Athletic Facilities Repairs $6,000 $1,941 $0 $7,941 32.3% $7,941 $0 $0 $ - 4542 Contracted Services $20,000 ($654) ($454) $19,346 -3.3% $12,183 $7,163 $0 $ 0 4543 Paving $6,500 $4,800 $3,850 $11,300 73.8% $11,300 $0 $0 $ - 4600 Special Projects $41,442 ($27,086) ($556) $14,356 -65.4% $14,126 $230 $0 $ 0 4602 Tree Service $11,000 ($7,368) $0 $3,632 -67.0% $3,632 $0 $0 $ - 4603 Exterior Lighting $2,800 ($2,800) $0 $0 -100.0% $0 $0 $0 $ - 4604 Snow Plowing $12,500 ($12,500) $0 $0 -100.0% $0 $0 $0 $ -

166 9 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017 Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance 4605 Signage $2,500 ($1,984) ($507) $516 -79.4% $516 $0 $0 $ - 4606 Sprinkler Repairs $3,000 $976 $0 $3,976 32.5% $3,976 $0 $0 $ (0) 4607 Storm Draining $2,000 ($1,580) ($730) $420 -79.0% $420 $0 $0 $ - 4608 Trucking Services $2,000 ($2,000) $0 $0 -100.0% $0 $0 $0 $ - 4610 Playground Repairs $2,200 $8,600 $0 $10,800 390.9% $10,800 $0 $0 $ - 4701 Security System Monitoring $20,640 ($504) $0 $20,136 -2.4% $20,136 $0 $0 $ - 4702 Locks/Keys $6,000 $4,438 $0 $10,438 74.0% $9,012 $451 $976 $ - 4705 United Alarm $600 $0 $0 $600 $360 $0 $240 $ - 4900 Other Property Services $1,500 $0 $0 $1,500 $1,500 $0 $0 $ - $2,017,656 ($34,549) ($651) $1,983,107 $1,686,136 $ 286,204 $ 13,176 $ (2,410) Group $ transfer in/(transfer out): ($34,549) Group change %: -1.7%

Other Services (5000s) 5100 Regular Transportation $1,238,775 ($5,529) ($3,825) $1,233,246 -0.4% $1,229,176 $3,070 $1,000 $ 0 5101 SPED Transportation $46,551 $0 $0 $46,551 $35,316 $9,512 $1,723 $ - 5104 Athletic Transportation $82,044 $0 $0 $82,044 $60,537 $21,322 $185 $ - 5105 Extra Curricular Transporation $8,300 ($1,246) ($835) $7,054 -15.0% $6,204 $500 $350 $ - 5200 General Liability Insurance $87,597 $15,472 $0 $103,069 17.7% $103,069 $0 $0 $ (0) 5202 Athletic Insurance $29,939 $0 $0 $29,939 $29,939 $0 $0 $ - 5205 Property Insurance $114,098 ($10,031) ($228) $104,067 -8.8% $104,067 $0 $0 $ - 5300 Communications $146,830 $775 $0 $147,605 0.5% $116,753 $30,852 $0 $ (0) 5400 Postage $21,786 $8,879 ($18) $30,665 40.8% $21,456 $9,208 $0 $ 1 5500 Advertising $7,000 ($3,986) ($255) $3,014 -56.9% $1,345 $1,669 $0 $ 0 5501 Printing $23,355 ($7,633) ($150) $15,722 -32.7% $11,262 $4,460 $0 $ - 5600 Tuition $1,828,075 $656,668 $0 $2,484,743 35.9% $2,007,601 $176,216 $300,925 $ 0 5605 Tuition-ESS $270,000 $0 $0 $270,000 $243,000 $27,000 $0 $ - 5800,5802-5880 Travel & Conference $62,648 ($16,790) ($767) $45,858 -26.8% $37,770 $2,588 $5,500 $ 0 5801 Mileage Reimbursement $25,850 $475 $300 $26,325 1.8% $21,784 $375 $4,166 $ 0 5900 Other Purchased Services $24,285 ($10,165) $200 $14,120 -41.9% $9,395 $4,725 $0 $ 1 $4,017,133 $626,888 ($5,577) $4,644,021 $4,038,673 $ 291,497 $ 313,849 $ 2 Group $ transfer in/(transfer out): $626,888 Group change %: 15.6%

Supplies & Materials (6000's) 6110 Materials $462,645 ($7,791) $5,197 $454,854 -1.7% $366,587 $82,801 $5,466 $ (0) 6120 Office Materials $36,879 ($1,537) ($225) $35,342 -4.2% $25,109 $9,714 $520 $ 0 6130 Maintenance Materials $177,144 ($33,733) ($2,768) $143,411 0.0% $94,074 $46,556 $2,781 $ 0 6131 Custodial Materials $75,450 $0 $0 $75,450 $65,247 $9,100 $1,104 $ (0) 6132 Security Materials $5,500 $13,423 $0 $18,923 0.0% $18,765 $158 $0 $ 0 6140 Software $336,605 $13,772 $795 $350,377 4.1% $336,802 $13,575 $0 $ (0) 6270 Diesel Fuel $110,940 ($33,506) $0 $77,434 -30.2% $57,059 $20,375 $0 $ 0 6410 Books $150,318 ($13,481) $12,936 $136,837 -9.0% $104,357 $29,706 $2,773 $ 1

167 10 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017 Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance 6510 Heating Oil $386,349 $18,302 $0 $404,651 4.7% $372,027 $32,624 $0 $ (0) 6520 Electricity $769,922 $29,913 $0 $799,835 3.9% $646,251 $153,584 $0 $ (0) 6530 Propane gas $3,500 $2,076 $0 $5,576 59.3% $4,385 $1,191 $0 $ - $2,515,252 ($12,560) $15,936 $2,502,691 $2,090,662 $ 399,385 $ 12,645 $ (0) Group $ transfer in/(transfer out): ($12,560) Group change %: -0.5%

Equipment (7000's) 7300 Equipment $26,230 $32,970 $3,392 $59,200 125.7% $54,128 $5,072 $0 $ 0 $26,230 $32,970 $3,392 $59,200 $54,128 $ 5,072 $ - $ 0 Group $ transfer in/(transfer out): $32,970 Group change %: 126%

Other Objects (8000's) 8100 Dues, Fees and Memberships $94,275 ($17,643) ($4,155) $76,632 -18.7% $75,186 $1,196 $250 $ (0) 8900 Other Objects $895 $23,788 $1,838 $24,683 2657.9% $16,829 $7,853 $0 $ 0 $95,170 $6,145 ($2,317) $101,315 $92,015 $ 9,049 $ 250 $ 0 Group $ transfer in/(transfer out): $6,145 Group change %: 6.5%

Revenues (9000's) 9200 Technology Revenue ($58,439) ($529) $0 ($58,968) 0.9% ($36,468) $0 ($22,500) $ (0) 9201 Participation Fees, Athletics ($64,282) ($15,098) $0 ($79,380) 23.5% ($55,500) $0 ($23,880) $ - 9202 Gate Receipts, Athletics ($14,500) $0 $0 ($14,500) ($7,583) $0 ($6,917) $ - 9205 Excess Cost SPED ($683,087) ($101,875) $0 ($784,962) 14.9% ($596,312) $0 ($188,650) $ - 9206 Pre School Tuition SPED ($82,500) $2,000 $0 ($80,500) -2.4% ($78,820) $0 ($1,680) $ - 9207 Regular Ed. Tuition $0 ($37,945) $0 ($37,945) 0.0% ($33,176) $0 ($4,769) $ 0 9208 Revenue from Town for Fields ($37,340) $0 $0 ($37,340) ($26,139) $0 ($11,201) $ - 9209 Parking Fees ($30,000) $0 $0 ($30,000) ($30,000) $0 $0 $ - 9990 Unallocated $ 23,551 $ 10,658 $ - $ 34,209 $0 $0 $0 $34,209 $ (946,597) $ (142,789) $ - $ (1,089,386) $ (863,998) $ - $ (259,597) $ 34,209 Group $ transfer in/(transfer out): $ (142,789) Group change %: 15%

Total: $48,689,713 $0.00 $0.00 $48,689,713 $38,091,312 $ 8,563,168 $ 2,030,286 $ 4,946

168 11 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

OPERATING FUND BUDGET

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017

Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance

Hurlbutt Elementary

Salaries & Wages (1000s) Certified Staff $2,667,024 $154,277 $4,103 $2,821,301 5.8% $2,022,646 $ 783,966 $ 14,690 $ (0) Non Certified Staff $286,582 $15,469 ($157) $302,051 5.4% $246,207 $ 55,843 $ - $ 1 Overtime $1,500 ($500) $0 $1,000 -33.3% $455 $ - $ 545 $ - Certified Stipends $14,417 $4,171 ($57) $18,588 28.9% $13,809 $ 4,780 $ - $ (0) $2,969,523 $173,417 $3,889 $3,142,940 $2,283,116 $ 844,589 $ 15,235 $ (0) Group $ transfer in/(transfer out): $173,417 Group change %: 5.8%

Professional & Technical Services (3000s) 3308 Police/Fire $250 $0 $0 $250 $0 $ 250 $ - $ - 3309 Professional Technical Services $500 ($500) $0 $0 -100.0% $0 $ - $ - $ - $750 ($500) $0 $250 $0 $ 250 $ - $ - Group $ transfer in/(transfer out): ($500) Group change %: -66.7%

Property Services (4000s) 4302 Equipment Repairs $3,740 ($1,899) $0 $1,841 -50.8% $488 $ 1,353 $ 2,410 $ (2,410) $3,740 ($1,899) $0 $1,841 $488 $ 1,353 $ 2,410 $ (2,410) Group $ transfer in/(transfer out): ($1,899) Group change %: -50.8%

Other Services (5000s) 5105 Extra Curricular Transporation $350 $0 $0 $350 $0 $ - $ 350 $ - 5400 Postage $200 $0 $0 $200 $200 $ - $ - $ 0 5501 Printing $550 ($123) $0 $427 -22.4% $0 $ 427 $ - $ -

16912 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

OPERATING FUND BUDGET

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017

Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance 5800,5802-5880 Travel & Conference $750 ($750) $0 $0 -100.0% $0 $ - $ - $ - 5801 Mileage Reimbursement $300 ($300) $0 $0 -100.0% $0 $ - $ - $ - $2,150 ($1,173) $0 $977 $200 $ 427 $ 350 $ 0 Group $ transfer in/(transfer out): ($1,173) Group change %: -54.6%

Supplies & Materials (6000's) 6110 Materials $56,466 ($1,177) $0 $55,289 -2.1% $45,380 $ 9,903 $ 6 $ (0) 6120 Office Materials $2,000 ($20) $0 $1,980 -1.0% $717 $ 1,262 $ - $ 1 6410 Books $14,700 ($99) $0 $14,601 -0.7% $4,315 $ 10,285 $ - $ - $73,166 ($1,296) $0 $71,870 $50,413 $ 21,451 $ 6 $ 0 Group $ transfer in/(transfer out): ($1,296) Group change %: -1.8%

Other Objects (8000's) 8100 Dues, Fees and Memberships $1,752 ($1,327) $0 $425 -75.7% $425 $ - $ - $ 0 $1,752 ($1,327) $0 $425 $425 $ - $ - $ 0 Group $ transfer in/(transfer out): ($1,327) Group change %: -75.7%

Total: $3,051,081 $167,222 $3,889 $3,218,303 $2,334,642 $ 868,069 $ 18,002 $ (2,410)

17013 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

OPERATING FUND BUDGET

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017

Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance

Weston Intermediate School

Salaries & Wages (1000s) Certified Staff $3,650,239 ($237,314) ($3,687) $3,412,925 -6.5% $2,481,975 $ 915,180 $ 15,770 $ 0 Non Certified Staff $219,129 $5,791 ($6,080) $224,920 2.6% $183,369 $ 41,552 $ - $ (0) Overtime $750 ($121) $0 $629 -16.2% $329 $ - $ 300 $ - Certified Stipends $32,217 $4,200 $0 $36,417 13.0% $25,597 $ 4,228 $ 6,592 $ - $3,902,334 ($227,444) ($9,767) $3,674,890 $2,691,269 $ 960,959 $ 22,663 $ (0) Group $ transfer in/(transfer out): ($227,444) Group change %: -5.8%

Property Services (4000s) 4302 Equipment Repairs $1,645 ($468) $0 $1,177 -28.5% $817 $ 361 $ - $ (1) $1,645 ($468) $0 $1,177 $817 $ 361 $ - $ (1) Group $ transfer in/(transfer out): ($468) Group change %: -28.5%

Other Services (5000s) 5501 Printing $1,000 ($128) $0 $872 -12.8% $372 $ 500 $ - $ (0) 5800,5802-5880 Travel & Conference $500 $231 $0 $731 46.1% $731 $ - $ - $ - 5801 Mileage Reimbursement $250 ($250) $0 $0 -100.0% $0 $ - $ - $ - $1,750 ($147) $0 $1,603 $1,103 $ 500 $ - $ (0) Group $ transfer in/(transfer out): ($147) Group change %: -8.4%

Supplies & Materials (6000's) 6110 Materials $37,434 ($1,507) $0 $35,927 -4.0% $24,549 $ 11,378 $ - $ (0) 6120 Office Materials $2,000 ($363) $0 $1,637 -18.2% $712 $ 925 $ - $ (0)

171 14 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

OPERATING FUND BUDGET

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017

Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance 6410 Books $33,109 ($694) $0 $32,415 -2.1% $28,031 $ 4,384 $ - $ (0) $72,543 ($2,564) $0 $69,979 $53,292 $ 16,687 $ - $ (0) Group $ transfer in/(transfer out): ($2,564) Group change %: -3.5%

Other Objects (8000's) 8100 Dues, Fees and Memberships $1,200 ($705) $0 $495 -58.8% $424 $ 71 $ - $ 0 $1,200 ($705) $0 $495 $424 $ 71 $ - $ 0 Group $ transfer in/(transfer out): ($705) Group change %: -58.8%

Total: $3,979,472 ($231,329) ($9,767) $3,748,143 $2,746,904 $ 978,577 $ 22,663 $ (1)

172 15 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017

Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance

Weston Middle School

Salaries & Wages (1000s) Certified Staff $4,307,548 ($52,671) $18,880 $4,254,877 -1.2% $3,130,251 $ 1,119,302 $ 5,323 $ 0 Non Certified Staff $169,894 $7,572 $0 $177,466 4.5% $143,477 $ 33,988 $ - $ 1 Overtime $0 $0 $0 $0 0.0% $0 $ - $ - $ - Certified Stipends $147,551 $0 $0 $147,551 $80,963 $ 7,397 $ 59,190 $ - $4,624,993 ($45,099) $18,880 $4,579,894 $3,354,691 $ 1,160,688 $ 64,514 $ 1 Group $ transfer in/(transfer out): ($45,099) Group change %: -1.0%

Professional & Technical Services (3000s) 3308 Police/Fire $1,610 ($310) $0 $1,300 -19.3% $735 $ 565 $ - $ - 3309 Professional Technical Services $3,920 $499 $530 $4,419 12.7% $3,459 $ 960 $ - $ - $5,530 $189 $530 $5,719 $4,194 $ 1,525 $ - $ - Group $ transfer in/(transfer out): $189 Group change %: 3.4%

Property Services (4000s) 4302 Equipment Repairs $6,271 ($2,405) $0 $3,866 -38.4% $1,991 $ 1,875 $ - $ - $6,271 ($2,405) $0 $3,866 $1,991 $ 1,875 $ - $ - Group $ transfer in/(transfer out): ($2,405) Group change %: -38.4%

Other Services (5000s) 5105 Extra Curricular Transporation $7,950 ($1,246) ($835) $6,704 -15.7% $6,204 $ 500 $ - $ - 5400 Postage $297 ($15) $0 $282 -5.1% $282 $ - $ - $ - 5501 Printing $3,213 ($1,033) ($150) $2,180 -32.1% $1,011 $ 1,169 $ - $ - 5600 Tuition $2,700 ($222) $0 $2,478 -8.2% $2,118 $ 360 $ - $ - 5800,5802-5880 Travel & Conference $1,000 $0 $0 $1,000 $1,000 $ - $ - $ - 5801 Mileage Reimbursement $550 $267 $300 $817 48.5% $442 $ 375 $ - $ - 173 16 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017

Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance $15,710 ($2,249) ($685) $13,461 $11,057 $ 2,404 $ - $ - Group $ transfer in/(transfer out): ($2,249) Group change %: -14.3%

Supplies & Materials (6000's) 6110 Materials $73,081 ($9,663) $305 $63,418 -13.2% $47,794 $ 15,624 $ - $ (0) 6120 Office Materials $3,560 ($192) ($150) $3,368 -5.4% $2,644 $ 724 $ - $ - 6410 Books $21,089 ($1,692) $0 $19,397 -8.0% $17,774 $ 1,623 $ - $ (0) $97,730 ($11,547) $155 $86,183 $68,213 $ 17,971 $ - $ (0) Group $ transfer in/(transfer out): ($11,547) Group change %: -11.8%

Equipment (7000's) 7300 Equipment $9,050 ($2,536) $0 $6,514 -28.0% $6,514 $ - $ - $ - $9,050 ($2,536) $0 $6,514 $6,514 $ - $ - $ - Group $ transfer in/(transfer out): ($2,536) Group change %: -28%

Other Objects (8000's) 8100 Dues, Fees and Memberships $8,266 ($2,504) $0 $5,762 -30.3% $4,637 $ 1,125 $ - $ - $8,266 ($2,504) $0 $5,762 $4,637 $ 1,125 $ - $ - Group $ transfer in/(transfer out): ($2,504) Group change %: -30.3%

Total: $4,767,550 ($66,152) $18,880 $4,701,398 $3,451,296 $ 1,185,587 $ 64,514 $ 1

174 17 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017

Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance

Weston High School

Salaries & Wages (1000s) Certified Staff $5,824,699 ($22,499) ($13,161) $5,802,200 -0.4% $4,184,819 $ 1,604,775 $ 12,606 $ (0) Non Certified Staff $175,279 $14,712 $0 $189,991 8.4% $152,416 $ 37,576 $ 8,764 $ (8,765) Overtime $250 ($61) $0 $189 -24.4% $87 $ - $ 102 $ 0 Certified Stipends $130,418 $7,577 $0 $137,995 5.8% $98,843 $ 657 $ 38,496 $ - $6,130,646 ($271) ($13,161) $6,130,375 $4,436,165 $ 1,643,007 $ 59,968 $ (8,765) Group $ transfer in/(transfer out): ($271) Group change %: 0.0%

Professional & Technical Services (3000s) 3308 Police/Fire $2,000 ($37) $0 $1,963 -1.8% $748 $ 1,215 $ - $ - 3309 Professional Technical Services $7,600 $473 $390 $8,073 6.2% $6,528 $ 910 $ 635 $ (0) $9,600 $436 $390 $10,036 $7,276 $ 2,125 $ 635 $ (0) Group $ transfer in/(transfer out): $436 Group change %: 4.5%

Property Services (4000s) 4302 Equipment Repairs $10,059 ($5,013) ($2,000) $5,046 -49.8% $3,396 $ 1,651 $ - $ (0) 4400 Equipment Rental $3,500 ($900) $0 $2,600 -25.7% $0 $ 2,600 $ - $ - $13,559 ($5,913) ($2,000) $7,646 $3,396 $ 4,251 $ - $ (0) Group $ transfer in/(transfer out): ($5,913) Group change %: -43.6%

Other Services (5000s) 5100 Regular Transportation $4,200 ($1,133) $0 $3,067 -27.0% $3,067 $ - $ - $ - 5400 Postage $539 ($503) $0 $36 -93.3% $36 $ - $ - $ - 5501 Printing $14,542 ($3,675) $0 $10,867 -25.3% $8,503 $ 2,364 $ - $ - 5600 Tuition $0 $6,823 $0 $6,823 $0 $ 6,823 $ - $ - 5800,5802-5880 Travel & Conference $1,890 $410 $0 $2,300 21.7% $244 $ - $ 2,056 $ (0) 5801 Mileage Reimbursement $1,750 ($563) $0 $1,187 -32.2% $1,021 -$ $ 166 -$

175 18 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017

Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance 5900 Other Purchased Services $900 ($900) ($200) $0 -100.0% $0 $ - $ - $ - $23,821 $459 ($200) $24,280 $12,871 $ 9,187 $ 2,222 $ (0) Group $ transfer in/(transfer out): $459 Group change %: 1.9%

Supplies & Materials (6000's) 6110 Materials $143,752 ($6,694) ($2,243) $137,058 -4.7% $116,317 $ 17,615 $ 3,127 $ (0) 6120 Office Materials $6,928 ($1,664) $0 $5,264 -24.0% $4,045 $ 719 $ 500 $ - 6410 Books $30,230 $6 $436 $30,236 0.0% $26,678 $ 785 $ 2,773 $ 0 $180,910 ($8,351) ($1,807) $172,559 $147,041 $ 19,118 $ 6,400 $ 0 Group $ transfer in/(transfer out): ($8,351) Group change %: -4.6%

Equipment (7000's) 7300 Equipment $2,180 $2,892 $3,392 $5,072 132.6% $0 $ 5,072 $ - $ - $2,180 $2,892 $3,392 $5,072 $0 $ 5,072 $ - $ - Group $ transfer in/(transfer out): $2,892 Group change %: 133%

Other Objects (8000's) 8100 Dues, Fees and Memberships $12,917 ($1,293) $225 $11,624 -10.0% $11,374 $ - $ 250 $ (0) 8900 Other Objects $0 $0 $0 $0 $0 $ - $ - $ - $12,917 ($1,293) $225 $11,624 $11,374 $ - $ 250 $ (0) Group $ transfer in/(transfer out): ($1,293) Group change %: -10.0%

Revenues (9000's) 9209 Parking Fees $ (30,000) $ - $0 ($30,000) ($30,000) $ - $ - $ - $ (30,000) $0 $0 $ (30,000) $ (30,000) $ - $ - $ - Group $ transfer in/(transfer out): $0 Group change %: 0%

Total: $6,343,633 ($12,042) ($13,161) $6,331,591 $4,588,122 $ 1,682,760 $ 69,475 $ (8,765)

176 19 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017

Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance 6331537 ($54)

177 20 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017

Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance

Athletics

Salaries & Wages (1000s) Certified Staff $150,853 $0 $0 $150,853 $127,645 $ 23,208 $ - $ (0) Non Certified Staff $40,897 $2,289 $0 $43,186 5.6% $34,107 $ 9,079 $ - $ (0) Certified Stipends $356,024 ($7,504) $0 $348,520 -2.1% $292,530 $ - $ 55,990 $ - Non Certified Stipends $78,262 $0 $0 $78,262 $52,447 $ - $ 25,815 $ - $626,036 ($5,215) $0 $620,821 $506,728 $ 32,287 $ 81,805 $ (0) Group $ transfer in/(transfer out): ($5,215) Group change %: -0.8%

Professional & Technical Services (3000s) 3239 Other Pupil Services $3,500 ($990) $0 $2,510 -28.3% $2,510 $ - $ - $ - 3308 Police/Fire $4,750 ($1,033) $0 $3,717 -21.7% $2,717 $ - $ 1,000 $ - 3310 Sports Officials $46,430 $0 $0 $46,430 $46,430 $ - $ - $ - $54,680 ($2,023) $0 $52,657 $51,657 $ - $ 1,000 $ - Group $ transfer in/(transfer out): ($2,023) Group change %: -3.7%

Property Services (4000s) 4302 Equipment Repairs $22,470 ($5,008) $0 $17,462 -22.3% $2,782 $ 10,680 $ 4,000 $ - 4900 Other Property Services $1,500 $0 $0 $1,500 $1,500 $ - $ - $ - $23,970 ($5,008) $0 $18,962 $4,282 $ 10,680 $ 4,000 $ - Group $ transfer in/(transfer out): ($5,008) Group change %: -20.9%

Other Services (5000s) 5104 Athletic Transportation $82,044 $0 $0 $82,044 $60,537 $ 21,322 $ 185 $ -

178 21 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017

Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance 5202 Athletic Insurance $29,939 $0 $0 $29,939 $29,939 $ - $ - $ - 5800,5802-5880 Travel & Conference $2,100 $0 $0 $2,100 $2,100 $ - $ - $ - $114,083 $0 $0 $114,083 $92,576 $ 21,322 $ 185 $ - Group $ transfer in/(transfer out): $0 Group change %: 0.0%

Supplies & Materials (6000's) 6110 Materials $57,750 ($1,235) $0 $56,515 -2.1% $42,642 $ 13,874 $ - $ - $57,750 ($1,235) $0 $56,515 $42,642 $ 13,874 $ - $ - Group $ transfer in/(transfer out): ($1,235) Group change %: -2.1%

Other Objects (8000's) 8100 Dues, Fees and Memberships $16,135 $0 $0 $16,135 $16,135 $ - $ - $ - 8900 Other Objects ($21,000) $21,000 $0 $0 -100.0% $0 $ - $ - $ - ($4,865) $21,000 $0 $16,135 $16,135 $ - $ - $ - Group $ transfer in/(transfer out): $21,000 Group change %: -431.7%

Revenues (9000's) 9201 Participation Fees, Athletics $ (64,282) ($15,098) $0 ($79,380) 23.5% ($55,500) $ - $ (23,880) $ - 9202 Gate Receipts, Athletics $ (14,500) $0 $0 ($14,500) ($7,583) $ - $ (6,917) $ - $ (78,782) ($15,098) $0 $ (93,880) $ (63,083) $ - $ (30,797) $ - Group $ transfer in/(transfer out): ($15,098) Group change %: 19%

Total: $792,872 ($7,579) $0 $785,293 $650,936 $ 78,163 $ 56,193 $ (0)

179 22 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017

Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance

Copy Center

Salaries & Wages (1000s) Non Certified Staff $62,400 $7,196 $215 $69,596 11.5% $56,308 $ 13,161 $ 127 $ (0) $62,400 $7,196 $215 $69,596 $56,308 $ 13,161 $ 127 $ (0) Group $ transfer in/(transfer out): $7,196 Group change %: 11.5%

Property Services (4000s) 4400 Equipment Rental $119,312 $11,477 $0 $130,789 9.6% $95,139 $ 35,650 $ - $ - $119,312 $11,477 $0 $130,789 $95,139 $ 35,650 $ - $ - Group $ transfer in/(transfer out): $11,477 Group change %: 9.6%

Other Services (5000s) 5400 Postage $16,250 $9,515 $0 $25,765 58.6% $17,535 $ 8,229 $ - $ 1 $16,250 $9,515 $0 $25,765 $17,535 $ 8,229 $ - $ 1 Group $ transfer in/(transfer out): $9,515 Group change %: 58.6%

Supplies & Materials (6000's) 6110 Materials $14,162 $541 $2,636 $14,703 3.8% $13,033 $ 1,670 $ - $ (0) $14,162 $541 $2,636 $14,703 $13,033 $ 1,670 $ - $ (0) Group $ transfer in/(transfer out): $541 Group change %: 3.8%

Total: $212,124 $28,729 $2,851 $240,853 $182,015 $ 58,711 $ 127 $ 0

180 23 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

District Administration

Salaries & Wages (1000s) Certified Staff $610,162 $15,218 $0 $625,380 2.5% $534,063 $ 104,430 $ (13,112) $ (1) Non Certified Staff $391,424 $11,807 ($500) $403,231 3.0% $341,491 $ 61,740 $ (0) Overtime $1,000 $1,671 $0 $2,671 167.1% $2,671 $ - $ - $ 0 Non Certified Stipends $6,000 ($500) $0 $5,500 -8.3% $4,500 $ - $ 1,000 $ - $1,008,586 $28,196 ($500) $1,036,782 $882,725 $ 166,170 $ (12,112) $ (1) Group $ transfer in/(transfer out): $28,196 Group change %: 2.8%

Professional & Technical Services (3000s) 3303 Management Services $15,000 ($1,601) ($201) $13,399 -10.7% $9,631 $ 3,768 $ - $ 0 3306 Legal Fees $57,500 ($16,167) ($1,167) $41,333 -28.1% $29,333 $ 12,000 $ - $ - 3309 Professional Technical Services $17,500 $58,460 $500 $75,960 334.1% $27,666 $ 48,295 $ - $ - $90,000 $40,692 ($868) $130,692 $66,630 $ 64,062 $ - $ 0 Group $ transfer in/(transfer out): $40,692 Group change %: 45.2%

Property Services (4000s) 4302 Equipment Repairs $750 ($106) ($106) $644 -14.1% $644 $ - $ - $ 0 $750 ($106) ($106) $644 $644 $ - $ - $ 0 Group $ transfer in/(transfer out): ($106) Group change %: -14.1%

Other Services (5000s) 5400 Postage $2,500 ($118) ($18) $2,382 -4.7% $1,403 $ 979 $ - $ (0) 5500 Advertising $7,000 ($3,986) ($255) $3,014 -56.9% $1,345 $ 1,669 $ - $ 0 5501 Printing $1,250 ($1,250) $0 $0 -100.0% $0 -$ $ - -$ 5801 Mileage Reimbursement $7,000 $5,127 $0 $12,127 73.2% $10,127 -$ $ 2,000 -$ $17,750 ($227) ($273) $17,523 $12,875 $ 2,648 $ 2,000 $ (0) Group $ transfer in/(transfer out): ($227) 181 24 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Supplies & Materials (6000's) 6120 Office Materials $15,847 $4,106 $324 $19,953 25.9% $15,387 $ 4,546 $ 20 $ (0) $15,847 $4,106 $324 $19,953 $15,387 $ 4,546 $ 20 $ (0) Group $ transfer in/(transfer out): $4,106 Group change %: 25.9%

Other Objects (8000's) 8100 Dues, Fees and Memberships $23,695 $767 $2,045 $24,462 3.2% $24,462 $ - $ - $ - 8900 Other Objects $6,895 $6,334 $1,838 $13,229 91.9% $7,012 $ 6,216 $ - $ 1 $30,590 $7,101 $3,883 $37,691 $31,474 $ 6,216 $ - $ 1 Group $ transfer in/(transfer out): $7,101 Group change %: 23.2%

Total: $1,163,523 $79,762 $2,460 $1,243,285 $1,009,735 $ 243,642 $ (10,092) $ (0)

182 25 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Curriculum & Instruction

Salaries & Wages (1000s) Certified Staff $815,088 ($20,496) $0 $794,593 -2.5% $606,363 $ 172,078 $ 16,153 $ (1) Non Certified Staff $60,488 ($8,422) $0 $52,066 -13.9% $42,149 $ 9,917 $ - $ (0) Certified Stipends $79,145 ($1,069) $0 $78,076 -1.4% $57,060 $ 21,015 $ - $ 0 $954,721 ($29,987) $0 $924,735 $705,572 $ 203,011 $ 16,153 $ (1) Group $ transfer in/(transfer out): ($29,987) Group change %: -3.1%

Professional & Technical Services (3000s) 3220/3221 Consulting Services $63,500 ($19,183) ($6,500) $44,317 -30.2% $30,333 $ 13,984 $ 10,000 $ (10,000) 3235 Testing $36,600 ($13,670) ($6,000) $22,930 -37.4% $20,380 $ 2,550 $ - $ - $100,100 ($32,853) ($12,500) $67,247 $50,713 $ 16,534 $ 10,000 $ (10,000) Group $ transfer in/(transfer out): ($32,853) Group change %: -32.8%

Property Services (4000s)

Other Services (5000s) 5800,5802-5880 Travel & Conference $51,408 ($12,532) ($767) $38,876 -24.4% $32,844 $ 2,588 $ 3,444 $ (0) 5801 Mileage Reimbursement $6,000 $0 $0 $6,000 $5,000 $ - $ 1,000 $ - 5900 Other Purchased Services $7,800 $1,320 $400 $9,120 16.9% $4,753 $ 4,366 $ - $ 1 $65,208 ($11,212) ($367) $53,996 $42,598 $ 6,954 $ 4,444 $ 1 Group $ transfer in/(transfer out): ($11,212) Group change %: -17.2%

Supplies & Materials (6000's)

183 26 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017 Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance 6110 Materials $1,800 $9,155 $4,500 $10,955 508.6% $4,313 $ 6,642 $ - $ 0 6120 Office Materials $5,825 ($2,684) ($400) $3,141 -46.1% $1,602 $ 1,538 $ - $ - 6410 Books $44,690 ($4,961) $12,500 $39,729 -11.1% $27,587 $ 12,142 $ - $ - $52,315 $1,510 $16,601 $53,825 $33,503 $ 20,322 $ - $ 0 Group $ transfer in/(transfer out): $1,510 Group change %: 2.9%

Other Objects (8000's) 8100 Dues, Fees and Memberships $22,810 ($10,300) ($7,175) $12,510 -45.2% $12,510 $ - $ - $ - $22,810 ($10,300) ($7,175) $12,510 $12,510 $ - $ - $ - Group $ transfer in/(transfer out): ($10,300) Group change %: -45.2%

Total: $1,195,154 ($82,842) ($3,441) $1,112,312 $844,896 $ 246,820 $ 30,596 $ (10,000)

184 27 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

District Wide

Salaries & Wages (1000s) Certified Staff $63,520 ($63,520) $0 $0 -100.0% $0 $ - $ - $ - Turnover Savings ($337,340) $337,340 $0 $0 -100.0% $0 $ - $ - $ - Salary Differential $396,935 ($396,935) $0 $0 -100.0% $0 $ - $ - $ - $123,115 ($123,115) $0 $0 $0 $ - $ - $ - Group $ transfer in/(transfer out): ($123,115) Group change %: -100.0%

Other Services (5000s) 5200 General Liability Insurance $87,597 $15,472 $0 $103,069 17.7% $103,069 $ - $ - $ (0) $87,597 $15,472 $0 $103,069 $103,069 $ - $ - $ (0) Group $ transfer in/(transfer out): $15,472 Group change %: 17.7%

Revenues (9000's) 9207 Regular Ed. Tuition $ - ($37,945) $0 ($37,945) ($33,176) $ - $ (4,769) $ 0 9990 Unallocated $ 23,551 $10,658 $0 $34,209 $0 $ - $ - $ 34,209 $ 23,551.00 $ (27,287) $ - $ (3,736) $ (33,176) $ - $ (4,769) $ 34,209 Group $ transfer in/(transfer out): ($27,287) Group change %: 0.0%

Total: $234,263 ($134,930) $0 $99,333 $69,893 $ - $ (4,769) $ 34,209

28 185 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017

Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance

Employee Benefits

Benefits (2000's) 2000 Health Insurance $6,349,035 ($90,000) $0 $6,259,035 -1.4% $5,290,863 $ - $ 968,173 $ - 2001 Social Security $532,753 $0 $0 $532,753 0.0% $419,403 $ - $ 113,350 $ 0 2002 Medicare $443,104 ($6,326) $0 $436,778 -1.4% $317,347 $ - $ 119,431 $ (0) 2003 Workers Compensation $221,420 ($19,753) ($176) $201,667 -8.9% $201,667 $ - $ - $ - 2004 Unemployment Compensation $69,160 ($35,160) $0 $34,000 -50.8% $22,553 $ 11,447 $ - $ - 2005 Early Retirement Incentive $138,528 $0 $0 $138,528 $138,528 $ - $ - $ - 2007 Pension Contributions $856,610 $0 $0 $856,610 $665,307 $ - $ 191,303 $ - 2010 Tuition Reimbursement $75,000 $0 $0 $75,000 $2,715 $ - $ 72,285 $ - 2011 Life Insurance $91,150 ($569) ($569) $90,581 -0.6% $74,550 $ 16,031 $ - $ 0 2012 Disability Insurance $18,629 ($253) $0 $18,376 -1.4% $13,490 $ 4,886 $ - $ - 2014 Sick Bank $45,000 $0 $0 $45,000 $5,619 $ - $ 39,381 $ - $8,840,389 ($152,061) ($745) $8,688,328 $7,152,041 $ 32,364 $ 1,503,923 $ 0 Group $ transfer in/(transfer out): ($152,061) Group change %: -1.7%

Professional & Technical Services (3000s) 3303 Management Services $7,500 ($2,073) $0 $5,427 -27.6% $4,927 $ - $ 500 $ 0 $7,500 ($2,073) $0 $5,427 $4,927 $ - $ 500 $ 0 Group $ transfer in/(transfer out): ($2,073) Group change %: -27.6%

Property Services (4000s)

Total: $8,847,889 ($154,133) ($745) $8,693,756 $7,156,968 $ 32,364 $ 1,504,423 $ 1

29 186 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017

Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance

Facilities

Salaries & Wages (1000s) Non Certified Staff $1,210,685 $87 ($766) $1,210,772 0.0% $990,560 $ 211,176 $ 9,035 $ 0 Overtime $125,000 $27,504 $0 $152,504 22.0% $122,832 $ - $ 29,672 $ (1) Non Certified Stipends $66,675 ($6,774) $0 $59,901 -10.2% $47,441 $ 12,460 $ - $ 0 $1,402,360 $20,817 ($766) $1,423,177 $1,160,834 $ 223,636 $ 38,708 $ (0) Group $ transfer in/(transfer out): $20,817 Group change %: 1.5%

Professional & Technical Services (3000s) 3304 License Fees-Facilities $2,800 $1,092 $1,132 $3,892 39.0% $3,892 $ - $ - $ - 3309 Professional Technical Services $4,250 $3,540 $0 $7,790 83.3% $7,790 $ - $ - $ - $7,050 $4,632 $1,132 $11,682 $11,682 $ - $ - $ - Group $ transfer in/(transfer out): $4,632 Group change %: 65.7%

Property Services (4000s) 4200 Cleaning Services $591,097 ($4,101) $0 $586,996 -0.7% $489,330 $ 97,666 $ - $ 0 4202 Rubbish Removal $75,965 ($13) $0 $75,952 0.0% $46,747 $ 29,205 $ - $ (0) 4203 Mop & Mat Service $5,150 ($642) $0 $4,508 -12.5% $4,309 $ 200 $ - $ 0 4204 Exterminator $8,000 ($150) $0 $7,850 -1.9% $6,350 $ 5 $ 1,495 $ - 4302 Equipment Repairs $61,518 $12,613 $0 $74,131 20.5% $61,555 $ 12,576 $ - $ 0 4400 Equipment Rental $21,110 $3,830 $500 $24,940 18.1% $18,880 $ 5,560 $ 501 $ (0) 4401 Rental of Facilities $19,575 ($965) $0 $18,610 -4.9% $3,078 $ 15,532 $ - $ - 4500 Repair Allowance $132,000 $8,606 $2,462 $140,606 6.5% $129,299 $ 10,811 $ 496 $ (0) 4509 Septic Cleaning $0 $10,935 $0 $10,935 100.0% $10,934 $ - $ - $ - 4510 Asbestos Abatement $5,000 ($2,065) $0 $2,935 -41.3% $2,935 $ - $ - $ - 4511 Elevator Contract $14,154 $3,065 $263 $17,219 21.7% $16,043 $ 1,176 $ - $ 0 4512 Emergency Lights $11,570 ($5,470) ($3,116) $6,100 -47.3% $4,052 $ 2,048 $ - $ - 4513 Generator Contract $10,689 ($3,587) ($2,770) $7,102 -33.6% $5,102 $ - $ 2,000 $ - 4514 Fire Alarm System $34,608 ($8,658) $0 $25,950 -25.0% $25,950 $ - $ - $ - 4515 Fire Protection System $8,926 $253 $0 $9,179 2.8% $8,810 $ 370 $ - $ (0) 4516 UST Testing $7,206 ($306) $0 $6,900 -4.2% $900 $ 6,000 $ - $ - 4517 Sprinkler System $4,858 ($58) $0 $4,800 -1.2% $3,591 $ 1,209 $ - $ -

187 30 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017

Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance 4518 Sewer System Plant Maintenance $127,455 ($4,599) $0 $122,856 -3.6% $104,719 $ 18,137 $ - $ (0) 4530 Parks & Recreation $56,138 $0 $0 $56,138 $42,712 $ 13,426 $ - $ - 4531 Drain System $5,575 ($5,350) ($826) $225 -96.0% $225 $ - $ - $ - 4533 Glass Replacement $3,000 $5,770 $2,770 $8,770 192.3% $5,147 $ 2,815 $ 808 $ - 4534 Roof Repair $6,000 $16,027 $0 $22,027 267.1% $22,027 $ - $ - $ (0) 4535 Window Treatments $3,000 ($3,000) $0 $0 -100.0% $0 $ - $ - $ - 4536 Air Filter HVAC System $4,500 $623 $0 $5,123 13.8% $5,123 $ - $ - $ 0 4538 Chiller Contract $12,000 ($12,142) $0 ($142) -101.2% ($142) $ - $ - $ - 4539 Energy Management System $19,625 $0 $0 $19,625 $19,624 $ - $ 1 4540 Athletic Facilities Repairs $6,000 $1,941 $0 $7,941 32.3% $7,941 $ - $ - $ - 4542 Contracted Services $20,000 ($654) ($454) $19,346 -3.3% $12,183 $ 7,163 $ - $ 0 4543 Paving $6,500 $4,800 $3,850 $11,300 73.8% $11,300 $ - $ - $ - 4600 Special Projects $41,442 ($27,086) ($556) $14,356 -65.4% $14,126 $ 230 $ - $ 0 4602 Tree Service $11,000 ($7,368) $0 $3,632 -67.0% $3,632 $ - $ - $ - 4603 Exterior Lighting $2,800 ($2,800) $0 $0 -100.0% $0 $ - $ - $ - 4604 Snow Plowing $12,500 ($12,500) $0 $0 -100.0% $0 $ - $ - $ - 4605 Signage $2,500 ($1,984) ($507) $516 -79.4% $516 $ - $ - $ - 4606 Sprinkler Repairs $3,000 $976 $0 $3,976 32.5% $3,976 $ - $ (0) 4607 Storm Draining $2,000 ($1,580) ($730) $420 -79.0% $420 $ - $ - $ - 4608 Trucking Services $2,000 ($2,000) $0 $0 -100.0% $0 $ - $ - $ - 4610 Playground Repairs $2,200 $8,600 $0 $10,800 390.9% $10,800 $ - $ - $ - 4702 Locks/Keys $6,000 $4,438 $0 $10,438 74.0% $9,012 $ 451 $ 976 $ - 4705 United Alarm $600 $0 $0 $600 $360 $ - $ 240 $ - $1,367,261 ($24,600) $886 $1,342,661 $1,111,566 $ 224,579 $ 6,516 $ 0 Group $ transfer in/(transfer out): ($24,600) Group change %: -1.8%

Other Services (5000s) 5205 Property Insurance $105,197 ($9,952) $0 $95,245 -9.5% $95,245 $ - $ - $ - 5801 Mileage Reimbursement $3,000 $0 $0 $3,000 $2,500 $ - $ 500 $ - 5900 Other Purchased Services $15,585 ($10,585) $0 $5,000 -67.9% $4,642 $ 358 $ - $ 0 $123,782 ($20,537) $0 $103,245 $102,387 $ 358 $ 500 $ 0 Group $ transfer in/(transfer out): ($20,537) Group change %: -16.6%

Supplies & Materials (6000's) 6130 Maintenance Materials $177,144 ($33,733) ($2,768) $143,411 -19.0% $94,074 $ 46,556 $ 2,781 $ 0 6131 Custodial Materials $75,450 $0 $0 $75,450 $65,247 $ 9,100 $ 1,104 $ (0)

188 31 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017

Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance 6510 Heating Oil $386,349 $18,302 $0 $404,651 4.7% $372,027 $ 32,624 $ - $ (0) 6520 Electricity $769,922 $29,913 $0 $799,835 3.9% $646,251 $ 153,584 $ - $ (0) 6530 Propane gas $3,500 $2,076 $0 $5,576 59.3% $4,385 $ 1,191 $ - $ - $1,412,365 $16,558 ($2,768) $1,428,923 $1,181,984 $ 243,055 $ 3,885 $ (1) Group $ transfer in/(transfer out): $16,558 Group change %: 1.2%

Other Objects (8000's) 8100 Dues, Fees and Memberships $1,480 $790 $750 $2,270 53.4% $2,270 $ - $ - $ - 8900 Other Objects $15,000 ($3,546) $0 $11,454 -23.6% $9,817 $ 1,637 $ - $ (0) $16,480 ($2,756) $750 $13,724 $12,087 $ 1,637 $ - $ (0) Group $ transfer in/(transfer out): ($2,756) Group change %: -16.7%

Revenues (9000's) 9208 Revenue from Town for Fields $ (37,340) $0 $0 ($37,340) $ (26,139) $ - $ (11,201) $ - $ (37,340) $0 $0 $ (37,340) $ (26,139) $ - $ (11,201) $ - Group $ transfer in/(transfer out): $0 Group change %: 0%

Total: $4,291,958 ($5,885) ($766) $4,286,073 $3,554,400 $ 693,265 $ 38,407 $ (1)

189 32 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017

Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance

Special Education

Salaries & Wages (1000s) Certified Staff $3,688,055 ($135,409) $4,982 $3,552,646 -3.7% $2,626,709 $ 904,420 $ 21,517 $ (0) Non Certified Staff $1,485,264 $51,822 $0 $1,537,086 3.5% $1,267,463 $ 243,381 $ 26,241 $ 0 Overtime $250 ($200) $0 $50 0.0% $10 $ - $ 40 $ 0 Non Certified Stipends $27,000 $4,900 $0 $31,900 18.1% $13,160 $ - $ 18,740 $ - $5,200,569 ($78,887) $4,982 $5,121,682 $3,907,342 $ 1,147,801 $ 66,538 $ 1 Group $ transfer in/(transfer out): ($78,887) Group change %: -1.5%

Professional & Technical Services (3000s) 3210 Contracted Services Educational $572,470 $68,000 $0 $640,470 11.9% $500,432 $ 139,705 $ 333 $ 0 3220/3221 Consulting Services $82,800 ($27,145) $0 $55,655 -32.8% $45,965 $ 4,690 $ 5,000 $ (0) 3235 Testing $53,000 ($7,417) $0 $45,583 -14.0% $39,305 $ 1,778 $ 4,500 $ (0) 3306 Legal Fees $40,000 $0 $0 $40,000 $30,355 $ 9,645 $ - $ - $748,270 $33,438 $0 $781,708 $616,057 $ 155,818 $ 9,833 $ (1) Group $ transfer in/(transfer out): $33,438 Group change %: 4.5%

Property Services (4000s) 4302 Equipment Repairs $1,250 ($1,250) $0 $0 -100.0% $0 $ - $ - $ - 4400 Equipment Rental $1,250 ($324) $0 $926 -25.9% $926 $ - $ - $ - $2,500 ($1,574) $0 $926 $926 $ - $ - $ - Group $ transfer in/(transfer out): ($1,574) Group change %: -63.0%

Other Services (5000s) 5600 Tuition $1,825,375 $650,067 $0 $2,475,442 35.6% $2,005,483 $ 169,033 $ 300,925 $ 0 5605 Tuition-ESS $270,000 $0 $0 $270,000 $243,000 $ 27,000 -$ -$

190 33 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017

Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance 5801 Mileage Reimbursement $3,000 ($2,806) $0 $194 -93.5% $194 $ - $ - $ 0 $2,098,375 $647,261 $0 $2,745,636 $2,248,677 $ 196,033 $ 300,925 $ 0 Group $ transfer in/(transfer out): $647,261 Group change %: 30.8%

Supplies & Materials (6000's) 6110 Materials $37,350 ($9,800) $0 $27,550 -26.2% $22,997 $ 3,553 $ 1,000 $ 0 6120 Office Materials $719 ($719) $0 $0 -100.0% $0 $ - $ - $ - 6410 Books $6,500 ($6,041) $0 $459 -92.9% ($29) $ 487 $ - $ 0 $44,569 ($16,560) $0 $28,009 $22,968 $ 4,040 $ 1,000 $ 1 Group $ transfer in/(transfer out): ($16,560) Group change %: -37.2%

Equipment (7000's) 7300 Equipment $15,000 ($11,091) $0 $3,909 -73.9% $3,909 $ - $ - $ 0 $15,000 ($11,091) $0 $3,909 $3,909 $ - $ - $ 0 Group $ transfer in/(transfer out): ($11,091) Group change %: -74%

Other Objects (8000's) 8100 Dues, Fees and Memberships $2,000 ($2,000) $0 $0 -100.0% $0 $ - $ - $ - $2,000 ($2,000) $0 $0 $0 $ - $ - $ - Group $ transfer in/(transfer out): ($2,000) Group change %: -100.0%

Revenues (9000's) 9205 Excess Cost SPED $ (683,087) ($101,875) $0 ($784,962) 14.9% ($596,312) $ - $ (188,650) $ - 9206 Pre School Tuition SPED $ (82,500) $2,000 $0 ($80,500) -2.4% ($78,820) $ - $ (1,680) $ - $ (765,587) ($99,875) $0 $ (865,462) $ (675,132) $ - $ (190,330) $ - Group $ transfer in/(transfer out): ($99,875) Group change %: 13%

Total: $7,345,696 $470,712 $4,982 $7,816,408 $6,124,747 $ 1,503,693 $ 187,966 $ 1

191 34 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017

Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance

Pupil Services

Salaries & Wages (1000s) Certified Staff $1,617,309 ($20,073) $0 $1,597,236 -1.2% $1,139,674 $ 457,562 $ - $ (0) Non Certified Staff $700,110 $48,207 ($2,464) $748,317 6.9% $597,124 $ 151,193 $ 8,089 $ (8,090) Overtime $0 $0 $0 $0 100.0% $0 $ - $ - $ - Certified Stipends $29,150 $5,150 $0 $34,300 17.7% $25,331 $ 8,969 $ - $ - Non Certified Stipends $40,421 ($1,499) $0 $38,922 -3.7% $30,099 $ 8,823 $ - $ 0 $2,386,990 $31,785 ($2,464) $2,418,775 $1,792,227 $ 626,548 $ 8,089 $ (8,089) Group $ transfer in/(transfer out): $31,785 Group change %: 1.3%

Professional & Technical Services (3000s) 3239 Other Pupil Services $201,740 ($90,814) $0 $110,926 -45.0% $75,791 $ 23,810 $ 11,325 $ - $201,740 ($90,814) $0 $110,926 $75,791 $ 23,810 $ 11,325 $ - Group $ transfer in/(transfer out): ($90,814) Group change %: -45.0%

Property Services (4000s) 4302 Equipment Repairs $1,075 ($496) $0 $579 -46.1% $579 $ - $ - $ - $1,075 ($496) $0 $579 $579 $ - $ - $ - Group $ transfer in/(transfer out): ($496) Group change %: -46.1%

Other Services (5000s) 5400 Postage $2,000 $0 $0 $2,000 $2,000 $ - $ - $ - 5501 Printing $2,800 ($1,425) $0 $1,376 -50.9% $1,376 $ - $ - $ -

192 35 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017

Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance 5801 Mileage Reimbursement $1,000 ($1,000) $0 $0 -100.0% $0 $ - $ - $ - $5,800 ($2,425) $0 $3,376 $3,376 $ - $ - $ - Group $ transfer in/(transfer out): ($2,425) Group change %: -41.8%

Supplies & Materials (6000's) 6110 Materials $13,600 ($3,827) $0 $9,773 -28.1% $8,361 $ 79 $ 1,333 $ (0) $13,600 ($3,827) $0 $9,773 $8,361 $ 79 $ 1,333 $ (0) Group $ transfer in/(transfer out): ($3,827) Group change %: -28.1%

Other Objects (8000's) 8100 Dues, Fees and Memberships $510 $140 $0 $650 27.5% $650 $ - $ - $ - $510 $140 $0 $650 $650 $ - $ - $ - Group $ transfer in/(transfer out): $140 Group change %: 27.5%

Total: $2,609,715 ($65,637) ($2,464) $2,544,078 $1,880,984 $ 650,437 $ 20,747 $ (8,089)

193 36 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017

Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance

Transportation

Salaries & Wages (1000s) Non Certified Staff $223,075 $1,718 $0 $224,793 0.8% $184,244 $ 11,035 $ 29,513 $ 0 $223,075 $1,718 $0 $224,793 $184,244 $ 11,035 $ 29,513 $ 0 Group $ transfer in/(transfer out): $1,718 Group change %: 0.8%

Professional & Technical Services (3000s) 3303 Management Services $1,500 ($582) $0 $918 -38.8% $918 $ - $ - $ - $1,500 ($582) $0 $918 $918 $ - $ - $ - Group $ transfer in/(transfer out): ($582) Group change %: -38.8%

Property Services (4000s) 4302 Equipment Repairs $25,000 ($379) $0 $24,621 -1.5% $18,949 $ 5,672 $ - $ (0) $25,000 ($379) $0 $24,621 $18,949 $ 5,672 $ - $ (0) Group $ transfer in/(transfer out): ($379) Group change %: -1.5%

Other Services (5000s) 5100 Regular Transportation $1,234,575 ($4,396) ($3,825) $1,230,179 -0.4% $1,226,108 $ 3,070 $ 1,000 $ 0 5101 SPED Transportation $46,551 $0 $0 $46,551 $35,316 $ 9,512 $ 1,723 $ - 5205 Property Insurance $8,901 ($79) ($228) $8,822 -0.9% $8,822 $ - $ - $ - $1,290,027 ($4,475) ($4,053) $1,285,552 $1,270,246 $ 12,582 $ 2,723 $ 0 Group $ transfer in/(transfer out): ($4,475) Group change %: -0.3%

Supplies & Materials (6000's) 6270 Diesel Fuel $110,940 ($33,506) $0 $77,434 -30.2% $57,059 $ 20,375 $ - $ 0 $110,940 ($33,506) $0 $77,434 $57,059 $ 20,375 $ - $ 0 Group $ transfer in/(transfer out): ($33,506) Group change %: -30.2%

Total: $1,650,542 ($37,225) ($4,053) $1,613,317 $1,531,416 $ 49,664 $ 32,237 $ 0

37 194 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017

Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance

Technology

Salaries & Wages (1000s) Certified Staff $149,348 $0 $0 $149,348 $103,394 $ 45,953 $ - $ 0 Non Certified Staff $629,495 ($12,094) $0 $617,401 -1.9% $510,497 $ 106,904 $ - $ (0) Overtime $1,500 $4,115 $0 $5,615 274.3% $5,151 $ - $ 464 $ 0 $780,343 ($7,979) $0 $772,364 $619,043 $ 152,857 $ 464 $ 0 Group $ transfer in/(transfer out): ($7,979) Group change %: -1.0%

Professional & Technical Services (3000s) 3220/3221 Consulting Services $25,000 ($5,100) $0 $19,900 -20.4% $19,900 $ - $ - $ - 3309 Professional Technical Services $36,319 $1,372 ($28) $37,691 3.8% $31,211 $ 6,480 $ - $ 0 $61,319 ($3,728) ($28) $57,591 $51,111 $ 6,480 $ - $ 0 Group $ transfer in/(transfer out): ($3,728) Group change %: -6.1%

Property Services (4000s) 4302 Equipment Repairs $12,000 ($375) $569 $11,625 -3.1% $9,590 $ 1,784 $ 250 $ 0 4400 Equipment Rental $419,933 ($2,299) $0 $417,634 -0.5% $417,634 $ - $ - $ (0) $431,933 ($2,674) $569 $429,259 $427,225 $ 1,784 $ 250 $ (0) Group $ transfer in/(transfer out): ($2,674) Group change %: -0.6%

Other Services (5000s) 5300 Communications $146,830 $775 $0 $147,605 0.5% $116,753 $ 30,852 -$ (0)$ 5801 Mileage Reimbursement $3,000 $0 $0 $3,000 $2,500 -$ $ 500 -$ $149,830 $775 $0 $150,605 $119,253 $ 30,852 $ 500 (0)$ Group $ transfer in/(transfer out): $775 Group change %: 0.5%

19538 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017

Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance

Supplies & Materials (6000's) 6110 Materials $27,250 $16,415 $0 $43,665 60.2% $41,201 $ 2,464 $ - $ 0 6140 Software $336,605 $13,772 $795 $350,377 4.1% $336,802 $ 13,575 $ - $ (0) $363,855 $30,187 $795 $394,042 $378,003 $ 16,039 $ - $ (0) Group $ transfer in/(transfer out): $30,187 Group change %: 8.3%

Equipment (7000's) 7300 Equipment $0 $43,706 $0 $43,706 100.0% $43,706 $ - $ - $ 0 $0 $43,706 $0 $43,706 $43,706 $ - $ - $ 0 Group $ transfer in/(transfer out): $43,706 Group change %: 100%

Other Objects (8000's) 8100 Dues, Fees and Memberships $3,510 ($1,210) $0 $2,300 -34.5% $2,300 $ - $ - $ - $3,510 ($1,210) $0 $2,300 $2,300 $ - $ - $ - Group $ transfer in/(transfer out): ($1,210) Group change %: -34.5%

Revenues (9000's) 9200 Technology Revenue $ (58,439) ($529) $0 ($58,968) 0.9% ($36,468) $ - $ (22,500) $ (0) $ (58,439) ($529) $0 $ (58,968) $ (36,468) $ - $ (22,500) $ (0) Group $ transfer in/(transfer out): ($529) Group change %: 1%

Total: $1,732,351 $58,548 $1,336 $1,790,899 $1,604,172 $ 208,013 $ (21,286) $ (0)

19639 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017

Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance

Security

Salaries & Wages (1000s) Non Certified Staff $316,299 ($6,990) $0 $309,309 -2.2% $248,987 $ 60,322 $ - $ 0 Overtime $20,000 $0 $0 $20,000 $15,396 $ - $ 4,604 $ - Non Certified Stipends $26,769 $0 $0 $26,769 $10,290 $ - $ 16,479 $ - $363,068 ($6,990) $0 $356,078 $274,673 $ 60,322 $ 21,083 $ 0 Group $ transfer in/(transfer out): ($6,990) Group change %: -1.9%

Professional & Technical Services (3000s) 3308 Police/Fire $77,682 ($9,000) $0 $68,682 -11.6% $45,760 $ 22,922 $ - $ - $77,682 ($9,000) $0 $68,682 $45,760 $ 22,922 $ - $ - Group $ transfer in/(transfer out): ($9,000) Group change %: -11.6%

Property Services (4000s) 4701 Security System Monitoring $20,640 ($504) $0 $20,136 -2.4% $20,136 $ - $ - $ - $20,640 ($504) $0 $20,136 $20,136 $ - $ - $ - Group $ transfer in/(transfer out): ($504) Group change %: -2.4%

Other Services (5000s) 5800,5802-5880 Travel & Conference $5,000 ($4,149) $0 $851 -83.0% $851 $ - $ - $ 0 $5,000 ($4,149) $0 $851 $851 $ - $ - $ 0 Group $ transfer in/(transfer out): ($4,149) Group change %: -83.0%

Supplies & Materials (6000's) 6132 Security Materials $5,500 $13,423 $0 $18,923 244.1% $18,765 $ 158 -$ 0$

19740 WESTON PUBLIC SCHOOLS FINANCIAL REPORT Apr-17 Period: 10 of 12

Object Account FY Adopted Budget Cumulative Current Report Revised Line FY 2017 FY 2017 FY 2017 FY 2017

Budget Budget Series Budget Adjustments Adjustments Budget Variance % $ Expended Encumbered Anticipated Balance $5,500 $13,423 $0 $18,923 $18,765 $ 158 $ - $ 0 Group $ transfer in/(transfer out): $13,423 Group change %: 244.1%

Total: $471,890 ($7,220) $0 $464,670 $360,185 $ 83,402 $ 21,083 $ 0

19841 WESTON PUBLIC SCHOOLS INTERNAL SERVICES FUND FOR HEALTH BENEFITS PROGRAM

Fiscal Year Ended Actual 2017

STATEMENT OF REVENUES AND EXPENDITURES

Fund Balance -July 1, 2016 $ 2,793,243

Revenues: General Fund Appropriation (July-June) $ 5,290,863 Contributions: Employee Cost Sharing $ 837,642 Retiree/COBRA Contributions $ 195,015 State Teachers Retirement Reimbursement (TRB) $ 54,758 Reimbursements $ 16,341 Total Contributions $ 1,103,755

Total Revenues (A) $ 6,394,618

Expenditures Aetna Medical & RX: Claims $ 5,202,862 Administrative Fees $ 93,953 Stop Loss $ 419,604 District Portion of H.S.A. Deductible $ 554,377 Delta Dental: Claims $ 278,237 Administrative Fees $ 20,693 Affordable Care Act Taxes $ 30,074 EAP $ 8,369 HRA Admin Fees $ 21,314 Benefit Advisory $ 29,625 Medical Supplment $ 24,057 OPEB $ 47,000 Total Health Plan Costs (B) $ 6,730,166

Net Change (A-B) $ (335,548)

Net Change in IBNR: June 30th, 2016 IBNR $ 845,625 June 30th, 2017 IBNR $ (845,625) $ -

Net Change $ (335,548)

Fund balance April 30, 2017 $ 2,457,695

Balance Sheet: Assets: Fund Balance (Opening Fund Balance + Prior Year IBNR) $ 3,638,868 Year End Accounts Payable $ - Net Change $ (335,548) Total Assets $ 3,303,320

Liabilities: Accrued FY 2017 IBNR $ 845,625 Year End Accounts Payable $ - Total Liabilities $ 845,625

Beg Year Fund Balance $ 2,793,243 End of Year Net Change $ (335,548) Total Fund Balance $ 2,457,695

Total Liabilities + Fund Balance $ 3,303,320

42 199 WESTON PUBLIC SCHOOLS INSURANCE FUNDS

Medical and RX Delta Dental

% of Total Month Expected Claims Actual Claims Actuals Claims Variance Expected Claims Actual Claims % of Total Variance Jul-16 $ 552,272 $ 696,395 13% $ (144,123) $ 32,530 $ 33,762 12% $ (1,232) Aug-16 $ 552,272 $ 689,507 13% $ (137,236) $ 32,530 $ 39,902 14% $ (7,372) Sep-16 $ 552,272 $ 298,682 6% $ 253,590 $ 32,530 $ 24,957 9% 7,573$ Oct-16 $ 552,272 $ 488,094 9% $ 64,177 $ 32,530 $ 24,971 9% 7,559$ Nov-16 $ 552,272 $ 415,211 8% $ 137,060 $ 32,530 $ 24,506 9% 8,024$ Dec-16 $ 552,272 $ 494,707 10% $ 57,565 $ 32,530 $ 27,949 10% 4,581$ Jan-17 $ 552,272 $ 537,904 10% $ 14,368 $ 32,530 $ 33,071 12% $ (541) Feb-17 $ 552,272 $ 515,863 10% $ 36,408 $ 32,530 $ 21,060 8% 11,470$ Mar-17 $ 552,272 $ 577,955 11% $ (25,683) $ 32,530 $ 23,389 8% 9,141$ Apr-17 $ 552,272 $ 488,544 9% $ 63,728 $ 32,530 $ 24,669 9% 7,860$ May-17 $ 552,272 0% $ 552,272 $ 32,530 0% 32,530$ Jun-17 $ 552,272 0% $ 552,272 $ 32,530 0% 32,530$ Total $ 6,627,258 $ 5,202,862 100% $ 1,424,396 $ 390,358 $ 278,237 100% 112,121$

43 200 Medical and Rx Claims $900,000.00

$800,000.00

$696,394.93 $689,507.25 $700,000.00

$600,000.00 $577,954.61 $537,903.99 $515,863.40 $488,094.05 $494,707.00 $488,543.60 $500,000.00 $415,211.11 Prior Year $400,000.00 $797,669.14 Current Year $752,356.00

$298,681.99 $637,742.00 $300,000.00 $618,175.76 $532,916.88 $535,138.00 $516,708.34 $474,023.29 $455,358.83 $417,155.00 $200,000.00 $388,644.38

$271,618.33 $100,000.00

$- $- $- Jul-16 Aug-16 Sep-16 Oct-16 Nov-16 Dec-16 Jan-17 Feb-17 Mar-17 Apr-17 May-17 Jun-17

44 201 WESTON PUBLIC SCHOOLS INTERNAL SERVICES FUND FOR HEALTH BENEFITS PROGRAM

Reserve Model: Market Standard Target Values Reserve Model: Carrier IBNR/ 50% ASO Corridor Medical IBNR: 15.75% Approx 1 Months. Medical IBNR: 12.50% Approx 1 Months. ASO Claim Corridor: 15.00% Full Corridor ASO Claim Corridor: 7.50% Level Funding Budget Stabilization: 5.00% Budget Stabilization: 5.00% 35.75% 25.00%

Fund balance April 30, 2017 $ 2,457,695 Fund balance April 30, 2017 $ 2,457,695

Fiscal Year End June 30th, 2017 Fiscal Year End June 30th, 2017 Total Expected Claims $ 9,068,762 Total Expected Claims $ 9,068,762

Reserve Targets: Reserve Targets: ASO Corridor: $ 1,360,314 ASO Corridor: $ 680,157 IBNR $ 1,428,330 IBNR $ 1,133,595 Stabilization: $ 453,438 Stabilization: $ 453,438 Combined Reserve: $ 3,242,083 Combined Reserve: $ 2,267,191

Excess in Fund Balance $ (784,388) Excess in Fund Balance $ 190,504

Fund Balance as of 6/30/15 $ 2,793,243 Fund Balance as of 6/30/15 $ 2,793,243

Actual Claims FY 2015 $ 5,535,569 Actual Claims FY 2015 $ 5,535,569

ASO Corridor $ 830,335 ASO Corridor $ 415,168 IBNR $ 771,731 IBNR $ 771,731 Stablization $ 276,778 Stablization $ 276,778 Total $ 1,878,845 Total $ 1,463,677

Excess in Fund Balance $ 914,398 Excess in Fund Balance $ 1,329,566

202 45 Second Reading – May 15, 2017 1312 Page 1

Community Relations

Public Complaints

Weston Board of Education (“Board”) members shall refer parents, students, other citizens, and school personnel making complaints about the schools to the Superintendent of Schools who will then refer the complainant to the most immediate level at which the problems can be resolved and, as may be necessary, through lines of organization to the Superintendent of Schools. Persons making complaints should be made aware of the proper channels of communication and the process of requesting an appeal. The decision of a principal regarding a complaint student must reference this Policy and the related Regulations. Any request for an appeal from the decision of a principal to the Superintendent or of the Superintendent to the Board shall be in writing and signed. Not all decisions of principals and/or the Superintendent are proper subjects of appeal.

This Policy and the related Regulations do not apply to complaints that are subject to a statutory process or a process governed by contract (e.g., residency, special education, student discipline, employee discipline, grievances, collective bargaining).

I. Procedure for Appeal to the Superintendent

A request to appeal of a decision by a principal may be made to the Superintendent. A request to appeal a principal’s decision must be made within ten (10) school days of the date of the principal’s decision. The Superintendent shall have the discretion whether to hear such an appeal. A request to appeal the decision of the Superintendent (except the decision not to hear an appeal) may be made to the Board. The Board shall have the discretion whether to hear such an appeal.

II. Procedure for Appeal to Board of Education

A. A request to appeal the decision of the Superintendent may be made to the Board. The Board shall have the discretion whether to hear such an appeal. Examples of decisions by the Superintendent that are not proper subjects of appeal include, but are not limited to:

1. A decision by the Superintendent not to hear an appeal 2. Teacher assignment and/or grade level placement

1 203 3. Academic grades and course placement 4. Athletic participation and athletic disciplinary decisions 5. Co-curricular participation and co-curricular disciplinary decisions

B. A request to appeal the decision of the Superintendent to the Board must be made within ten (10) school days of the date of the Superintendent’s decision. If a timely appeal is made, the following procedure will be followed:

1. If the appeal of the decision of the Superintendent substantially relates to one of the subjects listed in Section (A) above, the Chairperson of the Board shall decline consideration of the appeal without further Board involvement.

2. In the event that the Chairperson does not decline consideration of the appeal as provided in Section B(1) above, Aat its next regular meeting, or in a special meeting of the Board, the Board shall vote whether to hear the appeal of the Superintendent’s decision. Deliberation regarding whether to hear an appeal may be held in executive session if permitted by law.

C. In the event that the Board decides to hear the appeal, it shall follow the procedure below:

1. The Board will allow the complainant to present his/her appeal. The Board may elect to hold the hearing in executive session if permitted by law. The Board will also permit the Superintendent, or his/her designee, an opportunity to present the reasons for the Superintendent’s decision. The Chairperson of the Board shall have the right to limit the time and scope of the presentations taking into consideration the nature of the complaint.

1312 Page 2

Community Relations

Public Complaints (continued)

2. If permitted by law, the Board may deliberate in executive session regarding the appeal and resume public session in order to vote on whether to grant the appeal.

3. Nothing herein shall require the Board to hear testimony or oral argument regarding any appeal brought under this Policy. Rather, the Board may elect to consider an appeal based solely on the written submission of the complainant(s) and the Superintendent or his/her designee.

2 204

Challenged Material

A procedure for processing and responding to criticism of approved materials shall be established and set forth in the Regulations. This procedure shall include a formal, signed complaint of standard format and an appointed committee to reevaluate the material in question.

In all cases, the decision to retain or reject shall be made on the basis of whether the material has a legitimate pedagogical basis. Considerations for whether the material has a legitimate pedagogical basis include, but are not limited to, whether the circumstances are realistically dealt with, and whether the material has literary or special value. Factual material shall be included in all instructional material collections.

(cf. 1220 – Citizens’ Advisory Committees)

(cf. 5145.2 – Freedom of Speech/Expression)

(cf. 6144 – Controversial Issues)

(cf. 6161 – Equipment, Books, Materials: Provision/Selection)

Legal Reference:

Conn. Gen. Statutes Section 10-229

Hazelwood School District v. Kuhlmeier, 484 U.S. 260 (1988)

Keyishian v. Board of Regents 385 U.S. 589, 603 (1967)

1312 Page 3

Community Relations

Public Complaints (continued)

President’s Council, District 25 v. Community School Board No. 25 (457 F. 2d 289 (1972), cert. denied 409 U.S. 998 (1972)

Minarcini v. Strongsville City School District, 541 F. 2d 577 (6th Cir 1976)

3 205 Board of Education, Island Trees Union Free School District No. 26 v. Pico, 457 U.S. 853 (1982)

Academic Freedom Policy (adopted by Connecticut State Board of Education, 9/9/81)

Connecticut General Statutes 10-238. Petition for hearing by Board of Education

Policy adopted: December 4, 1989 Weston Public Schools Revised: October 18, 2010 Weston, Connecticut

4 206 First Reading – April 24, 2017 R 1312 Page 1

Community Relations

Public Complaints

I. Complaints Not Related to Personnel

Constructive criticism of the schools is welcome through whatever medium on the assumption that it is motivated by a sincere desire to improve the quality of educational program and to equip the school to perform its task more effectively.

Specific complaints about the conduct of the schools may originate with school personnel, students, parents, and other citizens. Such complaints can be resolved most expeditiously if they are taken first to the appropriate staff member or faculty leaderdepartment head, and then the administrator immediately in charge of the area in which the problem complaint arosearises. A complainant may request an appeal of the decision of a principal to the Superintendent subject to the provisions of Policy 1312 and thisese Regulations. Complaints regarding school employees shall be addressed using the procedures described under “School Personnel” below.

Whenever a complaint is made directly to the Board as a whole or to a Board member as an individual, the complaint shall be referred to the Superintendent who will direct the complaint to the appropriate school personnel study and search for possible resolution through normal channels.

While the Board will consider constructive criticism and may hear an appeal from a decision by the Superintendent, the Board protects staff insofar as possible from anonymous, unreasonable, or ill-considered complaints.

A request to appeal a decision by a principal may be made to the Superintendent. Any request to appeal to the Superintendent must be in writing, signed by the Complainant, and made within ten (10) school days of the decision of the principal. The Superintendent shall have the discretion whether to hear such an appeal. The Superintendent’s decision on the merits of the appeal or his/her decision not to hear such appeal, will be made within ten (10) schools days of his/her receipt of such appeal. The Superintendent may extend the time to issue his/her decision by up to an additional ten (10) school days.

A request to appeal a decision of the Superintendent (except the decision not to hear an appeal) must be made to the Board within ten (10) school days of the Superintendent’s decision. The Board shall have the discretion whether to hear such an appeal. The Board’s appeal procedure is described in Policy 1312, Article II.

5 207 Public complaints regarding school personnel shall be addressed utilizing the procedure described below.

R 1312 Page 2 Public Complaints (continued)

II. Complaints Related to School Personnel

A. Informal Level

If a complaint arises against a specific employee, the complainant shall first attempt to resolve the complaint on an informal level by directly contacting the specific employee involved. If the complainant is uncomfortable with directly contacting the employee, or if the nature of the complaint is of an extremely serious nature, the building administrator shall be brought into the informal meeting. A sincere attempt shall be made to resolve all complaints expeditiously at this informal level. However, should resolution not be possible or the nature of the complaint is extremely serious, the complaint shall advance to the formal level.

B. Formal Level

At the formal level, the administrator (building principal, or Director of Pupil Services, or other administrator assigned by the Superintendent) may, in his or her discretion, as directed by the Superintendent, or as required by applicable law, a collective bargaining agreement, or employment contract, conduct an investigation of the complaint and provide the Superintendent with a written report including:

1. A statement of the complaint prepared by the complainant and specifying the precise nature of the complaint. The statement must be signed by the complainant.

2. A statement summary of the pertinent information discovered during the investigation facts on both sides of the matter.

3. A summary of the opportunities afforded both sides to be heard during the investigation.

4. A statement on how the Complainant would propose to resolve the matter.

6 208 5. A recommendation on how the complaint can best be resolved from the point of view of the administrator. R 1312 Page 3

Public Complaints

School Personnel (continued)

The Superintendent shall provide a written response to the complaint within ten (10) school days from his receipt of the report from the principal, Director of Pupil Services or other administrator assigned by the Superintendent principal notifying the complainant of his/her decision and whether Board involvement will be necessary to resolve the matter. If the Superintendent decides to conduct a further investigation regarding the complaint, the Superintendent shall provide a written response within ten (10) school days of the conclusion of his/her investigation. The Superintendent will also notify the employee who is the subject of the complaint of his/her decision. If the Superintendent decides not to hold a special hearing, or decides that Board involvement is not necessary, then the Superintendent’s decision shall be final.

The Superintendent shall prepare a written report of his/her own if the Superintendent decides that Board involvement is necessary to resolve the complaint or is required by applicable law, a collective bargaining agreement, or employment contract. Board involvement, if any, shall only occur upon the recommendation of the Superintendent and shall be in compliance with applicable law, collective bargaining agreements, and/or employment contracts. Issues pertaining to complaints against school personnel are, by law, the responsibility of the Superintendent. The Board will hear a complaint about school personnel only in exceptional circumstances.

If a specific employee is involved in an informal or formal investigation, that employee shall be advised of the nature of the complaint and shall be given every opportunity for explanation, comment, and presentation of the facts as he/she sees them.

Documents relative to the complaint filing and investigation shall not automatically become part of the specific employee’s personnel file. After complete and thorough investigation by the administration, any documents placed in any employee’s personnel file shall be dealt with according to the appropriate article of the applicable collective bargaining agreement. By openly participating in the investigation, neither the specific employee nor the bargaining agent waives its rights to further action.

Request for Re-Evaluation of Instructional Materials

The following procedure shall be followed whenever there is a request for the evaluation of instructional materials and the Superintendent decides, in his/her discretion, to

7 209 undertake a formal review. This procedure shall not be applicable to proposed changes in textbooks which are governed by Conn. Gen. Statutes Section 10-229.

R 1312 Page 3 Public Complaints

Request for Re-Evaluation of Instructional Materials (continued)

1. The Superintendent shall establish an ad hoc review committee broadly representative of:

A. Teachers competent in the area of the content covered by the material.

B. Administrators, directors, and supervisors appropriate to the level and/or subject for which material is used.

A media specialist shall serve on the review committee.

2. Objections to materials and requests for reevaluation must be presented in writing. on the proper form. Request for reevaluation of Materials forms are available in the office of the Superintendent.

3. Initial action on a written request on the proper form shall be taken no later than fifteen (15) school days after receipt of the request.

4. A written report from the review committee shall be submitted to the Superintendent. The Superintendent shall then communicate his or her decision to the person requesting reevaluation.

5. Should the decision of the Superintendent not satisfy the person(s) requesting the reevaluation, the Board of Education may hold a special hearing to review the Superintendent’s decision. The procedures set forth in Board Policy 1312 shall apply to such special hearing. If the Board of Education decides not to hold a special hearing, then the Superintendent’s decision shall be final.

6. Instructional materials may be deemed appropriate whenever it is found that there is a legitimate pedagogical basis for the materials, irrespective of the fact that individuals may have objected to the material.

7. Once instructional material has been adopted and reevaluated, the material cannot be subject to further review without special approval by the Board of Education. Challenged instructional materials shall remain in use in the schools pending a final decision by the Board of Education.

8 210

R 1312 Page 4 Public Complaints (continued)

Policy References:

Policy (cf. 5145.2 – Freedom of Speech/Expression)

Policy (cf. 6144 – Controversial Issues)

Policy(cf. 6161 – Equipment, Books, Materials: Provisions/Selection)

Legal References:

Conn. Gen. Statutes Section 10-229

Hazelwood School District v. Kuhlmeier, 484 U.S. 260 (1988)

Board of Education, Island Trees Union Freed School v. Pico 457 U.S. 853 (1982)

Keyishian v. Board of Regents 385 U.S. 589, 603 (1967)

President’s Council, District 25 v. Community School Board No. 25 (457 F. 2d 289 (1972), cert. denied 409 U.S. 998 (1972)

Minarcini v. Strongsville City School District, 541 F. 2d 577 (6th Cir 1976)

Academic Freedom Policy (adopted by Connecticut State Board of Education, 9/9/81)

9 211 Regulation Approved: December 4, 1989 WESTON PUBLIC SCHOOLS Regulation Revised: October 18, 2010 Weston, Connecticut

10 212 Page 1 of 8

Second Reading – May 15, 2017 4153 4254 Personnel – Certified/Non-Certified

Family and Medical Leave

Purpose

The purpose of this policy is to establish guidelines for leaves taken by employees of the Weston Board of Education under the Federal Family and Medical Leave Act of 1993 (“FMLA”).

Eligibility

Employees who have worked for the Board for at least twelve (12) months, and who have worked at least 1,250 actual work hours, or, in the case of school paraprofessionals in an educational setting, who have worked at least 950 hours during the twelve (12) months immediately preceding the start of a leave, are eligible for unpaid leave under the FMLA.

Reasons for Leave

Leaves under the FMLA may be taken for the following reasons:

 incapacity due to pregnancy, prenatal care or child the birth; and/or

 to care of the employee's newborn child; or

 the placement of a child with the employee by adoption or for foster care; or

 to care for the employee's spouse, child or parent who has a serious health condition; or

 to care for the employee's own serious health condition that renders the employee unable to perform the functions of his or her position; or

 to care for an injured or ill service member (see below – Length of Leave – for further information); or

 a qualifying exigency arising out of a family member’s military service, including one or more of the following reasons (note – more detailed information on the following categories is available from the Human Resources office):

o short notice deployment; o military events and related activities;

Page 1 of 8

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o childcare and school activities; o financial and legal arrangements; o counseling o rest and recuperation; o post-deployment activities; o parental care leave for military member’s parent who is incapable of self- care and care is necessitated by the member’s covered active duty; o additional activities that arise out of the active duty or call to active duty status of a covered military member, provided that the Board and the employee agree that such leave qualifies as an exigency and agree to both the timing and the duration of such leave.

Length of Leave

(a) Basic FMLA Leave Entitlement

If a leave is requested for one of the above-listed reasons, each eligible employee may take up to a total of twelve (12) weeks unpaid family or medical leave in any 12-month entitlement period.

The 12-month entitlement period for family or medical leave is measured on the basis of (1) the calendar year; (2) any fixed 12-month "leave year" such as a fiscal year or the employee's anniversary date; (3) from the initial date of an employee's first leave under this policy; or (4) a "rolling" 12-month period measured backward from the date an employee uses any FMLA leave. Currently, the 12-month period is calculated using a “rolling” 12-month period measured backward from the date an employee uses any FMLA leave. Any changes in calculation methods require at least sixty (60) days notice to all employees, and does not permit any reduction in rights for employees using/requesting leave at the time of transition.

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(b) Leave to Care for an Injured or Ill Service Member

In addition to the reasons for leave listed above, an eligible employee may take up to twenty-six (26) workweeks of FLMA leave during a 12-month period to care for (i) an injured or ill service member who is the employee’s spouse, parent, child or next of kin, and who incurred the injury or illness in the line of duty and while on active duty in the Armed Forces or had a preexisting injury or illness prior to beginning active duty that was aggravated by service in the line of duty on active duty in the Armed Forces; or, (ii) an injured or ill covered veteran who is the employee’s spouse, parent, child or next of kin.

For service members, the injury or illness must render the service member medically unable to perform the duties of his/her office, grade, rank or rating. This provision applies to service members who are undergoing medical treatment, recuperation, or therapy, are in outpatient status, or who are on the temporary disability retired list, for a serious injury or illness.

For covered veterans, the veteran must be undergoing medical treatment, recuperation or therapy for a serious injury or illness and s/he (1) was a member of the Armed Forces (including the National Guard or Reserves); (2) was discharged or released under conditions other than dishonorable; and (3) was discharged within the five-year period before the eligible employee first takes FMLA military caregiver leave to care for the veteran.1

For covered veterans, serious injury or illness means any of the following:

(i) a continuation of a serious injury or illness that was incurred or aggravated when the covered veteran was a member of the Armed Forces and rendered the service member unable to perform the duties of the service member's office, grade, rank, or rating; or

ii) a physical or mental condition for which the covered veteran has received a U.S. Department of Veterans Affairs Service-Related Disability Rating (VASRD) of 50 percent or greater, and such VASRD rating is based, in whole or in part, on the condition precipitating the need for military caregiver leave; or

(iii) a physical or mental condition that substantially impairs the covered veteran's ability to secure or follow a substantially gainful occupation by reason of a disability or disabilities related to military service, or would do so absent treatment; or

1 The employee’s first date of leave must be within the five year period. However, the employee may continue to take leave throughout the single 12-month period even if the leave extends past the five year period. Note - special rules may apply to calculating the five-year period for veterans discharged between October 28, 2009 and March 8, 2013. This period will effectively be excluded from the five-year calculation.

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(iv) an injury, including a psychological injury, on the basis of which the covered veteran has been enrolled in the Department of Veterans Affairs Program of Comprehensive Assistance for Family Caregivers.

When combined with any other type of FLMA qualifying leave, total leave time may not exceed twenty-six (26) weeks in a single twelve (12) month period. Standard FMLA leave procedures described below apply to all requests for and designation of leave for this purpose.

Types of Leave and Conditions

(a) Full-Time, Intermittent and Reduced Schedule Leave

Full-time unpaid leave may be taken for any of the reasons permitted by the FMLA. Full-time leave excuses the employee from work for a continuous period of time.

Intermittent leave means leave taken in separate periods of time rather than for one continuous period of time. Examples of intermittent leave include: leave taken one day per week over a period of a few months; or leave taken on an occasional/as-needed basis for medical appointments.

Reduced schedule leave is leave that reduces the employee's usual number of work hours per day for some period of time. For example, an employee may request half-time work for a number of weeks so the employee can assist in the care of a seriously ill parent.

An employee may take full-time, intermittent or reduced schedule leave whenever it is medically necessary for a serious health condition of the eligible employee, his or her spouse, child or parent. Intermittent leave or reduced schedule leave for other reasons will be permitted only with the approval of the Superintendent or his/her designee.

If intermittent or reduced schedule leave is medically required, the Board may, in its sole discretion, temporarily transfer the employee to another job with equivalent pay and benefits that better accommodates the type of leave requested. Also, special arrangements may be required of an instructional employee who needs to take intermittent or reduced-schedule leave which will involve absence for more than twenty (20) percent of the work days in the period over which the leave will extend (for example, more than five days over a five-week period). For purposes of this policy, an instructional employee is defined as a teacher or other employee of the board who is employed principally in an instructional capacity and whose principal function is to teach and instruct students in a class, a small group, or an individual setting, and includes athletic coaches, driving instructors, and special education assistants such as signers for the hearing impaired. The term does not include teacher assistants or aides who do not

216

have as their principal function actual teaching or instructing, nor auxiliary personnel such as counselors, psychologists, curriculum specialists, cafeteria workers, maintenance workers, bus drivers, or other primarily non-instructional employees.

(b) Both Spouses Working for the Same Employer

If both spouses are employees of the Board and request leave for the birth, placement of a child by adoption or for foster care, or to care for a seriously ill parent, they only will be entitled to a maximum combined total leave equal to twelve (12) weeks in any 12-month entitlement period. If either spouse (or both) uses a portion of the total twelve (12) week entitlement for one of the purposes in the preceding sentence, each is entitled to the difference between the amount he or she has taken individually and the twelve (12) weeks for FMLA leave for their own or their spouse's serious health condition in the 12-month entitlement periods.

If a leave taken by an instructional employee for any reason begins more than five (5) weeks before the end of an academic term, the Board may require that employee to continue the leave until the end of the term if the leave will last at least three (3) weeks and the employee would return to work during the three-week period before the end of the term.

If the employee begins a leave during the five-week period preceding the end of an academic term for a reason other than the employee's own serious health condition, the Board may require the employee to continue taking leave until the end of the term if the leave will last more than two (2) weeks and the employee would return to work during the two-week period before the end of the term.

If the employee begins a leave during the three-week period preceding the end of an academic term for a reason other than the employee's own serious health condition, the Board may require the employee to continue taking leave until the end of the term if the leave will last more than five (5) working days.

Requests for Leave

Requests for a family or medical leave must be submitted to the personnel Human Resources department at least thirty (30) days before the leave is to commence, if possible. If thirty (30) days notice is not possible, requests must be submitted as soon as practicable under the circumstances.

For leaves taken because of the employee's or a family member's serious health condition, the employee must submit a completed "Physician or Practitioner Certification" form before the leave begins if possible. This form may be obtained from the Human Resources personnel department. If such advance certification is not possible,

217

the medical certification must be provided by the employee within fifteen (15) calendar days of the employer's Board’s request for the medical certification.

If an employee takes leave to care for his or her own serious health condition, immediately upon return to work the employee must provide medical certification that the health condition which created the need for the leave no longer renders the employee unable to perform the functions of the job. This certification must be submitted to the personnel Human Resources department.

In connection with the Board’s request for medical information, employees must be aware that the Genetic Information Nondiscrimination Act of 2008 (GINA) prohibits employers and other entities covered by GINA Title II from requesting or requiring genetic information of an individual or family member of the individual, except as specifically allowed by this law. To comply with this law, the Board requests that employees not provide any genetic information when responding to a request for medical information. ‘Genetic information,’ as defined by GINA, includes an individual’s family medical history, the results of an individual’s or family member’s genetic tests, the fact that an individual or an individual’s family member sought or received genetic services, and genetic information of a fetus carried by an individual or an individual’s family member or an embryo lawfully held by an individual or family member receiving assistive reproductive services.

Use of Paid Leave

Accrued paid personal leave and accrued paid vacation will be substituted (in that order) for any unpaid portions of family or medical leave taken for any reason. However, where the leave is for the employee's own serious health condition, accrued paid sick leave shall be substituted for unpaid portions of family or medical leave prior to the substitution of accrued paid personal and accrued paid vacation leave. The amount of unpaid family or medical leave entitlement is reduced by the amount of paid leave that is substituted.

In addition, in cases involving absences due to a Workers’ Compensation injury that also qualifies as an FMLA serious health condition, and if the employee agrees with the Board to do so, the Board will apply the employee’s available accrued paid leave in increments as a supplement to the Workers’ Compensation weekly benefit in an appropriate amount so that the employee can maintain his or her regular weekly income level.

Medical Insurance and Other Benefits

During approved family or medical leaves of absence, the Board will continue to pay its portion of medical insurance premiums for the period of unpaid family or medical leave. The employee must continue to pay his/her share of the premium, and failure to do so may result in loss of coverage. If the employee does not return to work after expiration of the leave, the employee will be required to reimburse the Board for payment

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of medical insurance premiums during the family or medical leave, unless the employee does not return because of a serious heath condition or circumstances beyond the employee's control.

During an FMLA leave, an employee shall not accrue benefits, such as seniority, pension benefits, or sick or vacation leave, unless otherwise required by any applicable collective bargaining agreement or Board Policy. However, unused employment benefits accrued by the employee up to the day on which the leave begins will not be lost upon return to work. Leave taken under this policy does not constitute an absence under Board's attendance policy.

Reinstatement

Except for circumstances unrelated to the taking of a family or medical leave, an employee who returns to work following the expiration of a family or medical leave is entitled to return to the job held prior to the leave or to an equivalent position with equivalent pay and benefits.

Additional Information

Questions regarding family or medical leave may be directed to the Superintendent or his/her designee. An employee may file a complaint with U.S. Department of Labor or may bring a private lawsuit against an employer. FMLA does not affect any federal or state law prohibiting discrimination, or supersede any state or local law or collective bargaining agreement which provides greater family or medical leave rights.

Legal References:

Connecticut General Statutes: Public Act 07-245 An Act Concerning Family and Medical Leave for Municipal Employees and the Applicability of Certain Statutory Provisions to Civil Union Status.

United States Code: 29 U.S.C. Section 2601 et seq.

Section 585 of Pub. L. 110-81, National Defense Authorization Act for FY 2008 (amending the Family and Medical Leave Act of 1993)

Legal References:

Conn. Gen. Stat. § 31-51rr

Regs. Conn. State Agencies 31-51rr-1, et seq.

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Family and Medical Leave Act of 1993, 29 U.S.C. Section 2601 et seq., as amended

29 CFR Part 825.100 et seq.

Title II of the Genetic Information Nondiscrimination Act of 2008, Pub.L.110 233, 42 USC 2000ff; 29 CFR 1635.1 et seq.

Policy Adopted: June 28, 1994 Policy Revised: December 15, 2008 ______

WESTON PUBLIC SCHOOLS Weston, Connecticut

220 Second Reading – May 15, 2017

4118.13

Personnel

Disability Accommodations and Discrimination

Section 504 of the Rehabilitation Act of 1973 (“Section 504”) prohibits discrimination against individuals with a disability in any program receiving Federal financial assistance. Similarly, Title II of the Americans with Disabilities Act of 1990 (“Title II” or “ADA”) prohibits discrimination against individuals with a disability by state and local governments. To be protected under Section 504 and the ADA (“collectively, “Section 504/ADA”), an individual must (1) have a physical or mental impairment that substantially limits one or more major life activities; (2) have a record of such an impairment; or (3) be regarded as having such an impairment.

In order to fulfill its obligation under Section 504/ADA, the Weston Board of Education (“the Board”) recognizes a responsibility to avoid discrimination in policies and practices regarding its personnel, students, parents/guardians and members of the public who participate in school sponsored programs. In this regard, the Board prohibits discrimination against any person with a disability in any of the services, programs or activities of the school system.

Employees who are interested in requesting or discussing reasonable accommodations for a disability should contact:

Lewis D. Brey Director of Human Resources and Internal Counsel Weston Public Schools 24 School Road Weston, CT 06883 (203) 291-1412

Any employee may file an internal grievance/complaint regarding discrimination on the basis of disability by or within the district by utilizing the grievance/complaint procedures outlined in the Board’s Administrative Regulations Regarding Employees and Section 504 of Rehabilitation Act of 1973 and Title II of Americans with Disabilities Act, and/or may file a complaint with the Office for Civil Rights, U.S. Department of Education (“OCR”):

Office for Civil Rights, Boston Office U.S. Department of Education 8th Floor 5 Post Office Square Boston, MA 02109- 3921 (617) 289-0111

Employees may also file a complaint regarding employment discrimination on the basis of disability with the Equal Employment Opportunity Commission, Boston Area Office, John F. Kennedy Federal Building, 475 Government Center, Boston, MA 02203 (TELEPHONE NUMBER 800-669-4000).

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221 Employees may also file a complaint with the Connecticut Commission on Human Rights and Opportunities, 25 Sigourney Street, Hartford, CT 06106 (TELEPHONE NUMBER 800-477-5737).

Anyone who wishes to file a grievance/complaint with the district, or who has questions or concerns about this policy, should contact Lewis Brey, the Section 504/ADA Coordinator for Weston Public Schools, at phone number 203-291-1412.

Legal References:

29 U.S.C. §§ 705, 794 34 C.F.R. Part 104 42 U.S.C. § 12101 et seq. 28 C.F.R. Part 35

ADOPTED: ______REVISED: ______

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222 Second Reading – May 15, 2017

R 4118.13

Disability Accommodations and Discrimination

Grievance/Complaint Procedures Regarding Disability Discrimination Against Employees

Section 504 of the Rehabilitation Act of 1973 (“Section 504”) and Title II of the Americans with Disabilities Act of 1990 (“Title II” or “ADA”) (collectively, “Section 504/ADA”) prohibit discrimination on the basis of disability. For the purposes of Section 504/ADA, the term “disability” with respect to an individual means: (a) a physical or mental impairment that substantially limits one or more major life activities of such individual; (b) a record of such an impairment; or (c) being regarded as having such an impairment.

I. Definitions

Major life activities: include, but are not limited to, caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, sitting, reaching, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, interacting with others, and working. A major life activity also includes the operation of a major bodily function, such as the functions of the immune system, special sense organs and skin, normal cell growth, and digestive, genitourinary, bowel, bladder, neurological, brain, respiratory, circulatory, cardiovascular, endocrine, hemic, lymphatic, musculoskeletal, and reproductive systems. The operation of a major bodily function includes the operation of an individual organ within a body system.

Mitigating Measures: include, but are not limited to, (a) medication, medical supplies, equipment, appliances, low-vision devices (defined as devices that magnify, enhance, or otherwise augment a visual image, but not including ordinary eyeglasses or contact lenses), prosthetics including limbs and devices, hearing aid(s) and cochlear implant(s) or other implantable hearing devices, mobility devices, oxygen therapy equipment and supplies; (b) use of assistive technology; (c) reasonable modifications or auxiliary aids or services; (d) learned behavioral or adaptive neurological modifications; or (e) psychotherapy, behavioral therapy, or physical therapy.

Physical or Mental Impairment: (a) any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems, such as: neurological, musculoskeletal, special sense organs, respiratory (including speech organs), cardiovascular, reproductive, digestive, genitourinary, immune, circulatory, hemic, lymphatic, skin, and endocrine or (b) any mental or psychological disorder, such as intellectual disability, organic brain syndrome, emotional or mental illness, and specific learning disability. Physical or mental impairment includes, but is not limited to, contagious and noncontagious diseases and conditions such as the following: orthopedic, visual, speech, and hearing impairments, and cerebral palsy, epilepsy, muscular dystrophy, multiple sclerosis, cancer, heart disease, diabetes, intellectual disability, emotional illness, dyslexia and other specific learning disabilities, Attention Deficit Hyperactivity Disorder, Human Immunodeficiency Virus infection (whether symptomatic or asymptomatic), tuberculosis, drug addiction, and alcoholism.

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223 II. Procedures for Grievances/Complaints Alleging Discrimination on the Basis of Disability

A. Any eligible person, including any student, parent/guardian, staff member or other employee who feels that he/she has been discriminated against on the basis of disability may submit a written complaint to the district’s designated Section 504/ADA Coordinator. It is strongly suggested that any such written complaint be submitted within thirty (30) school days of the alleged occurrence. Timely reporting of complaints facilitates the prompt investigation and resolution of such complaints. If the complaint is made verbally, the individual taking the complaint will reduce it to writing. Individuals wishing to make a complaint about discrimination against students on the basis of disability should be referred to the district’s Section 504/ADA policies and regulations regarding students.

B. Retaliation against any individual who complains pursuant to the Board’s policy and regulations listed herein is strictly prohibited. The district will not tolerate any reprisals or retaliation that occur as a result of the good faith reporting or complaint of disability- based discrimination or as a result of an individual’s participation or cooperating in the investigation of a complaint. The district will take necessary actions to prevent retaliation as a result of filing a complaint or the participation in an investigation of a complaint.

C. If the Section 504/ADA Coordinator is the subject of the complaint, the complaint should be submitted directly to the Superintendent who may conduct the investigation or appoint a designee to conduct the investigation in accordance with these procedures.

D. Complaints will be investigated promptly within timeframes identified below. Timeframes may be extended as needed given the complexity of the investigation, availability of individuals with relevant information and other extenuating circumstances. Confidentiality will be maintained by all persons involved in the investigation to the extent possible.

F. The complaint should contain the following information:

1. The name of the complainant; 2. The date of the complaint; 3. The date(s) of the alleged discrimination; 4. The names of any witnesses or individuals relevant the complaint; 5. A detailed statement describing the circumstances in which the alleged discrimination occurred; and 6. The remedy requested.

However, all complaints will be investigated to the extent possible, even if such information is not included in the complaint. In such circumstances, additional information may be requested by the investigator as part of the investigation process.

G. Upon receipt of the complaint, the individual investigating the complaint shall:

1. Provide a copy of the written complaint to the Superintendent of Schools;

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224 2. Meet with the complainant within ten (10) school days to discuss the nature of the complaint, identify individuals the complainant believes have relevant information, and obtain any relevant documents the complainant may have;

3. Provide the complainant with a copy of the applicable Board Section 504/ADA Policy and these administrative regulations;

4. Conduct an investigation that is adequate, reliable, and impartial. Investigate the factual basis for the complaint, including conducting interviews with individuals with information and review of documents relevant to the complaint;

5. Maintain confidentiality to the extent practicable throughout the investigative process in accordance with state and federal law;

6. Communicate the outcome of the investigation in writing to the complainant, and to any individual properly identified as a party to the complaint (to the extent permitted by state and federal confidentiality requirements), within fifteen (15) school days from the date the complaint was received by the Section 504/ADA Coordinator or Superintendent. The investigator may extend this deadline for no more than fifteen (15) additional school days if needed to complete the investigation. The complainant shall be notified of such extension. The written notice shall include a finding whether the complaint was substantiated and if so, shall identify how the district will remedy any identified violations of Section 504/ADA;

7. If a complaint is made during summer recess, the complaint will be reviewed and addressed as quickly as possible given the availability of staff and/or other individuals who may have information relevant to the complaint. If fixed timeframes cannot be met, complainant will receive notice and interim measures may be implemented as necessary (see sub-paragraph 6);

8. Ensure that appropriate corrective action is taken whenever allegations are verified. When allegations are verified, ensure that measures to remedy the effects of the discrimination are appropriately considered, and offered, when appropriate. Corrective action should include steps to avoid continuing discrimination.

9. In the event the investigator concludes that there is no violation of Section 504/ADA, the district may attempt to resolve the complainant’s ongoing concerns, if possible.

H. If the complainant is not satisfied with the findings and conclusions of the investigation, the complainant may present the complaint and written outcome to the Superintendent for review and reconsideration within thirty (30) calendar days of receiving the findings. This process provides an opportunity for the complainant to bring information to the Superintendent’s attention that would change the outcome of the investigation. In submitting the complaint and written outcome for review, the complainant must explain why he/she believes the factual information was incomplete, the analysis of the facts was incorrect, and/or the appropriate legal standard was not applied, and how this

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225 information would change the investigator’s determination in the case. Failure to provide all such information may result in the denial of the review.

Upon review of a written request from the complainant, the Superintendent shall review the investigative results of the investigator and determine if further action and/or investigation is warranted. Such action may include consultation with the investigator and complainant, a meeting with appropriate individuals to attempt to resolve the complaint or a decision affirming or overruling the investigator’s conclusions or findings. The Superintendent shall provide written notice to the complainant of his/her decision within ten (10) school days following the receipt of the written request for review.

III. The Section 504/ADA Coordinator for this district is:

Lewis D. Brey Director of Human Resources and Internal Counsel Weston Public Schools 24 School Road Weston, CT 06883 (203) 291-1412

IV. Complaints to Federal or State Agencies

At any time, the complainant has the right to file a formal complaint with the U.S. Department of Education, Office for Civil Rights, 8th Floor, 5 Post Office Square, Suite 900, Boston, MA 02109- 0111 (TELEPHONE NUMBER (617) 289-0111); http://www2.ed.gov/about/offices/list/ocr/docs/howto.html. Employees may also file a complaint regarding employment discrimination on the basis of disability with the Equal Employment Opportunity Commission, Boston Area Office, John F. Kennedy Federal Building, 475 Government Center, Boston, MA 02203 (TELEPHONE NUMBER 800-669-4000) or the Connecticut Commission on Human Rights and Opportunities, 25 Sigourney Street, Hartford, CT 06106 (TELEPHONE NUMBER 800-477-5737).

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SECTION 504/ADA DISCRIMINATION GRIEVANCE/COMPLAINT FORM FOR NON-STUDENTS (This form is intended to be used if an individual has grievance/complaint under Section 504/ADA alleging discrimination on the basis of a disability).

1. Name of Complainant:______Date:______

2. Contact Information for Complainant: ______(Address) ______(Home Tel. #) ______(Cell # or Work #)

3. Name of Covered Individual: ______

4. Address of Covered Individual (if different from above): ______

5. Relationship to School (e.g., position, visitor, parent) (if applicable): ______

6. Please describe the nature of your complaint: ______

7. Proposed resolution or corrective action you wish to see taken with regard to the stated issues: ______

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Minutes Facilities Committee May 5, 2017

Present: Elise Major, Committee Chair Sara Spaulding, Committee Member Ellen Uzenoff, Committee Member Dr. William McKersie, Superintendent of Schools Richard Rudl, Director of Finance and Operations Joseph Olenik, Director of Facilities

Absent: Joseph Olenik, Director of Facilities

The meeting was called to order by Ms. Major at 9:03 a.m.

The Committee discussed the following items regarding the March electrical outage debrief:

• Dr. McKersie reviewed with the Committee a list of action items that need to be addressed. The action items were categorized as immediate, short term, or long term. Some of the immediate and short term items have already been resolved by Mr. Olenik. The long term needs will likely require capital funding, and should be considered in the 10 year facility study. Dr. McKersie added that the District and Town should cooperate to ensure that during emergency situations messages are sent to parents in a timely manner. Additionally, he would like to investigate the possibility of the Town helping to pay for a portable generator that can be used as needed throughout the campus, and would allow, among other things, the Central Office to function during a power outage, something which it cannot do now due to the fact that there is no back-up power supply for the building.

• Among the items to be addressed include selection of an incident command center, maintaining communications with phones and wireless down, ensuring that drinking water is available, ensuring that nurses’ offices have power, and that all emergency lighting is working.

• The Committee agreed that Mr. Olenik would prioritize the punch list and review it at the next meeting.

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The Committee discussed the following regarding a Beautification Committee update:

• The Committee discussed the fact that at this time, due to the fact that the grounds staff currently only has three staff members, the District would not be able to maintain any new plantings that the Beautification Committee would contribute to the campus. Additionally, any plantings at the North House playground would have to wait until the playground was redone. The elementary school’s principal, Laura Kaddis, is planning on holding fund raising events to raise money for refurbishing the playground, and the PTO may be able to contribute some funds as well, but the area would still need to be repaved, and the question remains as to who will pay for the paving. The Committee discussed the possibility of approaching the Town to pave the area with any materials they may have left over at the end of the paving season and after they complete their paving requirements.

• Dr. McKersie will follow-up with Ms. Kaddis and Mr. Olenik and will update the Committee at the next meeting.

The Committee discussed the following regarding approval of the April minutes:

• The Committee approved the April minutes.

The Committee discussed the following regarding other business:

• Ms. Uzenoff and Ms. Major reported that they were both approached by Town officials inquiring if the District had any outdoor space, that wasn’t being used for instructional purposes, which may be able to be utilized for a new dog park. The particular area that was being discussed was the field next to the Onion Barn. Mr. McKersie added that he wasn’t sure if that area is currently being utilized by the elementary school, but he will follow-up with Ms. Kaddis. He added that any area that is in sightline of a school would not be appropriate. Ms. Major added that she will respond back to the individuals that contacted her and convey to them that the Committee feels that a dog park placed near where children are would not be acceptable.

There being no further business to discuss, the Committee adjourned at 9:36 a.m.

The next meeting will be held on June 2 at 9:00 a.m.

Respectfully submitted,

Andrew Galli Administrative Assistant to the Director of Finance and Operations

Weston Public Schools Facilities Committee Meeting Page 2

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WESTON PUBLIC SCHOOLS REPORT May 15, 2017

Weston High School Lisa Deorio, Principal

In this issue… Principal’s Update Academic Programs Athletics Co-Curricular Programs Alumni News

Principal’s Update As the end of the year comes to a close, our school becomes a busier and busier place. In May, 300 students took their respective advanced placement exams, which numbered over 700 in total. The Class of 2017 participated in senior seminars before leaving for internshiop. Topics included campus safety, managing your money, health and nutrition. Guest speakers included our School Safety Officer Mogollon and Officers Curcio and Klein. Pictured here is Sam Cobb, WHS Class of 2008, who spoke to students about his path after graduation. Dr. Michael Fallon performed for our student body, giving a powerful message about making smart choices, courtesy of the Alcohol and Drug Awareness Program (ADAP) of Weston.

Our musical ensembles traveled to Montreal to perform at numerous venues under the direction of teachers Ms. Morris, Ms. Smart, and Mr. Fisoli. In addition, Builders Beyond Borders students returned after spring break having constructed a new educational center in Granada, Nicaragua. Pictured here are Matt Baranek, Cam Fontana, Josh Franco, Mateusz Babinski, and Neil Kaeslin. Students interested in signing up to participate in Builders Beyond Borders will find information on the website www.buildersbeyondborders.org.

The following are important dates for the remainder of the year:

 May 19 - Prom  May 24 - Art Jam and National Arts Honor Society Induction  June 1 - National Honor Society Induction  June 4 - Company Banquet  June 6 - Senior Class Trip  June 8 - Senior Banquet

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 June 9 - Annual Awards Ceremony  June 11 - Sports Awards Ceremony  June 14-20 - Final Exams  June 19 - Graduation Rehearsal  June 20 - Rehearsal & Graduation

Academic Programs Senior Jamie Klein was awarded the GE Star Award Scholarship. Jamie, utilized the Writing Center throughout his writing process, writing about his passion for the environment and his love of photography. The GE Star Award scholarship also allows Jamie to allocate a donation from the GE Foundation to our school. Jamie has asked that the $500 award be used in the Writing Center to help seniors with their college and scholarship applications. We are very proud of him and appreciative of GE’s generosity.

World Language: Latin students attended Connecticut State Latin Day. The students spent the day at Holiday Hill in traditional Roman dress while they attended workshops and lectures, competed in academic and athletic contests, and socialized with Latin and Greek students from around the state. Senior Michael Dampf came in second place in the costume competition for his portrayal of the god Jupiter, and our upper-level Certamen team (quiz bowl) – consisting of seniors Maia Lee-Chin, Zach Filler, Giuseppe Ferrara, Grace Low, and Charlie Singer—came in third place.

Social Studies: Sophomores Beck Reiferson, David Tamburri and Brendan Moore competed in the Connecticut History Day State Contest and advanced to the National finals, taking second place in the Senior Group Documentary Division for their documentary “The Attica Prison Riot: Violent Conflict on the Frontline of the American Penal System.” The students will represent our school in the National History Day Finals held June 11-14 at the University of Maryland. PLTW: PLTW Computer Integrated Manufacturing students are reverse engineering teacher name plates, designed and developed by past years’ classes, improving upon the efficiency and functionality of the design. These plates are mounted outside of each classroom, listing each instructor that holds class in that room. Students are well on their way, producing approximately 75 back plates and 150 teacher names, as shown in the picture, to accommodate each classroom in the high school. Students shown are sophomores Robbie Constantine and Tony Fontana.

Athletics Boys’ Soccer filled over 360 backpacks at the Connecticut Food Bank for the Kids Backpack Program. This community service project was held in conjunction with Weston Kiwanis Foundation. Pictured here are from left back row: Eddie Maglione, Zachary Gonzalez, Jimmy Maglione,

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Matt Egan, Max Blank, Luke Simboli, Sebastian Forero, Quinton Gonzalez, Santiago Forero In front: Samuel, Eddie & Valentina Forero

Several WHS student athletes were honored this month. Mimi Fellowes and Alex Fruhbeis were recognized as scholar leaders, and Chris Fruhbeis and Miguel Teles (not pictured) were honored with the Unified Sports Award at the Southwest Conference Athletic Banquet. In addition, Nicole Werner and Hamilton Forsythe were named Scholar Athletes for the Connecticut Association of Schools and were honored at a banquet as well.

Co-Curricular Programs The Mentorship Club has expanded its focus, working with students at the Read School in Bridgeport. This school was also the recipient of the Kiwanis’ school supply drive. Pictured here are Ailish McCarthy and Sydney Resnick with students in this afterschool program.

Students in Ms. Davidow’s Spanish classes also help students in the after school program at the South Norwalk Community Center. Pictured is Audrey Choi, who helps a student choose a book from those donated by Weston Intermediate School.

Relay for Life was held on May 6 at the WHS track, with students and teachers banding together to raise money for cancer research. A special thanks to Gabriella Reynolds, Jayson Pinals for organizing this year’s event. Pictured are Ms. Fernandes, Ms. Boulton, Mr. Chappa, Ms. Gleason, and Ms. Hauser.

Alumni News

Sandy Lummis, WHS Class of 2013 will be graduating from University of South Carolina this spring with a Bachelor of Arts in Psychology and with a minor in Education. In the fall, she will be attending grad school to study speech pathology.

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Weston Middle School Dan Doak, Principal

In this issue… Seventh Grade Students Study Population Issues Project Adventure in PE Video Conference with Fellow at Unicef WMS Math League Team Participates in Final Meet Second Annual Career Day Grade Eight Science Rocket Unit Power of Words Eva Cooper, Holocaust Survivor Grade Eight Rockets Music in the Parks

Seventh Grade Students Study Population Issues As part of our Population Issues unit in seventh grade social studies, students studied global case studies to understand demographic trends and were tasked with applying that understanding to a culminating project addressing a local issue impacting our town. On Wednesday May 3, seventh grade students gathered in the Library Learning Commons to hear a panel discussion by Town stakeholders on Weston’s changing demographics and population challenges facing the town and the schools. Our panelists included William S. McKersie, Ph.D., Superintendent of Schools, Nina Daniel, First Selectman, Susan Bromley, Weston Historical Society, Thomas J. Failla, Chair Planning and Zoning, Ken Edgar, Representative Planning and Zoning, Ruth Glazer, Resident and Weston Aware Advocate, Allison Lisbon, Department of Social Services, Peggy Jorgensen, Real Estate Agent, and Daniel Doak, WMS Principal. The panelists shared their area of expertise and weighed in on how population changes may impact Weston’s future development. The panelists served as a guide to begin students’ thinking and exploration into answering the question, “how should the town of Weston address its changing demographics?”

Project Adventure in PE All classes are just finishing up their Project Adventure units. Each grade focused on a particular skill and engaged in various cooperative and challenging tasks to reach their goals. In grade six the focus was primarily on advocacy, in grade seven, safe and healthy risk-taking, and in grade eight, leadership. Be sure to ask your children about their experience!

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Videoconference with Fellow at UNICEF USA Students in Mr. MacDonald and Mrs. Nolle-Berg’s classes had the opportunity to videoconference via Google Hangouts with Viktoria Curbelo, a Community Engagement Fellow at UNICEF USA. Ms. Curbelo responded to Aidan McCarthy’s Guardians of the Water Galaxy proposal letter regarding water scarcity in Afghanistan, and offered to chat live with students about UNICEF’s work helping people access clean water around the world. Powerful and engaging interaction with an authentic audience live in the classroom! Thank you to Mr. Webster for filming so other students can enjoy!

WMS Math League Team Participates in Final Meet Led by sixth grade math teacher Mrs. Harasiuk, Weston Middle School’s very own Fairfield County Math League team participated in the final meet of the year on April 19. FCML is an organization that holds monthly math meets for all middle schools in Fairfield County. Some schools include Newton, New Canaan, and Broadview. Participants for our team included sixth graders Ramsey Makan, Pia Lee, George Todorovich, Olivia Huewe, Mia Sciarretta, Akhila Komma, Sean Esslinger, as well as seventh grader Keona Patel. Seven teams participated in the meet on April 19 and Weston ranked fifth. Congratulations, mathletes! If you are interested in joining FCML, please contact Mrs. Harasiuk and be on the lookout for our fall meeting in October. FCML is open to students in grades six, seven, and eight.

Second Annual Career Day Our Second Annual Career Day and our ‘Dress for Success’ theme for our eighth grade class will be taking place on Friday, May 12. We are honored to host so many wonderful professionals from the Weston community. This year, the eighth graders will have the opportunity to choose four breakout sessions from 21 different career field choices. They will also have the opportunity to hear from our Keynote speaker, Dr. Evelyn Cusack, MD – Cardiologist and Director of the Community Outreach Center at Stamford Hospital and from our closing Speaker, Ms. Andi Gitow – Acting Deputy Director of the United Nations Information Center in Washington. It is shaping up to be a fantastic day for our students! Grade Eight Science Rocket Unit Eighth grade science students are caught in action of their chemistry unit. Chemistry is the study of what things are made of, how different substances behave, and what happens when different substances are mixed together. Chemistry takes many forms. It happens all around us as substances mix, separate, and change form.

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Power of Words Advisory groups are finishing their art pieces on the ‘power of words.’ This is a culminating project that began with our students examining the impact of the words we use in our school community. Many students signed a pledge to use words that spread kindness rather than words of negativity or hatred. Advisory students were challenged to focus on one word or several words and design an piece of art work that could remind students of how words can inspire change. Here a couple of examples! Eva Cooper, Holocaust Survivor: We were honored to host Eva Cooper, a Holocaust survivor, who shared her personal story with sixth and eighth grade students on Wednesday, May 3. This is a timely event as Holocaust Remembrance Day has just passed. Our eighth grade students have just completed the book, The Boy in the Striped Pajamas, and sixth graders have just begun their unit on conflict, which includes a brief study of WWII. The talk included a question and answer session. Eva Cooper was celebrating her tenth birthday when the Nazis marched into her hometown of Budapest, Hungary. In the months that followed, she was shunned by her non Jewish friends, forced to wear a yellow star on all her clothes, and her family was forced to move into a single room of their home. Her father was taken to a labor camp, but her mother bribed a guard to get him freed. Her parents told her to pack a bag because they were going into hiding. They spent the following months hidden in friends’ attics, cellars and farmhouses, and briefly in a Raoul Wallenberg safe house. Towards the end of the war, her family was found by a group of Nazis and lined up to be executed. Thankfully, they were saved by the nearby bombs of the approaching allies. After the war, Eva and her parents tried to reestablish their lives in Budapest, but the communist revolution was in its beginning stages. They packed their bags and left for New York City in 1947. Eva Cooper has lived there ever since, though her primary residence is currently in St. Thomas, USVI. She has one daughter and three grandsons. Grade Eight Rockets May the Fourth be with you! The eighth grade students launched their rockets on National Star Wars day. The emphasis of the event was on Newton’s laws. According to Newton’s second law, F=ma, rockets of different masses and forces were used to demonstrate the mathematical relationships. The first and third laws were emphasized as well. All in all, a very successful and memorable rocketry experience. Music in the Parks On May 5th, 2017, The Weston Middle School select ensembles traveled to Agawam, Massachusetts to compete in the Annual Music in the Parks Adjudication Festival! This competition attracts middle school ensembles from all over the Northeast: bands, choirs and orchestras prepare repertoire to

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perform for collegiate adjudicators, are ranked against their peers, and given performance ratings by the judges. Although this year's trip to the park got rained out, Weston students rallied their spirits, enjoying a visit to a local shopping mall for lunch and time with friends before the awards ceremony. Bravo to Weston Middle School Music Students! This year, Weston received the following accolades:

- WMS Chamber Singers: Rating of Superior, Division A: 1st place, Best Overall Middle School Chorus -WMS Chamber Orchestra: Rating of Superior, Division A: 1st Place, Best Overall Middle School Orchestra -WMS Jazz Ensemble: Rating of Excellent, Division A: 2nd Place -WMS Jazz Combo: Rating of Good, Division A: 3rd Place -WMS Esprit de Corps Award (for positive attitude, appreciation of peers, and character), - Jazz Best Solo Award: Karl Schulz, 6th Grade piano

Weston Intermediate School Pattie Falber, Principal

In this issue… WIS Earth Day Celebrations Third Grade Endangered Animals AIM Unit Fourth Grade Field trip to Eli Whitney Museum Fifth Grade Cornerstone Friday Announcements Nutmeg Book Voting Cornerstone Scoring WHS Interns

WIS Earth Day Celebrations The WIS community celebrated Earth Day during the week leading up to Saturday, April 22—the globally designated holiday date. Earth Day promotes environmental awareness and calls for the protection of our planet. Earth Day celebrations always feature two components: the first requires that people educate themselves about one of Earth’s most pressing issues; the second is to perform an act of service to the Earth. WIS students were passionately involved in both aspects! Throughout the week, classes across all grades came to the WIS makerspace to learn about climate change or the misuse of Earth’s natural resources. As an act of service, all students planted Sunflower seeds, most in reused water bottles. On Friday, students attended an assembly where they enthusiastically pledged to take better care of our planet.

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Third Grade Endangered Animals AIM Unit This month, the third grade students began an AIM unit on endangered animals. This is an exciting unit for our students as they conduct research, learn about adaptation and endangerment, and try to find solutions to save animals. The unit began in the LLC where they watched a short video about endangered animals and explored books and databases to identify an endangered animal that they would be interested in researching. This AIM unit encompasses several curricular areas, such as reading, writing, and science, and is a culmination of their third grade experiences. The students are learning that endangerment occurs as a result of animals’ inability to adapt in a timely fashion to changes in environment, food supply or predators. Students were very surprised, and saddened, to see that so many animals were on the endangered list. In science, they will be exploring the physical structures and behaviors that allow many different kinds of animals to survive and reproduce in environments that meet their basic needs. Families will be invited to attend presentations created by the students towards the end of the school year.

Fourth Grade Field Trip to Eli Whitney Museum To culminate the science unit on electricity, and to kick-off a new science unit on forces and motion, the fourth grade students spent a day at the Eli Whitney Museum in Hamden, Connecticut, where they applied their knowledge to two fun projects. They began by building a model of a house with a circuit that included a switch, incandescent lightbulb, and an LED bulb. As they built their model, they discussed open and closed circuits, and applied their understanding as they made the necessary connections to light their house. The students later began to explore the properties of force and motion while constructing their own pinball machine. With this project, they were able to experience firsthand an important concept that the position and motion of an object can be changed by pushing or pulling.

Fifth Grade Cornerstone The fifth grade students recently completed the annual Cornerstone assessment. This multidisciplinary task asks students to choose an issue of importance in our school community. Some of these issues included time for specials, school lunch, recess, school climate, and many others. Students conducted research to determine why the issue exists and what can be done to make it better. They then created a

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presentation which explained their issue and offered specific, reasonable, and actionable recommendations for how to improve it in order to make WIS a better place. The presentation mediums were varied and included PowerPoint, speeches, movies, posters, or any other medium that they felt would best impact their audience. Along the way, the students received peer feedback on their work and time to reflect upon what they learned. Fifth grade Cornerstone presentations give students the opportunity to have their voice heard and to see how their suggestions have the power to improve the entire school community.

Friday Announcements On April 21, WIS aired it’s first fifth grade student broadcast of Friday morning news. Using an Ipad, TouchCast, cue cards, and a green screen, students produced a digtial program featuring school wide news and an intersting facts segment. Both students and teachers now look forward to this weekly Friday morning broadcast and many have offered suggestions for future featured segments. The WIS community would like to thank the PTO for funding the equipment to make this happen!

Nutmeg Book Voting WIS Nutmeg voting ended on Thursday, April 28. All students, who read at least four Nutmeg nominated books were invited to vote for their favorite. Voting was conducted digitally and over 125 students cast a vote! WIS student votes will be tallied into the overall state count. We are looking forward to the announcement of this year’s Nutmeg winners! The Nutmeg Book Award encourages children in grades 2-12 to read quality literature and to choose their favorite from a list of nominated titles. Jointly sponsored by the Connecticut Library Association (CLA) and the Connecticut Association of School Librarians (CASL), the Nutmeg Committee is comprised of children's librarians and school library media specialists who are members of our sponsoring organizations.

Cornerstone Scoring As you may know, the Cornerstone is a multidisciplinary culminating task that incorporates all of the 21st century skills students have learned while at WIS. Skills such as critical thinking, communication, creativity, collaboration, and global problem solving are taught in all of our classrooms and in all disciplines. In light of this, teachers from all grade levels were involved in collaboratively scoring the fifth grade Cornerstone assessments. The collaborative scoring experience provided staff the opportunity to understand the progression of skills, further define our expectations for 21st century learning, and to reflect on how the Cornerstone results impact our curriculum and instructional practices across grades and content areas.

WHS Interns Once again, we are fortunate to have several high school seniors working in the Intermediate School for their senior internship program. The students are interning in several of the regular education classrooms as well as in special education, art, and music. Not only are they learning more about teaching and working with children, but they are wonderful role models for our students. The high

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school students are taking their responsibilities seriously and have become a valued member of the classes.

Hurlbutt Elementary School Laura Kaddis, Principal

In this issue… Schoolwide Events Teaching and learning Hurlbutt Poets Class of 2030

Schoolwide Events: Our fourth annual One School One Book event was a huge success. Thanks to the generosity of the HES PTO, we were once again able to celebrate reading as a community! This is the fifth year that every student and staff member in our school received a copy of the same book for us all to read together. For a few days prior to revealing the title, our students were given daily clues. The clues were announced during morning opening exercises and then displayed in the main hallway. Everyone loved trying to figure out from the clues which book we would read. Around the school, our students saw chicken footprints and they listened to the principal hum the chicken dance tune during morning announcements. Clues around school…

At our kick-off assembly we revealed the title of the book, The Trouble with Chickens, by J.J. Tully and we met the One School One Book mascot, Millicent the chicken, who is one of the characters in the book. Each class received their own class mascot. Our classes had so much fun naming their chick and deciding on its character traits. We were astounded by the creativity of the students and staff.

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Our students and staff showed their philanthropic generosity by supporting our neighboring town’s service dog, Atlas. Atlas is a police service dog with the Westport Police Department (pictured on right). Students brought loose change to school and together we donated over $500 to support Atlas and his canine partners. This fundraiser was inspired by the book character J.J. Tully, a retired search and rescue dog.

At our wrap-up assembly, we gathered again as a school community to bring this amazing experience to closure. Two students from each class participated in a parade carrying their class mascot. We loved seeing all of the chicks on display as they made their way around the Hurlbutt bus loop. The entire school cheered them along with chick puppets that each child made in class. And of course, the celebration would not be complete without an all- school chicken dance!

Check out the Hurlbutt Elementary School website to view our amazing webpage that highlights many of the activities. Follow the LRC link on the home page and you can view many photos and activities that we enjoyed together. The fun doesn’t end when we are done reading this book. Many of our students and staff have been inspired to read more books in this series and even other books by this author. We also will enjoy many activities and crafts around this book at our Family Fun Night on June 15. This event is a culminating activity for the school year and also helps us kick off summer reading.

Teaching and Learning Our kindergarten science unit on living and nonliving things is well underway. Our young scientists have been growing grass heads! This fun experiment gives them the opportunity to learn about seeds and to make many observations about what they need to grow. Through an inquiry approach, each class discussed their own wonderings about what would help the seeds grow. One class discovered that when they watered the grass heads with oil they did not grow. They also discovered that when they placed a grass head in the dark, it did grow but did not turn green. This was a surprising and exciting discovery. Finally, they tried planting grass seeds in salt. From this experiment, they learned that the seeds need soil in which to grow. One of the most exciting parts of the unit is learning about life cycles. Thanks to the generosity of the Spitzer family, our kindergarteners are observing chicken eggs in an incubator. As the chicks get closer and closer to hatching, the excitement grows in the kindergarten wings. Our young scientists don’t want to miss a moment of this process so we have a webcam set up for 24-hour live viewing. We are using an app (Airbeam) so that the students can watch for the eggs in the incubator to crack from anywhere with an internet connection. Hurlbutt Poets All grades have a poetry writing unit during the last trimester. Our students love to delve into the variety of poem structures. We find that they love taking a break from the conventions of writing and

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their creativity just explodes during this unit. They are thrilled to learn that they can make line breaks wherever they choose and that they can even write their poems in shapes! By immersing themselves in reading and writing poetry, our students uncover the important concepts of poetry through essential questions, such as, “How do we understand the world around us by reading and discussing poetry?” “How does reading and responding to poetry help me grow as a reader?” “Why do authors choose poetry to further their purpose and message as an author?” Often, evidence of prior units emerges in their poems. For example, we see second graders writing poems about important people they learned about in the biography unit of study. We also learn many facts about topics they may have studied during non-fiction units. Of course, there are many poems in which their humor shines through as they write about their lives. Who doesn’t love to read a poem about chocolate chip cookies, a hot summer day or an annoying sibling! Class of 2030 This month we welcomed in the parents of the Class of 2030 at our kindergarten orientation program. We shared information about a typical kindergarten day and introduced them to staff with whom they and their children will work next year. PTO representatives gave them a tour of the building and talked to them about what it is like being a Hurlbutt parent. Our school counselor has been holding individual meetings with each family to get to know them and to answer any individual concerns or questions they may have about this important milestone in their child’s life. Our incoming kindergarten students will come visit our school and enjoy some time on the playground. We also help them become comfortable with the buses. This is the first time many of our incoming kindergarteners have been on a big school bus. It certainly is a highlight of the trip for them and something they look forward to when they start school.

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