[{"_1":2,"_100":-5,"_101":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6047626,"mediaKeyId","3531534-2d076c6ce595bc8fcc966863afd852a7","parentId",3531534,"title","Wallingford committee approves revised and new high-school, CTE and elementary science courses by consensus","audioSeconds",5284,"startMs",348000,"endMs",5632000,"viewUrl","/Search/View?dp=1&key=3531534-2d076c6ce595bc8fcc966863afd852a7&start=348&end=5632","thumbnailUrl","https://assets.pipeline.soar.com/3531534-2d076c6ce595bc8fcc966863afd852a7/thumbnail_348000.jpg","articleUrl","/articles/6047626/Connecticut/Wallingford-committee-approves-revised-and-new-high-school-CTE-and-elementary-science-courses-by-consensus","mediaUrl","https://secure.pipeline.soar.com/6047626-7a3cbbca5cfb39c5ec8a7ccf4a5d2759/orig.mp4?Expires=1771153077&Signature=DI1lLGW2UF1G0~EtorwTSD-pwFvo4SApedWl1McXbLELbmrlYzCtWZi~e~XLlrk9Lr0tnpSpQPZvVB9Oo1hOYDd-MZA8KB1G9mn7Lli16jVQCQzE9GnxJH3ayl~ZJbIwRwO8WGatPvJNeJM4BVIuQilaZKOLOfES08~fFNW4MLs5LyYZXUcQytBCYvIM7jVGip9nlDK1eqAMw-XAWVAB8qU7SduxV1QU~bUgysWcEOnoTYp2St5ZOkYB73UbjAXWRSsghvKCHCmhQIz5cVxSW~7Kv88Fq-wlDQz4-xQj6hLA83tWmnNQZlQKtR62lL6QNJhtztqhD1o-J3KxQU27rw__&Key-Pair-Id=KUT5TJCACFTXG","author","Wallingford Public Schools","date","2025-05-06T00:00:00Z","article","The Board of Educational Instructional Committee on May 5 gave verbal consensus to a large package of curriculum proposals that district staff presented, approving a range of new and revised courses across Career and Technical Education (CTE), family and consumer sciences, fine arts, world language, and K–12 science.

District curriculum staff presented the course slate and enrollment projections before the board took consensus votes. The slate included middle- and high-school CTE courses (grade 7 structural design; life-on-your-own; digital imaging and web design; medical careers I; developing child I; woodworking I), new and revised world-language and music offerings (French IV, Italian II, music theory, band), and elementary through high-school science updates (grade 2–3 science, grade 7, anatomy & physiology, environmental earth science, astronomy).

Why it matters: the approvals set which courses will be offered and how those programs will be scheduled next school year. Several presenters said the revisions aim to align classroom activities to career pathways, incorporate modern tools (for example, CNC routers, laser engravers, and Photoshop/Illustrator instruction), and emphasize proficiency and phenomena-based learning in science tied to NGSS standards.

K–12 CTE coordinator Dave Ullman walked the board through the CTE proposals, describing unit-level work, hands-on projects and enrollment figures. \"We start by learning about basic structures ... then students go through and create a series of different bridges,\" Ullman said of the grade-7 structural-design encore course. For the new digital imaging and web-design elective, district staff described HTML/CSS, graphic-design fundamentals, and a makerspace element that lets students bring projects to life on vinyl cutters and laser engravers. Mr. Grama summarized the family-and-consumer-science elective Life On Your Own as a course aimed at late-high-school students preparing for independent life, saying the curriculum covers \"career and employment…soft skills…self care and emotional health\" and practical household skills.

Fine-arts and world-language coordinator Todd Snyder described a shift in upper-level language courses from grammar-driven to proficiency-based instruction and added cultural-comparison projects in French and Italian. The district said small enrollments in upper-level language classes are treated as a guideline: \"Our guideline is 15, not a hard and fast rule,\" a district presenter told the board, adding courses necessary for progression (for example, keeping French IV available so students can continue to French V/VI) may be run with fewer students.

K–12 science coordinator Dan Wasprack previewed revised elementary and secondary science sequences built around phenomena-based, durational learning. Grade-2 units launch from simple phenomena such as a cold glass causing condensation; grade-3 work includes weather and climate comparisons between Wallingford/Connecticut and global locations. Middle- and high-school science revisions range from chemistry/energy in grade 7 to anatomy & physiology and a proposed Environmental Earth Science elective that ties geology, resource extraction, energy systems and ocean/atmosphere interactions to human impacts.

Board members posed logistics questions — for example, whether students in digital-imaging would be able to access Photoshop off campus, and how the planetarium is used to support astronomy — and staff responded that Photoshop licenses are costly and that free alternatives are available for home use, and that the planetarium will be used as a curricular enhancement (Lyman Hall students visit once per semester; Sheehan use varies by teacher).

Board actions and next steps: the board moved to accept curriculum proposals section-by-section by verbal consensus during the meeting. District staff will proceed with scheduling and implementation planning; several presenters noted that some enrollments and sections are still being finalized.

Ending note: presenters emphasized project-based learning, career linkages in CTE, and NGSS-aligned, phenomenon-led instruction in science as the through-line for the revisions the board approved by consensus.","mediaType","Video","parentTitle","Wallingford Public Schools Instructional Committee Meeting - May 5, 2025","oneSentenceSummary","The Board of Educational Instructional Committee on May 5 gave verbal consensus to a package of new and revised courses across CTE, family and consumer sciences, world language, music and K–12 science, moving the district’s course offerings for next year forward.","taxTitle","Wallingford School District, School Districts, Connecticut","taxId",38279,"location","Connecticut","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6047616,"Board weighs STEP/gifted identification changes; debate centers on i‑Ready, teacher rating scales and cognitive assessment",1720,7968000,9688000,"/Search/View?dp=1&key=3531534-2d076c6ce595bc8fcc966863afd852a7&start=7968&end=9688","https://assets.pipeline.soar.com/3531534-2d076c6ce595bc8fcc966863afd852a7/thumbnail_7968000.jpg","/articles/6047616/Connecticut/Board-weighs-STEPgifted-identification-changes-debate-centers-on-iReady-teacher-rating-scales-and-cognitive-assessment","https://secure.pipeline.soar.com/6047616-62d65c496181c4f7199a7d53d1efbe2e/orig.mp4?Expires=1771153077&Signature=ipSTp-EX0mc4-Dz-uKJnlLX2E0h2Fnj6qsXmb~alN3T~x3xYp4rxcG7fGSOOOHJxns2GUAqgeNOTrBnl8GTdnaFVFDu6Q4J7MrrsKss6-hihaNxI5LUIARjJS0sXp~3ktqF1ivwDbTqjtF3WuazbZ2sT2IHSu4CDscxDT~3opitpnSuee~f5KzS7lCZDvJcAy~l1kIovgNMCtII9TMOJnIc5N3dCZN8vpmsNt459MNLuL1I8FrifF7TLEYNRNMh5aQl2~FFdi161PplRab5mExgHtrYyCzJmg-3cE3Udhh7mBWqwoUobw2wPAe9TYfbmCDIAjHVfqOJt4QDsfvJBjw__&Key-Pair-Id=KUT5TJCACFTXG","During the May 5 committee meeting the board discussed proposed revisions to STEP (the district’s gifted-and-talented program) identification procedures, focusing on whether i‑Ready screening and teacher‑completed rating scales provide adequate evidence to identify gifted students.

Board member Mister Vato led a detailed discussion about cognitive testing and identification criteria. He said the district’s proposed reliance on i‑Ready and the teacher-completed Gifted Rating Scales (GRS) raised concerns that a student’s underlying cognitive abilities (for example, reasoning, executive function, memory and higher-order problem solving) might not be captured. \"None of those — neither the teacher input nor the i‑Ready — really gets into the cognitive ability of a child,\" Vato said, urging the committee to consider additional cognitive measures.

District staff described the multi-stage process in the draft handbook. The district will use i‑Ready as an initial, district-wide screener to flag students for further review; following parental consent the committee will gather additional data (including the GRS instrument completed by teachers). Staff said the GRS is a standardized, norm-referenced teacher rating instrument intended to measure intellectual functioning, creativity and motivation and that individualized cognitive testing (for example, WISC or similar measures) remains available through the PPT process where appropriate.

Why it matters: identification determines access to STEP services and classroom differentiation. Board members debated two risks: missing gifted students if screening does not capture cognitive ability, and over-identifying students if tools cast too wide a net.

Board discussion and follow-up: several members asked whether the revised process expands or narrows the pool of candidates; staff said the change was designed to improve identification reliability after finding inconsistencies with prior group cognitive tests. Members also confirmed there is an appeal process for parents and an annual review of STEP placements; staff said a PPT (Planning and Placement Team) route remains available for parents seeking a formal gifted evaluation.

No final vote on changes was recorded at the meeting; members requested more detail and time to reflect. Staff signaled the handbook must be finalized soon to permit identification for the coming year, and several board members asked that the policy committee or staff provide additional documentation about cognitive‑ability measures that could complement i‑Ready and the GRS.

Ending: the committee did not adopt a final change at the May 5 meeting. District staff will provide additional material on cognitive-assessment options, norming and the GRS instrument so the board can reconsider the STEP identification handbook before final adoption.","Committee discussed proposed changes to the STEP gifted-and-talented identification process, including use of i‑Ready screening and the Gifted Rating Scales (GRS); some board members urged adding a cognitive assessment or alternative measures before final adoption.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6047621,"Board considers institutional neutrality policy, debates immigration-era safety rules; moves one policy forward to consent",1515,5631000,7146000,"/Search/View?dp=1&key=3531534-2d076c6ce595bc8fcc966863afd852a7&start=5631&end=7146","https://assets.pipeline.soar.com/3531534-2d076c6ce595bc8fcc966863afd852a7/thumbnail_5631000.jpg","/articles/6047621/Connecticut/Board-considers-institutional-neutrality-policy-debates-immigration-era-safety-rules-moves-one-policy-forward-to-consent","https://secure.pipeline.soar.com/6047621-06fd1003aa827c3230eaf3407dbaa920/orig.mp4?Expires=1771153077&Signature=Ln1V4RyBj~~gl1Mcf95OufI6wFLcPUS3M-2SVo34AuMvjmuvqqSI3Tz8rQbFYBwzKYgcgARwixxXe9M4hlDV3oThEWdYSeVmdTOk247~~TyWRlVtQez8NSnAtEYaU~PAAyze8iwQqoCJImjphL~yXBW1mPvGP93O14EV3EomyJ-zuPHTuC~nsGsE~IrNaNDpwpL6F~1kkRlHi~QqItRK-K6EUqwcnnF6o-YoHKoqFxcNTB~vmogK-zuhf5Oqrl53blakC546KYstx2H6Ti8nDjVfGrlof9KQNnGUlKBSvYYAaEh6BWLjJjsKMl4bRqVu2nFb924fn5i3smPotZxfqw__&Key-Pair-Id=KUT5TJCACFTXG","At its May 5 meeting the Board of Educational Instructional Committee reviewed a set of policy updates and three recommended new policies provided by CABE and district staff, advancing an \"institutional neutrality\" policy to the consent agenda while tabling two other optional policies after extended discussion.

The policy package was presented after the district said recent state legislation and Connecticut Department of Education guidance prompted updates. Presenters noted Public Act 25-1 and Public Act 23-159 among recent changes; the policy slate included technical updates to existing policies (evaluation and support; visitors/observations) and three optional additions: an institutional neutrality policy, a protection-of-undocumented-students policy, and a school security and safety policy clarifying committee duties and reporting.

Institutional neutrality: board moves policy to consent. The institutional neutrality policy, intended as an optional community‑series policy, instructs staff and board members to remain neutral when responding to contemporary or polarizing current events that fall outside the school system’s mission. Committee members discussed enforcement and administrative burden; several members said the guideline reflects current practice and increases transparency. Board member Mister Dearing said he supported adding the policy for everyone’s protection, and after committee discussion the board agreed by consensus to move the institutional neutrality policy forward to the full-board consent agenda.

Protection of undocumented students and immigration-related protocols: debate and no consensus. CABE’s recommended policy to document procedures if federal immigration authorities make contact drew more concern and split opinion. The draft policy aligns with Connecticut Department of Education guidance released in January and reflects changes after a recent state public act, and describes steps school staff should follow if Immigration and Customs Enforcement or other federal agents contact a school. Some board members expressed unease about adding the policy verbatim to the manual, saying the district already follows the state guidelines and that codifying the procedures could invite political controversy or additional administrative overhead. Others said public transparency favors including the protocol in the policy manual. After a roll-call-style check, the committee declined to advance the protection-of-undocumented-students item.

School security and safety committee policy: tabled. Committee members reviewed a proposed policy that documents the required school security and safety committee, the annual submission of school safety plans to the state, and other procedural steps. Board members asked several clarifying questions about who sees the submitted plans, what is shared with the board, and whether inclusion in the district policy manual was necessary given existing practice and legislative requirements. Committee members chose not to advance the policy at this time; several members requested more time to review.

Authorities cited: staff repeatedly referenced Connecticut statutory changes and Department of Education guidance; CABE was cited as the source of the optional policy language. One presenter told the committee these updates reflect recent legislative changes and updated Department of Education guidance about immigration enforcement at schools.

Next steps: the institutional neutrality policy will be placed on the full-board consent agenda for a later meeting; the other two optional policies were tabled for further review and may return to policy committee.","Board members reviewed several new and revised policies, including a proposed institutional neutrality policy (approved for the consent agenda by consensus), and debated proposed policies on protecting undocumented students and school security procedures tied to recent state statute and guidance.","actionData","errors"]

Article not found

Wallingford committee approves revised and new high-school, CTE and elementary science courses by consensus

Board weighs STEP/gifted identification changes; debate centers on i‑Ready, teacher rating scales and cognitive assessment

Board considers institutional neutrality policy, debates immigration-era safety rules; moves one policy forward to consent