10/29/19 - Trumbull Public Schools

TRUMBULL PUBLIC SCHOOLS TRUMBULL, CONNECTICUT

Regular Meeting – Tuesday, October 29, 2019, 7:00 p.m. Long Hill Administration Building / Lorraine R. Smith Assembly Room

AGENDA

I. CALL TO ORDER

II. PRELIMINARY BUSINESS A. Pledge of Allegiance B. Recognition - First Selectman’s Golf Classic Presentation – Hon. Vicki Tesoro C. Recognition - THS Girls Cross Country Team – Mr. James McCaffrey, Mr. Mike King D. Public Comments E. Board Chairman Report F. Superintendent Report G. Teacher Board Representative Report

III. REPORTS/ACTION ITEMS

A. Technology Update, Summer 2019 Projects – Mr. Hackett B. Approval/Minutes, Regular and Special Meetings of 10/15/2019 C. Personnel – Dr. Cialfi D. Policy Committee Report – Mrs. Norcel

Policy, Combined First/Second Readings – Dr. Budd 1. Reimbursement of Expenses, Policy Code 4133

E. Curriculum Committee Report – Mrs. Petitti Approval/Curriculum Guides – Dr. Budd 1. Advanced Placement Computer Science A Curriculum Guide 2. Advanced Placement French Language & Culture Curriculum Guide

F. Finance Committee Report – Mr. O’Keefe • Financial Reports as of September 30, 2019

IV. RECEIVE AND FILE

A. Negotiations

V. OTHER

Report to the Board of Education Regular Meeting - October 29, 2019 Hon. Vicki A. Tesoro Agenda Item II-B Recognition: First Selectman’s Golf Classic Presentation

Proceeds from the First Selectman’s Golf Classic will benefit the several student organizations listed below. The students and their advisors bring pride, honor, and distinction to the Trumbull community year after year. These organizations provide extraordinary opportunities outside of the classroom for students to excel, whether through athletic pursuits or academic team activities.

• Academic Challenge for Excellence (ACE) Foundation

• Trumbull High School Golden Eagle Marching Band

• PowerPlay Club—Boys and Girls Hockey • Laxmen’s Club—Boys and Girls Lacrosse • Touchdown Club—Football • Diamond Club—Baseball and Softball • Boys Basketball

First Selectman Vicki A. Tesoro will present a check to a representative of each organization.

Recommendation: Recognize

Report to the Board of Education Regular Meeting - October 29, 2019 Mr. James McCaffrey, Mr. Mike King Agenda Item II-C Recognition: THS Girls Cross Country Team

The Trumbull High School Girls Cross Country team traveled to the Orlando area to compete in the 23rd Disney Cross Country Classic at the ESPN Wide World of Sports. Our team, the 2019 FCIAC West Division champs and currently ranked 3rd in the state, continued their winning streak in more ways than one. On the course, the Varsity girls were the champions of the Large School Division race as Emily Alexandru, Kali Holden, and Alessandra Zaffina were 2nd, 3rd and 4th overall, respectively. The JV team placed 3rd as a team in their division led by Erianna Gentile. Off the course, the girls volunteered for an afternoon and evening at the Give Kids the World Village in Kissimmee, Florida. The Village hosts children with critical illness and their families through Make-A-Wish Connecticut.

Coach Jim McCaffrey, whose family are alumni at the village, wanted to share the village with the team and provide them with an opportunity to give back. The girls learned about the philanthropic mission of the Village, they toured the grounds, interacted with guests, and they provided dinner service in the cafeteria at the village. They served food, prepared salads, carried trays, bused tables, washed dishes, and shared smiles with the guests. Their actions throughout the entire trip were testament to the quality of character that our community and schools instill in our students. This team continuously makes Trumbull proud.

Recommendation: Recognize and commend.

Report to the Board of Education Regular Meeting - October 29, 2019 Mr. Jeffrey Hackett Agenda Item III-A Technology Update, Summer 2019 Projects

Jeff Hackett will be updating the BOE members on the Technology Department’s 2019 summer projects. The projects discussed will include Chromebook deployment, Wi-Fi upgrades, Classroom Telephones, Network infrastructure and more.

Recommendation: Review and Discuss

Special and Regular Meetings – October 15, 2019 Long Hill Administration Building Lorraine R. Smith Assembly Room

The Trumbull Board of Education convened in the Auditorium in the Long Hill Administration Building for a Special Meeting called to order at 6:00 p.m. Members present: Members absent: L. Chory, Chairman J. Donofrio L. Timpanelli, Vice Chair K. Fearon (via phone) J. Norcel, Secretary M. Petitti M. Ward

*Special Meeting (Open to Public) at 6:00-7:00 p.m. – Presentation by Robert Rader, Executive

Director of CABE: An Overview of the Superintendent Search Process, Where Do You Start? Mr. Rader presented information on the Critical issues in a superintendent search. He gave an overview of the search process with time allowed for questions.

The Trumbull Board of Education convened in the Auditorium in the Long Hill Administration Building for a Regular Meeting. Members present: Members absent: L. Chory, Chairman J. Donofrio L. Timpanelli, Vice Chair K. Fearon J. Norcel, Secretary M. Petitti M. Ward Agenda Item I—Call to Order The meeting was called to order at 7:04 p.m. Agenda Item II—Preliminary Business A. Pledge of Allegiance - The Public Session began with a salute to the Flag.

B. Recognition – THS Choir Students Chosen to Participate in All National Honor Ensembles

Ms. Tornillo reported that the National Association for Music Education has announced the rosters for the All National Honor Ensembles. Only sixteen students from Connecticut were selected to participate in the Honors Mixed Choir, and two of the sixteen are from Trumbull High School. The Board expressed congratulations to Dylan Cranston and Rob Goldstein who performed at the BOE meeting to the delight of all those who attended.

C. Recognition – 2020 National Merit Scholarship Program Commended Students and Semi-Finalist

Fourteen THS seniors have recently been named Commended Students by the National Merit Scholarship Corporation in recognition of their outstanding performance on the 2018 PSAT test which is at approximately the 96th percentile. They are William Cardone, Grace Carravone,

Juliette Doyle, Adrien Joseph, Adam Lewis, Daniel McKeon, Gabriella Modugno, Natalie Modugno, Brendan Phelan, Howard Qian, Gabrielle Rodia, Rushil Shah, Anushka Sharma, and Ellen Smith. Additionally, THS senior Cyrus Asgari has been named a National Merit Semifinalist for being in the very top percentile of students taking the 2018 PSAT.

The Board commended the 2020 National Merit Scholarship Program students for their outstanding achievement.

D. Correspondence - Cindy Penkoff wrote to the Board to inform the Trumbull community that on

this Thursday, October 17 is the annual Candlelight Vigil for Domestic Violence at the Trumbull Library at 6:00 p.m.; Ana Goncalves and Tara Figueroa wrote to ask for a response to a urgent request to add a third grade section at Middlebrook, citing section 6151.3 of Trumbull Public School policy on class size.

E. Public Comments - Joy and Avery Colon asked for help for the 3rd grade class at Middlebrook,

saying the classroom is too cramped and there is not enough room to learn; April and Hope Lang spoke about how plastic is hurting our planet and that we need to make changes at our schools and that 3rd grade class size at Middlebrook has now increased since the school year began and we need a viable solution to help our children learn; Ellie Grosso spoke in support of smaller class size at Middlebrook and said we must arrive at a solution soon and asked for a broad search for our new Superintendent; Ruth Fontilla is interested to be part of the Superintendent search committee and offered help from the Trumbull community; Tara Figueroa is looking forward to meeting with Dr. Cialfi tomorrow to address the critical need for smaller class size at Middlebrook.

F. Board Chairman Report – There was no report this evening. G. Superintendent Report – Dr. Cialfi reported on the following:

• THS Spanish teacher Maria Manso Garcia is nominated for the 2019 Eberspacher Award

for Excellence in Teaching of a Foreign Language; this is a John Hopkins University Award that was established to recognize exceptional foreign language teachers.

• Jonathan Budd is being honored as the 2019 Distinguished Alumnus of the University of Connecticut Exceptional Leadership Program. Jonathan will present a keynote address on October 22, 2019 at the Darien Community Association.

• The Center for Family Justice will hold a seminar at the Trumbull Library on Quality Street this Thursday, October 17, 2019 at 7:00 p.m.

• A Memorial rock dedication in honor of recently deceased Varsity Boys Soccer Coach, Sebe Gangemi will be held at THS on the new turf field on October 18, 2019 at 5:45 p.m.

• The Alumni Football Class of 1977 has arranged for the dedication of the Gerry McDougall Memorial rock that will be proudly displayed at the McDougall Football Stadium. The festivities will begin with a Pasta Party in the THS Senior Lounge on October 24, 2019 at 5:30 p.m.

• A meeting is scheduled on October 16, 2019 with Dr. Cialfi, Dr. Budd and Mrs. Frillici with Mrs. Figueroa and another Middlebrook parent to discuss third grade class size at Middlebrook.

• Last week, the breakfast program successfully expanded to both Hillcrest and Madison with 102 breakfasts served in the two middle schools and 335 breakfasts served in the six elementary schools.

H. Student Representatives Report – Ms. Sharma and Ms. Lee reported on events at THS: PSAT testing will take place on October 16 for grades 9, 10 and 11; the Harvest Moon Ball is scheduled for November 4, the Agriscience Open House is scheduled for November 7, a financial aid seminar for college was held for parents and students can take advantage of college visits right at THS; spirit week begins on October 21 and student reps gave an update on our sports teams.

Agenda Item III—Reports/Action Items A. Advanced Placement Courses at Trumbull High School

Dr. Budd, THS Principal Mr. Guarino, and THS English Department Chair Ms. Marzialo gave a presentation on the benefits of advanced placement courses at THS. There has been significant growth in Advanced Placement course enrollment and exam performance over the past four years. Supporting students in AP courses through strong K-12 curricula has shown an improvement in test scores since 2015-16. (See attached presentation.)

B. Facilities Projects Update Mr. Deming presented 34 facilities projects and reviewed completed and ongoing work at our schools. Renovations include: window replacements, flooring installations, lighting upgrades, air conditioning updates, solar installations, an oil tank removal and pairing/drainage improvements. Thanks were expressed to former Agriscience student, Ron Josko who assisted our Facilities Department in the implementation and design of the Agriscience greenhouse renovations. (See attached presentation.)

C. Approval/Minutes, Regular Meeting 09/24/2019 It was moved (Ward) and seconded (Norcel) to approve the minutes of the September 24, 2019 BOE Regular Meeting as presented. Vote: in favor- Timpanelli, Norcel, Petitti, Ward Abstain-Chory. Vote: Motion passes.

D. Personnel – Dr. Cialfi reported no changes since the last meeting. Adjournment Board Members gave unanimous consent to adjourn the Public Session at 8:42 p.m.

Goal of Tonight’s PresentationTrumbull Public SchoolsBoard of Education

October 15, 2019

Advanced Placement Courses atTrumbull High School

lorwt ho, S. Build, Ph.D.Asoistnnl Supcriotendcnl

~lnrc CuoriooPrincipal Tru,’,br,ll High School

Adelinc MorzioloEnglish Dcporonreoi, Choir. Trum&tsll High School

• To present a status update on AdvancedPlacement courses in TPS since theOctober 2017 BOF presentation,highlighting the significant growth andgesturing toward new horizons

Benefits of AP CoursesCollege-equivalent classes while in high school

both content skills and habits of mind• Stronger transcript-building for college

admissions• Opportunity for advanced placement in college

or direct college credit• Opportunity to study in rich depth a subject of

one’s choice, passion, and interest

An of 2019. oIl 76 schools in the ~onncclicul State collcgcoitd Unircroity Systemwillowardcrcililfor on APci am ocore of 3’

From October 2017:Expanding AP Access:A Four-Part Approach

1. To further expand AP course offerings to meetdiverse student interests

2. To further expand student enrollment in APcourses

3. To support teachers of A? courses in ongoingprofessional development

4. To support students in AP courses throughtargeted support and strong K-12 curricula

Further ExpandingAP Course Offerings

• Since 2015-16, new AP courses in:— Music Theory— Art History— Studio Art— Comparative Government & Politics— United States Government & Politics— Human Geography— Italian Language & Culture— Latin

• Our total of 27 AP courses places us 5~ in ORG B

Advanced Placement Courses atTrumbull High School

Al’Muilcmemry

Al’ Ant History

APStudi,Ari 2-DAd& Design

AP English Unguagedr CnnwositIon

Ar English Lil~ratu & co..npostttonArConspantireGoui nolbIi.,cs

AT’ European Hisiory

Ar Human Gcn,graphy

• APhlicrntocmmomics

APHuCTOOCOSmS

APTsycholsgy

At’UniledStal,sG,vl &Polil,Cs

Arunleth

• Arniology

APCslciaIus hE

Arculculus Cc

APCliemlstry

ArCompitier Science A

APcompuier Science Pnnciplcs

Al’ Environnenlal Sinner

• APPlt~icsl

• APl’IiynIcsC

• AP%latlsiiei

Ar French Language 6, culture

Al’ Ilalian Language & Culture

Al’ UI’S

• APSpan,shl.nguage&Cullurs

C,u,’so. it, red hare been aided oisee 2015-16

Further ExpandingStudent Enrollment in AP Courses

A I’ I n roOm rid ailit S

2015-16 - 590

2016-3? 8?’

2037-18 989

2018-19 1,304

2019-20 1221

• Specific growth:— AP English Languag & Composition

from 37 students in 2015-16 to 220students in 2019-20

127% growthsisire 2015-16

Further ExpandingStudent Enrollment in AP CoursesSpecific growth:— AP English Language & Composition

• from 37 students in 2015-1610 220 students in 2019-20

— Psychology• from S2studen(s in 2015-16 o lssstudents in 2019-20

Further ExpandingStudent Enrollment in AP CoursesSpecific growth:

— AP English Language & Composition• from 37 students in 2015-16 to 220 students In 2019-20

— Psychology- from S2students in 2015-1610 l8sstudents in 2019-20

-Calcuus C- from 22 students in 201 S-16 to 60 students in 2019-20

Further ExpandingStudent Enrollment in A? CoursesSpecific growth:— AP English Language & Composition

- from 37 students in 2015-1610 220 students in 2019-20

— Psychology• from 82 students in 2015-loto lssstudents in 2019-20

— Calculus BC• from 22 students in 2015-16 to 60 students in 2019-20

—s atis ics• from 12s udents in 2015-161031 students in 2019-20

• In 2015-1 6, 12°c of THS studentsparticipated in AP exam assessment

In 2015-16, 12% of THS studentsparticipated in AP exam assessment

— This was last in alt of DRG A + DRG B

• In 2015-16, 12% of THS studentsparticipated in AP exam assessment— This ntis last in all ofDRG A + DRG B

• In 2019-20, 29 of THS studentsparticipated in AP exam assessment

— This has moved TI’S from l90~ of 19 in ORG Bto 8 of 19 in ORG B, also surpassing twoORG A districts

AND Continued Strong APAchievement Data

• 852 THS students attained a score of 3+in 2018-19

— a growth of 117% since 2015-16

9~ is defined as tlie scorepoint sisal researclrfissdsprcdiciiiv of college issecan mid college grsslualios.

Supporting Teachers ofAP Courses in Ongoing

Professional Development• Taft Educational Center

—28 teac ers Smr. 20 6 Smr. 2019

• Bard Institute for Writing & Thinking— Facul y professional development 2018-2020

• Curriculum Development—20 A? curriculum guide revisions since 2015-16—3 A? cu riculum guide revisions In progress 2019-20

Supporting Students inAP Courses through Targeted

Support and Strong K-12 Curricula• Curriculum Development

—24 THS “A? feeder course” curriculum guiderevisions since 2015-16

• Student Supports— course-specific supports

• Family Outreach— Enhanced Grade 8-9 parent orientation program— Enhanced Program of Studies communication

10/21/2019

2019-2020Capital Improvement

and Facilities Department ProjectsTrumbull Public Schools

October 15, 2019

~sh~g1 hdul Slahll Penai,elsatoesAgniodeeto Groenhout. Renovations Stint) S201~ Cos,ipleted

Project list :::::: ~tZnotol.Uon ~: t~::tooth Hill Window, SI.1OG~ Completed Ponohlisn Item’ onlylos Curate Paying Drnln..e S21~~ CompletedDanIel, Party Floodno S4O.~ Pootponod Summer 20Disbiti Senutity Sisa.oaDisuici Swjntty SS6S,C~Oloolct S.taeity S4~~Otitort SeauiityDioulos installedl7n.eACsplun,y,ten,o Sl0S.~ CompletedPsontkoomn Lighting Upgnde S2IS.~O Compi.ted 5t~~in Inoonlive dueHilleteot Antonio, $2S.~ Csmpl.tod Jane-oat1,Hillcrest Floods0 Inst.ltalaos S25,~ Conipl.O.d ‘ito JulyHilirmit 0111mb Removal pavement repaIr SI,~ Completed June 0040Jane Ryan Asbestos $2S.D~h Completed CompleteJane Ryan Floortng Insialtaton S2li~ Completed AaraotJune Ryan SetagityJan. Ryan Windows $L~~ Completed Panthilst Items onlyMadison Asbestos S7Si~ postponed tammertoMadison Retenbon Pond S0.tOO eneineedno Wools renamed to Town toginoenlnsMadison Retention Pond 551mw Site most 1)0Middlobroob PavIng Sde1i~ Immndroils Oat 104-ItMtddl.broob Floodno. Ubroeyoepl.asniont 540mw CnmpletedMiddlebroob SenIlIty 5IQ~1TCEC LIST oil tank mmoval S5.~ Completed Lust ~kyde, Geoond Stoee In bl5001ciTOCLC AC Condenseeroplmeesnono S2R~ CompletedIIDiC Dralnaee Salle do. Installed 005 530105 CompletedIECEC Solar PV system Install 50 Completed Intennonneto August 10$ ADA FIelds (phase One) S125.~ Completed toothIng wink P &INS Gym Floor SO1~ Completed July 22-Augiust 22TOG IN Data Co nnormovg 524.mw scope mOtion Postponed at idols buIldIng plan1105 rlstoonno tionHwoyot.mmplau $5e~ CompletodINS Ctoiint tower tan replacemont SInog Completed Jane 7-12

total pooW~n coons 5014co.mi TConnplenod toots total over Stay)

10/21/2019

Booth Hill, Jane RyanWindow Replacement

$2.4 million

Abatement, Window and Door Replacement

Solar Ban tinting

Thermal Panes

Insulated base wall replacing old uninsulatedpanels

New Blinds

Asbestos Abatementof flooring

Asbestos flooring abatement and flooringreplacement this summer took place inMiddlebrook, Booth Hill, Jane Ryan andHillcrest

Over the last five years we have taken aproactive approach to removing asbestoscontaining floor tiles.

On average each year we have removed 15K-20K square feet of ACT and nearly lOOKsquare feet over the last 5 years

Some instances as pictured requires theremoval of cabinets to insure ACT is not leftunder the cabinets

10/21/2019

M i d d I e brookSidewalks, Drainageand Paving

Collaborative Project between DPW and ROEFacilities

Improved sidewalks, drainage and pavement.

Addition of several new catch basins

Construction of new stairs and ramp fromlower parking lot

Addition of new Visitor Parking area

New LED Parking Lot lighting

Bus Garage drainageand paving

Combined Trumbull DPW and BOE Facilitiesproject

Addressed drainage issues and runoff fromformer dump site with neutralization tank

Added catch basins and tied roof gutterleader lines to catch basins . —

Added curbing to control water flow and run

Paved entire lower area of site with proper - 4pitch to drain area quickly —

Painted parking stalls and fire lanes toimprove parking

10/2 1/20 19

High School Hot WaterPiping r

Replaced three failed expansion pipingconnectors : —

Pictured on the left is the original expansionwhich only allows for movement at a singlepoint.

On the left new expansion piping allowsmovement at multiple points and directions

High School ADA fieldaccessibility

Phase one

Addressed accessibility beginning at theparking areas

Access to Restrooms

Access to Bleachers

Phase two

Request will address connectivity of fieldsand additional access Issues related todugouts and bleachers

10/21/2019

High School Gym Floor

Removal and replacement of damaged woodflooring

Complete sanding

New game lines and logo design

This project was a result of the damage donedue to flooding at the High School inSeptember ‘18.

Frenchtown LEDlighting upgrade

Removed over 300 excess fixtures from thebuilding

Installed ambient lighting controls

Anticipated saving of over $42,000 annually

Received utility incentive of $56,000

10/21/2019

TECEC Projects

Removed the last Underground Storage Tank aon Trumbull BOE Property

Installed new PV (Photo Voltaic) system onroof of Tecec

Replaced 70 ton air cooled condensing unitto replace the failed orignal

Ag risc len c eGreenhouseRenovationsNew micro grow control system

New fogging machine

New Fans

LED grow lights

Repairs to heating system controls

KooI Pad alterations and piping

New irrigation tables

Electrical wiring and Painting

10/21/2019

Installed 27 New SplitAC systems

New AC systems installed to replace windowunits that were removed during windowprojects at Booth Hill and Jane Ryan

Additional units installed to comply with PPTrequirements at Hillcrest and Madison

More efficient means of cooling classroomsand offices

More control over occupant comfort

Less heat loss in winter as experienced withwindow units

R E V I S E D

Report to the Board of Education Regular Meeting, October 29, 2019 Dr. Cialfi

Agenda Item III-C Personnel

Resignations – Certified

Beers, Lisa; grade 5 teacher at Booth Hill Elementary School since September 1986, retiring effective June 30, 2020.

Caron, Angela; math teacher at Madison Middle School since August 2006, retiring effective June 30, 2020.

Domanick, Stephanie; grade 3 teacher at Daniels Farm Elementary School since August 2004, retiring effective June 30, 2020.

Donovan, Luann; social worker at Middlebrook Elementary School since August 1999, retiring effective June 30, 2020.

Lemoine, Sylvia; music teacher at Booth Hill Elementary School since September 1986, retiring effective June 30, 2020.

Piekarski, Thomas; vocational Agriscience teacher at the Agriscience and Biotechnology Center since December 1997, retiring effective June 30, 2020.

Piquette, Eileen; grade 2 teacher at Middlebrook Elementary School since September 1987, retiring effective June 30, 2020.

Rogowski, Julie; kindergarten teacher at Booth Hill Elementary School since May 2001, retiring effective June 30, 2020.

Recommendation: Accept.

Report to the Board of Education Regular Meeting – October 29, 2019 Mrs. Norcel Agenda Item – III-D Policy Committee Report Policy Committee Meeting – October 17, 2019 Recommendation: Review and Discuss

TRUMBULL PUBLIC SCHOOLS

TRUMBULL, CONNECTICUT

Policy Committee

of the

Trumbull Board of Education

Special Meeting

Long Hill Administration Building Conference Room

Tuesday, October 17, 2019 – 5:30 p.m.

MINUTES

I. Preliminary Business

A. Call to Order / Introduction – The meeting was called to order by Ms. Norcel at 5:30 p.m.

Members present Members absent

Jackie Norcel, Chair, BOE member John Mastrianni, TEA representative

Kathleen Fearon, BOE member Michael Buswell, parent representative

Marie Petitti, BOE member Jeffrey Mullins, parent representative

Jonathan S. Budd, Ph.D., administrative designee JeTaya Ortiz, parent representative

Paul Coppola, TAA representative Anthony Iannini, community representative

Keira (Kiki) Grant, student representative Michelle Malone, community representative

Howard Qian, student representative

1 member of the Public

B. Correspondence – Dr. Budd welcomed the new student member of the Policy

Committee, Ms. Grant, who introduced herself. Dr. Budd conveyed the regrets he

received from Ms. Malone, Mr. Mastrianni, Ms. Ortiz, Mr. Qian for being absent

from the meeting due to pre-existing commitments. There was no other

correspondence.

C. Public Comment – Public member Caitlin Wall, a Sacred Heart University graduate

student, introduced herself and her background in studying education, which had led

her to attend the Policy Committee meeting.

II. Policy Review/Discussion

A. Reimbursement of Expenses, Policy Code 4133 – Dr. Budd presented the proposed

revised policy in this evening’s packet. The Committee unanimously agreed to bring

the policy, with revisions, to the Board for a combined First/Second Reading on

October 29, 2019.

Adjournment

Dr. Fearon moved to adjourn the meeting at 5:53 p.m.; it was seconded by Ms. Petitti, and

unanimously agreed to.

Report to the Board of Education Regular Meeting – October 29, 2019 Dr. Budd Agenda Item – III-D-1 Combined First/Second Reading

4133/Reimbursement of Expenses

Revisions to this policy are necessary to reflect best practices for expense reimbursement, as applied to scenarios frequent to District staff. At its meeting on September 26, 2019, the Finance Committee agreed to bring the policy revisions to the Policy Committee. At its meeting on October 17, 2019, the Policy Committee agreed to bring the policy to the Board tonight for a combined First & Second Reading, waiving the typical 30-day minimum between First and Second Readings to enable the timely enactment of this important policy revision. The proposed deletions are struck through; the proposed additions are underlined.

Recommendation: Waive the typical 30-day minimum between

First and Second Readings, and Approve 4133/Reimbursement of Expenses with an effective date of November 1, 2019.

4133/Employee Reimbursement of Expenses for Approved Travel/Conference

EMPLOYEE REIMBURSEMENT OF EXPENSES FOR APPROVED TRAVEL AND

CONFERENCE ATTENDANCE

Policy Statement

Staff will be reimbursed for all reasonable expenses incurred through attendance at approved

professional and work-related activities as set forth in the policy regulations.

Employees will be reimbursed for expenses incurred as part of their work-related responsibilities

based on the Regulations of this policy. This Policy and its Regulations apply to all funding

sources related to the Board of Education, including, but not limited to, the Board of Education

budget, all grants received by the Board of Education, and special revenue (205) accounts.

Adopted: 6/13/1988

Revised: 8/1/2000, ?/?/2019

BOARD OF EDUCATION

POLICY MANUAL

SECTION: 4000

CATEGORY: Personnel – Certified and Non-

Certified POLICY CODE: 4133/Employee Reimbursement

of Expenses for Approved

Travel/Conferences

Regulations

I. Expenses Associated with Professional Day Leave

Request for Authorization to Attend Conferences or Workshops

1. Notification of request

Staff members planning to participate in out-of-district workshops or conferences are

required to complete and submit the Request to Attend Conferences or Workshops form

(Appendix A) to the Director of Curriculum at least one week prior to the date of the

activity.

2. Procedure for Approval

The request must be approved by the immediate supervisor and building administrator of

the staff member prior to submission to the Director of Curriculum at least one week

before the activity.

3. Funding

Funding sources must be identified by account number. If funds are requested from the

district-wide staff development account, the request must be approved by the Associate

for Staff Development.

4. Substitute Coverage

The individual staff member is responsible for notifying the Personnel Department that

substitute coverage will be required.

5. CEU Credits

If the conference/workshop presenter is not a CEU provider and the staff member wishes

to receive CEU Equivalent Credits, the staff member is responsible for filing the

appropriate forms with the Personnel Office prior to participating in the activity.

6. Reimbursement for Workshop/Conference Expenses

At the completion of the workshop/conference, requests for reimbursement, accompanied

by appropriate receipts, must be submitted to the person(s) who approved the request.

A. General Pre-Approval Process

1. Employees seeking reimbursement of expenses associated with any professional day

leave from the District must document all such proposed expenses on the Request for

Professional Day Leave form developed by the Assistant Superintendent.

2. The form, with all relevant documentation, should be submitted to the Office of the

Assistant Superintendent as far in advance of the requested professional day leave as

possible, and no later than one week prior to the requested professional day leave,

with approvals in advance from the relevant principal/supervisor of the employee.

3. Each proposed expense listed on the Request for Professional Day Leave form should

be associated with a Board of Education budget line item account number, or other

account number, supplied by the relevant principal/supervisor or by the Assistant

Superintendent.

B. General Limitation on Expenses

Reimbursements for Employees

Reimbursements may be submitted for the attending employee only (costs for attending

spouses are not reimbursable).

All expenses for which reimbursement is sought must relate directly to, and be submitted

by, the applicable employee of the Board. Expenses for non-Board employees are not

reimbursable. Employees are responsible for providing documentation clearly indicating

their individual expenses.

C. Specific Procedures for Expenses Related to Registration Fees

Allowable Expenses

A receipt or other invoice-like document must always be provided. Conference

reimbursements must be settled immediately upon return.

1. When necessary and pre-approved, registration fees must be paid by staff in the

Office of the Assistant Superintendent, except in emergency circumstances, in which

case the Assistant Superintendent will advise the employee of the procedures to

follow for purchase and documentation.

2. If registration fees must be paid by the employee, the employee must provide, for

reimbursement, an original receipt and paid credit card statement if possible within 10

business days of return to the District, and in no case later than 30 calendar days after

return to the District.

D. Specific Procedures for Expenses Related to Transportation

Airline Travel

Staff members are required to use coach or economy class fares for domestic travel.

(Purchasing tickets in advance when possible and convenient to take advantage of lower

rates and use of Frequent Flyer rates are also recommended). When submitting receipts

for reimbursement, include copy of related plane tickets with clear documentation of

amount paid (statements from travel agencies are not acceptable). When electronic

ticketing is used, a copy of the staff member’s subsequent charge card billing receipt will

be acceptable.

Travel Insurance

Any purchase of business travel insurance is at personal expense.

1. Airline Travel

i. When necessary and pre-approved, airline travel must be arranged in conjunction

with the Business Manager in order to achieve the most competitive rates

available for the employee’s planned travel.

ii. Purchase of tickets must be done by staff in the Business Office or the Office of

the Assistant Superintendent, except in emergency circumstances, in which case

the Business Manager will advise the employee of the procedures to follow for

purchase and documentation.

iii. Potential purchase of travel insurance will be discussed with the Business

Manager, and approved on a case-by-case basis.

2. Auto Rental

Staff members are authorized to rent intermediate or compact size automobile on

business trips when economy, convenience, and a specific situation require their use

instead of public transportation. Travel charges to and from the airport must always

be based upon minimal costs. Private limousine fees are not acceptable.

i. When necessary and pre-approved, auto rental must be selected by the employee

based on the most competitive rates available for the employee’s planned travel.

ii. The employee must provide, for reimbursement, an original receipt and paid

credit card statement if possible within 10 business days of return to the District,

and in no case later than 30 calendar days after return to the District.

3. Personal Automobile Use

Auto Mileage

i. When necessary and pre-approved, employees will be reimbursed for mileage

incurred through use of their personal automobile at the rate set by the Internal

Revenue Service, provided, on a regular work day, that such mileage exceeds the

distance the employee regularly travels to his/her worksite.

ii. Requests for mileage reimbursement must indicate, using the Professional Day

Leave Personal Automobile Use form developed by the Business Office, date,

destination traveled from, and destination traveled to, with documentation

attached supporting the distance between locations. Mileage reimbursement

requests must be filed if possible within 10 business days of return to the District,

and in no case later than 30 calendar days after return to the District.

4. Other Modes/Costs of Transportation

i. When necessary and pre-approved, employees will be reimbursed for the costs of

other modes of transportation, as well as for the costs of necessary tolls and

parking fees.

ii. The employee must provide, for reimbursement, an original receipt and, as

applicable, a paid credit card statement if possible within 10 business days of

return to the District, and in no case later than 30 calendar days after return to the

District.

Receipts for all tolls and garage/lot parking fees must be included.

E. Specific Procedures for Expenses Related to Meals

Receipts for all meals must always be provided. If the meal cost is for more than one

person, names of (the) other guests and the purpose for the reimbursable meal must also

be included on the restaurant’s bill. For conferences requiring an overnight stay

reasonable daily meal expenditures of up to $40 will be allowed for single person

charges. Meals for single day conferences are limited to $20 per staff member.

1. When pre-approved, employees will be reimbursed for the costs of meals, as well as

for the costs of gratuities not to exceed 15%. The total cost of meal reimbursement for

a single-day conference will not exceed $20 per day, and the total cost of meal

reimbursement for a multiple-day conference will not exceed $40 per day. No cost

related to alcohol will be reimbursed.

2. The employee must provide, for reimbursement, an original receipt and paid credit

card statement if possible within 10 business days of return to the District, and in no

case later than 30 calendar days after return to the District.

F. Specific Procedures for Expenses Related to Lodging

Motel/hotel selected should be those that are well established, reasonable in price, and

conveniently located in relation to the staff member’s conference activity.

Rooms should be at single rate. Luxury hotels are to be avoided. Original

documentation for daily (or weekly) hotel charges must be included.

1. When necessary and pre-approved, overnight accommodations must be selected by

the employee based on the most competitive rates available for the employee’s

planned travel.

2. Purchase of accommodations must be done by staff in the Business Office or the

Office of the Assistant Superintendent, except in emergency circumstances, in which

case the Business Manager will advise the employee of the procedures to follow for

purchase and documentation.

II. Expenses Associated with General Mileage Reimbursement

Staff members shall be reimbursed for the use of their automobile at the rate set by the

Internal Revenue Service for business mileage deductions.

Mileage reimbursement requests must always indicate destination traveled to (and from)

as well as the date of travel. Mileage reimbursement requests should be filed monthly.

A. Employees will be reimbursed for mileage incurred through use of their personal

automobile at the rate set by the Internal Revenue Service for work-related travel under

the following circumstances:

1. Travel, on a regular workday, from the employee’s regular worksite to another

worksite as part of the employee’s regular schedule.

2. Travel, on a regular workday, from the employee’s regular worksite to another

worksite, and back if necessary, as required or pre-approved by the Superintendent,

the Assistant Superintendent, or the employee’s direct supervisor.

3. Travel, on a non-workday, from the employee’s home to a worksite, and back, as

required or pre-approved by the Superintendent, the Assistant Superintendent, or their

designee.

B. Requests for mileage reimbursement must indicate, using the Itinerant Travel form

developed by the Business Office, date, destination traveled from, and destination

traveled to, with documentation attached supporting the distance between locations.

General mileage reimbursement requests must be filed if possible within 10 business days

of the end of each month, and in no case later than 30 calendar days after the end of the

month.

A. Included

1. Required attendance at meetings called by the Superintendent or other designated

administrator.

2. Attendance at evening, non-school day or out-of-town pupil activities. (Number of

staff members required to attend to be determined by the Principal in conjunction

with the Superintendent or other designated administrator.)

3. Interschool or special school-connected travel if necessary to perform duties.

(Number of staff members required to attend to be determined by the Principal in

conjunction with the Superintendent or other designated administrator.

4. Institutional membership activities (i.e. CAS, NEASSC) or professional association

activities (i.e. ESPAC, NASSP) approved in advance by the Superintendent or other

designated administrator.

5. Attendance at Board of Education meeting determined by the Principal,

Superintendent or other designated administrator.

6. Any other reason approved in advance by the appropriate member of the office of the

Superintendent.

B. Excluded

1. P.T.A., P.T.S.A., and P.T.A. Council meetings and related activities.

2. Board of Finance, Town Council or other meetings called by a town agency unless

attendance is requested.

3. Any meeting or activity (not directly connected with the staff member’s role)

attended voluntarily or without the advance approval of the appropriate member of

the office of the Superintendent.

APPENDIX A

Request for Authorization to Attend

Conferences or Workshops

Name __________________________________________________________________

School / Office ________________________________ Date of Request _____________

Date of Activity _______________________________ Destination _________________

Title / Description of Activity _______________________________________________

________________________________________________________________________

Goal to be Addressed:

_____ District _____ Building _____ Program _____ Individual

Description of Goal _______________________________________________________

________________________________________________________________________

How will the activity enhance your knowledge, skills, and professional competence?

________________________________________________________________________

How do you plan to share the information from the activity with your administrator, school

colleagues, and/or district colleagues?

________________________________________________________________________

NOTE: Requests are to be submitted to the principal or supervisor, then forwarded to Director

of Curriculum at least one week prior to the date of the activity.

Revised: 5/00

COSTS: AMOUNT CHARGE TO*

Registration ________ ____________________

Transportation ________ ____________________

Meals ________ ____________________

Other (Please Specify) ________ ____________________

TOTAL _______

* Charge to: Indicate that the cost will be charged to Building Funds, Individual Staff Member,

and/or District – Wide Staff development Funds. Include account number to be charged.

Is substitute coverage required? _____ Yes _____ No

(If Yes, the teacher is responsible for calling the substitute line and requesting coverage.)

Approved _____ Denied _____ Principal/Supervisor _______________________

Approved _____ Denied _____ Staff Development ** ______________________

Approved _____ Denied _____ Director of Curriculum _____________________

Reason for Denial or Special Conditions Imposed _______________________________

________________________________________________________________________

** Requests for reimbursement from District-Wide Staff Development Funds must be signed by

the Associate for Staff Development.

Reminder: If the conference/workshop is not a CEU provider, the teacher must complete

the equivalent CEU request form (blue) before attending the activity. The verification

form (pink) must be completed after the activity.

Revised: 5/00

Report to the Board of Education Regular Meeting – October 29, 2019 Mrs. Petitti Agenda Item – III-E Curriculum Committee Report Curriculum Committee Meeting – October 23, 2019 Recommendation: Review and Discuss

Curriculum Committee

of the

Regular Meeting

Trumbull High School Main Office Conference Room

Thursday, October 17, 2019 – 8:15 a.m.

(POSTPONED to Wednesday, October 23, 2019 – 10:00 a.m. due to school delay on Oct. 17)

MINUTES

I. Call to Order/Introduction – The meeting was called to order by Ms. Petitti at 10:20 a.m.

Members present

M. Petitti, chair

L. Timpanelli

M. Ward

J. Budd, Ph.D., ex officio

S. Kaminski, computer science teacher, Trumbull High School

S. Lavorgna-Lye, World Languages Department Chair, Trumbull High School

S. Liebskind, French teacher, Trumbull High School

II. Public Comment – There was no Public Comment.

III. Approval/Minutes – Regular Meeting 8/22/2019

Because the Minutes for the 8/22/2019 Meeting had inadvertently not been included in

the published packet for the Meeting, Dr. Budd explained they needed to be voted on

again at this Meeting. Ms. Timpanelli moved to approve the Minutes as presented. Mr.

Ward seconded the motion. The motion was unanimously agreed to.

IV. Approval/Minutes – Regular Meeting 9/19/2019

Ms. Petitti moved to approve the Minutes as presented. Mr. Ward seconded the motion.

The motion was unanimously agreed to.

V. New Business

a. Advanced Placement Computer Science A Curriculum Guide

Dr. Budd introduced Mr. Kaminski in terms of his wide-ranging expertise in

successfully developing the computer science program at Trumbull High. Mr.

Kaminski presented the Java focus of AP Computer Science A, including its link

to programming projects. He also outlined various online and text resources used

in the course. Mr. Ward noted the value of computer science education, and Ms.

Petitti highlighted the need for ongoing support of resources. Mr. Ward moved to

bring the curriculum guide to the Board of Education for approval at its meeting

scheduled for October 29, 2019, and Ms. Petitti seconded. The motion was

b. Advanced Placement French Language & Culture Curriculum Guide

Dr. Budd introduced Mr. Liebskind in terms of his success in developing all

levels of the French program at Trumbull High. Mr. Liebskind explained the

thematic approach to AP French Language & Culture, and the backwards design

that influences all preceding French courses. Ms. Lavorgna-Lye connected this

and other world languages courses to the program’s success in the Seal of

Biliteracy testing. Ms. Petitti praised the Taft professional development from

which Mr. Liebskind and his colleagues have benefitted, and Ms. Timpanelli

praised the program’s strong AP testing scores. Mr. Ward moved to bring the

curriculum guide to the Board of Education for approval at its meeting scheduled

for October 29, 2019, and Ms. Petitti seconded. The motion was unanimously

agreed to.

c. Report, Assistant Superintendent

Dr. Budd distributed the current matrix of curriculum guide projects, attached to

these Minutes, and highlighted the strong successes over the past few years and

the next priorities for curriculum development. He noted that the November 2019

Curriculum Committee meeting would feature new proposed courses related to

expanded graduation requirements for students at Trumbull High School.

Ms. Petitti moved to adjourn the meeting at 10:50 a.m.; Mr. Ward seconded. The motion was

Trumbull Public Schools PreK-12 Curriculum Guides

October 17, 2019

Prepared by Jonathan S. Budd, Ph.D.,

Assistant Superintendent

Factors Guiding Prioritization

Date of most recent Trumbull BOE approval

Revision date of state content-area standards and/or relevant legislation

Alignment between current curriculum and current assessment framework

Frequency of course offering & number of students enrolled

Sufficiency of staff available for curriculum writing

courses new for 2019-20

“in process 2019-20” – anticipated for BOE Curriculum Cmte. review by 6/30/20

TPS PreK-12 Curriculum Guides – October 17, 2019

Course Title Most Recent BOE Approval

Unified Prekindergarten 2018

Regional Agriscience and Biotechnology Program

ACP Integrated Physical Science (Agri) 2018 [see Science]

ACP Biology (Agri) 2010

H Biology (Agri) 2010

Agriscience 9 2016

Agriscience 10 2005

H UCONN Agri Biotechnology 2003

H Animal Science 2004

H UCONN Plant Science 2003

H Veterinary Science 2019 (Year 1 of 2)

in process 2019-20 (Year 2 of 2)

H UCONN Equine Science 2009

Elementary Art 2019

Middle School Art 2017

Visual Design ---

in process 2019-20

Basic Drawing 1990

Painting 2003

Painting II ---

Painting III ---

Beginning Ceramics 2017

Intermediate Ceramics 2016

Advanced Ceramics ---

Photography 2017

AP Studio Art: 2-D Art and Design 2018

AP Art History 2019

Business Education

Business Concepts 2011

Computer Technology 2014

Communications 2017

Web Design & Internet Skills 2016

Video Production 2010

Personal Finance 2017

Business Finance 2019

Accounting I 2018

H CCP Principles of Financial Accounting 2011

Entrepreneurship 2017

Leadership & Character Development 2002

Sports and Entertainment Marketing 2017

H CCP Principles of Marketing 2009

H Applications of Marketing 2019

Theatre Performance 1 2019

Theatre Tech 1 ---

in process 2019-20 Theatre Tech 2

Theatre Exploration: Plays ---

(not running 2019-20)

Theatre Exploration: The American Musical ---

(not running 2019-20)

English Language Learners

ELL K-12 2013

THS ELL: English Language Learners – Beginning Level 2014

THS ELL: English Language Learners – Intermediate Level 2014

English Language Study 2014

English Language Arts

Balanced Literacy: Kindergarten Reading 2019

Balanced Literacy: Kindergarten Writing 2019

Balanced Literacy: Grade 1 Reading 2019

Balanced Literacy: Grade 1 Writing 2019

Integrated Literacy Grade 6 2018

Integrated Literacy Grade 7 2018

Language Arts Grade 8 2019

Grade 8 Reading Study 2019

English 9 2018

English 10 2017

English 11 – American Perspectives 2016

AP English Language & Composition ---

in process 2019-20

AP English Literature & Composition 2003

Science Fiction 2007

Literature of Peace, Protest, and Tolerance 2014

H World Literature 2014

A Critical Approach to Popular Literature 2014

H Dramaturgy 2016

H Journalism 2003

in process 2019-20

Film as Literature 2014

Creative Writing 2003

H Mythology 2018

Adolescent Experience 2009

Inquiry into Contemporary Texts and Issues 2019

H Shakespeare 2017

Modern Drama 2017

Poetry 2014

Senior Writing Workshop 2019

Journalism I / Journalism II 2017

Literacy Workshop I 2018

Literacy Workshop II 2014

Editing & Publishing The Eagle’s Eye ---

in process 2019-20

Editing & Publishing Trillium ---

Family and Consumer Sciences

Family & Consumer Sciences 6-8 1997

Child Development 2010

H UCONN Individual & Family Development 2018

Culinary I 2004

Culinary II 2016

Bake Shop I 2017

Bake Shop II 2017

Fashion 2004

Interdisciplinary

Library Media K-12 2006

Library Media K-2 in process 2019-20

TAG in process 2019-20

Freshmen Foundations 2014

in process 2019-20

Mathematics

Elementary Mathematics 2014

Mathematics Grade 6 2014

in process 2019-20

Pre-Algebra 2016

in process 2019-20

Algebra I (1 year) 2016

Algebra I Extended (2 year) ---

in process 2019-20

Math Workshop I 2018

Math Workshop II ---

in process 2019-20

H Algebra I / Geometry A &

H Geometry B / Algebra II ---

Geometry 2018 (CP & ACP); 2011 (H)

H in process 2019-20

Algebra II 2015 (CP); 2015 (ACP); 2014 (H)

CP & ACP in process 2019-20

Applications of Mathematics / Algebra III 2017

ACP Topics in Math 2009

ACP Statistics 2007

AP Statistics 2019

ACP Precalculus 2018

H Precalculus 2016

ACP Calculus 2016

AP Calculus AB 2018

AP UCONN Calculus BC 2016

Multivariable Calculus 2018

AP Computer Science Principles 2018

AP Computer Science A ---

in process 2019-20

Elementary General / Vocal Music 2015

Elementary Strings Year 1 2015

Elementary Band Year 1 2002

Elementary Band Year 2 2002

Exploring Music Grade 6 2002

Middle School Vocal Music 2002

Beginning Strings (6-8) 2015

6th-, 7th-, and 8th-Grade Strings at the Intermediate

Achievement Level 2015

Beginning Band (6) 2002

Sixth-Grade Band 2002

Seventh-Grade Band 2002

Eighth-Grade Band 2002

Freshman Chorus 2016

Concert Choir 2016

Honors Chamber Singers 2016

Vocal Music Ensembles 2016

Marching/Symphonic Band 2003

Concert Band 2003

Winter Percussion ---

Jazz Band 2003

String Orchestra (9-10 & 11-12) 2015

Chamber Strings Ensemble Draft for Pilot 2016-17

Music Theory 2016

Advanced Music Theory 2016

AP Music Theory Draft for Pilot 2016-17

Music Fundamentals: Pop/Rock [History and Influence of

Rock and Roll on Society] 2016

Digital Music Technology ---

in process 2019-20

Guitar ---

in process 2019-20

Science

Elementary Science 1996

Science Kindergarten 2017

Science Grade 1 2019

Science Grade 2 2019

Science Grade 3 in process 2019-20

Science Grade 4 in process 2019-20

Science Grade 5 in process Draft for Pilot 2019-20

Science 6-8 2008

Integrated Earth Sciences Grade 6 Draft for Pilot 2017-18

in process 2019-20

Science Grade 7 Draft for Pilot 2018-19

in process 2019-20

Science Grade 8 in process Draft for Pilot 2019-20

Integrated Physical Science 2018

Biology 2010

in process 2019-20

AP Biology 2018

Chemistry 2008

in process 2019-20

AP Chemistry 2019

CP Physics 2013

ACP Physics 2013

AP Physics 1 ---

in process 2019-20

UCONN Physics 1 ---

AP Physics C ---

CP Human Anatomy & Physiology 2013

ACP Human Anatomy & Physiology 2013

H Human Anatomy & Physiology 2013

ACP Marine Science 2016

ACP Environmental Science 2016

AP UCONN Environmental Science ---

in process 2019-20

Science Academy ---

Social Studies

Social Studies Kindergarten 1985

Social Studies Grade 1 1996

Global Civilizations (all levels) 2014

United States History (all levels) 2016

AP U.S. History 2013

U.S. Economic System (all levels) 2015

AP UCONN Microeconomics & Macroeconomics 2016

CP U.S. Political Systems 2015

ACP U.S. Political Systems 2015

H U.S. Political Systems 2015

AP United States Government and Politics / UCONN

Constitutional Studies (We the People) 2015

AP United States Government and Politics 2016

Archeology & Historical Topics 2013

Comparative World Religions 2013

Cultural Anthropology 2016

H UCONN Problems of Philosophy (Introduction to

Philosophy) 2013

Justice & Law 2013

H Justice & Law: Civil Law ---

in process 2019-20

H Justice & Law: Criminal Law ---

in process 2019-20

Psychology 2013

Sociology 2008

H Global Insights 2018

AP Comparative Government and Politics 2016

AP UCONN European History 2018

AP Psychology 2014

AP Human Geography 2019

Special Education

Academics for Life 6-8 2011

in process 2019-20

Reading (6490, 7490, 8490) ---

Mathematics 6 (6290) ---

Mathematics 7 (7290) ---

Mathematics 8 (8290, 8390) ---

Grades 6-8 STRIDE 2018

Skills for Success (6666, 7777, 8888) ---

Resource 2013

Reading Strategies ---

Reading Intensive ---

English for Life ---

English 9-10 2019

English 11-12 ---

in process 2019-20

Mathematics for Life ---

Math Applications ---

Algebra ---

Science Explorations 2019

Academics for Daily Living 2011

in process 2019-20

Employment Explorations 2019

Fundamentals of English (SRP) ---

Fundamentals of Math (SRP) ---

SRP Resource ---

SRP Vocational Instruction ---

in process 2019-20

Transition 18-21 2016

Technology Education

Coding K-2 Draft for Pilot 2016-17

in process 2019-20

Coding 3-5 ---

in process Draft for Pilot 2019-20

Digital Literacy and Innovations [Grades 6-8] 2019

Technology Education 6-8 1992

Digital Design & Printing 2019

Wood Technology I ---

Wood Technology II ---

Drafting & Design 1993

Architectural CAD 2016

Advanced Architectural CAD 2004

Basic Metal Processing 2016

Electronics 2004

Transportation Engineering Technology 2019

Introduction to Automotive Technology 2011

Small Engine Principles ---

in process 2019-20

Automotive Systems ---

in process 2019-20

Robotics Draft for Pilot 2018-19

Wellness (Health / Physical Education)

Elementary Health 2004

Elementary Physical Education 2015

Health 6-8 2018

Physical Education 6-8 2017

Physical Education 9 2014

Personal Fitness 2014

Health 9 2019

Health 10 2019

Senior Seminar 2016

Basic Weight Training 2019

Advanced Weight Training / Powerlifting ---

in process 2019-20

Recreation Games ---

in process 2019-20

Individual Lifetime Sports ---

in process 2019-20

World Languages

Spanish Grade 5 2019

French Grade 6 2008

in process 2019-20

French Grade 7 1997

French Grade 8 1997

in process 2019-20

French I 2014

French II 2007

French III 2008

H French III 2008

French IV 2016

H French IV 2002

French V 2014

H French V 2014

AP French Language & Culture 2011

in process 2019-20

Italian Conversation & Culture I 2011

Italian I 2008

Italian Conversation & Culture II 2011

Italian II 2010

H Italian II 2018

Italian Conversation & Culture III 2011

Italian III 2002

H Italian III 2004

Italian IV 2016

H Italian IV 2007

AP Italian Language & Culture 2018

Spanish Conversation & Culture I 2011 (C&C); 2007

in process 2019-20 Spanish I

Spanish Conversation & Culture II 2012 (C&C); 2007

in process 2019-20 Spanish II

Spanish Conversation & Culture III 2018 (C&C); 2008

in process 2019-20 Spanish III

H Spanish III

Spanish Conversation & Culture IV 2019

Spanish IV 2009

H Spanish IV 2000

Spanish V 2013

H Spanish V 2009

AP Spanish Language & Culture 1999

in process 2019-20

Latin I 2001

Latin II 2001

H Latin II 2019

Latin III 2008

H Latin III ---

Latin IV 2016

H Latin IV 2016

AP Latin 2018

Report to the Board of Education Regular Meeting – October 29, 2019 Dr. Budd Agenda Item – III-E-1 Approval/Curriculum Guide

Before any new curriculum is approved for inclusion in the Trumbull Public School program of studies, the Curriculum Committee of the Board of Education reviews its content and appropriateness. This Committee, consisting of Board members Marie Petitti, Lucinda Timpanelli, and Michael Ward, under the coordination of Jonathan S. Budd, Ph.D., Assistant Superintendent, then makes its recommendation to the full Board. Based on the Curriculum Committee’s meeting on October 23, 2019, the Board of Education will be asked to adopt a new curriculum guide for use at Trumbull High School for the 2019-20 school year, as noted below. Advanced Placement Computer Science A uses the Java programming language to introduce students to computer science. Through the creation of Java programs, students cover fundamental topics including the design of solutions to problems, the use of data structures to organize large sets of data, the development and implementation of algorithms to process data and discover new information, the analysis of potential solutions, and the ethical and social implications of computing systems.

Recommendation: Approve the following curriculum guides: Advanced Placement Computer Science A

Advanced Placement Computer Science A Property of Trumbull Public Schools

Trumbull, Connecticut

Advanced Placement Computer Science A

Mathematics Department

Curriculum Writing Team

Katie Laird Department Chair

Scott Kaminski Teacher

Jonathan S. Budd, Ph.D., Assistant Superintendent of Curriculum, Instruction, & Assessments

Advanced Placement Computer Science A Property of Trumbull Public Schools 1

AP Computer Science A

Table of Contents

Core Values & Beliefs ............................................................................................... 2

Introduction & Philosophy ......................................................................................... 2

Course Goals ............................................................................................................... 2

Course Enduring Understandings ............................................................................... 2

Course Essential Questions ......................................................................................... 3

Course Knowledge & Skills........................................................................................ 4

Course Syllabus ......................................................................................................... 6

Unit 1: Computer Systems ......................................................................................... 8

Unit 2: Objects and Primitive Data ............................................................................ 10

Unit 3: Program Statements – Conditional ................................................................ 14

Unit 4: Program Statements – Iteration ..................................................................... 17

Unit 5: Writing Classes .............................................................................................. 21

Unit 6: Enhancing Classes ......................................................................................... 25

Unit 7: Arrays, 2D Arrays, and Searching ................................................................. 29

Unit 8: List, ArrayLists, Selection and Insert Sorts .......................................... 34

Unit 9: Inheritance ..................................................................................................... 38

Unit 10: Recursion, Merge, and Quick Sorts ............................................................. 42

Unit 11: College Board Examination Preparation ..................................................... 46

Unit 12: Graphics ....................................................................................................... 47

Course Credit ............................................................................................................. 50

Prerequisites ............................................................................................................... 50

Current Reference ...................................................................................................... 50

Assured Student Performance Rubrics ...................................................................... 50

The Trumbull Board of Education will continue to take Affirmative Action to ensure that no

persons are discriminated against in any of its programs.

CORE VALUES AND BELIEFS

The Trumbull High School community engages in an environment conducive to learning which

believes that all students will read and write effectively, therefore communicating in an

articulate and coherent manner. All students will participate in activities that present problem-

solving through critical thinking. Students will use technology as a tool applying it to decision

making. We believe that by fostering self-confidence, self-directed and student-centered

activities, we will promote independent thinkers and learners. We believe ethical conduct to

be paramount in sustaining the welcoming school climate that we presently enjoy.

Approved 8/26/2011

INTRODUCTION & PHILOSOPHY

AP Computer Science A (CSA) introduces students to computer science through programming.

Fundamental topics in this course include the design of solutions to problems, the use of data

structures to organize large sets of data, the development and implementation of algorithms to

process data and discover new information, the analysis of potential solutions, and the ethical

and social implications of computing systems. The course emphasizes object-oriented

programming and design using the Java programming language.

The AP CSA course requires that potential solutions of problems be written in the Java

programming language. In addition to precision of expression, Java supports important elements

of problem solving, including object-orientation, abstraction, and encapsulation. The use of Java

allows students to test potential solutions to problems by running programs. The Java

programming language is extensive, with far more features than could be covered in a single

introductory course. So, the AP CSA course and College Board Examination cover only a subset

of Java.

COURSE GOALS

AP Computer Science Principles satisfies three sets of goals:

The Learning Objectives of the 2017 College Board Curriculum Framework for

Advanced Placement Computer Science Principles;

The Standards of the 2017 Computer Science Teachers’ Association (CSTA); and

The Standards of the 2016 International Society for Technology in Education Standards.

Each Unit presents the Goals appropriate for that Unit.

COURSE ENDURING UNDERSTANDINGS

Students will understand that . . .

the goal of designing a piece of software (a computer program) is to correctly solve the

given problem. At the same time, this goal should encompass specifying and designing a

program that is understandable, can be adapted to changing circumstances, and has the

potential to be reused in whole or in part. The design process needs to be based on a

thorough understanding of the problem to be solved.

the goals of program implementation should parallel those of program design. Classes

that fill common needs should be built so that they can be reused easily in other

programs. Object-oriented design is an important part of program implementation.

the analysis of programs includes examining and testing programs to determine whether

they correctly meet their specifications. It also includes the analysis of programs or

algorithms in order to understand their time and space requirements when applied to

different data sets.

data structures are used to represent information within a program. Abstraction is an

important theme in the development and application of data structures.

standard algorithms serve as examples of good solutions to standard problems. Many are

intertwined with standard data structures. These algorithms provide examples for analysis

of program efficiency.

an awareness of the ethical and social implications of computing systems is necessary for

the study of computer science.

some objects or concepts are so frequently represented that programmers can draw upon

existing code that has already been tested, enabling them to write solutions more quickly

and with a greater degree of confidence. (MODULARITY-1)

programmers use code to represent a physical object or nonphysical concept, real or

imagined, by defining a class based on the attributes and/or behaviors of the object or

concept. (MODULARITY-2)

when multiple classes contain common attributes and behaviors, programmers create a

new class containing the shared attributes and behaviors forming a hierarchy.

Modifications made at the highest level of the hierarchy apply to the subclasses.

(MODULARITY-3)

to find specific solutions to generalizable problems, programmers include variables in

their code so that the same algorithm runs using different input values. (VARIABLES-1)

to manage large amounts of data or complex relationships in data, programmers write

code that groups the data together into a single data structure without creating individual

variables for each value. (VARIABLES-2)

the way variables and operators are sequenced and combined in an expression determines

the computed result. (CONTROL-1)

programmers incorporate iteration and selection into code as a way of providing

instructions for the computer to process each of the many possible input values.

(CONTROL-2)

while programs are typically designed to achieve a specific purpose, they may have

unintended consequences. (IMPACT OF COMPUTING-1)

COURSE ESSENTIAL QUESTIONS

What is hardware? What is software?

What happens to information when it is stored digitally?

What is a memory address?

What are Java identifiers?

What is meant by the syntax and semantics of a programming language?

What are the primary concepts that support object-oriented programming?

Why is an object an example of abstraction?

What is primitive data, and how are primitive data types different from objects?

How can we represent a primitive value as an object?

What is an algorithm? What is pseudocode?

What is meant by the flow of control through a program?

What type of conditions are conditionals and loops based on?

How are strings compared for equality?

What is an assignment operator?

What is the difference between an object and a class?

What is the scope of a variable?

What is the difference between public/private methods/variables?

What are constructors used for? How are they defined?

What is a null reference?

What does the this reference refer to?

What is an alias?

How are objects passed as parameters?

What are the differences between classes and interfaces?

What are the differences between arrays, 2D arrays, and ArrayLists?

How are sequential and binary searches different?

How are selection and insertion sorts different?

When should an ArrayList be used instead of an array?

How does inheritance support software reuse?

How does a child class override methods of its parent class?

What is an abstract class, and when should abstract classes be used?

How does inheritance support polymorphism?

What is recursion, and why is it needed?

What are the differences between merge sort and quick sort?

COURSE KNOWLEDGE & SKILLS

Students will know . . .

numbers as conveyers of meaningful information, when placed in a context.

the difference between primitive data and objects.

the declaration and use of variables.

mathematical computations in Java.

the basic program development steps of a Java program.

the definitions of the flow of control through a Java program.

the definitions of Java expressions that let them make complex decisions.

while and for statements.

the definition of classes so that they act like the blueprints for new objects, made of

variables and methods.

methods that can be invoked while passing parameters.

the divisions of complicated methods into simpler supporting methods.

the descriptions of relationships between objects.

the creation and use of reference aliases.

the static modifier and its uses.

the definition and use of formal interfaces and their class implementations.

the definitions and uses of arrays, 2D arrays, and ArrayLists.

the passing of arrays and array elements as parameters.

the combination of arrays and other objects to manage complex information.

the searching-through and sorting of elements of arrays.

the derivation of new classes from existing ones.

the design of class hierarchies.

the proper use of polymorphism.

the underlying ideas of recursion.

when recursion should and should not be used.

recursion’s uses to solve problems and in sorting.

Students will be able to . . .

create executable programs in the Java programming language.

design, implement, and analyze solutions to problems.

use and implement commonly used algorithms.

use standard data structures.

develop and select appropriate algorithms and data structures to solve new problems.

write solutions fluently in an object-oriented paradigm.

write, run, test, and debug solutions in the Java programming language, utilizing

standard Java library classes and interfaces from the AP Java subset.

read and understand programs consisting of several classes and interacting objects.

read and understand descriptions of the design and development process leading to

such a program.

understand the ethical and social implications of computer use.

COURSE SYLLABUS

Course Name

Advanced Placement Computer Science A

Advanced Placement

Prerequisites

Successful completion of ACP Algebra II, or concurrent enrollment in ACP Algebra II

with Department Chair permission.

Materials Required

Laptop or desktop with a Java IDE installed (preferably BlueJ), and Internet access

General Description of the Course

AP Computer Science A (CSA) uses the Java programming language to introduce

students to computer science. Through the creation of Java programs, students will cover

fundamental topics including the design of solutions to problems, the use of data

structures to organize large sets of data, the development and implementation of

algorithms to process data and discover new information, the analysis of potential

solutions, and the ethical and social implications of computing systems. The course

emphasizes object-oriented programming and iterative problem solving and design. If

students plan on taking both AP Computer Science Principles and AP Computer Science

A, it is suggested that AP Computer Science Principles be taken first.

Assured Assessments

Formative Assessments:

Formative assessments can include, but are not limited to:

In-class assignments/activities based on the topics in the unit (Units 1, 2, 3, 4, 5, 6, 7,

8, 9, 10, 12)

Textbook review questions (Units 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12)

In-class assignments/activities based on prior, released AP CSA College Board

Examinations (Unit 11)

Summative Assessments:

Common end-of-unit assessment scored via common scoring guide (Units 1, 2, 3, 4,

5, 6, 7, 8, 9, 10, 12)

Programming projects based on topics in the unit (Units 2, 3, 4, 7, 8, 9, 10, 12)

Full released AP CSA College Board Examination (Unit 11)

Core Resources

CodeHS. https://codehs.com/. Web.

CodingBat. https://codingbat.com/java. Web.

College Board. AP Computer Science Elevens Lab Student Guide. https://secure-

media.collegeboard.org/digitalServices/pdf/ap/elevens-lab-student-guide.pdf. Web.

College Board. AP Computer Science A Magpie Chatbot Lab Student Guide.

https://secure-media.collegeboard.org/digitalServices/pdf/ap/magpie-lab-student-

guide.pdf. Web.

College Board. AP Computer Science Picture Lab Student Guide. https://secure-

media.collegeboard.org/digitalServices/pdf/ap/picture-lab-studentguide.pdf. Web.

CS Awesome.

https://runestone.academy/runestone/books/published/csawesome/index.html. Web.

Lewis, John, William Loftus, and Cara Cocking. Java Software Solutions for AP

Computer Science. 3rd ed. Upper Saddle River, NJ: Prentice Hall, 2010. Print.

UNIT 1 Computer Systems

Before beginning Unit 1, students will be introduced to College Board’s requirements for this

course, and the resources that are available to them. After that, Unit 1 includes a brief overview

of computer systems, programming, and programming languages, laying the foundation for the

study of software development.

Unit Goals

At the completion of this unit, students will:

The following Unit Goals align with the 2019 College Board Curriculum Framework for Advanced

Placement Computer Science A.

MOD-1.A Call System class methods to generate output to the console.

VAR-1.A Create string literals.

The following Unit Goals align with the 2017 Computer Science Teachers’ Association (CSTA)

Computer Science Standards.

3A-CS-01 Explain how abstractions hide the underlying implementation details of

computing systems embedded in everyday objects.

3A-CS-02 Compare levels of abstraction and interactions between application software,

system software, and hardware layers.

3A-DA-09 Translate between different bit representations of real-world phenomena, such as

characters, numbers, and images.

3A-DA-10 Evaluate the tradeoffs in how data elements are organized and where data is

stored.

3B-CS-01 Categorize the roles of operating system software.

3B-CS-02 Illustrate ways computing systems implement logic, input, and output through

hardware components.

The following Unit Goals align with the 2016 International Society for Technology in Education

(ISTE) Standards.

ISTE Empowered Learner Students leverage technology to take an active role in

(Standard 1) choosing, achieving and demonstrating competency in their

learning goals, informed by the learning sciences.

ISTE Knowledge Constructor Students critically curate a variety of resources using digital

(Standard 3) tools to construct knowledge, produce creative artifacts and

make meaningful learning experiences for themselves and

others.

Unit Essential Questions

What are the Advanced Placement requirements of the College Board?

What is the relationship between hardware and software?

How do hardware components execute programs and manage data?

How are numbers translated to and from the binary, decimal, and hexadecimal number

systems?

What is the Java programming language?

What are the steps involved in program compilation and execution?

Scope and Sequence

Overview of Advanced Placement Computer Science A curriculum and requirements

Identifying software and hardware components

Number conversion between binary, decimal, and hexadecimal number systems

Introduction to the Java programming language

Creation and execution of first Java program

Assured Assessments

Students will complete several in-class assignments/activities based on the topics in the

Students will create their first executable program: “printing” text on a terminal.

Students will complete review questions (multiple-choice, true/false) from the textbook.

Summative Assessment:

Students will take a brief, common assessment based on number conversions, scored via

a common scoring guide.

Resources

Computer Science. 3rd ed. Upper Saddle River, NJ: Prentice Hall, 2010. Print. Chp. 1:

1.0, 1.1, 1.3, 1.4.

Time Allotment

Approximately 7 school days

UNIT 2 Objects and Primitive Data

Exploring the key elements used in a program – objects and primitive data – in Unit 2 students

learn to create and use objects to work with character strings, get information from the user, do

complex calculations, and format output.

Unit Goals

MOD-1.A Call System class methods to generate output to the console.

MOD-1.B Explain the relationship between a class and an object.

MOD-1.C Identify, using its signature, the correct constructor being called.

MOD-1.D For creating objects:

a. Create objects by calling constructors without parameters.

b. Create objects by calling constructors with parameters.

MOD-1.H Call static methods.

VAR-1.A Create string literals.

VAR-1.B Identify the most appropriate data type category for a particular specification.

VAR-1.C Declare variables of the correct types to represent primitive data.

VAR-1.E For String class:

a. Create String objects.

b. Call String methods.

VAR-1.F For wrapper classes:

a. Create Integer objects.

b. Call Integer methods.

c. Create Double objects.

d. Call Double methods.

CON-1.A Evaluate arithmetic expressions in a program code.

CON-1.B Evaluate what is stored in a variable as a result of an expression with an

assignment statement.

CON-1.C Evaluate arithmetic expressions that use casting.

CON-1.D Evaluate expressions that use the Math class methods.

stored.

3A-AP-13 Create prototypes that use algorithms to solve computational problems by

leveraging prior student knowledge and personal interests.

3A-AP-16 Design and iteratively develop computational artifacts for practical intent,

personal expression, or to address a societal issue by using events to initiate

instructions.

3A-AP-17 Decompose problems into smaller components through systematic analysis, using

constructs such as procedures, modules, and/or objects.

3A-AP-18 Create artifacts by using procedures within a program, combinations of data and

procedures, or independent but interrelated programs.

3A-AP-21 Evaluate and refine computational artifacts to make them more usable and

accessible.

3A-IC-26 Demonstrate ways a given algorithm applies to problems across disciplines.

3B-DA-07 Evaluate the ability of models and simulations to test and support the refinement

of hypotheses.

3B-AP-10 Use and adapt classic algorithms to solve computational problems.

3B-AP-12 Compare and contrast fundamental data structures and their uses.

3B-AP-14 Construct solutions to problems using student-created components, such as

procedures, modules and/or objects.

3B-AP-15 Analyze a large-scale computational problem and identify generalizable patterns

that can be applied to a solution.

3B-AP-16 Demonstrate code reuse by creating programming solutions using libraries and

3B-AP-21 Develop and use a series of test cases to verify that a program performs according

to its design specifications.

3B-AP-22 Modify an existing program to add additional functionality and discuss intended

and unintended implications (e.g., breaking other functionality).

3B-AP-23 Evaluate key qualities of a program through a process such as a code review.

(ISTE) Standards.

others.

ISTE Innovative Designer Students use a variety of technologies within a design

(Standard 4) process to identify and solve problems by creating new,

useful or imaginative solutions.

ISTE Computational Thinker Students develop and employ strategies for understanding

(Standard 5) and solving problems in ways that leverage the power of

technological methods to develop and test solutions.

What are the different primitive data types?

How are variables declared and used?

How are mathematical computations performed in Java?

What are objects?

How are objects created and used?

What are the differences between primitive data and objects?

Scope and Sequence

Student completion of a project used as an example for the rest of the course: creation of

a face on the terminal by creating shape objects and manipulating them, learning how to

create and use objects before formally understanding what each line of their program is

Exploration of the different ways to print/display text on the terminal, including using the

two different print commands, as well as escape sequences. Strings are also introduced,

while stressing the importance of understanding that they are objects, not primitive types.

Introduction of four primitive data types: int, double, Boolean, and char.

Learning of the particular way that Java completes mathematical computations, along

with variables, primitive data types, and how to create random numbers using the

Math.random() method.

The basics about objects, revisiting the face project from the beginning of the unit

Learning how to make programs that interact with the user, through the use of a Scanner,

a vital skill for the rest of the course, as the user can now input information into programs

Assured Assessments

unit, including programming tasks on CodingBat.

Students will complete programming projects covering object creation and manipulation,

formatting text, primitive data creation and manipulation, random numbers, and user

input.

Students will take a common end-of-unit assessment scored via a common scoring guide.

Resources

2.0, 2.1, 2.2, 2.3, 2.3, 2.5, 2.7, 2.8, 2.9.

Supplemental

CS Awesome.

Time Allotment

UNIT 3 Program Statements – Conditional

Unit 3 examines several programming statements, as well as some additional operators, that

allow one to perform basic operations, including interaction with objects and the definition of the

services those objects provides; these are the first step toward a disciplined software

development process.

Unit Goals

CON-1.E Evaluate Boolean expressions that use relational operators in program code.

CON-1.F Evaluate compound Boolean expressions in program code.

CON-1.G Compare and contrast equivalent Boolean expressions.

CON-2.A Represent branching logical processes by using conditional statements.

CON-2.B Represent branching logical processes by using nested conditional statements.

stored.

3A-AP-15 Justify the selection of specific control structures when tradeoffs involve

implementation, readability, and program performance, and explain the benefits

and drawbacks of choices made.

instructions.

3A-AP-21 Evaluate and refine computational artifacts to make them more usable and

accessible.

3B-AP-11 Evaluate algorithms in terms of their efficiency, correctness, and clarity.

(ISTE) Standards.

others.

What are the basic steps of program development?

How can programmers control the flow of a program?

What are conditional statements?

How can conditional statements be used to make complex decisions within a program?

Scope and Sequence

The four basic programming steps in developing software: establishing the requirements,

creating a design, implementing the code, and testing the implementation

Basic control structures: loops and conditional statements. These are used to create more

complex programs which make decisions based on pre-determined information, or user-

entered data. The if statement and if-else statements are the main focus; nested if

statements (also refactored as else-if statements) are also examined.

Boolean expressions used to further control the flow of programs, with the three basic

logical operators: AND, OR, and NOT. Truth tables are completed in order to understand

how these operators work.

Programming “shortcuts”: increment, decrement, and assignment operators as shorter

ways to program mathematical expressions already studied

Assured Assessments

Students will complete programming projects covering conditional statements and simple

control structures (forced while loop).

Resources

3.0, 3.1, 3.2, 3.3, 3.4.

Supplemental

CS Awesome.

Time Allotment

UNIT 4 Program Statements – Iteration

Unit 4 builds on Boolean operators by focusing on iteration using while and for loops,

including several standard algorithms that use iteration; this forms the basis for future concepts

such as searching, sorting, arrays, ArrayLists, and 2D arrays.

Unit Goals

CON-1.F Evaluate compound Boolean expressions in program code.

CON-1.G Compare and contrast equivalent Boolean expressions.

CON-2.C Represent iterative processes using a while loop.

CON-2.D For algorithms in the context of a particular specification that does not require the

use of traversals:

a. Identify standard algorithms.

b. Modify standard algorithms.

c. Develop an algorithm.

CON-2.E Represent iterative processes using a for loop.

CON-2.F For algorithms in the context of a particular specification that involves String

objects:

CON-2.G Represent nested iterative processes.

CON-2.H Compute statement execution counts and informal run-time comparison of

iterative statements.

IOC-1.A Explain the ethical and social implications of computing systems.

3A-DA-12 Create computational models that represent the relationships among different

elements of data collected from a phenomenon or process.

instructions.

3A-AP-19 Systematically design and develop programs for broad audiences by incorporating

feedback from users.

3A-IC-24 Evaluate the ways computing impacts personal, ethical, social, economic, and

cultural practices.

3A-IC-25 Test and refine computational artifacts to reduce bias and equity deficits.

of hypotheses.

3B-AP-08 Describe how artificial intelligence drives many software and physical systems.

3B-AP-09 Implement an artificial intelligence algorithm to play a game against a human

opponent or solve a problem.

3B-IC-27 Predict how computational innovations that have revolutionized aspects of our

culture might evolve.

(ISTE) Standards.

ISTE Digital Citizen Students recognize the rights, responsibilities and

(Standard 2) opportunities of living, learning and working in an

interconnected digital world, and they act and

model in ways that are safe, legal and ethical.

others.

ISTE Creative Communicator Students communicate clearly and express themselves

(Standard 6) creatively for a variety of purposes using the platforms,

tools, styles, formats and digital media appropriate to their

goals.

Besides the programming elements contained within them, what are the three basic

components of any loop?

What are the similarities and differences between while and for loops?

When should while loops be used instead of for loops?

When should for loops be used instead of while loops?

Scope and Sequence

Completion of Activities 1-4 of College Board’s Magpie Chatbot Lab, creating a basic

chatbot program that interacts with the user; based on the user-entered question/answer, a

response is selected from a set of predetermined responses within the program and

displayed to the user, and the program continues until the user enters a specific command

to stop.

The details of while and for loops, including the basic structure of each, and the

situations that dictate using one over another; extensive practice with loops, including

nested loops, occurs, as well as techniques to avoid creating infinite loops.

Assured Assessments

Students will complete programming projects covering while loops, for loops, and

nested loops.

Resources

3.5, 3.7.

College Board. AP Computer Science A Magpie Chatbot Lab Student Guide.

https://secure-media.collegeboard.org/digitalServices/pdf/ap/magpie-lab-student-

guide.pdf. Web.

Supplemental

CS Awesome.

Time Allotment

UNIT 5 Writing Classes

With the prior foundation of objects, classes, and several fundamental programing statements,

students in Unit 5 begin designing more complex software by creating their own classes to define

objects that perform whatever services we define; the unit explores the details of class

definitions, including the structure and semantics of methods and the scope and encapsulation of

Unit Goals

CON-1.H Compare object references using Boolean expressions in program code.

MOD-2.A Designate access and visibility constraints to classes, data, constructors, and

methods.

MOD-2.B Define instance variables for the attributes to be initialized through the

constructors of a class.

MOD-2.C Describe the functionality and use of program code through comments.

MOD-2.D Define behaviors of an object through non-void methods without parameters

written in a class.

MOD-2.E Define behaviors of an object through void methods with or without parameters

written in a class.

MOD-2.F Define behaviors of an object through non-void methods with parameters written

in a class.

MOD-3.A Designate private visibility of instance variables to encapsulate the attributes of an

object.

instructions.

cultural practices.

of hypotheses.

(ISTE) Standards.

others.

What are classes, and why are they so important in Java?

What are methods, and how are they declared?

How are methods invoked?

What are parameters, and how are they passed to, and handled by, methods?

What is the main difference between accessor methods and mutator methods?

What is method overloading?

Scope and Sequence

Creation in Java of classes, which act as blueprints for new objects, made of variables

and methods; students learn how to declare variables, how to create objects using

constructors, and how methods are used to manipulate objects once they are created.

The specifics of methods: basic structure, how they are invoked, and how data can be

sent to them and sent from them; specific attention is paid to accessor and mutator

methods, and how parameters are passed. Understanding the flow of data to and from

methods is vital.

Completion of Activity 1 of College Board’s Elevens Lab, creating a Card class that will

ultimately be used, later in the course, in a program that plays the card game “Elevens”

with the user

Assured Assessments

unit, as well as explorations in CSAwesome and CodeHS.

Resources

4.0, 4.1, 4.2, 4.3, 4.4, 4.5.

CS Awesome.

Supplemental

Time Allotment

UNIT 6 Enhancing Classes

Unit 6 explores a variety of issues related to the design and implementation of classes, including

the concept of an object reference, the static modifier, a wrapper class to help process input,

the ability to nest one class definition within another, and finally the use of an interface construct

to formalize the interaction between classes.

Unit Goals

CON-1.H Compare object references using Boolean expressions in program code.

MOD-2.G Define behaviors of a class through static methods.

MOD-2.H Define the static variables that belong to the class.

VAR-1.G Explain where variables can be used in the program code.

VAR-1.H Evaluate object reference expressions that use the keyword this.

instructions.

cultural practices.

of hypotheses.

(ISTE) Standards.

others.

What are object reference aliases, and how are they created?

How are object references passed as parameters?

What is the this reference?

What is the static modifier, and why is it needed in Java?

What is an exception, and what are the basic types of exceptions that Java displays?

What are interfaces, and how do they help interact with classes?

Scope and Sequence

Further exploration of object references, including the null reference and the this

reference; aliases are also introduced. Students are led to understand the difference

between making “copies” of an object and manipulating the copy, or getting access to the

original object and manipulating it from a different method. The difference between

using the = = operator and the equals method on objects is also covered.

Introduction of the static modifier, which allows Java to associate a variable or

method with its class rather than with an object; sample programs are explored, where

static variables and/or static methods are used.

Exceptions as a type of program error

How interfaces can be used in Java, including abstract methods, which also leads to

abstract classes; supplemental materials help students understand the differences between

abstract classes and interfaces.

Assured Assessments

Resources

5.0, 5.1, 5.2, 5.3.

CS Awesome.

Supplemental

Time Allotment

UNIT 7 Arrays, 2D Arrays, and Searching

Unit 7 focuses on data structures, which are used to represent collections of related data using a

single variable rather than multiple variables. Arrays – programming constructs that group data

into lists – and 2D arrays – most suitable to represent a table – use nested iterative statements to

traverse and access all elements.

Unit Goals

VAR-2.A Represent collections of related primitive or object reference data using one-

dimensional (1D) array objects.

VAR-2.B Traverse the elements in a 1D array.

VAR-2.C Traverse the elements in a 1D array object using an enhanced for loop.

VAR-2.F Represent collections of related primitive or object reference data using two-

dimensional (2D) array objects.

VAR-2.G For 2D array objects:

a. Traverse using nested for loops.

b. Traverse using nested enhanced for loops.

CON-2.I For algorithms in the context of a particular specification that requires the use of

array traversals:

CON-2.K Apply sequential/linear search algorithms to search for specific information in

array or ArrayList objects.

CON-2.N For algorithms in the context of a particular specification that requires the use of

2D array traversals:

IOC-1.A Explain the ethical and social implications of computing systems.

IOC-1.B Explain the risks to privacy from collecting and storing personal data on computer

systems.

stored.

3A-AP-14 Use lists to simplify solutions, generalizing computational problems instead of

repeatedly using simple variables.

instructions.

cultural practices.

of hypotheses.

(ISTE) Standards.

others.

goals.

What are arrays and 2D arrays, and why do we use them?

How are elements of arrays and 2D arrays accessed and/or manipulated?

How are arrays and elements of arrays passed as parameters?

How can knowing standard algorithms be useful when solving new problems?

What algorithms are used to search through the elements of an array or 2D array?

Scope and Sequence

Introduction of arrays: creation of them, storing data in them, and how to

access/manipulate them.

The algorithms for a sequential/linear search and a binary search, with emphasis on using

binary search when possible

2D arrays (tables, grids, or any data structures that organize elements in rows and

columns); the modification of search algorithms to work with 2D arrays is included.

Completion of Activities 1-9 of College Board’s Picture Lab, tinting images to a certain

color, creating filters to enhance different aspects of images, mirroring images over

different lines of symmetry, and using the technique of chromakey (merging pictures

using a “green screen”)

Assured Assessments

Students will complete programming projects covering arrays and 2D arrays.

Students will complete Activities 1-9 of College Board’s Picture Lab.

Resources

6.0, 6.1, 6.2, 6.6.

College Board. AP Computer Science Picture Lab Student Guide. https://secure-

media.collegeboard.org/digitalServices/pdf/ap/picture-lab-studentguide.pdf. Web.

Supplemental

CS Awesome.

Time Allotment

UNIT 8 List, ArrayLists, Selection and Insert Sorts

As composed to the arrays studied in Unit 7, the ArrayList object has a dynamic size, and the

class contains methods for insertion and deletion of elements; Unit 8 introduces students to two

methods of sorting data: selection and insertion both allow binary searching to locate elements.

Unit Goals

VAR-2.D Represent collections of related object reference data using ArrayList objects.

VAR-2.E For ArrayList objects:

a. Traverse using a for or while loop.

b. Traverse using an enhanced for loop.

CON-2.J For algorithms in the context of a particular specification that requires the use of

ArrayList traversals:

CON-2.L Apply selection sort and insertion sort algorithms to sort the elements of array or

ArrayList objects.

CON-2.M Compute statement execution counts and informal run-time comparison of sorting

algorithms.

stored.

instructions.

of hypotheses.

(ISTE) Standards.

others.

goals.

Why is it beneficial to have sorted data sets?

What are the procedural differences between the selection and insertion sorts?

What are the similarities and differences between arrays and ArrayLists?

When should a programmer use an ArrayList instead of an array?

Scope and Sequence

The algorithms for the selection and insertion sorts, which result in sorted data that will

enable the binary search method, which is more efficient than the sequential/linear search

method

The ArrayList class, which contains methods allowing the management of

ArrayList objects, which change size as needed, and with elements that can be

inserted and removed; many in-class examples are explore to gain practice with

ArrayLists.

Completion of Activities 2-4 of College Board’s Elevens Lab, creating a deck of cards

and shuffling the deck by removing and inserting Card objects within the Deck

ArrayList

Assured Assessments

Students will complete programming projects covering ArrayLists.

Students will complete Activities 2-4 of College Board’s Elevens Lab.

Resources

6.3, 6.4, 6.7.

CS Awesome.

Supplemental

Time Allotment

UNIT 9 Inheritance

Unit 9 explains inheritance, a fundamental technique for organizing and creating classes.

Students explore how classes can be related to form inheritance hierarchies and how these

relationships allow one to create polymorphic references; students also revisit the concept of a

formal Java interface and abstract classes.

Unit Goals

MOD-3.B Create an inheritance relationship from a subclass to the superclass.

MOD-3.C Define reference variables of a superclass to be assigned to an object of a subclass

in the same hierarchy.

MOD-3.D Call methods in an inheritance relationship.

MOD-3.E Call Object class methods through inheritance.

stored.

instructions.

cultural practices.

of hypotheses.

(ISTE) Standards.

others.

goals.

How are new classes derived from existing ones?

What is software reuse, and how is it connected to inheritance?

How are methods in child classes added and/or modified?

What are class hierarchies, and how do they help with creating classes?

What is polymorphism, and how is it used?

Scope and Sequence

Exploration of the topic of inheritance: creating a new class from existing ones. The

proper vocabulary is stressed: “base class,” “superclass,” “parent class,” “derived class,”

“subclass,” and “child class.” Students practice identifying and creating these classes

using CSAwesome and other digital materials. Class hierarchies are also introduced to

help students understand the concept of inheritance.

Related to the study of inheritance, the tracing of many sample programs to show the

extent of when and where to override methods

The concept of polymorphism, which appears frequently when using inheritance; the

focus is object references, and how to create polymorphic references that can refer to

different types of objects at different times.

Global strategies to help plan for the use of inheritance and polymorphism, for the most

elegant programs possible

Completion of Activities 6-9 of College Board’s Elevens Lab, completing programming

the game by using inheritance and polymorphism

Assured Assessments

Students will complete Activities 6-9 of College Board’s Elevens Lab.

Students will complete programming projects covering inheritance and polymorphism.

Resources

7.0, 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7.

CS Awesome.

Supplemental

Time Allotment

UNIT 10 Recursion, Merge, and Quick Sorts

Unit 10 provides an introduction to recursive programming, which provides elegant solutions to

certain problems.

Unit Goals

CON-2.O Determine the result of executing recursive methods

CON-2.P Apply recursive search algorithms to information in String, 1D array, or

ArrayList objects.

CON-2.Q Apply recursive algorithms to sort elements of array or ArrayList objects.

stored.

instructions.

of hypotheses.

3B-AP-13 Illustrate the flow of execution of a recursive algorithm.

(ISTE) Standards.

others.

What is recursion?

What are the main components of a recursive method?

What is infinite recursion, and how can it be avoided?

When should recursion be used or not used?

How can recursion be used in sorting data?

Scope and Sequence

Significant in-class tracing of examples of recursion using CSAwesome and CodeHS;

subsequent time writing recursive methods in class and on CodingBat

The merge and quick sort methods to sort data, each of which uses recursion to complete

the same task as the previously-studied selection and insertion sorting methods; however,

since they use recursion, the programming is more elegant.

Assured Assessments

Students will complete programming projects covering recursion.

Resources

8.0, 8.1, 8.2, 8.3.

CS Awesome.

Time Allotment

UNIT 11 College Board Examination Preparation

Unit 11 focuses on the details of the College Board Examination in Advanced Placement

Computer Science Principles; its goals are all the goals of the prior units.

What is the format, style, and length of the College Board Examination in Advanced

Placement Computer Science A?

What is the AP CSA Java Quick Reference Sheet, and how can I successfully use it?

How are free-response questions scored on the AP CSA College Board Examination?

Scope and Sequence

Review of many examples from prior, released AP CSA College Board Examinations,

including multiple-choice questions and free-response questions

Scoring and discussion of sample responses from prior, released AP CSA College Board

Examinations

Assured Assessments

Students will complete several in-class assignments/activities based on prior, released AP

CSA College Board Examinations, including multiple-choice questions and free-response

questions

Students will participate in a full released AP CSA College Board Examination.

Resources

Computer Science. 3rd ed. Upper Saddle River, NJ: Prentice Hall, 2010. Print.

Supplemental

CS Awesome.

Teukolsky, Roselyn. Barron’s AP Computer Science A. 8th ed. Hauppauge, NY: Barron’s,

2018. Print.

Time Allotment

UNIT 12 Graphics

In Unit 12, students put all of the skills they have learned during the course to use with graphics;

though this topic is not part of the College Board framework for AP Computer Science A, it

allows students to branch out and apply and adapt their prior knowledge.

Unit Goals

instructions.

cultural practices.

of hypotheses.

(ISTE) Standards.

others.

goals.

ISTE Global Collaborator Students use digital tools to broaden their perspectives and

(Standard 7) enrich their learning by collaborating with others and

working effectively in teams locally and globally.

What are applets?

What is a GUI?

How are algorithms adapted to create graphics and interactive objects on the screen?

Scope and Sequence

Introduction to some of the graphical elements of Java; by examining programs from the

textbook, students apply and adapt the Java skills learned in the course to create different

graphical projects, and learn new programming skills as necessary.

Assured Assessments

Students will complete programming projects covering graphics, applets, dialog boxes,

and different types of buttons.

Resources

Computer Science. 3rd ed. Upper Saddle River, NJ: Prentice Hall, 2010. Print. Chps. 1.5,

2.11, 2.12, 3.9, 4.6, 4.7, 5.5, 5.6, 5.7, 6.8, 6.9.

Time Allotment

COURSE CREDIT

One credit in STEM

One class period daily for a full year

PREREQUISITES

Successful completion of ACP Algebra II, or concurrent enrollment in ACP Algebra II with

Department Chair permission.

SUPPLEMENTARY MATERIALS/RESOURCES/TECHNOLOGY

Department- and teacher-prepared materials

College Board website including past Advanced Placement Computer Science A tests

CURRENT REFERENCE

College Board: Advanced Placement Computer Science A:

https://apcentral.collegeboard.org/courses/ap-computer-science-a?course=ap-computer-

science-a

ASSURED STUDENT PERFORMANCE RUBRICS

Trumbull High School School-Wide Writing Rubric (attached)

Trumbull High School School-Wide Problem-Solving Rubric (attached)

Trumbull High School School-Wide Independent Learning and Thinking Rubric (attached)

Trumbull High School School-Wide Writing Rubric

Category/

Weight Exemplary

4 Student work:

Goal 3

Student work:

Working Toward Goal 2

Student work:

Needs Support 1-0

Student work:

Purpose X_______

Establishes and

maintains a clear

purpose Demonstrates an

insightful

understanding of

audience and task

Establishes and

maintains a purpose Demonstrates an

accurate awareness

of audience and task

Establishes a purpose Demonstrates an

awareness of audience

and task

Does not establish a

clear purpose Demonstrates

limited/no

awareness of

audience and task

Organization X_______

Reflects sophisticated

organization throughout Demonstrates logical

progression of ideas Maintains a clear focus Utilizes effective

transitions

Reflects

organization

throughout Demonstrates

logical progression

of ideas Maintains a focus Utilizes transitions

Reflects some

progression of ideas at

times Maintains a vague focus May utilize some

ineffective transitions

Reflects little/no

organization Lacks logical

progression of ideas Maintains little/no

focus Utilizes ineffective

or no transitions

Content X_______

Is accurate, explicit,

and vivid Exhibits ideas that are

highly developed and

enhanced by specific

details and examples

Is accurate and

relevant Exhibits ideas that

are developed and

supported by details

and examples

May contain some

inaccuracies Exhibits ideas that are

partially supported by

Is inaccurate and

unclear Exhibits limited/no

ideas supported by

specific details and

examples

Use of

Language X_______

Demonstrates excellent

use of language Demonstrates a highly

effective use of

standard writing that

enhances

communication Contains few or no

errors. Errors do not

detract from meaning

Demonstrates

competent use of

language Demonstrates

effective use of

standard writing

conventions Contains few errors

Most errors do not

detract from

meaning

Demonstrates use of

language Demonstrates use of

standard writing

conventions Contains errors that

Demonstrates

limited competency

in use of language Demonstrates

limited use of

standard writing

make it difficult to

determine meaning

Trumbull High School School-Wide Problem-Solving Rubric

Category/

Weight Exemplary

4 Goal

3 Working Toward

Goal 2

Needs Support 1-0

Understanding X_______

Student demonstrates

clear understanding of

the problem and the

complexities of the

sufficient

understanding of the

problem and most of

the complexities of

the task

some understanding

of the problem but

requires assistance to

complete the task

limited or no

fundamental problem

after assistance with

the task

Research X_______

Student gathers

compelling

information from

multiple sources

including digital, print,

and interpersonal

Student gathers

sufficient

information from

multiple sources

including digital,

print, and

interpersonal

Student gathers some

information from

few sources

including digital,

print, and

interpersonal

Student gathers

limited or no

information

Reasoning and

Strategies X_______

strong critical thinking

skills to develop a

comprehensive plan

integrating multiple

strategies

sufficient critical

thinking skills to

develop a cohesive

plan integrating

strategies

Student

demonstrates some

critical thinking

skills to develop a

plan integrating

some strategies

limited or no critical

thinking skills and no

Final Product

and/or

Presentation X_______

Solution shows deep

problem and its

components Solution shows

extensive use of 21st-

century technology

skills

Solution shows

sufficient

problem and its

sufficient use of 21st-

century technology

skills

Solution shows some

problem and its

components Solution shows some

use of 21st-century

technology skills

Solution shows

limited or no

problem and its

limited or no use of

21st-century

technology skills

Trumbull High School School-Wide

Independent Learning and Thinking Rubric

Category/

Weight Exemplary

4 Goal

3 Working Toward

Goal 2

Needs Support 1-0

Proposal X_______

Student demonstrates a

strong sense of

initiative by generating

compelling questions,

creating uniquely

original projects/work

initiative by

generating

appropriate

questions, creating

original

projects/work

Student

demonstrates some

initiative by

generating questions,

creating appropriate

projects/work

limited or no

initiative by

generating few

questions and creating

projects/work

Independent

Research &

Development X_______

Student is analytical,

insightful, and works

independently to reach

a solution

Student is analytical,

and works

productively to reach

a solution

Student reaches a

solution with

direction

Student is unable to

reach a solution

without consistent

assistance

Presentation of

Final Product X_______

Presentation shows

compelling evidence of

an independent learner

and thinker Solution shows deep

problem and its

extensive and

appropriate application

of 21st-century skills

Presentation shows

clear evidence of an

independent learner

and thinker Solution shows

adequate

problem and its

adequate application

of 21st-century skills

Presentation shows

some evidence of an

independent learner

and thinker Solution shows some

problem and its

components Solution shows some

application of 21st-

century skills

Presentation shows

limited or no

evidence of an

independent learner

and thinker Solution shows

limited or no

problem and its

limited or no

application of 21st-

century skills

Report to the Board of Education Regular Meeting – October 29, 2019 Dr. Budd Agenda Item – III-E-2 Approval/Curriculum Guide

Before any new curriculum is approved for inclusion in the Trumbull Public School program of studies, the Curriculum Committee of the Board of Education reviews its content and appropriateness. This Committee, consisting of Board members Marie Petitti, Lucinda Timpanelli, and Michael Ward, under the coordination of Jonathan S. Budd, Ph.D., Assistant Superintendent, then makes its recommendation to the full Board. Based on the Curriculum Committee’s meeting on October 23, 2019, the Board of Education will be asked to adopt a new curriculum guide for use at Trumbull High School for the 2019-20 school year, as noted below. Advanced Placement French Language & Culture provides students the opportunity to develop their oral/aural proficiency in French through intensive weekly use of the Language Lab, impromptu conversations, and prepared presentations in class. Course content will reflect the six themes of the AP curriculum and exam: Contemporary Life, Personal and Public Identities, Families and Communities, Science and Technology, Global Challenges, and Beauty and Aesthetics. Students will develop and integrate the skills for impersonal writing, presentational writing, interpersonal conversation and presentational speaking into each theme.

Recommendation: Approve the following curriculum guides: Advanced Placement French Language & Culture

Advanced Placement French Language & Culture Property of Trumbull Public Schools

Trumbull, Connecticut

ADVANCED PLACEMENT FRENCH

LANGUAGE & CULTURE

Grade 12

World Languages Department

(Last revision date: 2011)

Curriculum Writing Team

Susanna Lavorgna-Lye Department Chair

Shaun Liebeskind Teacher

Jonathan S. Budd, Ph.D., Assistant Superintendent of Curriculum, Instruction, & Assessments

Advanced Placement French Language & Culture Property of Trumbull Public Schools 1

Advanced Placement French Language & Culture

Grade 12

Table of Contents

Core Values & Beliefs ............................................................................................... 2

Introduction & Philosophy ......................................................................................... 2

Course Goals ............................................................................................................... 2

Course Enduring Understandings ............................................................................... 6

Course Essential Questions ......................................................................................... 6

Course Knowledge & Skills........................................................................................ 6

Course Syllabus ......................................................................................................... 7

Unit 1: La famille et la communauté (Families and Communities) ........................... 9

Unit 2: La science et la technologie (Science and Technology) ................................ 13

Unit 3: L’esthétique (Beauty and Aesthetics) ............................................................ 17

Unit 4: La vie contemporaine (Contemporary Life) .................................................. 21

Unit 5: Les défis mondiaux (Global Challenges) ....................................................... 25

Unit 6: La quête de soi (Personal and Public Identities) ............................................ 28

Unit 7: Passion Project: Senior Capstone .................................................................. 32

Course Credit ............................................................................................................. 34

Prerequisites ............................................................................................................... 34

Teacher Resources ..................................................................................................... 34

Assured Student Performance Rubrics ...................................................................... 35

The Trumbull Board of Education will continue to take Affirmative Action to ensure that no

persons are discriminated against in any of its programs.

CORE VALUES AND BELIEFS

The Trumbull High School community engages in an environment conducive to learning which

believes that all students will read and write effectively, therefore communicating in an

articulate and coherent manner. All students will participate in activities that present problem-

solving through critical thinking. Students will use technology as a tool applying it to decision

making. We believe that by fostering self-confidence, self-directed and student-centered

activities, we will promote independent thinkers and learners. We believe ethical conduct to

be paramount in sustaining the welcoming school climate that we presently enjoy.

Approved 8/26/2011

INTRODUCTION & PHILOSOPHY

Advanced Placement French Language & Culture is designed for the highly motivated French

language student who wishes to pursue an in-depth course in which all language skills –

listening, speaking, reading, writing, and culture – are addressed through activities, assessments,

and authentic documents, media, and literary texts. The three modes of communication –

Interpersonal, Interpretive, and Presentational – as described in the 2015 ACTFL (American

Council on the Teaching of Foreign Languages) World-Readiness Standards for Learning

Languages are evidenced in each of the six identified curricular themes: Contemporary Life,

Personal and Public Identities, Families and Communities, Science and Technology, Global

Challenges, and Beauty and Aesthetics. Subthemes exist within each theme as well as across

themes. These themes provide the language and content that students will use to practice the

three modes of communication, and, even more specifically, the thirteen task models they will

encounter on the Advanced Placement Examination.

The basic components of the course include discussions, presentations, weekly Language Lab

activities, grammar overview and practice activities, authentic literary and journalistic readings,

authentic French media and broadcasts, and assigned and spontaneous conversations, e-mails,

and compositions. All communication and instruction, whether teacher to student, student to

teacher, or student to student, is in French at all times. The student will communicate in French

at an advanced level, using advanced vocabulary and syntax in oral and written presentations.

Students are encouraged to take the Advanced Placement Examination in May.

COURSE GOALS

The following standards derive from the 2015 American Council on the Teaching of Foreign

Languages World-Readiness Standards for Learning Languages.

At the completion of this course, students will:

Interpersonal Communication (Standard 1.1) Interact and negotiate meaning in

spoken, signed, or written

conversations to share information,

reactions, feelings, and opinions.

Interpretive Communication (Standard 1.2) Understand, interpret, and analyze

what is heard, read, or viewed on a

variety of topics.

Presentational Communication (Standard 1.3) Present information, concepts, and

ideas to inform, explain, persuade,

and narrate on a variety of topics

using appropriate media and

adapting to various audiences of

listeners, readers, or viewers.

Cultures: Relating Cultural Practices to Perspectives Use the language to investigate,

(Standard 2.1) explain, and reflect on the

relationship between the practices

and perspectives of the cultures

studied.

Cultures: Relating Cultural Products to Perspectives Use the language to investigate,

(Standard 2.2) explain, and reflect on the

relationship between the products

and perspectives of the cultures

studied.

Connections: Making Connections (Standard 3.1) Build, reinforce, and expand their

knowledge of other disciplines while

using the language to develop critical

thinking and to solve problems

creatively.

Connections: Acquiring Information and Diverse Access and evaluate information and

Perspectives (Standard 3.2) diverse perspectives that are

available through the language and

its cultures.

Comparisons: Language Comparisons (Standard 4.1) Use the language to investigate,

explain, and reflect on the nature of

language through comparisons of the

language studied and their own.

Comparisons: Cultural Comparisons (Standard 4.2) Use the language to investigate,

explain, and reflect on the concept of

culture through comparisons of the

cultures studied and their own.

The following course goals derive from the 2010 Connecticut Core Standards.

CCS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support

analysis of what the text says explicitly as well as

inferences drawn from the text, including determining

where the text leaves matters uncertain.

CCS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text

and analyze their development over the course of the

text, including how they interact and build on one

another to produce a complex account; provide an

objective summary of the text.

CCS.ELA-Literacy.RL.11-12.10 By the end of grade 12, read and comprehend literature,

including stories, dramas, and poems, at the high end of

the grades 11-CCR text complexity band independently

and proficiently.

CCS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support

analysis of what the text says explicitly as well as

inferences drawn from the text, including determining

where the text leaves matters uncertain.

CCS.ELA-Literacy.RI.11-12.4 Determine the meaning of words and phrases as they

are used in the text, including figurative, connotative,

and technical meanings; analyze how an author uses

and refines the meaning of a key term of terms over the

course of a text (e.g., how Madison defines faction in

Federalist No. 10).

CCS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information

presented in different media or formats (e.g., visually,

quantitatively) as well as in words in order to address a

question or solve a problem.

CCS.ELA-Literacy.RI.11-12.10 By the end of grade 12, read and comprehend literary

nonfiction at the high end of the grades 11-CCR text

complexity band independently and proficiently.

CCS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and

convey complex ideas, concepts, and information

clearly and accurately through the effective selection,

organization, and analysis of content.

CCS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the

development, organization, and style are appropriate to

task, purpose, and audience.

CCS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning,

revising, editing, rewriting, or trying a new approach,

focusing on addressing what is most significant for a

specific purpose and audience.

CCS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce,

publish, and update individual or shared writing

products in response to ongoing feedback, including

new arguments or information.

CCS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research

projects to answer a question (including a self-

generated question) or solve a problem; narrow or

broaden the inquiry when appropriate; synthesize

multiple sources on the subject, demonstrating

understanding of the subject under investigation.

CCS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of

collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grades 11-12

topics, texts, and issues, building on others’ ideas and

expressing their own clearly and persuasively.

CCS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence,

conveying a clear and distinct perspective, such that

listeners can follow the line of reasoning, alternative or

opposing perspectives are addressed, and the

organization, development, substance, and style are

appropriate to purpose, audience, and a range of formal

and informal tasks.

CCS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual,

graphical, audio, visual, and interactive elements) in

presentations to enhance understanding of findings,

reasoning, and evidence and to add interest.

The following standards derive from the 2016 International Society for Technology in Education

Standards.

ISTE Knowledge Students critically curate a variety of resources using digital tools to

Constructor construct knowledge, produce creative artifacts, and make meaningful

(Standard 3) learning experiences for themselves and others.

ISTE Creative Students communicate clearly and express themselves creatively for a

Communicator variety of purposes using the platforms, tools, styles, formats, and digital

(Standard 6) media appropriate to their goals.

COURSE ENDURING UNDERSTANDINGS

Students will understand that . . .

their knowledge of French connects them to the world around them.

communities differ in societies around the world.

they can deeply understand and appreciate the products, practices, and perspectives of

French-speaking cultures.

speaking a second language connects them to societal issues around the globe.

COURSE ESSENTIAL QUESTIONS

How do political and social issues affect societies throughout the world?

How do societies develop over time?

How do societies and individuals define quality of life?

How is contemporary life influenced by cultural products, practices, and perspectives?

How do language and culture influence identity?

How do individuals contribute to the well-being of communities?

COURSE KNOWLEDGE & SKILLS

Students will know . . .

necessary French vocabulary related to the themes of global challenges, science and

technology, contemporary life, personal and public identities, family and societies,

and beauty and aesthetics.

the grammar required to discuss in French the themes of global challenges, science

and technology, contemporary life, personal and public identities, family and

societies, and beauty and aesthetics, including, but not limited to, the present tense,

the past tense, the imperfect tense, the future tense, the conditional tense, and the

subjunctive mood.

transition words and phrases in French.

Students will be able to . . .

engage in spoken interpersonal communication in French.

engage in written interpersonal communication in French.

synthesize information from a variety of authentic French audio, visual, and

audiovisual resources.

synthesize information from a variety of authentic French written and print resources.

plan, produce, and present spoken presentational communications in French.

plan and produce written presentational communications in French.

COURSE SYLLABUS

Course Name

Advanced Placement French Language & Culture

Advanced Placement

Prerequisites

Honors French IV or teacher recommendation based on outstanding performance in ACP

French IV

Materials Required

General Description of the Course

This course follows the ACTFL (American Council on the Teaching of Foreign

Languages) Guidelines and National Standards for Learning Language. This course

provides the students the opportunity to follow the suggested curriculum in preparation

for the Advanced Placement Examination in French Language and Culture. The students

will develop their oral/aural proficiency through intensive weekly use of the Language

Lab, impromptu conversations, and prepared presentations in class. Course content will

reflect the six themes of the AP curriculum and exam: Contemporary Life, Personal and

Public Identities, Families and Communities, Science and Technology, Global

Challenges, and Beauty and Aesthetics. Students will develop and integrate the skills for

impersonal writing, presentational writing, interpersonal conversation and presentational

speaking into each theme. Students will be encouraged to take the Advanced Placement

Examination. Students are encouraged to join the French Club. Summer work packets

and other culturally specific assignments will be assigned during the summer vacation.

Assured Assessments

Formative assessments can include, but are not limited to:

Essay/letter to admissions committee of l’Institut Diambars (Unit 1)

Simulated conversation between an American and a French exchange student (Unit 1)

Recorded cultural comparison regarding genetically-modified foods (Unit 2)

Formal e-mail to NASA (Unit 2)

Oral and visual presentation on famous architectural structure in the French-speaking

world (Unit 3)

Simulated job interview for an internship post (Unit 4)

Video related to type 2 diabetes (Unit 5)

Oral presentation related to family (Unit 6)

Authentic French reading and text-based questions (Unit 7)

Oral presentation on qualities for a friend or boyfriend/girlfriend (Unit 1)

Context quizzes (Units 1, 2, 3, 4, 5, 6)

Oral and visual presentation based on survey of peers and adults on digital technology

(Unit 2)

Philosophical essay related to beauty (Unit 3)

Preparation and presentation of proposal for a foundation grant to build a new

regional school (Unit 4)

Persuasive essay related to the environment (Unit 5)

Persuasive essay on the topic of language and identity (Unit 6)

Capstone project (Unit 7)

Core Texts

Delfosse, Geneviève, Elaine Kurbegov, and Parthena Draggett. Thèmes: AP French

Language and Culture. Boston: Vista, 2016. Print.

Ladd, Richard. AP French: Preparing for the Language and Culture Examination. New

York: Pearson, 2011. Print.

UNIT 1 La famille et la communauté (Families and Communities)

The following contexts and subthemes are recommended for this unit:

La structure familiale à travers le temps (Family Structures)

L’enfance et l’adolescence (Childhood and Adolescence)

L’amitié et l’amour (Love and Friendship)

Les rapports sociaux (Social Relationships / Age and Class)

Les coutumes (Customs and Ceremonies)

La citoyenneté (Citizenship)

Unit Goals

ACTFL Interpretive Communication Interact with a variety of French texts in order to

(Standard 1.2) understand what is heard, read, or viewed on

various topics related to families and communities.

collaborative discussions (one-on-one, in groups,

and teacher-led) with diverse partners on topics,

texts, and issues related to French families and

communities, building on others’ ideas and

ACTFL Interpersonal Communication Write an e-mail reply to a French high student

(Standard 1.1) wishing to study at Trumbull High School,

CCS.ELA-Literacy.W.11-12.4 responding to all questions posed using the

appropriate style, organization, and register.

ACTFL Presentational Communication Research a volunteer organization in France or

(Standard 1.3) other French-speaking country, explain its work,

CCS.ELA-Literacy.W.11-12.7 and compare it to an organization in their own

CCS.ELA-Literacy.SL.11-12.4 community, presenting findings to the class.

ACTFL Comparisons: Cultural Read the text Créches et écoles maternelles and

Comparisons (Standard 4.2) record a two-minute cultural comparison on the

similarities and differences of early childhood

education in the United States and featured

countries in the French-speaking world.

ACTFL Interpersonal Communication Initiate and participate effectively in French in an

(Standard 1.1) online thread discussion on social media and its

CCS.ELA-Literacy.SL.11-12.1 effects on friendship, building on others’ ideas and

expressing their own.

ACTFL Interpersonal Communication Work effectively in small groups to discuss in

(Standard 1.1) French, and then create a written list in French on,

CCS.ELA-Literacy.SL.11-12.1 the rights and responsibilities of citizenship, sharing

lists with the class to allow for further discussion

and debate.

ACTFL Interpretive Communication Read L’Étudiant Étranger, along with other texts,

(Standard 1.2) and respond to analysis questions for discussion.

ISTE Knowledge Constructor Apply digital tools to gather, evaluate, and use

(Standard 3) information to learn about French families and

communities.

What constitutes a family in different societies?

How do individuals contribute to the well-being of communities?

How do the roles that families and communities assume differ in societies around the

world?

Scope and Sequence

Vocabulary related to education, extracurricular activities, volunteer work, friendship,

social relationships, love, phases of life, generations, family life and relationships,

gentrification, customs and ceremonies, and expectations and responsibilities of

citizenship

Reading of article “L’Institut Diambars: Première structure de sports études” and viewing

of youtube video on the same topic, with answering of comprehension questions on both

sources

Reading of article “Une jeunesse solidaire” with its accompanying graphs to explain why

French youth volunteer and in what sectors

Surveying of students’ classmates on their own volunteer activities, and discussion of the

results

Reading and responding to an e-mail asking the student to volunteer for a community

association

Research of a volunteer organization in a French-speaking country, explanation of its

work, and comparison of it and an organization in the students’ own community

Reading of Crèches et écoles maternelles and completion of a T-Chart of cultural

comparisons, with modeling and guided instruction

Completion of a chart focusing on life stages, influential people at each stage, and

activities and interests defining that stage, with class discussion following

Listening to and analyzing the lyrics of the song “Mes vingt ans” de Charles Aznavour,

focusing on how our perspective on life changes as we age

Reading of article “Facebook a-t-il détruit l’amitié,” with answering of comprehension

questions

Responding to an online prompt on Google Classroom asking students to state their

views on social media and friendship; students will comment on at least one additional

post, explaining why they agree or disagree with the post, and will use key vocabulary to

highlight speaker points and to note their agreement or disagreement.

Reading of extracts from Cyrano de Bergerac, and answering of comprehension

questions

Responding to an online prompt on Google Classroom asking students to explain whether

intelligence or beauty is more important in love; students will comment on at least one

other post and explain why they agree or disagree with the post.

Listening to audio “L’amitié,” and answering of comprehension questions.

Reading of “La Saint-Valentin en Algérie” and completion of a T-Chart of cultural

comparison, recording response in Language Lab

Reading of L’Étudiant Étranger, and responding to comprehension questions.

Responding to an e-mail from a French high school student who wishes to study at

Trumbull High School the next year

Creation of a dialogue between an American and a French exchange student focusing on

his/her academic and social integration

Reading of “Comment Chloé et Dimitri ont adopté une grand-mère”

Listening to an audio selection on gentrification, and responding to comprehension

questions

Students will assume the roles of city council members, project developers, local business

owners, and neighborhood residents to discuss and debate whether a historic theater

should be abolished to make way for an apartment complex.

Reading of “La cérémonie du thé” as well as viewing of two youtube videos on the

Moroccan tea ceremony; students will answer comprehension questions on both the

written and visual sources to include the comparisons of both.

Reading “Le Carnaval” as well as viewing of youtube videos on the different carnival

activities in the French-speaking world; students will take notes on each carnival and

complete a Venn diagram noting similarities and differences, and will then record a

cultural comparison in the Language Lab explaining how carnaval is celebrated in

different places around the world.

Creation, in small groups, of a list on the rights and responsibilities of citizenship, and

discussion and comparison of students’ lists with those of the rest of the class

Examination of statistics (i.e., graphs), and discussion of French demography and the

family structure and how it is changing

Research of the demography and family structure of another French-speaking country,

and comparison of it to that of France

Assured Assessments

Formative Assessment:

After reading an article and viewing a video on l’Institut Diambars, students will assume the role

of an applicant to the school, and write an essay/letter to the admissions committee explaining

their motivation for applying and why they would be a good fit. This writing will be scored using

the THS School-Wide Writing Rubric and will count in the informal assessments category of the

gradebook.

Students will also conduct a simulated conversation between an American and a French

exchange student focusing on his/her academic and social integration. This assignment will be

graded using the THS World Languages Interpersonal Speaking Rubric and will count as a

formal assessment in the gradebook.

Having worked with print and audio texts on love and friendship, students will give an oral

presentation explaining what qualities they look for in a friend or boyfriend/girlfriend. They will

also explain which of these qualities is most important and why. Following their initial

presentation, students will respond to questions from their classmates. This assignment will be

graded using the THS World Languages Presentational Speaking Rubric and will count as a

formal assessment in the gradebook.

Students will take a context quiz for contexts 1 and 2 (and later, for contexts 3 and 4) to include

vocabulary, comprehension questions from print and audio texts, and two short essay questions.

Essays will be graded using the THS School-Wide Writing Rubric. Each context quiz will count

as a formal assessment in the gradebook.

Resources

Supplemental

Thèmes online resources

Le Point du FLE. https://www.lepointdufle.net/. Web.

TV5Monde. http://www.tv5monde.com/. Web.

Time Allotment

Approximately 5 weeks

UNIT 2 La science et la technologie (Science and Technology)

La technologie et ses effets sur la société (Technology and Its Effects on Society)

Les découvertes et les inventions (Discoveries and Inventions)

Les choix moraus (Ethics)

Droits d’auteur et communication (Copyright and Communication)

La recherché et ses nouvelles frontiers (New Research Frontiers)

L’avenir de la technologie (The Future of Technology)

Unit Goals

various topics related to science and technology.

texts, and issues related to French science and

technology, building on others’ ideas and

ACTFL Interpersonal Communication Write an e-mail to NASA explaining why they

(Standard 1.1) would be a good candidate for a mission to Mars.

CCS.ELA-Literacy.W.11-12.4 Write an organized and coherent essay in French

explaining their position on the following topic:

Vacation Unplugged? For or against?

ACTFL Presentational Communication Survey peers and adults on their use of technology

(Standard 1.3) and social media, and summarize their findings in

CCS.ELA-Literacy.W.11-12.4 an oral presentation in French with visual supports.

CCS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in French in an

online debate on a current technology issue (e.g.,

Does the Internet make us more or less social),

building on others’ ideas and expressing their own

clearly and persuasively.

CCS.ELA-Literacy.W.11-12.6 Use technology to produce a rebuttal argument to an

online debate after reading multiple media sources

in response to ongoing feedback, including new

arguments or information.

CCS.ELA-Literacy.SL.11-12.5 Use digital technology to create a one-minute car

ISTE Knowledge Constructor commercial in French featuring the ideal car; the

(Standard 3) car can be an existing car, or one of their own

design, but the commercial should clearly indicate

why the car is ideal.

ACTFL Cultures: Relating Cultural Compare attitudes toward and usage of genetically-

Practices to Perspectives (Standard 2.1) modified foods both within various French-

ACTFL Comparisons: Cultural speaking countries and the United States.

Comparisons (Standard 4.2)

How do developments in science and technology affect our lives?

What factors have driven innovation and discovery in the fields of science and

technology?

What role does ethics play in scientific advancement?

Scope and Sequence

Vocabulary related to technology, including terms associated with scientists, scientific

research, the digital world, social networks, and problems and challenges with progress

and research

Discussion of one’s relationship with science and technology and whether scientific

progress and technology bring us further together or apart

Reading and discussion of “Smartphones: plus on est accro, moins on réussit ses études”

Viewing and discussion of slideshow: “Les pratiques numériques médiatiques des jeunes

(mars 2012)”

Discussion of students’ own practices to those presented in the slideshow

Reading and discussion of “Le smartphone et la triche”

Viewing and discussion of “Pour ou contre le portable à l’école (1jour1actu)”

Discussion and activities related to songs “Prière cathodique (Mes Aïeux)” and “Mon

précieux (Soprano)”: Does the Internet and social media make us less social? Are we

substituting virtual interactions for personal ones?

Responding to discussion questions on both songs (including comparisons) on Google

Classroom, commenting on at least one classmate’s post to explain agreement or

disagreement

Oral presentation: How can we use smartphones and other technologies and still maintain

balance in our lives? (Guidelines for usage and rationale may be presented.)

Listening to audio “Jusqu’où Facebook peut aller dans l’intrusion?” and responding to

comprehension questions

Discussion of pros and cons of social networks

Persuasive essay: Vacation Unplugged: For or against?

Reading of “Un jeune Camerounais invente le Cardiopad,” and responding to related

textbook questions

Reading of “De la Terre à la Lune,” and responding to related textbook questions

Listening to audio “À quoi ressemblera la voiture du futur?” and responding to

Creation of a one-minute commercial featuring the ideal car

Reading “Vérone Mankou fait coup double!” and completion of T-Chart for cultural

comparison and recording of response in Language Lab

Reading of “L’éthique du développement durable” and responding to related textbook

questions

Listeniong to audio “Les jeux vidéo rendent-ils violent ?” and responding to

Viewing of two Youtube videos on GMOs (Genetically-Modified Organisms), with

notes, and responses to comprehension questions

Reading of “Les OGM, qu’est-ce que c’est?” and completion of T-Chart for cultural

Reading of “Le droit d’auteur,” and responding to related comprehension questions

Listening to audio “Données personelles et réseaux sociaux,” and responding to related

Discussion of what can be done to protect one’s personal data

Completion of Venn diagram comparing efforts to protect personal data in Europe and

the United States

Reading of “Chacun son portable,” and completion of T-Chart for cultural comparison

and recording of response in Language Lab

Interpretation of data charts and responding to comprehension questions on research and

development in Canada and climate change

Assured Assessments

Students will prepare and record a cultural comparison in the Language Lab regarding the usage

of and attitudes toward genetically-modified foods in a French-speaking country and the United

States. This assignment will be graded using the THS World Language Presentational Rubric and

will count as a formal assessment in the gradebook.

Students will also write a formal e-mail to NASA explaining why they would be a good

candidate for a mission to Mars. This assignment will be graded using the THS School-Wide

Writing Rubric and will count as a formal assessment in the gradebook.

Students will create a survey instrument on digital technology and social media usage that they

will use to survey at least five peers and five adults. Students will create a visual presentation

such as a PowerPoint to summarize the results and explain the existence of generational

differences or lack thereof. They will use this visual support to orally explain their findings to the

class. At the end of their presentation, students will respond to questions from their classmates.

The presentation will be assessed using the THS World Languages Presentational Speaking

Rubric with added visual component, and will count as a grade in the formal assessments

category of the gradebook.

Resources

Supplemental

Time Allotment

UNIT 3 L’esthétique (Beauty and Aesthetics)

Le beau (Ideals of Beauty)

Le patrimoine (Cultural Heritage)

L’architecture (Architecture)

Les arts littéraires (Literary Arts)

La mode et le design (Fashion and Design)

Les arts visuels (Visual Arts)

La musique et les arts du spectacle (Music and the Performing Arts)

Unit Goals

various topics related to beauty and aesthetics.

texts, and issues related to French beauty and

aesthetics, building on others’ ideas and expressing

their own clearly and persuasively.

CCS.ELA-Literacy.SL.11-12.4 Develop a questionnaire and survey peers and

adults on what beauty means to them, the role they

think the media plays in defining standards of

beauty, and how that image affects self-esteem

(Any common themes? Any generational

differences?), and discuss survey results in small

groups.

ACTFL Interpersonal Communication Debate the question “Should society give a person a

(Standard 1.1) second chance once the person has served his/her

jail time, or adopt the viewpoint of Inspector Javert

(once a criminal, always a criminal)?”

CCS.ELA-Literacy.RL.11-12.1 Write a well-organized analytical essay in French

CCS.ELA-Literacy.RL.11-12.2 citing evidence from multiple texts to explain the

CCS.ELA-Literacy.RL.11-12.10 relationship between a given definition of beauty

and self-esteem.

ISTE Knowledge Constructor Use digital tools to research, prepare, and present

(Standard 3) in French an oral and visual presentation on a

famous architectural structure from the French-

speaking world and the architect who created it.

ACTFL Presentational Communication Prepare and deliver an oral and visual presentation

(Standard 1.3) in French on what beauty/the beautiful is to them

(e.g., nature, art, music, etc.) and why.

ACTFL Comparisons: Cultural Prepare and record a cultural comparison in the

Comparisons (Standard 4.2) Language Lab examining the factors that determine

the concept of beauty in the United States and a

French-speaking country.

How are perceptions of beauty and creativity established?

How do ideals of beauty and aesthetics influence daily life?

How do the arts both challenge and reflect cultural perspectives?

Scope and Sequence

Vocabulary related to beauty, fashion, self-image, literary arts, visual arts, and the

performing arts

Introductory reading on the evolving notion of beauty: “‘De la Grèce antique à nos jours’:

la notion des canons de beauté dans l’histoire” and responding to related comprehension

questions

Development of a questionnaire and surveying of peers and adults on what beauty means

to them (Any common themes? Any generational differences? What role does the media

play in defining what is beautiful? How does the image of beauty projected by the media

affect our self-image and self-esteem?), and discussion of survey results in small groups

Oral and visual presentation: How do you define beauty?

Writing in French of a persuasive essay on what parents can do to help their children

develop positive self-esteem

Viewing of two Youtube videos on the development of positive self-esteem and

responding to related comprehension questions to include comparison of both videos

Listening to audio “Collégiennes en quête de beauté,” and responding to related

Viewing of Youtube videos on beauty and fashion in several French-speaking countries,

and answering of related comprehension questions; this activity will help prepare

students for a later cultural comparison activity.

Reading of “Beauté et mode au Sénégal” and completion of T-Chart for cultural

Reading of “Les arts et le patrimoine au Canada” and answering of related

Reading of “Ma langue grand-maternelle,” and responding to related comprehension

questions

Viewing of Youtube video on André Makine, and answering of related comprehension

questions

Reading of extract of Les Misérables and answering of related comprehension questions.

Viewing of French cartoon Les Misérables to inspire the following discussion/debate:

Should society give a person a second chance once the person has served his/her jail time

or adopt the viewpoint of Inspector Javert (once a criminal, always a criminal)?

Listening to audio “Interview avec Maryse Condé,” and responding to related

Responding on Google Classroom to the Maryse Condé quote “Il n’y a pas de differences

fondamentales entre les Antilles et puis l’Afrique et puis l’Amérique et puis l’Europe. Ce

sont des êtres humains qui vivent . . . et qui essaient de trouver un peu de paix, de

bonheur et d’affection. Donc finalement, le monde est un,” explaining what Condé meant

and why students agree or disagree with her position; students will also comment on at

least one other student post, explaining their agreement or disagreement with that post.

Reading of extracts of Une si longue lettre, and responding to related comprehension

questions

Oral presentation on a famous architectural structure in the French-speaking world, the

architect who created it, and the importance of the work in local culture and

internationally

Viewing of Le Petit Cyrano, and responding to related comprehension questions

Viewing of the performance of the song “Belle” from the musical Notre Dame de Paris,

and responding to analytical and ethical questions based on the performance and song

lyrics

Assured Assessments

Students will prepare and deliver an oral and visual presentation on a famous architectural

structure in the French-speaking world, the architect who created it, and the importance of the

work in local culture and internationally. The presentation will be assessed using the THS World

Language Presentational Speaking Rubric, and will count as a grade in the formal assessments

category of the gradebook.

Students will complete a philosophical essay in which they analyze the question: How is beauty

defined and what role does this definition play in the construct of positive or negative self-

esteem? The writing will be assessed using the THS School-Wide Writing Rubric, and will count

as a grade in the formal assessments category of the gradebook.

Resources

Supplemental

Time Allotment

UNIT 4 La vie contemporaine (Contemporary Life)

L’éducation et le monde du travail (Education and Career)

Les fêtes et les rites de passage (Holidays, Celebrations, and Rites of Passage)

Le logement (Housing and Shelter)

Les voyages (Travel, and Tourism)

La publicité et le marketing (Advertising and Marketing)

Les loisirs et le sport (Sports and Leisure)

Unit Goals

various topics related to beauty and aesthetics.

texts, and issues related to French contemporary

life, building on others’ ideas and expressing their

own clearly and persuasively.

CCS.ELA-Literacy.W.11-12.4 Write an organized, coherent e-mail in the formal

register expressing their internship in an internship

opportunity, and why they are qualified for that

position.

ACTFL Interpersonal Communication Role-play in French a job interview for an

(Standard 1.1) internship.

ACTFL Presentational Communication Complete an oral presentation to convince the

(Standard 1.3) audience (a philanthropic foundation) to fund their

CCS.ELA-Literacy.SL.11-12.4 proposal for a new school addressing 21st-century

needs and encouraging cultural and economic

diversity.

ACTFL Cultures: Relating Cultural Complete a presentational speaking cultural

Practices to Perspectives (Standard 2.1) comparison of factors motivating travel to

ACTFL Cultures: Relating Cultural destinations in the French-speaking world and the

Products to Perspectives (Standards 2.2) United States, speaking for two minutes and

ACTFL Connections: Making recording themselves in the Language Lab.

Connections (Standard 3.1)

ACTFL Connections: Acquiring

Information and Diverse Perspectives

(Standard 3.2)

ACTFL Comparisons: Cultural

ACTFL Interpretive Communication View the short film Le chandail de hockey and

(Standard 1.2) discuss the role that language and identity played in

how French Canadians and English Canadians

viewed one another in the 1940s and prior to the

Quiet Revolution.

ISTE Knowledge Constructor Use various digital tools to create a thirty-second to

(Standard 3) one-minute commercial for a product incorporating

ISTE Creative Communicator one or more of the marketing strategies in the text

(Standard 6) “Tous sous influence.”

How do societies and individuals define quality of life?

How is contemporary life influenced by cultural products, practices, and perspectives?

What are the challenges to contemporary life?

Scope and Sequence

Student reflection on who the student is and where the student wants to go

Vocabulary related to education, occupations, the working world, tourism, recipes, sports,

and advertising

Reading of “Juniors indépendants,” and answering of related comprehension questions.

Writing of an e-mail applying for an internship

Reading of “École nationale du cirque du Maroc,” and answering of related

Listening to audio “Vacances de Noël,” and responding to related comprehension

questions

Reading of “Recette: Gumbo au poulet et à l’andouille,” and answering of related

Oral presentation: Present a food from a French-speaking region. Explain the recipe and

any associated traditions. Bring in a tasting portion for the class.

Watching of the cartoon Le chandail de hockey, and answering of related comprehension

questions

Reading of “Le chandail de hockey,” and answering of related comprehension questions

Writing of an e-mail to Eaton’s explaining that you received the wrong hockey jersey and

asking for an equitable solution; students will use the original 1940s catalogue page as a

reference.

Reading of “Salut les parents,” and answering of related comprehension questions

Viewing of video on MSF (Doctors without Borders), and answering of related

Reading of “Un médecin sans frontières,” and answering of related comprehension

questions

Creation of a poster highlighting the work of MSF (Doctors without Borders) to raise

money for this organization at school

Listening to audio “Tourisme et écotourisme au Laos,” and answering of related

comprehension questions.

Oral presentation: How does traveling enrich the quality of one’s life?

Viewing of videos on Tahiti, Madegascar, and Réunion, reading of “Tahiti,” completion

of T-Chart for cultural comparison on factors motivating tourism, and recording of

response in Language Lab

Reading of “Tous sous influence,” and answering of related comprehension questions

Creation (with a partner or in small groups) of a thirty-second to one-minute commercial

for a product to show to the class; student will assess the marketing strategies and

stereotypes used in the commercial based on the article “Tous sous influence,” and

participate in feedback to classmates

Use of the graphs from “L’économie d’énergie chez soi” and “La fête des mères et la fête

des pères” to answer comprehension questions

Assured Assessments

Students will participate in a simulated job interview for an internship post. They will express

their interest in the position, their qualifications, and how this internship will help them in their

future plans. Students will incorporate unit vocabulary, use appropriate cultural content, and

utilize the formal register. The conversation will be graded using the THS World Languages

Interpersonal Speaking Rubric and will count as a formal assessment in the gradebook.

In small groups, students will prepare and present a proposal for a foundation grant to build a

new regional school that will provide opportunities to students that may not exist in their local

community. The presentation should include the focus of the school, educational philosophy,

how the school will prepare students for further study or the world of work, and recruitment

efforts to include a diverse student population. The conversation will be graded using the THS

World Languages Presentational Speaking Rubric and will count as a formal assessment in the

gradebook.

Resources

Supplemental

Time Allotment

UNIT 5 Les défis mondiaux (Global Challenges)

L’économie (The Economy)

La tolerance (Tolerance)

L’environnement (The Environment)

L’alimentation et la santé (Food, Nutrition, and Health)

Les droits de l’être humain (Human Rights)

La paix et la guerre (War and Peace)

Unit Goals

various topics related to global challenges.

texts, and issues related to French global challenges,

building on others’ ideas and expressing their own

clearly and persuasively.

CCS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of

information presented in different media or formats

(e.g., visually, quantitatively) as well as in words in

order to answer the question “Should religion be

limited to the private sphere or does it have a public

role to play?”

ACTFL Presentational Communication Create and present a video for a French-speaking

(Standard 1.3) African country exploring the link between diet,

obesity, and type 2 diabetes, and how to avoid

contracting the disease.

(Standard 3) information to learn about global challenges.

ISTE Knowledge Constructor Create and present an ad/awareness campaign

(Standard 3) against hate focused on a marginalized group in

ISTE Creative Communicator society.

(Standard 6)

ACTFL Cultures: Relating Cultural Examine, compare, and reflect on the factors

Practices to Perspectives (Standard 2.1) influencing eating habits in the United States and a

ACTFL Cultures: Relating Cultural French-speaking country, recording a cultural

Products to Perspectives (Standard 2.2) comparison in the Language Lab on the same topic.

ACTFL Comparisons: Cultural

CCS.ELA-Literacy.W.11-12.2 Write a well-organized and developed persuasive

CCS.ELA-Literacy.W.11-12.4 essay in French exploring the advantages and

disadvantages of organic food and agriculture.

What environmental, political, and social issues pose challenges to societies throughout

the world?

What are the origins of those issues?

What are possible solutions to those challenges?

Scope and Sequence

Vocabulary related to the economy, the environment, health and nutrition, human rights,

and war and peace

Student reflection on his/her interest in global challenges and background knowledge

Listening to audio “Comprendre l’impact d’une mauvaise nouvelle,” and answering of

related comprehension questions

Reading of “L’homme qui plantait les arbres,” and answering of related comprehension

questions

Reading of “Des sacs des platsiques transformés” and completion of T-Chart for cultural

Reading of “Test Nutrition: Quel(le) mangeur(se) êtes-vous?” and answering of related

Taking of nutrition quiz and discussion of results in small groups

Oral presentation on unhealthy eating habits, the consequences, and what can be done to

change the latter

Viewing of Youtube video on organic products, and answering of related comprehension

questions

Listening to audio “Priorité santé,” and answering of related comprehension questions

Reading of “Le diabète: nouveau fléau africain” and completion of T-Chart for cultural

Viewing of Youtube video on diabetes and completion of chart on causes and

consequences

Reading of “Peut-on travailler en France avec une voile?” and answering of related

Viewing of Youtube videos on the notion of secularism in France and Quebec and

completion of a related Venn diagram

Discussion/Debate: Should religion be limited to the private sphere or does it have a

public role to play?

Presentational essay: What is religious tolerance in your opinion? Why is it important in

today’s world? What can be done to encourage it?

Oral presentation: With a partner or in small groups, create an ad/awareness campaign

against hate focused on a marginalized group in society.

Listening to audio “La tolérance selon Kim Thúy,” and answering of related

Reading of “Najat Vallaud-Belkacem” and completion of T-Chart for cultural

Reading of “La cour européene des droits de l’homme” and “Les activités de l’ONU”

and use of the data in the charts and graphs to answer comprehension questions

Listening to and analyzing the song “Je suis français,” with a focus on what the song says

about identity and inclusion

Viewing of “La dame dans le tram” and answering of related comprehension questions

Assured Assessments

Students will create a video whose target audience lives in a French-speaking African country to

explain the link between diet, obesity, and type 2 diabetes, and how to avoid contracting the

disease.

Students will write a persuasive essay related to the environment, incorporating chapter

vocabulary and the subjunctive mood in writing about the advantages and disadvantages of

organic foods and agriculture, using three authentic sources. The presentation will be assessed

using the Advanced Placement Presentational Writing Rubric, and will count as a grade in the

formal assessments category of the gradebook. Mastery will be determined by accurate use of

vocabulary, clarity and organization with purpose and audience, and appropriate use of grammar.

Resources

Supplemental

Time Allotment

UNIT 6 La quête de soi (Personal and Public Identities)

L’aliénation et l’assimilation (Alienation and Assimilation)

Le nationalism et le patriotisme (Nationalism and Patriotism)

Le pluricultrualisme (Multiculturalism)

L’identité linguistique (Language and Identity)

La sexualité (Sexuality)

Les croyances et les systems de valeurs (Societal Beliefs and Personal Values)

Unit Goals

various topics related to personal and public

identities.

texts, and issues related to French personal and

public identities, building on others’ ideas and

ACTFL Interpersonal Communication Integrate and evaluate multiple sources of

(Standard 1.1) information presented in different media or formats

ACTFL Interpretive Communication (e.g., visually, quantitatively) as well as in words in

(Standard 1.2) order to answer the following questions on French

CCS.ELA-Literacy.RI.11-12.1 identity: Why are the French so attached to the

CCS.ELA-Literacy.RI.11-12.4 notion that they are descendants of the Gauls? How

CCS.ELA-Literacy.RI.11-12.7 has this notion been challenged by France’s recent

history?

ACTFL Presentational Communication Prepare and deliver an oral presentation on their

(Standard 1.3) family’s story in America, focusing on immigration

CCS.ELA-Literacy.W.11-12.7 challenges, successes, and still-practiced cultural

traditions, if any.

(Standard 3) information to learn about personal and public

identities.

ACTFL Cultures: Relating Cultural Prepare and record a cultural comparison in the

Practices to Perspectives (Standard 2.1) Language Lab, examining the factors that determine

ACTFL Comparisons: Cultural and cement national identity in the United States

Comparisons (Standard 4.2) and a French-speaking country.

ACTFL Interpretive Communication View the film La haine and respond to film analysis

(Standard 1.2) questions for discussion.

CCS.ELA-Literacy.W.11-12.2 Write a persuasive essay in French on the topic of

CCS.ELA-Literacy.W.11-12.5 language and identity.

How are aspects of identity expressed in various situations?

How do language and culture influence identity?

How does one’s identity develop over time?

Scope and Sequence

Vocabulary related to changes in society, social tendencies, religious convictions, and

problems and solutions

Reading of “L’homme qui te ressemble,” and answering of related comprehension

questions

Reading of “Le racisme expliqué à ma fille,” and answering of related comprehension

questions

Viewing of Youtube video on the various waves of immigration to France and

completion of an advance organizer focusing on where each wave came from, why they

came, their contributions to French society, and the challenges of intergration and

assimilation.

Listening to audio “Le racisme: mode d’emploi,” and answering of related

Oral presentation on a minority group in a French-speaking country and their

assimilation/integration experience

Viewing the film La haine, and responding to film analysis and discussion questions

Reading of “La Guyane française: un DOM à la traine” and completion of T-Chart for

cultural comparison and recording of response in Language Lab

Reading of “L’Organisation international de la Francophonie,” and answering of related

Viewing of music videos of Diam, Grand Corps Malade, and La Fouine and analysis of

the role of slang and ancestral culture in the songs

Listening to the audio “Expressions autour de la mode in Côte d’Ivoire,” and responding

to related comprehension questions

Reading of “L’occitan a le vent en poupe” and completion of T-Chart for cultural

Viewing Youtube video on language and identity

Reading of “La Bretagne celtique,” and responding to related comprehension questions

Google Classroom discussion: Why do Astérix et Obélix appeal to readers and viewers

around the world? Give your opinion and respond to at least one other post explaining

your agreement or disagreement.

Discussion on French identity: Why are the French so attached to the notion that they are

descendants of the Gauls? How has this notion been challenged by France’s recent

history?

Listening to audio “La bataille du Made in France,” and responding to related

Reading of “Le Panthéon” and completion of T-Chart for cultural comparison and

recording of response in Language Lab

Reading of “Le coeur à rire et à pleurer,” and responding to related comprehension

questions

Listening to audio “Entrevue avec Calixthe Beyala sur la francophonie,” and answering

of related comprehension questions

Reading of the graphs “Les trois valeurs primordiales des citoyens selon les moins de 35

ans” and “Le mixité dans l’enseignement supérieur en France,” and answering of the

corresponding comprehension questions

Assured Assessments

Students will complete an oral presentation on the story of their family in America in which they

will discuss the challenges their family faced as immigrants, the successes they have enjoyed,

and any cultural traditions from the old country they still practice. Students will have the option

of preparing a fictional presentation if they do not wish to talk about their own family. The

presentation will be graded using the THS Presentational Speaking Rubric and will count in the

formal assessments category of the gradebook.

Students will write a persuasive essay on the topic of language and identity: In what ways does

the language a person uses reflect his/her identity? Students should refer to the print, visual, and

audio texts studied in class as well as their own experiences. Some factors to consider in the

language one uses are: beliefs and values, social milieu, geographic location, cultural or family

influences, and the image one wishes to project. The writing will be assessed using the THS

School-Wide Writing Rubric, and will count as a grade in the formal assessments category of the

gradebook.

Resources

Supplemental

Time Allotment

UNIT 7 Passion Project: Senior Capstone

Unit Goals

CCS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of

information presented in different media or formats

(e.g., visually, quantitatively) as well as in words in

order to address a specific thesis of students’

choice.

CCS.ELA-Literacy.RI.11-12.10 Read authentic French articles addressing students’

individual thesis questions.

ACTFL Connections: Acquiring Acquire information on individual topics of choice

Information and Diverse Perspectives in order to present information, concepts, and ideas

(Standard 3.2) to the entire class.

CCS.ELA-Literacy.W.11-12.7

ACTFL Cultures: Relating Cultural Demonstrate an understanding of the relationships

Practices to Perspectives (Standard 2.1) between the products, practices, and perspectives of

ACTFL Cultures: Relating Cultural French culture and United States culture in relation

Products to Perspectives (Standard 2.2) to their individual topics of choice.

ACTFL Comparisons: Language

CCS.ELA-Literacy.SL.11-12.4

CCS.ELA-Literacy.SL.11-12.5

How does one’s passion relate to oneself, to what we have learned in class, and to

Francophone cultures?

Scope and Sequence

Completion of Capstone Project Brainstorming Sheet

Vocabulary specific to Capstone Project topic

Reading and text-based questions related to French information sources

Completion of note-taking and feedback sheets for each Capstone Project presentation

Assured Assessments

Students will read at least one authentic French article related to their individual Capstone

Project topics, including completing reading questions to check for understanding. Students’

work will count in the informal assessments category of the gradebook.

Choosing a topic he/she is passionate about related to the themes of the course, each student will

research and create a presentation based on how the topic relates to the products, practices, and

perspectives of their chosen Francophone culture. Students will be assessed using the THS

World Languages Presentational Speaking Rubric, and the presentation will count as a double

grade in the formal assessments category of the gradebook.

Resources

Supplemental

Time Allotment

COURSE CREDIT

One credit in World Languages

One class period daily for a full year

PREREQUISITES

Honors French IV or teacher recommendation based on outstanding performance in ACP French

TEACHER RESOURCES

1jour1actu. https://www.1jour1actu.com/. Web.

7 jours sur la planète. http://www.tv5monde.com/cms/chaine-francophone/info/p-1914-7-jours-

sur-la-planete.htm. Web.

Angelini, Eileen M., et al. AP French Language and Culture All Access. Piscataway: NJ:

Research & Education Association, 2012. Print.

Apprendre le français. https://apprendre.tv5monde.com/fr. Web.

Bâ, Mariama. Une si longue lettre. Monaco: Groupe Privat/Le Rocher, 2005. Print. [literature]

Bonjour de France. https://www.bonjourdefrance.com/. Web.

Coffman Crocker, Mary E. Schaum’s Outlines: French Grammar. 5th ed. New York: McGraw-

Hill, 2009. Print.

College Board. AP French Language and Culture: Course and Exam Description.

https://apcentral.collegeboard.org/courses/ap-french-language-and-culture?course=ap-

french-language-and-culture. Web.

Columbia French Language Exercises. http://www.columbia.edu/~ab410/drills.html. Web.

Conjuguemos. https://conjuguemos.com. Web.

Enseigner le français. https://enseigner.tv5monde.com/fiches-pedagogiques-fle. Web.

Le Figaro. http://www.lefigaro.fr. Web.

Fischer, Wolfgang, and Anne-Marie Le Plouhinec. Mastering French Vocabulary. Hauppauge:

NY: Barron’s, 2005. Print.

FluentU. https://www.fluentu.com/. Web.

Le français dans le monde. http://www.fdlm.org/. Web.

French Resources. https://french-resources.org/. Web.

Giono, Jean. L’homme qui plantait des arbres. Skokie, IL: Schoenhofs, 2002. Print. [literature]

Ladd, Richard. Allons au-delà!: La langue et les cultures du monde francophone. New York:

Pearson, 2012. Print.

Le Monde. https://www.lemonde.fr/. Web.

La Presse. https://www.lapresse.ca/. Web.

RFI. https://savoirs.rfi.fr/fr/apprendre-enseigner/langue-francaise/les-mots-de-

lactualite. Web.

Sturges, Hale II, Linda Cregg Nielsen, and Henry L. Herbst. Une Fois Pour Toutes: Une révision

des structures essentielles de la langue française. 3rd ed. New York: Longman, 2008.

Print.

Tex’s French Grammar. https://www.laits.utexas.edu/tex/. Web.

Zwanziger, Elizabeth and Brittany Selden. APprenons. Freeport, ME: Wayside, 2013. Print.

ASSURED STUDENT PERFORMANCE RUBRICS

Trumbull High School School-Wide Reading Rubric

Trumbull High School World Languages Interpersonal Speaking Rubric

Trumbull High School World Languages Presentational Speaking Rubric

Trumbull High School School-Wide Reading Rubric

Category/

Weight Exemplary

4 Student work:

Goal 3

Student work:

Needs Support 1-0

Student work:

Respond X_______

Demonstrates exceptional

understanding of text by: o Clearly identifying the

purpose of the text o Providing initial

reaction richly

supported by text o Providing a perceptive

interpretation

Demonstrates

understanding of text

by: o Identifying the

fundamental purpose

of the text o Providing initial

reaction supported

by text o Providing a

clear/straightforward

interpretation of the

Demonstrates general

understanding of text

by: o Partially

identifying the

reaction supported

by text o Providing a

superficial

interpretation of

the text

Demonstrates limited

or no understanding

of text by: o Not identifying the

reaction not

supported by text o Providing an

interpretation not

supported by the

Interpret X_______

Demonstrates exceptional

interpretation of text by:

o Extensively

reshaping, reflecting,

revising, and/or

deepening initial

understanding o Constructing

insightful and

perceptive ideas about

the text o Actively raising

critical questions and

exploring multiple

interpretations of the

Demonstrates ability to

interpret text by: o Reshaping,

reflecting, revising,

and/or deepening

initial understanding o Summarizing main

ideas of text o Actively interpreting

text by raising

questions and

looking for answers

in text

ability to interpret

text by: o Guided reflection

and/or revision of

initial

understanding o Summarizing

some of the main

ideas of text o Guided

interpretation of

text by locating

answers to given

questions in text

ability to interpret text

as evidenced by: o Struggle to

implement guided

reflection and/or

revision of initial

understanding o Struggle to

summarize any

main ideas of text o Struggle to

answer questions

by locating

responses in text

Connect X_______

Demonstrates perceptive

connections o text-to-text o text-to-self o text-to-world

Demonstrates specific

connections

o text-to-text

o text-to-self

o text-to-world

connections o text-to-text o text-to-self o text-to-world

Struggles to make

connections

o text-to-text

o text-to-self

o text-to-world

Evaluate X_______

Demonstrates insightful

evaluation of text by one

or more of the following: o Critical analysis to

create a conclusion

supported by the text o Perceptive judgments

about the quality of

the text o Synthesis of text o Expression of a

personal opinion

Demonstrates an

evaluation of text by

one or more of the

following: o Critical analysis to

form a conclusion

from the text o Thoughtful

judgments about the

quality of the text o Evaluation of text to

express personal

opinion(s)

Demonstrates a

general evaluation of

text by one or more of

the following: o Formulation of a

superficial

conclusion from

the text o Assessment of the

quality of the text o Use of text to

express personal

opinion(s)

Demonstrates a

struggle to evaluate

text by one or more

of the following: o Formulation of a

conclusion from

the text o Assessment of the

quality of the text o Use of text to

express personal

opinion(s)

Category/

Weight Exemplary

4 Student work:

Goal 3

Student work:

Needs Support 1-0

Student work:

Purpose X_______

Establishes and

maintains a clear

purpose Demonstrates an

insightful

understanding of

audience and task

Establishes and

maintains a purpose Demonstrates an

accurate awareness

of audience and task

Establishes a purpose Demonstrates an

awareness of audience

and task

Does not establish a

clear purpose Demonstrates

limited/no

awareness of

audience and task

Organization X_______

Reflects sophisticated

progression of ideas Maintains a clear focus Utilizes effective

transitions

Reflects

organization

throughout Demonstrates

logical progression

of ideas Maintains a focus Utilizes transitions

Reflects some

progression of ideas at

times Maintains a vague focus May utilize some

ineffective transitions

Reflects little/no

organization Lacks logical

progression of ideas Maintains little/no

focus Utilizes ineffective

or no transitions

Content X_______

Is accurate, explicit,

and vivid Exhibits ideas that are

highly developed and

enhanced by specific

Is accurate and

relevant Exhibits ideas that

are developed and

supported by details

and examples

May contain some

inaccuracies Exhibits ideas that are

partially supported by

Is inaccurate and

unclear Exhibits limited/no

ideas supported by

specific details and

examples

Use of

Language X_______

Demonstrates excellent

use of language Demonstrates a highly

effective use of

standard writing that

enhances

communication Contains few or no

errors. Errors do not

Demonstrates

competent use of

language Demonstrates

effective use of

standard writing

conventions Contains few errors.

Most errors do not

detract from

meaning

Demonstrates use of

language Demonstrates use of

standard writing

Demonstrates

limited competency

in use of language Demonstrates

limited use of

standard writing

make it difficult to

determine meaning

Trumbull High School World Languages Interpersonal Speaking Rubric

Exemplary

Working

Towards Goal

Support

Vocabulary concentrates on: chapter-related,

situationally appropriate

words, phrases,

expressions

Broad range of

topic-related

vocabulary and

expressions,

showing

advanced, highly

effective use of

vocabulary

Appropriate, accurate,

and effective use of

topic-related

vocabulary and

expressions

Some appropriate and

competent use of

topic-related

vocabulary and

expressions

Limited competency

and use of topic-

related vocabulary and

expressions OR

Interference from

another language

Task concentrates on:

fulfillment, elaboration,

appropriate context

Insightfully fulfills

the task with vivid

details

Fulfills the task and

performed what was

Fulfills tasks with

fewer details than

what was asked

Fulfills the task with

few to no details

Delivery concentrates on: fluency, timing,

pronunciation

Pronunciation and

intonation are

excellent. Student

speaks clearly.

Confident ease of

expression

throughout.

Pronunciation is

effective. Student

speaks clearly.

Mostly confident ease

of expression

throughout.

Pronunciation is

adequate. Student

speaks with hesitation

but with some clarity.

Some confident ease

of expression

throughout.

Pronunciation is

inadequate and/or

incorrect.

Limited ease of

expression throughout.

Comprehensibility concentrates on:

clarity of message

Can be easily

understood by the

listener; the

message is clear

Can be understood by

the listener; the

message is mostly

Can be somewhat

understood; the

message is partially

Can be understood

only with great effort;

the message is not

Language Use

and Structure concentrates on:

grammar, accuracy, syntax

Demonstrates a

highly effective

use of standard

speaking practices

that enhances

communication.

Demonstrates effective

use of standard

speaking practices.

Errors do not detract

from communicative

meaning.

Demonstrates some

appropriate use of

standard speaking

practices.

Errors detract from

communicative

meaning.

use of standard

speaking practices.

Contains errors that

make it very difficult

to determine

communicative

meaning.

____________

Trumbull High School World Languages Presentational Speaking Rubric

Exemplary

Working

Towards Goal

Support

Purpose concentrates on:

task requirements

Establishes and

maintains a clear

purpose;

Demonstrates an

insightful

understanding of

audience and task

Establishes and

maintains a

purpose;

Demonstrates an

accurate

awareness of

audience and task

Establishes a

purpose;

Demonstrates an

awareness of

audience and

Does not establish

a clear purpose;

Demonstrates

limited/no

awareness of

audience and task

Development concentrates on: thoroughness,

organization, accuracy

Relevant, accurate,

well developed,

well organized, and

richly detailed

Relevant,

accurate,

organized, and

detailed

Somewhat

irrelevant,

limited accuracy,

organization, and

limited details

Irrelevant,

inaccurate, and

lacks organization

and details

Language Use

and Structure concentrates on: target language,

vocabulary, grammar

Highly effective

use and control of

level-appropriate

structures

Effective use of

level-appropriate

structures

Some use of

level-appropriate

structures

Limited or no use

of simple

structures

Delivery concentrates on:

comprehensibility and

overall public speaking

skills

Articulate

expression,

pronunciation, and

intonation;

Clear voice,

engaging presence

Ease of

expression;

Mostly accurate

pronunciation and

intonation;

Clear voice

Some hesitation;

Some inaccurate

pronunciation

and intonation

Much hesitation;

Little to no

fluency

____________

May add Visual Communication for fifth category of evaluation for presentations.

TRUMBULL PUBLIC SCHOOLSTRUMBULL, COI*JECTICUT

Report to the Board of EducationRegular Meeting — October 29. 2019 Mr. O’Keefe

Agenda Item ITT-F Approval/Financial Reports thai September 30, 2019

The Finance Committee of the Board of Education met onOctober 24, 2019 to review the financials thru September30, 2019. Tn addition to the financials, the Committee alsodiscussed an update on the recently expanded BreakfastProgram at the elementary and middle schools, a review ofunbudgeted Special Education expense items, and anupdate on the recent health plan renewal study from SiegelConsulting.

Recommendation: Approve.

TRUMBULL PUBLIC SCHOOLSTRUMBULL, CONNECTICUT

Finance Committeeof the

Trumbull High School — Athletic Conference RoomThursday, October 24, 2019

6:00 pm

REGULAR MEETING AGENDA

1. Approval of Minutes of September 26, 2019 Meeting

2. New Businessa.) Update on Breakfast Program in the Middle Schools and Additional Elementary Schoolsb.) Review - Monthly Reporting of New/Unbudgeted SPED-Related Expensec.) Review of Financials tin September 30, 2019d.) Update on Health Insurance Study From Siegel Consulting

3. Old Business

a.) Update on Bridgeport Magnet Tuition / SPED Billing (if any)

Note: Items may be added to the agenda under New Business with a 2/3 vote of the members.

TRUMBULL PUBLIC SCHOOLSTRUMBULL, CONI’JECTICUT

Finance Committee of the Trumbull Board of Education

Regular Meeting Minutes

Date of meeting:Thursday, September 26, 2019Attendees: Jackie Norcel, Kathleen Fearon, Sean O’KeefeAbsent: Loretta ChoryAdditional Attendees: Dr. Jonathan BuddLocation: Long Hill Administration Building

The meeting was called to order at 5:50 P.M.

The committee approved the minutes from August 22, 2019 by unanimous consent.

Dr. Budd reviewed with the Committee a draft of a revision of Policy #4133 — Reimbursementof Expenses for Approved Travel and Conference Attendance. He mentioned that Section 7regarding Meals had not yet been updated and that once changed would be reviewed by thePolicy Committee at its next meeting.

Next on the agenda was a follow up discussion from the August 22 Finance Committee Meetingregarding yearend 2018-19 financial reports. Mr. O’Keefe reviewed a list of accountingadjustments that were made during the yearend accounting closing, the largest of which was thetransfer from the Town of the SPED Excess Cost and SPED Excess Cost Prior Year Adjustmenttotaling $1,517,861. The entry was used to offset the majority of the SPED accounts thatexceeded budget in 2018-19. Other adjustments included the utilization of Special Programaccount revenue to match with costs that were initially recorded in the Board of Educationaccounts.

Mr. O’Keefe then reviewed a new chart that will be reviewed monthly with the Board ofEducation regarding new and unbudgeted expense related to Special Education (includingTransportation). The inputs will be received monthly from PPS and from Transportation andrepresentatives from each department will present the items including the type of expense (ieOutplaced Tuition, Consulting, Health Services, Para Extra Time and Transportation-related).

The meeting was adjourned at 6:35 P.M.

September 30, 2019 Financial Reports

Summary Expense Report As Of September 30, 2019Attainment Analysis ($K)

2019/20 FY 2019/20 YTD 2018/1.9 FY 2018/19 YTD 2017/18 FY 2017/18 YTD Prior 2YrsYTI) Sept Budget Attain % YTD Sept Actual Attain % YTD Sept Actual Attain % Avg AU %

Total Trumbull BOE Spend $ 4101 $106,118.3 14.5% $ 14,328.7 $103,536.7 13.8% $19,062.8 $100,422.4 19.0% 164%

- Salaries .1 $ 72,635.5 11.9% $ 8,563.2 $ 71,535.4 12.0% $ 8,709.9 $ 69,099.1 12.6% 12.3%- Benefits 597. $ 16,392.3 15.8% $ 2,353.6 $ 15,316.2 15.4% $ 4,51.3.1 $ 14,391.0 31.4% 231%

S/Tot Salary & Bebefits - 1,243. $ 89,027.8 12.6% $10,916.8 $ 86,851.7 12.6% $13,223.0 $ 83,490.1 15.8% 14.2%

- Svcs Prof / Tech 4 .7 $ 1,597.9 31.0% $ 465.2 $ 1,580.5 29.4% $ 514.7 $ 1,494.6 34.4% 31.9%- Svcs Property (0th/Repairs/Copiers) 489.7 $ 3,232.0 15.2% $ 606.3 $ 3,518.4 17.2% $ 491.2 $ 3,288.4 14.9% 16 1%- Svcs Purchd 0th (Transport/Tuition) 1 2 $ 10,259.9 18.1% $ 1,215.1 $ 10,566.5 11.5% $ 3,472.2 $ 9,298.1 37.3% 23.6%- Supplies $ 931.4 $ 2,154.8 43.2% $ 806.1 $ 1,974.0 40.8% $ 787.2 $ 2,019.2 39.0% 39.9%- Property (Off Equip/Fum) 350.5 $ 657.0 53.4% $ 255.2 $ 465.4 54.8% $ 518.0 $ 702.7 73.7% 66.2%- Other/Misc $ 45.7 $ (811.1) -5.6% $ 64.2 $ (1,419.8) -4.5% $ 56.6 $ 129.2 43.8% 9.4%

- YTD September 2019/20 Expense is $15.4M (14.5% Attainment of FY Budget of $106.1M)- BELOW attainment vs AVG of prior two years (16.4%) but HIGHER than in Prior Year (13.8%) Appears OK

Inspect‘- Lower Attainment by Category: Action Reqd?

o Salaries - at 11S%, tracking slightly below both the 2 year avg and P/v attainmento Benefits - slightly ABOVE P/v - watching the Health account as our mix has more employees in Family coverageo Svcs Prof & Tech - slightly below 2 year avg running slightly higher vs P/v

o Svcs Property (Util/Repairs/Copiers) - overall lower attaiment as of Sept but watching Energy & Utilities(Retro Commissioning payback in UI bills)

o Svcs Purch’d Other - HIGHER due to PPS Outplaced Tuition vs P/Y (÷$506K YTY thru September) - timing?o Property (Off Equip/Furn) - Slightly below P/v and 2 year avg

‘- HigherAttainment by Category:

o Supplies - HIGHER vs 2 year avg and P/v due toi Textbooks and Subscriptionso Other/Misc - Lower overall P/v and Zvear avg

Summary Expense Report As Of September 30, 2019Year-to-Year (YTY) Analysis ($K)

FY 2019/20 FY 2018/19 Budget 2019/20 2018/19 YTDBudget Actual YTY% YTDSept YTDSept YTY%

Total Trumbull BOE Spend $106,118.3 $103,536.7 2.5% $ 15,410.1 $ 14,328.7 7.5%

- Salaries $ 72,635.5 $ 71,535.4 1.5% $ 8,646.1 $ 8,563.2 1.0%

- Benefits $ 16,392.3 $ 15,316.2 7.0% $ 2,597.8 $ 2,353.6 10.4%

S/Tot Salary & Bebefits $ 89,027.8 $ 86,851.7 2.5% $ 11,243.9 $ 10,916.8 3.0%

-SvcsProf/Tech $ 1,597.9 $ 1,580.5 1.1% $ 494.7 $ 465.2 6.3%-SvcsProperty(UtiI/Repairs/Copiers) $ 3,232.0 $ 3,518.4 -8.1% $ 489.7 $ 606.3 49.2%- Svcs Purchd 0th (Transport/Tuition) $ 10,259.9 $ 10,566.5 -2.9% $ 1,854.2 $ 1,215.1 52.6%- Supplies $ 2,154.8 $ 1,974.0 9.2% $ 931.4 $ 806.1 15.5%- Property (Off Equip/Furn) $ 657.0 $ 465.4 41.2% $ 350.5 $ 255.2 37.4%- Other $ (811.1) $ (1,419.8) -42.9% $ 45.7 $ 64.2 -28.8%

- 2019/20 FY Budget is $106.1M (+2.49% YTY vs 2018/19 Actual) Appears OKInspect

YTD Sept 2019 overall spending is up 7.4% YTY compared to FY budgeted growth rate of +2.5% Action Reqd?Categories growing SLOWER than budgeted growth rate:

o Salaries - Lower than budgeted growth rateo Svcs Property (Util/Repairs/Copiers) - due to Energy & Util /Repairs/Oth Prop Svcso Property (Off Equip/Furn) - slightly lower than budgeted growth rate

‘- Categories growing FASTER than budgeted growth rate:o Benefits - HIGHER YTY vs budgeted growth rate - continue to monitor mix of plan participantso Svcs Prof & Tech - due to Other Professional Svcs - timing of payments vs P/Yo Svcs Purch’d Other - HIGHER due to PPS Outplaced Tuitiono Supplies - higher YTY vs budgeted growth rateo Other - lower YTY in Dues & Fees; higher YTY in Unemployment

Budget Transfers — as of Sept 30,2019There were five budget transfer journals through September 2019:

AccountingMonth Increase Decrease Amount

July (#1) Anticipated Surplus (01912520-59000) $1,055,000Anticipated Excess Cost Reimbursement ($1,055,000)(01912520-59001)

To move budget for anticipated excess cost reimbursement from the “Anticipated Surplus” accountto a newly estabisihed account in Other! Misc expenses called “Anticpated Excess Cost reimbursement

August (#2) Anticipated Surplus (01912520-59000) $3,500DFES dR Interns (01531001-55500) ($3,500)

$0To transfer excess budget for interns to Anticipated Surplus at Daniels Farm

August (#3) Anticipated Surplus (01912520-59000) $70,000Assistant Supt Salary (01402320-51114) ($70,000)

Anticipated Surplus (01912520-59000) $20,000Health Benefits (01912520-52002) ($20,000)

$0To reduce the salary and health budget related to the Assistant Superintendent and transfer toAnticipated Surplus (01912520-59000)

Budget Transfers — as of Sept 30,2019Accounting

Month Increase Decrease Amount

September (#4) Anticipated Surplus (01912520-59000) $29,200

TECEC Interns (01401000-55503) ($31,000)

BHES Interns (01511001-55500) $200

FTES Interns (01521001-55500) $200EWES Interns (01531001-55500) $100MBES Interns (01541001-55500) $200JRES Interns (01551001-55500) $200

TES Interns (01581001-55500) $200HMS Interns (01611001-55500) $200

MMS Interns (01621001-55500) $200TKS Interns (01401000-55502)

$0To reduce for excess budget at TECEC and increase budget to actuals in ES/MS/THS; remainingbalance transferred to Anticipated Surplus

September (#5) FTES C/k Teachers (01521001-51110) $42,500SPED-Para Extra Time (01011200-51121) $85,000

EWES dR Teachers (01531001-51110) ($42,500)JRES dR Teachers (01551001-51110) ($42,500)TES d/R Teachers (01581001-51110) ($42,500)

$0To transfer net savings of two less ES dR teachers (net) to SPED-Para Extra Time

lof 3 10/23/2019

Trumbull Board of Education Expense vs Budget SummaryReport for the Month Ended 09/30/2019

Budget Committed! Available! % Spent or

Obiect Description Code Original Transfers Revised Expended Estimates (Over) Committed

Salaries 100Admin/Supervisors 110 $4,815,899 ($70,000) $4,745,899 $1,267,437 $3,347,557 $130,904 97%Teachers 120 $52,925,428 ($85,000) $52,840,428 $4,595,105 $47,958,729 $286,594 99%

Custodians/Maintenance 130 $3,685,224 $0 $3,685,224 $858,517 $2,707,025 $119,682 97%Tech Support 140 $587,584 $0 $587,584 $182,075 $474,196 ($68,686) 112%Admin Support 150 $2,687,404 $0 $2,687,404 $611,446 $2,053,933 $22,025 99%Paras & Aides 160 $3,974,975 $85,000 $4,059,975 $534,606 $2,980,371 $544,999 87%Substitutes 170 $983,000 $0 $983,000 $40,623 $942,377 $0 100%Coaches & Advisors 180 $709,697 $0 $709,697 $6,533 $703,164 $0 100%Salaries Other 190 $1,767,196 $0 $1,767,196 $189,516 $1,523,073 $54,608 97%Misc Salary Items 195 $569,117 $0 $569,117 $360,266 $0 $208,851 63%

Salaries Total $72,705,524 ($70,000) $72,635,524 $8,646,123 $62,690,424 $1,298,977 98%

Benefits 200Health Insurance 210 $14,402,909 ($20,000) $14,382,909 $2,277,784 $13,026,497 ($921,372) 106%FICA 220 $1,698,357 $0 $1,698,357 $261,940 $1,436,417 $0 100%Other insurance 280 $131,000 $0 $131,000 $23,075 $113,886 ($5,960) 105%Benefits Other 290 $180,000 $0 $180,000 $35,015 $151,713 ($6,728) 104%

Benefits Total $16,412,266 ($20,000) $16,392,266 $2,597,814 $14,728,513 ($934,060) 106%

Services-Prof & Technical 300Professional Devt 320 $173,938 $0 $173,938 $45,881 $20,199 $107,858 38%Legal 330 $320,000 $0 $320,000 $20,169 $270,017 $29,814 91%Service Contracts 340 $374,349 $0 $374,349 $262,243 $0 $112,106 70%Consultants 360 $320,400 $0 $320,400 $33,230 $264,565 $22,605 93%Other Prof Services 390 $409,244 $0 $409,244 $133,189 $67,442 $208,614 49%

Services-Prof & Technical Total $1,597,931 $0 $1,597,931 $494,711 $622,223 $480,997 70%

Services-Property 400utilities 410 $882,000 $0 $882,000 $225,332 $1,276,668 ($620,000) 170%Energy 415 $1,170,000 $0 $1,170,000 $31,440 $561,140 $577,420 51%Repairs & Svc Fees 430 $405,184 $0 $405,184 $58,887 $67,915 $278,382 31%Communications 440 $263,672 $0 $263,672 $52,111 $192,031 $19,531 93%

l:\Business\Common\19-20\September 2019 BOE Financials

2of3 10/23/2019

Budget Committed/ Available! % Spent or

Copiers 445 $245,000 $0 $245,000 $72,529 $210,081 ($37,610) 115%Bldg Improvements 450 $105,000 $0 $105,000 $4,125 $8,194 $92,681 12%Other Purch’d Property Svcs 490 $161,189 $0 $161,189 $45,276 $59,667 $56,246 65%

Services-Property Total $3,232,045 $0 $3,232,045 $489,700 $2,375,695 $366,650 89%

Services-Purchased Other 500Transportation 510 $5,593,026 $0 $5,593,026 $40,308 $122,655 $5,430,063 3%Postage 530 $44,000 $0 $44,000 $7,803 $35,822 $375 99%Advertising 540 $1,200 $0 $1,200 $1,186 $0 $14 99%Interns 550 $325,500 ($32,700) $292,800 $132,600 $121,200 $39,000 87%Tuition 560 $4,184,765 $0 $4,184,765 $1,589,216 $1,162,717 $1,432,831 66%Printing 570 $17,976 $0 $17,976 $8,785 $0 $9,191 49%Other Purch’d Svcs 590 $126,159 $0 $126,159 $74,317 $390 $51,452 59%

Services-Purchd Other Total $10,292,626 ($32,700) $10,259,926 $1,854,215 $1,442,784 $6,962,926 32%

Supplies 600Supplies-Teaching 610 $646,264 $0 $646,264 $177,920 $154,829 $313,515 51%Supplies-Office 620 $88,620 $0 $88,620 $26,459 $5,892 $56,270 37%Supplies-Custodial 630 $173,000 $0 $173,000 $46,973 $66,381 $59,646 66%Supplies-Maintenance 635 $258,500 $0 $258,500 $33,673 $57,064 $167,764 35%Text & Workbooks 640 $458,383 $0 $458,383 $285,023 $39,559 $133,800 71%Subscriptions 645 $162,132 $0 $162,132 $146,107 $45,153 ($29,128) 118%Testing Materials 650 $125,367 $0 $125,367 $67,053 $26,201 $32,113 74%Books & A/v 655 $50,435 $0 $50,435 $1,484 $13,848 $35,103 30%Software 660 $157,650 $0 $157,650 $142,302 $23,647 ($8,298) 105%Other Supplies 690 $34,437 $0 $34,437 $4,381 $5,032 $25,024 27%

Supplies Total $2,154,788 $0 $2,154,788 $931,373 $437,605 $785,809 64%

Property 700Office Equipment 610 $1,584 $0 $1,584 $255 $0 $1,329 16%Office Furniture 620 $0 $0 $0 $0 $0 $0 #DIv/OlClassroom Equipment 630 $587,852 $0 $587,852 $303,318 $65,288 $219,246 63%Classroom Furniture 635 $0 $0 $0 $2,511 $13,827 ($16,338) #Dlv/ol

l:\Business\Common\19-20\September 2019 BOE Financials

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Object Description Code Original Transfers Revised Expended Estimates (Over) Committed

Bldg Equipment 640 $59,250 $0 $59,250 $44,440 $300 $14,510 76%Other Equipment 645 $8,300 $0 $8,300 $0 $0 $8,300 0%

Property Total $656,986 $0 $656,986 $350,525 $79,415 $227,047 65%

Other ObiectsDues, Fees and Memberships 810 $83,966 $0 $83,966 $41,455 $14,767 $27,744 67%Unemployment 825 $35,000 $0 $35,000 $4,200 $31,098 ($298) 101%Other Objects 890 $2,200 $0 $2,200 $0 $0 $2,200 0%

Other Objects Total $121,166 $0 $121,166 $45,655 $45,865 $29,646 76%

Miscellaneous 900Other-Ant Surpl/Excess Cst 900 ($1,055,000) $122,700 ($932,300) $0 $0 ($932,300) 0%

Miscellaneous Total ($1,055,000) $122,700 ($932,300) $0 $0 ($932,300) 0%

Report Total $106,118,332 $0 $106,118,332 $15,410,116 $82,422,525 $8,285,691 92%

l;\Business\Common\19-20\September 2019 BOE Financials

School Lunch Financials As of September 30, 20199/30/19 9/30/12

Balance Sheet as of 9/30 school Lunch School Lunch YTY 01ff. % ChangeAssets:Cash 532,814 532,669 146 0.03%Receivables 136,831 110,675 26,155 23.63%Inventory 65,688 61,921 3,767 6.08%Prepaid Expense - -

Due From Others . -

~ Total Assets: 735,333 705,265 30,068 4.26%I

Liabilities:Accounts Payable 195,751 165,754 29,997 18.10%Deferred Revenue 147,107 141,851 5,256 3.71%Due to others 552,674 395,613 157,061 39.70%

~ Total Liabilities: 895,532 703,218 192,314 27.35%I

~ Fund Balances: (160,199) 2,047 (162,246) -7926.52%I

Statement of Revenues, Expenditures and Changes in Fund Balances for the I month ended 9130Revenue/increases:Food Sales/Charges for SeMce 208,898 162,694 46,204 28,40%Intergovernmental 66,911 45,555 21,356 46.88%Other Income/Interest - - -

Donations - - -

Increases . - -

~ Total revenue/Increases 275,808 208,249 67,559 32.44%I

Expenses/decreases -

Wages 103,726 92,456 11,269 12.19%FICA 5,879 5,175 704 13.61%

~ Medical 76,999 65,980 11,019 16.70%IOther Expenses 16,760 15,892 868 5,46%Supplies 13,677 8,878 4,799 54,05%Cost of Food 125,446 96,240 29,207 30.35%Equipment/Capital 7,949 7,564 385 5.09%Intergovernmental Transfer . - -

Decreases -

~ Total Expenditures/Increases 350,436 292,185 58,25; 19.94%I

Incr/(Decr) in fund balances before (74,628) (83,936) 9,308 -11.09%operating transfersOperating Transfers in/(out) - -

Incr/(Decr) in fijnd balances after (74,628) (83,936) 9,308operatinq transfers

Fund Balances:Beginning of year (85,571) 85,983 (171,554) -199.52%End of period (160,199) 2,047 (162,246) -7926.52%

Increase (decrease) for the month (40,752) (101,429) 60,677 -59.82%

Trumbull Board of EducationSpecial Revenue BOE Programs

711119 to 9130119 Fund Balance(Deficit) as of

Revenues over(under) Operating Transfer

Expenditures from(to),includes included in Revenues

Operating and ExpendituresOrg# Description Revenues Expenditures Transfers Activity 711119 9130119

2051660 ACE Foundation - - - - 58 582059530 Agriscience - - - - 47,609 47,6092051121 Athletics 127,818 50,214 77,604 - (63,237) 14,3662052651 Building Use 15,430 7,382 8,048 - - 8,0482051650 Continuing Ed 20,075 16,027 4,048 - (10,195) (6,147)2051100 Driver’s Education 59,450 34,348 25,102 - 15,208 40,3092051717 Elementary Strings/Band 5,750 0 5,750 - (105,665) (99,916)2051070 Enhancement Program - - - - 1,858 1,8582056230 Guidance/Testing 698 - 698 - 6,418 7,1162059360 Headstart Food 5,806 - 5,806 - 31 5,8372059240 Interdistrict 91,500 27,361 64,139 - (145,081) (80,941)2059540 Madison Grant - - - - 368 3682059520 Magnet Transportation - - - - - -

2059490 Miscellaneous - - - - 10,401 10,4012059460 Open Choice - 14,289 (14,289) - 44,846 30,5572051019 PE Day - - - - 1,297 1,2972051200 PPS Medicaid Program 11,378 17,742 (6,365) - 2,227 (4,138)2055904 Rebates - (918) 918 - 60,596 61,5132051600 Summer Explorations 36,181 192,838 (156,657) - 58,801 (97,856)2052221 Take Home Device Insurance 13,215 1,988 11,227 - 5,483 16,7102057100 THS AP Testing - - - 8,183 8,1832051380 TI-IS Auditorium - 384 (384) - (19,194) (19,578)2059400 THS Connections - - - - 1,125 1,1252059450 THS Culinary Kitchen Catering 615 - 615 - 9,434 10,0492055400 THS Musical - 875 (875) - 7,657 6,7822059510 Typical or Troubled Grant - - - - 643 6432056207 Used Book Sales - - - - 2,145 2,145

Total Special Revenue Fund [ 3~7,914 362,531 25,383 - (58,985) (33,602)

Trumbull Board of EducationExpendable Trust Details

_____________ 7/1119 to 9130119 Fund Balance as of 9/30119Revenues Over

(Under) PermanentAccount Name Revenues Expenditures Expenditures Restricted Unrestricted TotalBrewster 168 - 168 1685 171 1,856Peter Burke 801 - 801 - 8841 8,841K. Capobianco 201 - 201 - 2,215 2,215Donna Cassidy 1295 - 1,295 - 14,295 14,295Citizenship/l-loldsworth 58 - 58 - 635 835Mary Curtiss 425 - 425 - 4,690 4,690S. Dick Electronics 998 - 996 10,000 996 10,996Education 1,000 12,762 (11782) - - -

Ran Grinnell 98 - 98 - 1,080 1,080dare Hampford 348 - 348 - 3,843 3,843G.Hartz 1 - 1 - 10 10Klein/ Danaher 290 - 290 - 3,201 3,201Lorimer 7 - 7 - 77 77Dr. Gloria Mama 50 - 50 - 550 550Frances S. Mallett 149 - 149 - 1,649 1,649Loretta McDougall 1,183 - 1,183 - 13,055 13,055Karen Mraz 884 - 884 - 9,757 9,757National Merit 48 - 48 - 531 531PHNA 808 - 808 8,000 924 8,924Ralph Pascale 46 - 46 - 506 506Jill Resnick 1,558 - 1,558 - 17,203 17,203R. Rossomando 551 - 551 5,190 893 6,083Dick Seaman 649 - 649 - 4,654 4,654R. Simses 252 - 252 2,500 278 2,778R. Stowe 222 - 222 2,200 245 2,445Trumbull High 100 - 100 - 1,100 1,100Jennie N. Villano 19 - 19 - 209 209Zink 996 - 996 10,000 999 10,999

Total 13,202 12,782 420 39,575 92,607 132,182

Trumbull Board of EducationGrants

I Expenseas

SPID Ends Org# Grants — Budget 9/3012019 Balance

20977 June 2009010 IDEA Part B Sec 611 207469 122942 8452820977 June 2009011 IDEA Part B Sec 61 1-NP 12,221 2,712 9,50920868 June 2009080 Title Ill-A - - -

20868 June 2009081 Title Ill-A NP 4,484 - 4,48420868 June 2009111 lmmigrant&YoumEd - - -

20679 June 2009140 Title I 3,993 3993 -

20679 June 2009141 Title I NP 7 - 720873 June 2009300 Title IV-A 9,120 - 9,12020873 June 2009301 Title IV-A NP 1,620 - 1,62020983 June 2009450 IDEA Part B Sec 619 39,116 3,069 36,04720742 June 2009470 Perkins 1,960 - 1,96020858 June 2009480 Title Il-A - - -

20858 June 2009481 Title Il-A NP 17,056 - 17,05612552 June 2009302 Team/Mentors - - -

n/a 9/30/2019 2009350 1-leadstart 18-19 (10/1-9/30) 69,066 57,700 11,366n/a 6/30/2020 2009350 FFA Grant for Growing 4,874 - 4,874n/a 9/29/2019 2009505 TPAUD-DFC (9/30-9/29) 23,919 23,887 32n/a June 2009507 TPAUD-Opiod Prevention s,ooo 5,000 -

Grants Total 399,906 219,303 180,603

Trumbull Board of EducationStudent Activity Detail Report

Oblect # Account Name As of 711119 Increases Decreases As of SjãUIIS20251 BOOTH HILL SCHOOL 810 535 444 90120253 DANIELS FARM 1,298 - - 1,29520825 FINGERPRINTING/BACKGROUND CHK (97) 2,261 2.261 (97)20619 FRENCHHONOR500IEfl’ 465 - - 46520252 FRENCHTOWN SCHOOL 3764 - - 3.76420550 GENERAL FUND — 900 200 - 1,10020152 HILLCRESTMIDDLE5CHOOL 11.398 10.790 12,626 9,56220255 JANE RYAN SCHOOL 670 3,100 - 3,77020156 MADISON MIDDLE SCHOOL 3,707 1,930 1,499 4,13920068 MATH HONOR SOCIETY 984 - - 98420254 MIDDLEBROOK SCHOOL 4,580 329 747 4,16320258 TASHUA SCHOOL 3,571 2,936 474 6,03320628 THSA.V.CLUB 172 - - 17220611 THSACADEMICOECATHLON ~‘ 3,192 - - 3,19220709 THS ALTERNATE 2,938 - - 2,93820604 THS SAND 5,077 - - 5,07720606 THS BEST BUDDIES 123 - 149 (26)20130 THS BOOK STORE 3,496 - 63 3,43320711 THS BOYS BASKETBALL 40 - - 4020727 THS BOYS INDOOR TRACK 3,042 - - 3,04220715 THS BUSINESS ED. ENTREPRENEUR 999 621 621 99920545 THS CHEERLEADING (1) 5.054 2,453 2,60020614 THS CHORAL GROUP 5 - 520162 THS Class of 2015 4,308 - - 4,30820163 THS Class of 2016 2,759 - - 2,75920164 THS Class of 2017 5,344 - - 5,34420165 THS Class of 2018 8,098 - - 8,09820166 THS Class of 2019 5,292 - 3,000 2,29220167 THS Class of 2020 11,329 - 67 11,26220168 THS Class of 2021 2,560 - - 2,56020609 THSCREATIVEMINDS 2,211 - - 2,21120603 HSDECA(MARKETINGEDUCATION) 7,372 1,400 1,248 7,52320647 HS FASHION CLUB 450 - - 45020637 HS ETHICS CLUB 78 1,000 551 52620620 THS FRENCH CLUB 1,003 - - 1,00320617 THSFUTUREBUSINESSLEADERS 3,112 - 2,211 90120710 THS GIRLS BASKETBALL - 5,461 - 5.46120718 THS GIRLS CROSS COUNTRY 475 - - 47520726 THS GIRLS IN000RTRACK 1.591 - - 1,59120732 THS GIRLS OUTDOOR TRACK 8,916 . 38 8,87820733 THS GIRLS TENNIS 908 - 355 55320712 THS GLOW CLUB 83 - - 8320719 THS GOLF 567 - . 56720643 THS GRADUATION - CAP & GOWNS 5,596 - - 5,59620713 THS GRAPHIC DESIGN 214 - - 21420607 THS HOME ECON. CLUB 2 . - 220622 THS IN/OUT 3,263 690 146 3,80720640 THS INTERACT CLUB 220 - - 22020615 THS_ITALIAN CLUB 686 - - 68620605 THSKEYCLUB 477 - 47720613 THSLATINCLUB 6 - - 620101 THS LIBRARY CLUB 2,696 661 - 3,35720645 LINK CREW LEADERS - 3,870 761 3,10920608 THS LOST TEXTBOOKS 8,515 130 871 7,774

0621 THS MISCELLANEOUS 5,914 - 1,360 4,55420728 THSMOCKTRIAL 161 - - 16120032 THS MODEL CONGRESS 58 1.000 - 1,05820639 THS MODEL U.N. CLUB 1,217 - - 1,21720707 THS NATIONAL HONOR SOCIETY 1,265 - 880 38520133 THS NEWSPAPER 52 318 - 37020082 THS ORCHESTRA 742 - 74220702 THS PEER LEADERS 412 . - 41220703 THS PEER MEDIATION CLUB 3,573 - - 3,57320110 THS PINK RIBBON 1,357 - 1,35720708 THS POETRY 785 - - 78520644 THS ROBOTICS CLUB 1,623 - - 1,62320630 THS SKI CLUB 216 - - 21620631 THS SOAR 2,800 - 2,80020625 THS SODA MACHINE 218 33 25120624 THS SPANISH CLUB 1.721 . - 1,72120627 THS SPANISH HONOR SOCIETY 397 - 39720510 TH5STUDENTCOUNCIL 8,280 14 65 8.22920629 HS SUNSHINE FUND 2,632 - 2,63220632 HS SWIMMING 1,301 - 1,30120641 THS THESPIAN SOCIETY 7,247 - 7,24720139 THSTRILLIUMYEARBOOK 11.115 100 436 10,77820190 THSVO-AG FARM 27,164 5,600 1,392 31,37220160 THSVO-AGFUTUREFARMER5 1,392 - - 1,39220633 THS WE THE PEOPLE 177 - - 17720642 THSYOUTHTOYOUTH 1,052 13 13 1.05220810 TRUMBULLFOOTBALLALUMNIASSOC 1,000 - - 1,000

ToIaI Sludant ActiviIy Funds 223,136 48,046 34,732 236,450

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Salaries 100Admin/Supervisors 110 $4,815,899 ($70,000) $4,745,899 $901,105 $3,694,305 $150,489 97%Teachers 120 $52,925,428 ($85,000) $52,840,428 $446,658 $0 $52,393,770 1%Custodians/Maintenance 130 $3,685,224 $0 $3,685,224 $582,464 $2,956,503 $146,257 96%

Tech Support 140 $587,584 $0 $587,584 $128,204 $524,111 ($64,731) 111%Admin Support 150 $2,687,404 $0 $2,687,404 $405,060 $2,255,103 $27,241 99%Paras & Aides 160 $3,974,975 $85,000 $4,059,975 $131,713 $3,330,025 $598,237 85%Substitutes 170 $983,000 $0 $983,000 $156 $0 $982,844 0%Coaches & Advisors 180 $709,697 $0 $709,697 $0 $0 $709,697 0%Salaries Other 190 $1,767,196 $0 $1,767,196 $60,181 $767,023 $939,991 47%Misc Salary Items 195 $569,117 $0 $569,117 $358,054 $0 $211,063 63%

Salaries Total $72,705,524 ($70,000) $72,635,524 $3,013,596 $13,527,071 $56,094,858 23%

Benefits 200Health Insurance 210 $14,402,909 ($20,000) $14,382,909 $2,530,352 $16,103,562 ($4,251,005) 130%FICA 220 $1,698,357 $0 $1,698,357 $120,885 $0 $1,577,472 7%Other Insurance 280 $131,000 $0 $131,000 $12,520 $124,947 ($6,467) 105%Benefits Other 290 $180,000 $0 $180,000 $19,738 $11,561 $148,701 17%

Benefits Total $16,412,266 ($20,000) $16,392,266 $2,683,495 $16,240,070 ($2,531,299) 115%

Services-Prof & Technical 300Professional Devt 320 $173,938 $0 $173,938 $33,196 $778 $139,964 20%Legal 330 $320,000 $0 $320,000 $0 $290,000 $30,000 91%Service Contracts 340 $374,349 $0 $374,349 $239,994 $9,790 $124,565 67%Consultants 360 $320,400 $0 $320,400 $7,570 $28,000 $284,830 11%Other Prof Services 390 $409,244 $0 $409,244 $89,621 $71,782 $247,841 39%

Services-Prof & Technical Total $1,597,931 $0 $1,597,931 $370,381 $400,350 $827,200 48%

Services-Property 400Utilities 410 $882,000 $0 $882,000 $110,979 $1,393,021 ($622,000) 171%Energy 415 $1,170,000 $0 $1,170,000 $59,943 $572,665 $537,393 54%Repairs & Svc Fees 430 $405,184 $0 $405,184 $39,347 $60,326 $305,512 25%Communications 440 $263,672 $0 $263,672 $48,802 $195,339 $19,531 93%

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Copiers 445 $245,000 $0 $245,000 $30,703 $251,907 ($37,610) 115%Bldg Improvements 450 $105,000 $0 $105,000 $4,125 $8,194 $92,681 12%Other Purch’d Property Svcs 490 $161,189 $0 $161,189 $32,393 $69,148 $59,648 63%

Services-Purchased Other 500Transportation 510 $5,593,026 $0 $5,593,026 $35,279 $0 $5,557,747 1%

Postage 530 $44,000 $0 $44,000 $2,533 $41,733 ($266) 101%Advertising 540 $1,200 $0 $1,200 $0 $696 $504 58%

Interns 550 $325,500 ($32,700) $292,800 $0 $253,800 $39,000 87%Tuition 560 $4,184,765 $0 $4,184,765 $383,635 $523,672 $3,277,458 22%Printing 570 $17,976 $0 $17,976 $510 $495 $16,971 6%Other Purch’d Svcs 590 $126,159 $0 $126,159 $72,414 $884 $52,861 58%

Services-Purch’d Other Total $10,292,626 ($32,700) $10,259,926 $494,370 $821,280 $8,944,276 13%

Supplies 600Supplies-Teaching 610 $646,264 $0 $646,264 $77,866 $181,830 $386,568 40%Supplies-Office 620 $88,620 $0 $88,620 $15,471 $8,276 $64,873 27%Supplies-Custodial 630 $173,000 $0 $173,000 $34,595 $73,376 $65,029 62%Supplies-Maintenance 635 $258,500 $0 $258,500 $19,540 $55,288 $183,672 29%Text & Workbooks 640 $458,383 $0 $458,383 $71,880 $238,711 $147,792 68%Subscriptions 645 $162,132 $0 $162,132 $127,274 $25,485 $9,373 94%Testing Materials 650 $125,367 $0 $125,367 $54,789 $38,340 $32,238 74%Books & A/v 655 $50,435 $0 $50,435 $0 $1,379 $49,056 3%Software 660 $157,650 $0 $157,650 $59,339 $102,473 ($4,162) 103%Other Supplies 690 $34,437 $0 $34,437 $3,949 $24 $30,464 12%

Supplies Total $2,154,788 $0 $2,154,788 $464,704 $725,181 $964,904 55%

Property 700Office Equipment 610 $1,584 $0 $1,584 $0 $0 $1,584 0%Office Furniture 620 $0 $0 $0 $0 $0 $0 #Dlv/0!Classroom Equipment 630 $587,852 $0 $587,852 $770,242 $89,561 ($271,951) 146%Classroom Furniture 635 $0 $0 $0 $2,200 $13,788 ($15,988) #Dlv/0!

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Bldg Equipment 640 $59,250 $0 $59,250 $55,200 $459 $3,591 94%Other Equipment 645 $8,300 $0 $8,300 $0 $0 $8,300 0%

Property Total $656,986 $0 $656,986 $827,643 $103,807 ($274,464) 142%

Other ObiectsDues, Fees and Memberships 810 $83,966 $0 $83,966 $31,105 $7,129 $45,732 46%Unemployment 825 $35,000 $0 $35,000 $298 $35,000 ($298) 101%Other Objects 890 $2,200 $0 $2,200 $0 $0 $2,200 0%

Miscellaneous 900Other-Ant Surpi/Excess Cst 900 ($1,055,000) $122,700 ($932,300) $0 $0 ($932,300) 0%

Report Total $106,118,332 $0 $106,118,332 $8,211,882 $34,410,487 $63,495,963 40%

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Oblect Description Code Original Transfers Revised Expended Estimates (Over) Committed

Salaries 100Admin/Supervisors 110 $4,815,899 ($70,000) $4,745,899 $363,915 $4,245,438 $136,547 97%Teachers 120 $52,925,428 ($85,000) $52,840,428 $347,742 $0 $52,492,686 1%Custodians/Maintenance 130 $3,685,224 $0 $3,685,224 $213,863 $3,216,570 $254,792 93%

Tech Support 140 $587,584 $0 $587,584 $51,319 $574,026 ($37,761) 106%Admin Support 150 $2,687,404 $0 $2,687,404 $147,887 $2,425,712 $113,805 96%Paras & Aides 160 $3,974,975 $85,000 $4,059,975 $81,743 $23,848 $3,954,384 3%Substitutes 170 $983,000 $0 $983,000 $156 $0 $982,844 0%Coaches & Advisors 180 $709,697 $0 $709,697 $0 $0 $709,697 0%Salaries Other 190 $1,767,196 $0 $1,767,196 $22,324 $784,136 $960,736 46%Misc Salary Items 195 $569,117 $0 $569,117 $344,433 $0 $224,684 61%

Salaries Total $72,705,524 ($70,000) $72,635,524 $1,573,379 $11,269,730 $59,792,415 18%

Benefits 200Health Insurance 210 $14,402,909 ($20,000) $14,382,909 $968,695 $17,736,190 ($4,321,976) 130%FICA 220 $1,698,357 $0 $1,698,357 $49,849 $0 $1,648,508 3%Other Insurance 280 $131,000 $0 $131,000 $13,026 $124,947 ($6,973) 105%Benefits Other 290 $180,000 $0 $180,000 $9,519 $12,705 $157,776 12%

Benefits Total $16,412,266 ($20,000) $16,392,266 $1,041,089 $17,873,842 ($2,522,665) 115%

Services-Prof & Technical 300Professional Devt 320 $173,938 $0 $173,938 $1,338 $5,645 $166,955 4%Legal 330 $320,000 $0 $320,000 $0 $290,000 $30,000 91%Service Contracts 340 $374,349 $0 $374,349 $18,330 $92,022 $263,997 29%Consultants 360 $320,400 $0 $320,400 $4,145 $14,000 $302,255 6%Other Prof Services 390 $409,244 $0 $409,244 $107 $74,869 $334,268 18%

Services-Prof & Technical Total $1,597,931 $0 $1,597,931 $23,920 $476,536 $1,097,475 31%

Services-Property 400Utilities 410 $882,000 $0 $882,000 $5,302 $1,500,698 ($624,000) 171%Energy 415 $1,170,000 $0 $1,170,000 $0 $450,000 $720,000 38%Repairs & Svc Fees 430 $405,184 $0 $405,184 $19,488 $65,507 $320,189 21%Communications 440 $263,672 $0 $263,672 $36,729 $207,412 $19,531 93%

l:\Business\Common\19-20\JuIy 2019 BOE Financials

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Budget Cammitted/ Available! % Spent or

Copiers 445 $245,000 $0 $245,000 $17,488 $251,980 ($24,468) 110%Bldg Improvements 450 $105,000 $0 $105,000 $0 $0 $105,000 0%Other Purch’d Property Svcs 490 $161,189 $0 $161,189 $25,292 $73,007 $62,890 61%

Services-Purchased Other 500Transportation 510 $5,593,026 $0 $5,593,026 $13,503 $0 $5,579,523 0%Postage 530 $44,000 $0 $44,000 $2,244 $41,733 $23 100%Advertising 540 $1,200 $0 $1,200 $0 $0 $1,200 0%Interns 550 $325,500 ($32,700) $292,800 $0 $0 $292,800 0%Tuition 560 $4,184,765 $0 $4,184,765 $269,995 $531,172 $3,383,598 19%Printing 570 $17,976 $0 $17,976 $428 $0 $17,548 2%Other Purch’d Svcs 590 $126,159 $0 $126,159 $71,823 $0 $54,336 57%

Services-Purch’d Other Total $10,292,626 ($32,700) $10,259,926 $357,993 $572,905 $9,329,028 9%

Supplies 600Supplies-Teaching 610 $646,264 $0 $646,264 $16,942 $173,575 $455,748 29%Supplies-Office 620 $88,620 $0 $88,620 $1,156 $14,403 $73,061 18%Supplies-Custodial 630 $173,000 $0 $173,000 $11,873 $87,647 $73,480 58%Supplies-Maintenance 635 $258,500 $0 $258,500 $3,843 $57,004 $197,653 24%Text & Workbooks 640 $458,383 $0 $458,383 $2,637 $268,653 $187,092 59%Subscriptions 645 $162,132 $0 $162,132 $66,026 $71,527 $24,579 85%Testing Materials 650 $125,367 $0 $125,367 $0 $58,742 $66,625 47%Books & A/v 655 $50,435 $0 $50,435 $0 $1,379 $49,056 3%Software 660 $157,650 $0 $157,650 $40,000 $39,022 $78,627 50%Other Supplies 690 $34,437 $0 $34,437 $0 $772 $33,665 2%

Supplies Total $2,154,788 $0 $2,154,788 $142,477 $772,724 $1,239,587 42%

Property 700Office Equipment 610 $1,584 $0 $1,584 $0 $0 $1,584 0%Office Furniture 620 $0 $0 $0 $0 $0 $0 #DIV/0lClassroom Equipment 630 $587,852 $0 $587,852 $372,987 $425,708 ($210,843) 136%Classroom Furniture 635 $0 $0 $0 $0 $1,070 ($1,070) #Dlv/0l

l:\Business\Common\19-20\July 2019 BOE Financials

SofS 10/23/2019

Bldg Equipment 640 $59,250 $0 $59,250 $23,815 $38,754 ($3,319) 106%Other Equipment 645 $8,300 $0 $8,300 $0 $0 $8,300 0%

Property Total $656,986 $0 $656,986 $396,802 $465,533 ($205,349) 131%

Other Objects 800Dues, Fees and Memberships 810 $83,966 $0 $83,966 $23,521 $7,224 $53,222 37%Unemployment 825 $35,000 $0 $35,000 $0 $35,000 $0 100%Other Objects 890 $2,200 $0 $2,200 $0 $0 $2,200 0%

Miscellaneous 900Other-Ant Surpl/Excess Cst 900 ($1,055,000) $122,700 ($932,300) $0 $0 ($932,300) 0%

Report Total $106,118,332 $0 $106,118,332 $3,663,479 $34,022,100 $68,432,754 36%

l:\Business\Common\19-2ONjuly 2019 BOE Financials

TRUMBULL BOARD OF EDUCATIONTRUMBULL, CONNECTICUT

Report to the Board of EducationRegular Meeting, October 29, 2019

Agenda Item TV-A Status of Negotiations

Please see reverse side for status ofnegotiations with the eight bargaining units.

Recommendation: Receive and file.

STATUS OF NEGOTIATIONS

Member of Board’sUnit Negotiating Team Status of Negotiations

Teachers Attorney Floyd Dugas The TEA Agreement covers theTEA Jeffrey Donofrio period from July 1,2017 to June 30, 2020.

Michael Ward Negotiations have begun.

Administrators Attorney Floyd Dugas The TAA Agreement covers theTAA Jeffrey Donofrio period from July 1,2018 to

Michael Ward June 30, 2021.

Administrative Support Attorney Floyd Dugas The Administrative Support covers theServices Sean O’Keefe period from July 1,2016 to June 30, 2020.CALU

Custodial/Maintenance Attorney Floyd Dugas The Custodial/Maintenance AgreementUPSEU LOCAL #424 Sean O’Keefe covers the period from July 1, 2017 to

June 30, 2020.

Paraprofessionals Attorney Floyd Dugas The Paraprofessional AgreementUPSEU LOCAL #222, Sean O’Keefe covers the period from July 1,2018CILU #78 to June 30, 2021.

Cafeteria Workers Attorney Floyd Dugas The Cafeteria Workers AgreementUPSEU LOCAL #424 Sean O’Keefe covers the period from July 1, 2017

to June 30, 2020.

CILU Supervisor/ Attorney Floyd Dugas The CILU Supervisors AgreementSupport Staff Sean O’Keefe covers the period from July 1,2016CILU LOCAL #21 to June 30, 2020.

The CILU Support Agreementcovers the period from July 1,2016to June 30, 2020.

10/24/2019 11:29AM

10/29/19 - Trumbull Public Schools

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