9/21/10 - Trumbull Public Schools

*PRELIMINARY BUSINESS 

A. Salute to the Flag 

B. Correspondence 

C. Comments and Questions 

II. PERSONNEL 

A. Personnel — Mr. lassogna 

TRUMBULL PUBLIC SCHOOLS 

TRUMBULL, CONNECTICUT 

Regular Meeting — September 21, 2010 

Long Hill Administration Building 

Lorraine R. Smith Assembly Room 

*6:00 p.m. 

AGENDA 

III. CONSENT AGENDA 

A. Approval/Minutes- /Regular Meeting — 9/7/10 

B. Approval/Financial Reports as of 8/31/10 — Mr. Sirico 

C. Approval/Finance Committee of the Board of Education Transfers August 2010 — 

Mrs. Chory, Mrs. Labella, Mr. Kelly, Mr. Sirico 

IV. REPORTS 

V. NEW BUSINESS 

A. Approval/Completion of Construction Projects—Mr. lassogna, Mr. Barbarotta 

1. THS 13/3/Commons Renovation 

B. 

2. Jane Ryan Roof 

Approval/Revised Ed Specs for THS Renovate As New Project—Mr. lassogna, Mr. Barbarotta 

C. Approval/Curriculum Guides — Dr. Paslov, Mrs. Perusi, Mrs. Rubano 

VI. OLD BUSINESS 

A. Leahy Report Discussion — Mr. Lovely 

VII. RECEIVE AND FILE 

A. Pending Litigation — Dr. Cialfi 

B. Negotiations — Dr. Cialfi 

VIII. OTHER 

NOTE: *Jf needed, upon a two thirds vote of members present and voting, Board members 

may choose to hold an Executive Session from 6:00 p.m. to 7:00 p.m. to discuss the 

Superintendent’s evaluation.



Report to the Board of Education 

Regular Meeting, September 21, 2010 Mr. lassogna 

Agenda Item TI-A A. Resignations - Certified 

Recommendation: Accept. 

Savo, Frank; House Principal at Trumbull High School since 

July 2002, resigning effective September 10, 2010. 

A. Appointments - Certified 

Recommendation: Receive and file. 

Luby, Julie; Category IV/5 House Principal at Trumbull 

High School, effective September 27, 2010. 

McDougald-Campbell, Rita; Category IV/5 House Principal 

at Trumbull High School, effective September 27, 2010.




Regular Meeting — September 21. 2010 Mr. lassogna 

Agenda Item — Ill-A Approval/Minutes 

Regular Meeting — 9/21/10 

Administrative Recommendation: Approve the minutes of the above 

noted meeting.



Regular Meeting — September 7, 2010 

Long Hill Administration Building 

Lorraine R. Smith Assembly Room 

The Trumbull Board of Education convened in the Long Hill Administration Building for a Regular 

Meeting. 

Members present: Members absent: 

T. Lovely, Chairperson L. Chory, Board Member 

D. Herbst, Vice Chairperson 

T. Kelly, Secretary 

L. Labella, Board Member 

M. Ward, Board Member 

S. Wright, Board Member 

Agenda Item I — Preliminary Business 

A. Salute to the Flag — The Public Session began at 7:03 p.m. followed by a salute to the Flag. 

B. Correspondence — There was no correspondence this evening. 

C. Comments — Cindy Katske, 129 Meadowview Drive addressed the Leahy Report, commissioned by the 

First Selectman, which reviewed the Board of Education’s budgets for the years 2006-07 through 20 10-1 1. 

(Comments attached). 

At this time, Mr. Lovely requested the November Board meeting be changed as the TPAUD Underage Drinking 

Forum for THS 9th graders is scheduled for the same evening, November 9, 2010. It was moved (Wright) 

seconded (Herbst) to change the November Board meeting date from Tuesday, November 9th to Monday, 

November 8th, same time. Vote: Unanimous in favor. 

At this time, Mr. Lovely noted that Mary Konecny, who had served as the Superintendent’s and Board’s 

assistant for the past 12 years, has assumed the Human Resources Specialist position replacing Celeste 

Jardim. He complemented and thanked Mary for her dedication, kind demeanor and unparalleled service to 

the Board. 

Agenda Item II -- Personnel 

A. Personnel — Mr. lassogna noted that Rita McDougald-Campbell and Julie Luby will be appointed to House 

Principalships at THS as they bring a wealth of knowledge and experience to the positions. Their starting 

dates will be announced shortly. It was moved (Herbst) seconded (Labella) to accept the resignations of 

Megan O’Shea, speech teacher at Frenchtown Elementary School since August 2007, resigning effective 

August 11, 2010; Jennifer Valencia, grade 3 teacher at Booth Hill Elementary School since August 1999, 

resigning effective August 18, 2010; and Joy Scocozza-Johnson, intervention specialist and psychologist at 

Madison Middle School since September 2006, resigning effective September 24, 2010. Vote: Unanimous 

in favor. 

At this time, Mr. lassogna noted that the new appointments were replacing staff that recently retired or resigned. 

Agenda Item III — Consent Agenda 

A. Approval/Minutes — Regular Meeting —8/17/10 By unanimous consent of members present at that 

meeting, the minutes were approved as presented.

At this time, it was moved (Wright) seconded (Labella) to take Agenda Item V-B—Approval/Hillcrest Pool 

Upgrades Grant out of order. Vote: Unanimous in favor. 

Agenda Item V — New Business (out of order) 

B. ApprovaL 

approximately $375,000 to be used for upgrades to the pooi and that Board approval was desired to move 

the grant forward. Chad Ciocci, member of the Town Council and its Education Subcommittee, 

reviewed the study of the Hillcrest pooi commissioned by the committee. He noted the findings on the 

physical conditions, use and operations, authority over usage, and recommendations. Mr. Nelson 

reviewed the grant, which is to be used for improvements and safety upgrades for the pool with specific 

emphasis on lighting, ceiling and pooi filtration. Also noted was the State of Connecticut requirement to 

open the use of the pool to non-residents if the Town accepts the grant money. Discussion ensued, the 

focal point of which was the Hillcrest Pool Use and Operation Report distributed to the Board that 

evening (Amended Final Draft Report attached). It was noted that this evening was the first time the 

Board and Superintendent heard of the Town seeking control over pool usage, possibly hiring an aquatics 

director, and non-resident use. Mr. Lovely and Mr. lassogna noted that the pool is used for special 

education classes and the high school swim teams. Concerns were raised on the following: jurisdiction 

over pooi usage during the school day, responsibility for non-resident use, and safety concerns. While 

the Board was not opposed to accepting this grant money, they asked for clarification of who controls 

and is responsible for pool usage, especially during the school day, since the pooi is part of a school 

building. The Board also requested a legal opinion as to Board responsibility before moving forward 

with approval of this grant. 

1Hillcrest Pool Upgrades Grant—Mr. lassogna noted that the Town secured a grant for 

It was moved (Labella) seconded (Wright) to take Agenda Item IV-C CAPT Report out of order. Vote: 

Unanimous in favor. 

Agenda Item IV — Reports (Out of Order) 

C. CAPT Report—Dr. Tremaglio noted that he was very pleased to present the results of the 2009-10 CAPT 

Test Results as they showed overall growth in all areas and were the highest in the last 5 years, with 

DRG comparisons reflecting even greater growth. Dr. Paslov presented a PowerPoint on results noting 

that improvement was due to the joint efforts of Department Chairs such as: introduction of Plato 

Learning remediation program, development of a writing guide, writing across the discipline tasks, SRBI 

and Tier II and III interventions, and incorporating CAPT-like activities into the curriculum. Dr. 

Tremaglio praised Department Chairs for their efforts and success of the improvements in CAPT scores 

and also took this opportunity to give the Board a brief overview of Link Crew, an orientation program 

which connects incoming graders to an upperclassman so that 9th graders have a go-to student during 

their freshman year. He noted that Link Crew has been very well received by the students and their 

parents. 

At this time, Mr. Lovely and several Board members praised Dr. Bob and THS Department Chairs for their 

many efforts in contributing to the significant growth in CAPT testing scores and expressed their thanks for a 

job well done. 

It was moved (Wright) seconded (Herbst) to take Agenda Item IV-B out of order. Vote: Unanimous in 

favor. 

Agenda Item IV — Reports (Out of Ordeñ 

B. Connecticut Mastery Test Report—Dr. Paslov gave a PowerPoint presentation of the results of the 2009- 

10 Connecticut Mastery Test (CMT), which reflected that students in grades 3 — 8 continue to perform 

very well. Dr. Paslov reviewed programs to improve scores including Fundations, meaningful writing, 

reading, and SRBI, Tier II and Tier III inventions. A discussion ensued including grade level trends, 

2

cohort gains, vertical scale scores, Trumbull’s relative DRG B standing and reading comprehension 

strands. Mr. lassogna praised the elementary program leaders and middle school team leaders and 

instructional chairs for their efforts in being instrumental in the improvement of test scores. 

It was moved (Wright) seconded (Labella) to take Agenda Item IV-D out of order. Vote: Unanimous in 

favor. 

Agenda Item IV — Reports (Out of Order) 

D. Adequate Yearly Progress (AYP) Update—Dr. Cialfi reviewed this report which is the result of the 

federal No Child Left Behind (NCLB) unfunded mandate and noted that for a district to achieve AYP, 

the criteria must be met for both the CMT and CAPT by all students and by each subgroup (major racial 

and ethnic groups, students in poverty, students with disabilities and English language learners). He 

noted criteria for the 2009-10 school year as follows: (1) 95 percent participation on both the 

mathematics and reading on the CMT and CAPT; (2) achievement of the AYP target of 82 percent at or 

above Proficient in mathematics and 79 percent at or above Proficient in reading on the CMI; (3) 

achievement of the AYP target of 80 percent at or above Proficient in mathematics and 81 percent at or 

above Proficient in reading on the CAPT; (4) 70 percent at or above Basic on the CMT writing 

component; and (5) 70 percent or above graduation rate at the high school level. Dr. Cialfi was very 

pleased to report that all district schools achieved AYP for 2009-10 and this achievement is a credit to 

the total school community. 

Agenda Item IV — Reports 

A. Annual Report to the Board of Education!First Selectman—Mr. lassogna briefly reviewed his 2009-10 

annual report, which will be forwarded to the First Selectman upon Board approval. He noted that the 

district had a very productive and enriching school year with continued growth and numerous 

accomplishments as students were provided with an array of programs to meet their ever diversified 

academic and social/emotional needs. Also noted was that each department has made visible strides to 

augment its operation and the CMI and CAPT scores reflect the enhancement of instructional programs. 

Mr. Wright noted that this report provides a wealth of information on the district that he would like 

shared with the public in a more condensed version. It was moved (Wright) seconded (Herbst) to accept 

the 2009-10 Annual Report of the Superintendent to be submitted to the First Selectman. Vote: 


E. School Opening/Enrollment-Staffing Update—Mr. lassogna reported that the 20 10-1 1 school year got 

off to a good start, particularly noting that Trumbull High was ready for opening day despite being in the 

middle of the THS Renovate As New Project. Also discussed was the opening days’ heat wave and early 

dismissal decision for Hurricane Earl which was strongly suggested by the Town’s Emergency 

Management Team. He noted at this time, the district is 33 students above projections, although 98 

students less than 2009-10. Mr. Jassogna also reported that a .5 teacher has been hired for the Tashua 4th 

grade (76 students) and are closely watching enrollment for the grade at Middlebrook. 

F. Federal Education Jobs Bill—Mr. lassogna noted that at this time, the Trumbull Public Schools expect to 

receive approximately $177,000. He reported that while specific details on acquiring and utilizing these 

funds have not been finalized, it is understood that these monies are specifically earmarked to save teaching 

and related jobs that directly affect students. Mr. Tassogna also noted that these monies can be utilized in this 

school year (2010-11), deferred until the 2011-12 school year, or possibly carried over to the beginning of 

2012-13, with his recommendation of using the monies for the 2011-12 budget. Discussion ensued and this 

item will be brought back to the Board when more specific information is available. 

G. Town Charter Revision—Mr. Lovely reviewed the Charter Commission’s proposal on the composition 

and election of members to the Board of Education, including staggered terms, elimination of two-year 

3

terms, and the increase from a 7 member Board to a 9 member Board. Discussion ensued including the 

number of members, length of term and staggering terms. First Selectman Herbst was present and asked 

to address the Board on this issue. Mr. Herbst noted that the Charter Commission would like to see a 9 

member Board as the Board of Education is responsible for the largest part of the Town budget and there 

would be more oversight. Mr. Herbst also noted that he was not supportive of a 9 member Board of 

Education. Several Board members felt it was important to have staggered terms and noted also the 

importance of the quality of the people serving, not the quantity. Mr. lassogna was asked to share his 

opinion on this topic and he conveyed that he was not in favor of a 9 member Board. He believes that 

such would only be necessary if there were areas that have not been addressed due to lack of Board 

members, but this has not been the case as our Board of Education has done a superb job in meeting its 

duties and responsibilities. It appeared to be the consensus of the Board to support staggered terms and 

the proposed 4 year length of term, but would like more specificity regarding Board membership (from 7 

to 9 members). 

Agenda Item V — New Business 

A. Approval/Head Start Food Service Agreement—Mr. lassogna noted that each year the Board must approve 

this agreement to be in compliance with Child and Adult Care Food Program (CACFP). It was moved 

(Wright) seconded (Herbst) to approve the Head Start Food Service Agreement as outlined. Vote: 


C. Leahy Report Discussion—This report to the Town of Trumbull was done by John Leahy, former financial 

director for Fairfield, who was asked by First Selectman Tim Herbst to review the Board of Education 

budgets for the years from 2006-07 through 2010-11 and make suggestions for the 2011-12 budget. Both 

Mr. Lovely and Mr. Jassogna communicated that the First Selectman requested that the Board table this 

item until Mr. Leahy could be present for the discussion. Discussion ensued including conducting the 

discussion without Mr. Leahy, and postponing the discussion until Mr. Leahy could be present to address 

concerns and inaccuracies in the report. Mr. Herbst was asked to contact Mr. Leahy and invite him to the 

September 21 

st meeting. Mr. Ward stated that he felt the report was clear and there was no need to have 

Mr. Leahy present for discussion. Mr. Kelly wanted to go on record saying the district has done a good job 

finding efficiencies and noted that Steve Kennedy has done a good job putting together the energy budget. 

Mrs. Labella noted that she had concerns with the report and felt the discussion should not be delayed as 

the Leahy Report had already been presented to the Board of Finance. She noted since the news story on 

the Leahy Report appears to give the public the perception that the Board of Education “padded the budget 

and overtaxed the community”, the report should be addressed by Board of Education in a timely manner. 

It was moved (Lovely) seconded (Herbst) to not proceed (postpone) with the discussion on this item until 

Mr. Leahy could be present at a Board meeting. Discussion ensued including who would be responsible 

for paying Mr. Leahy to attend the meeting. It was moved (Labella) seconded (Wright) to amend the 

motion to postpone this discussion (of the Leahy Report) to the September 21, 2010 meeting, invite Mr. 

Leahy to attend this meeting, and to have the discussion take place at that meeting whether Mr. Leahy is 

present or not. Vote: 4 in favor (Herbst, Kelly, Labella, Lovely) 2 opposed (Ward, Wright). Motion 

passes. Vote on motion as amended: 4 in favor (Herbst, Kelly, Labella, Lovely) 2 opposed (Ward, 

Wright). Motion passes. 

Agenda Item VI— Old Business 

Agenda Item VII — Other 

Adjournment 

Board Members gave unanimous consent to adjourn the Public Session at 9:53 p.m. 

4

My name is Cindy Katske and I live at 129 Meadowview Drive. 

I would like to address the Leahy report, which is on tonight’s agenda 

for discussion. While I have quite a number of issues with the report, I 

will deal only with those that directly affect the Board of Education. 

First, the information contained in the report is not new information. As 

someone who has followed the Board of Education budget process for 

almost a decade, I can tell you that all of the information contained in 

the report was known by me, or if not known, easily obtainable. Yet the 

report takes that information and seems to point fingers at the Board of 

Education, as evidenced by the lead clause of the Trumbull Times article 

entitled “Report Targets ‘Overfunding,” which states, “The Board of 

Education has “overfunded” its budget by about $3 million over the last 

three years.” 

The Leahy report states that the large surplus returns in the 2 006-07, 

2007-08 and 2008-09 budget years resulted from overfunding in some 

of the Board of Education original budget requests, namely, the heating 

oil, gas, electric, and water accounts. The report neglects to note, 

however, that energy prices during the years in question were 

extremely volatile. How many homeowners were able to accurately 

predict and budget for their home energy needs? In addition, the Board 

of Education is required to submit its budget in January for the 

following July through June budget year. Any slight misprediction in 

energy prices, when applied to the Board of Education’s 12 large 

buildings, of course yields either a sizable surplus or deficit. I for one 

am thankful that we did not have to deal with deficits rather than 

surpluses. Yet the report makes no mention of the influence of energy 

pricing, nor does it provide a single suggestion for improving the 

budgeting for energy costs. 

During the 20 10-11 budget process, Board of Education member Tom 

Kelly and I sat down with Steve Kennedy, the Trumbull Public Schools’ 

Head of Custodial and Maintenance Services, who graciously took the 

time to discuss in great detail his methodology for preparing the energy 

budget. It was astounding to learn about all of the variables and 

unknowns that must be taken into account in preparing the energy 

budget. I’m confident that I can speak for Mr. Kelly when I say that he

and I both concluded that preparing the energy budget for the public 

schools is an extremely difficult task, but is one that Mr. Kennedy does 

to the best of his ability, in good faith, using reasonable assumptions and 

methodology. Again, the Leahy report did not provide a single 

suggestion for improving the budgeting for energy costs. 

The Leahy report does mitigate the “overfunding” charge by stating that, 

in defense of the Board of Education, a surplus of approximately 

$850,000 on a total budget of approximately $85 million represents 

only 1%, which is an acceptable figure. However, despite the fact that 

such a surplus is “acceptable,” the Board of Education has instead been 

publicly accused in the press of engaging in an apparent pattern of 

“padding” the budget. This accusation, I fear, is counterproductive and 

completely disregards the Board’s policy of increasing transparency. 

The Board’s check register, with the exception of payroll checks, is 

posted online for all to see. The Board received an unprecedented 

award from the state Citizens Review and Audit Committee for its work 

with the local committee branch. And all line item budget transfers are 

reported publicly each month if less than $10,000 and voted on publicly 

if more than $10,000. The Board of Education is one of the most, if not 

the most, transparent boards in the Town of Trumbull, if not the state. 

The Leahy report also states that, in defense of the Board of Education, 

it showed some restraint by not spending all the money that had been 

allocated to it. This statement was also apparently overlooked when the 

Board was charged in the press with “padding” the education budget. 

And not only is the Board of Education allowed by law to spend its 

entire allocation, the Board of Education members can be held 

personally liable if its allocation is overspent. No other board or elected 

official is held to that standard of liability. 

Finally, last week the town released a press release touting budget 

savings in the form of low interest rates on the sale of bonds. The low 

interest rates were obtained as a result of the town’s credit ratings, 

which in turn were obtained in part by the town’s healthy 

“Undesignated Fund Balance.” What the press release and the Leahy 

report fail to note, however, is that the town’s Undesignated Fund 

Balance is so robust in part by the Board of Education’s return of 

surplus funds to the town over the past several years. Yet the Board of

Education’s return of funds was not applauded or mentioned in the 

press release. 

I believe that the Board of Education should be commended for its 

pattern of saving money where possible and for returning significant 

savings to the town. Boards of Education in neighboring towns have 

been forced to close schools, lay off teachers, cut programs, and impose 

significant fee increases. The Trumbull Board of Education has avoided 

those drastic measures despite several years of below status quo budget 

increases. At the same time it has managed to save money, AND return 

surplus funds to the town! And for all its efforts it is accused of padding 

the budget. 

I’m hoping that the Board of Education can move past these accusations 

and will be given appropriate consideration by the town bodies that 

vote on the budget. I’m also hoping that the public won’t believe the 

headlines and will realize what a good job our Board of Education is 

doing for the town and its children. 

Thank you.

4. Page 4 under the section Findings — C. Recommendations - #6 to read as, 

“Consider the use of an aquatics director, management service and or a Town 

Commission to upgrade the quality ofthe programming and maximize user 

revenue”. 

Ms. Evangelista reported that a grant has been secured for the lighting at the Hillcrest 

pool. 

Hearing no further proposed additions to the draft reportby unanimous consent the 

Education committee adopted the Use and Operation Report of the Pool Report at 

Hillcrest Middle School as amended. 

There being no further business to discuss and upon motion made by Ms. Mark, 

seconded by Ms. Bellows the Education Committee adjourned at 8:13 p.m. 

Respectfully Submitted, 

Margaret D. Mastroni 

Attachment: 

TRUMBULL TOWN COUNCIL EDUCATION COMMITTEE 

Amended Final DRAFT REPORT: HILLCREST POOL USE AND OPERATION 

REVIEW 

July 30, 2010 

SCOPE AND CHARGE OF THE EDUCATION COMMITTEE REPORT 

Resolution TC 23-48 was adopted by the Town Council to conduct a study and issue a 

report of its findings regarding the use and operation of the Hillcrest pool. This 

undertaking was referred to the Education Committee as the Hillcrest Pool is located in 

the Hillcrest Middle School which building is managed and controlled by the Board of 

Education. 

The Education Committee met on the following dates: 

February 23, 2010 

March 24,2010 

June 30,2010 

3

July 30, 2010 

The minutes to these meetings are filed in the Office of the Trumbull Town Clerk and 

may be consulted for additional information and background to this report. 

Testimony was received from the following individuals: 

Alphonse Barbarotta, Board of Education Plant Operations manager and principal of 

AFB Construction, Inc. 

Rosemary Seaman, Principal- Hillcrest Middle School 

Mary Markham, Director of Recreation 

Thomas Collins, President Pisces Swim Club 

Residents of the Town of Trumbull. 

The Education Committee expresses its gratitude to all who offered testimony and 

documentary support to it for use in conducting the study and compilation of this report. 

FINDINGS: 

A. PHYSICAL CONDITIONS 

5. The overall physical condition of the Hillcrest pooi is fair to good. 

6. The filtration, plumbing, lighting, general pool environs, HVAC, bathrooms and 

locker rooms are and have been in serviceable condition for many years but are in 

need of upgrading according to our recommendations. 

7. No mold was discovered in the ceiling area of the pool room. Black marks on the 

ceiling were determined by Mr. A. Barbarotta to be glue marks from adhesive 

used to hold tiles to the ceiling. 

8. Renovations of the locker room and shower areas have been completed alleviating 

student safety concerns during use of these areas by adults during school hours. 

Some asbestos removal was completed in this process while two emergency doors 

equipped with alarms have been installed along with a new women’s bathroom 

and toilets. Adult access to the interior of the Hillcrest Middle School is now 

protected against by these alarmed doors. Approximately $20,000.00 previously 

appropriated but unspent was used to defray the cost of these renovations. 

4

9. There is a substantial upgrade to the pool and the building necessary to extend its 

useful life 1 0-20-years. A summary of possible upgrades was researched and 

submitted by the Plant Operations Manager and is appended hereto. 

B, USE AND OPERATION 

1. The pool area is maintained by th.e Board of Education as CGS 10-220 gives 

jurisdiction of all school property to the Board of Education. 

2. The programmed use of the pool is managed by the Recreation Department. 

Personnel working at the pool include a lifeguard, identification receptionist 

(checker), water aerobics instructor and male monitor all of whom are hired, 

managed and financed by the Recreation Department. 

Custodial work is provided on a 40 hour per week basis through the Town side 

budget with some school duties included. Utility, maintenance and other 

operating expense is budgeted with the Board of Education. 

3. The pooi is used predominantly by the community at large, especially during the 

school hours of 8:00 AM to 3:00 PM when children are attending school. This 

creates significant management issues for both the Recreation Department and the 

Board of Education in that the Board does not have personnel under its control 

present in the pooi areas of the building to serve the needs of occupants/users 

therein. State and local regulations require the school administration to ensure the 

safety of everyone in the school building which extends to the pooi area where 

only recreation personnel are present. 

4. The facility appears under-utilized. There is little or no swimming programming 

conducted by the board of Education for its students. Formerly, the Board of 

Education provided a swimming program for Trumbull students, Though 

community use pre-dominates the pool, there is room for considerably more time 

to develop programs for greater community use and to generate revenue to cover 

the cost of operations. 

5. Security concerns for the student population at the Hillcrest Middle School and in 

the pool area and locker rooms over the years have been addressed with the 

addition of security cameras, buzzers on main doors, a halfwall in the shower 

areas, hired receptionists/checkers and pavement of the skate park with a new 

entrance to the pool through door #13. 

On February 5, 2010, a meeting was conducted by the First Selectman, 

Superintendent of Schools, and Plant Operations manager to discuss further 

security concerns and plans were developed to alleviate the same. 

5

In March, the Board of Education closed the pooi to the public during school 

hours over alleged student safety concerns thereby preempting community 

programming. The pool was reopened to the community during school hours at 

the end of March after the plans developed at and after the February meeting were 

quickly carried out under the direction ofthe Public Works Department and the 

Plant Operations Manager. The improvements included upgrades to bathroom 

areas (new bathroom in the women’s area) separation of showers and locker areas 

from the student population, new doors (entry to the school) were panic alarmed 

to avoid the potential for undetected entry into the school through the locker room 

area. 

C. RECOMMENDATIONS 

1. Further study of the Town budget should be made to determine the actual 

operational cost of the Hillcrest Pool on an annual basis. 

2. A written policy should be adopted to establish management responsibility for the 

entire pool facility. 

3. A written policy should be adopted to standardize procedures in the event of 

emergencies occurring in any portion of the building or on the school grounds. 

Existing protocols should be shared between the school officials and recreation 

department personnel. 

4. Consider the feasibility of separation of the pool facility from the control of the 

Board of Education. 

5. The proposed upgrades to the Hillcrest facility should be further examined to 

prioritize need, refine the work and cost estimates. 

6. Consider the use of an aquatics director, management service and or a Town 

Commission to upgrade the quality of the programming and maximize user 

revenue. 

Respectively submitted by the Education Committee of the Trumbull Town Council 

Chad Ciocci, Chairman 

D. EXHIBITS 

1. Summary of proposed improvements dated April 27, 2010 

6

Deck Repair 

Additional Deck Repair 

Stainless Deck Perimeter Rail 

Deck Equipment 

Hatch Ladder 

Gutter System 

Pool Surface & Shell 

Additional Surface Repair 

Main Drain Replacement 

ITEM 

Filter System Replacement (Less electrical) 

SUMMARY OF POOL RENOVATION ESTOMATE -4/27/2010 

L!; 

L 

A 

..4, 

Chemical control & feed equipment 

New Ladders (Optional if needed upon inspection) 

Water Fill Line 

Sub-Total Pool Renovation 

Lighting Replacement Estimate 

1-IVAC Replacement estimate 

New Locker room partions and lockers 

Shower plumbing repairs and renovations 

Ceiling demo (50k) and re-covering (look) 

Abatement 

Subtotal all renovation repair costs 

AlE costs 8% 

Subtotal with A/E costs 

Contingency - 10% 

Total Pool Renovation Estimate 

. r 

J S 

h‘ 

$A 

COST 

S 15,0O0.00 

$ 8,750.00 

S 

S 

$ 

$ 

$ 

$ 

$ 

S 

$ 

35,750.00 

33,400.00 

5,000.00 

3,300.00 

26,500,00 

25,000.00 

f 

4,0Qp,.Od 

60,000.00 

75,000.00 

7,500.00 

14,000.00 

6,500.00 

339,700.00 

$ 140,000.00 

S 335,000.00 

$ 75,000.00 

$ 100,000.00 

$ 150)000.00 

75,000.00 

S 

$ 1,214,700.00 

S 

97,176.00 

Removal & replacement of tile. 

NOTES 

Approximate cost based on 5% repair. 

Remove & replace tile & dry pack mortar. 

ae pprieTaté cost based on 10% repair. 

Remov 

1& replace wall tile & dry pask mortar 

ppro>mate cost bases on 5% repair. 

Remo& replace cove tile and dry pack mortar, 

ApproxTnate cost based on 50 L.F. 

Based on Quote from Brock Pool 

Quote from North Haven Electrical 

Quote from Controlled Air 

Estimate- Need final design 

Estimate-Need final design 

Estimate 

Asbestos, lead, PCB, etc estimate 

The cost of adding cogeneration is apx. $200,000 based on a quote from Controlled Air. Any incentives or rebates are not included. 

The pool dimensions are assumed to stay the same for this quote. 

I I 

S 1.311.876.00 

s 

131,187.60 

5 1,443,063.60




Regular Meeting — September 21,2010 Mr. Sirico 

Agenda Item III — B Financial Reports 

Description 

a) Board of Education Expense Report 

for the 2 month ended 8/31/10 1 

b) Grant Expense Report for the 2 month ended 8/3 1 / 10 4 

c) Consolidated Financial Statement as of and for the two 

months ended 8/31/10 5 

ci) BOE Programs Detail Report as of 8/31/10 6 

Recommendation: Accept the Trumbull Board of Education Financial reports for the 

two months ended 08/31/10 

9114/2010

Printed 9/14/10 

Trumbull Board of Education Expense vs Budget 

Report for the 2 Months Ended 8/31/10 

page 1 

Budaet Committmerits/ Available! 

Object Descriition Object# Original Transfers Revised ExDended Estimates (Over) % Spent 

Salaries 1QQ 

Admin./Supervisors 110 3897,558 0 3,897,558 718,042 3,050,282 129,234 96.68% 

Teachers 120 41,789,253 0 41,789,253 2,004,386 40,260,418 (475,550) 101.14% 

Custodians/Maintenance 130 3,466,049 0 3,466,049 528,647 2,836,604 100,798 97.09% 

Tech Support 140 561,833 0 561,833 105,298 433,777 22,758 95.95% 

Secretaries 150 2,184,900 0 2,184,900 336,724 1,852,251 (4,074) 100.19% 

Paras&Aides 160 2,469,301 (16,786) 2,452,515 80,135 2,143,267 229,113 90.66% 

Substitutes 170 780,000 0 780,000 4,764 854,760 (79,524) 110.20% 

Coaches & Advisors 180 471,649 0 471,649 0 471,649 (0) 100.00% 

Salaries Other 190 1,412,705 0 1,412,705 47,237 1,248,140 117,328 91.69% 

Misc Salary Items 195 615,389 0 615,389 473,000 59,000 83,389 86.45% 

Salaries Total 57,648,637 (16,786) 57,631,851 4,298,233 53,210,147 123,471 99.79% 

Benefits 2S2Q 

Health Insurance 210 10,454,694 0 10,454,694 1,924,208 8,110,233 420,253 95.98% 

FICA 220 1,366,146 0 1,366,146 130,970 1,216,154 19,022 98.61% 

Insurances 280 130,855 0 130,855 21,109 101,475 8,271 93.68% 

Benefits Other 290 53,168 0 53,168 16,535 17,275 19,358 63.59% 

12,004,863 0 12,004,863 2,092,822 9,445,137 466,904 96.11% 

Benefits Total 

& 

Prof. 

Services - 

Technical 

1,589 1,529 41,093 7.05% 

44,211 0 44,211 

Professional Development 320 

0 196,800 13,000 93.80% 

209,800 0 209,800 

Legal 330 

152,665 32,928 15,089 92.48% 

205,032 (4,350) 200,682 

Service Contracts 340 

9,425 264,173 (18,198) 107.13% 

255,400 0 255,400 

Consultants 360 

33,478 539 267,356 11.29% 

301,373 0 301,373 

Other Prof Services 390 

197,157 495,970 318,340 68.53% 

1,015,816 (4,350) 1,011,466 

Prof. & Total 

Technical 

Services - 

Proertv 

Services -




page 2 

—-Budciet----—------- 

Committments/ Available! 

Obiect Description Object# Original Transfers Revised Expended Estimates (Over) % Spent 

Utilities 410 1,687,709 0 1,687,709 140,042 1,605,256 (57,589) 103.41% 

Energy 415 1,175,500 0 1,175,500 15,661 1,103,454 56,386 95.20% 

Repairs & Service Fees 430 401,910 0 401,910 57,926 94,166 249,818 37.84% 

Copiers 445 283,188 0 283,188 43,252 232,589 7,347 97.41% 

Other Purch Prop Services 490 290,555 0 290,555 33,634 152,010 104,911 63.89% 

Total 3,838,862 0 3,838,862 290,514 3,187,475 360,873 90.60% 

Property 

Services - 

500 

Purchased 

Services - 

Other 

Transportation 510 4,897,217 0 4,897,217 4,723 4,739,967 152,527 96.89% 

Postage 530 68,536 0 68,536 9,761 27,122 31,653 53.82% 

Advertising 540 5,910 0 5,910 500 0 5,410 8.46% 

Interns 550 229,500 0 229,500 0 217,550 11,950 94.79% 

Tuition 560 3,157,954 0 3,157,954 130,890 2,647,551 379,513 87.98% 

Printing 570 47,492 0 47,492 14,405 1,000 32,087 32.44% 

Other Purch Services 590 76,929 0 76,929 10,789 1,440 64,700 15.90% 

Total 8,483,538 0 8,483,538 171,068 7,634,630 677,840 92.01% 

Other 

Purchased 

Services - 

Supplies 

Supplies Teaching 610 645,326 (4,050) 641,276 39,937 190,130 411,210 35.88% 

Supplies Office 620 173,225 0 173,225 17,441 15,193 140,591 18.84% 

Supplies Custodial 630 139,050 0 139,050 25,554 14,202 99,294 28.59% 

Supplies Maintenance 635 363,725 0 363,725 20,202 42,952 300,570 17.36% 

Text&Workbooks 640 0 2,950 2,950 -2,121 2,391 2,679 9.18% 

Subscriptions 645 77,605 0 77,605 27,944 17,305 32,357 58.31% 

Testing Materials 650 19,300 0 19,300 2,242 3,396 13,662 29.21% 

Books & AN 655 82,764 0 82,764 2,248 29,474 51,042 38.33% 

Software 660 0 34,135 34,135 0 34,135 1 100.00% 

Other Supplies 690 28,622 0 28,622 520 4,278 23,824 16.76%




page 3 

Committments/ 

Estimates 

353,456 

Budaet 

% Soent 

Available/ 

(Over) 

Exoended 

133,967 

Original Transfers 

Object# 

Obiect Description 

31.19% 

1,075,229 

Revised 

1,562,652 

1,529,617 33,035 

Supplies Total 

700 

Proertv 

0.00% 

7,015 

0 

0 

7,015 

7,015 0 

710 

Office Equipment 

0.00% 

545 

0 

0 

545 

545 0 

720 

Office Furniture 

32.25% 

53,097 

17,654 

7,626 

78,377 

112,512 (34,135) 

730 

Classroom Equipment 

26.44% 

11,339 

1,228 

2,847 

15,414 

14,314 1,100 

740 

Classroom Furniture 

2.97% 

37,384 

71 

1,071 

0 

38,526 

38,526 0 

750 

Building Equipment 

0.00% 

4,181 

0 

4,181 

4,181 0 

790 

Other equipment 

21.17% 

113,560 

18,954 

11,544 

144,058 

177,093 (33,035) 

Property Total 

Other Objects 800 

57.64% 

48,877 9,793 43,119 

101,789 

101,789 0 


Dues, Fees and 

Memberships 

131.02% 

-1,040 60,000 (13,960) 

45,000 

45,000 0 

825 

Unemployment 

38.10% 

40,000 0 65,000 


105,000 0 

890 

Other Objects 

62.60% 

87,837 69,793 94,159 

251,789 

Total 251,789 0 

Other Objects 

Other Uses of Funds 900 

0.00% 

0 0 21,136 

21,136 

0 21,136 

900 

Misc 

0.00% 

0 0 21,136 


Total 0 21,136 

Other Uses of Funds 

Report total $84.950,215 $84.950.215 $7.283.141 $74.41 5.562 $3251 .512 96.17%

page 4 Grant Summary Budget Report Printed 9/14/10 

for the 2 Months Ended 8/31/10 

Grants Ending 9/30/10 

Headstart ABCD 

Grants Ending 6/30/11 

ARRA ECS 

ARRA IDEA 611 

ARRA IDEA 619 PK 

ARRA Title 2-D 

IDEA 611 

IDEA 619 PK 

Partnership for Success 

Perkins 

Planetarium Grant 

Title I 

Title 2-A 

Title 3-A 

Title 4-A 


Headstart ABCD 


IDEA 611 

IDEA 619 PK 

Title 1 

Title 5 

9/30/10 Totals 

6/30/11 Totals 



Report total 

IQt1 

Budget 

Budoet @ 

EQI 

---This Year— 

Exoended Encumbered Available 

293,804 228,276 65,528 15,093 5,238 45,197 

293,804 228,276 65,528 15,093 5,238 45,197 

432,558 0 432,558 106,975 189,400 136,183 

1,611,010 800,779 810,231 15,934 320,699 473,598 

63,760 26,282 37,478 1,167 16,329 19,982 

1,985 77 1,908 1,908 

1,322,003 1,070,706 251,297 800 0 250,497 

38,101 21,598 16,503 16,503 

75,793 75,793 1,316 24,136 50,341 

45,316 45,316 45,316 

25,000 21,182 3,818 3,818 

161,582 94,662 66,920 16,951 0 49,969 

112,773 41,721 71,052 7,975 0 63,077 

17,612 2,176 15,436 0 15,436 

8,502 1,398 7,104 941 0 6,163 

3,915,995 2,080,581 1,835,414 152,058 550,564 1,132,792 

281,688 281,688 9,783 201,952 69,953 

281,688 281,688 9,783 201,952 69,953 

1,322,003 1,322,003 35,292 1,073,462 213,249 

38,101 38,101 0 33,776 4,325 

9,173 113,372 (122,546) 

14,215 14,215 14,215 

1,374,319 1,374,319 44,465 1,220,610 109,244 

$5,865,806 $2,308,857 $3,556,949 $221,399 $1,978,364 $1,357,186

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page 6 Trumbull Board of Education printed 9/14/2010 

BOE Programs 

7/1/10 to 8/31/10 

Fund Balance (Deficit) 

as of 

Revenues 

Revenues 

over 

over (under) (under) 

Expenditures Expenditur 

before Operating es after 

operating transfers operating 

Org# Description Revenues Expenditures transfers in/(out) transfers 7/1/10 8/31/10 

2051660 ACE Foundation 1,182 1,182 1,182 - 1,182 

2051121 Athletics 728 (2,538) 3,266 3,266 (18,267) (15,001) 

2059390 BEI Mini-Grants - - 160 160 

2051650 Continuing Ed 8,180 6,350 1,830 1,830 (19,926) (18,096) 

2051100 Drivers Education 15,913 16,421 (508) (508) (18,154) (18,662) 

2051717 Elementary Strings 

Enhancement 

1,575 8,400 (6,825) 40,000 33,175 36 33,211 

2051070 Program - - 1,858 1,858 

2056230 Guidance/Testing 100 560 (460) (460) 20,634 20,174 

2059360 Headstart Food 5,187 5,187 5,187 103,277 108,464 

2059240 Interdistrict 65,489 17,964 47,525 47,525 68,581 116,106 

2059540 Madison Grant 

Magnet 

- - 368 368 

2059520 Transportation - - - - 

2059460 Open Choice - 

- 40210 

40,210 

2051019 PEDay - - 1,609 1,609 

2055904 Rebates 22,056 3,989 18,067 18,067 43,943 62,010 

2059500 South Korea Fund - - 8,209 8,209 

2051120 StudentActivity 21,691 21,691 21,691 21,691 

2051600 Summer School 217,894 167,994 49,900 49,900 (107,471) (57,571) 

2055400 THS Musical 

Typical or Troubled 

- - 1,270 1,270 

2059510 Grant 

Unilever 

- - 852 852 

2059530 Agriscience - - 263 263 

2056207 Used Books - - 2,325 2,325 

Grand Total $ 359,994 $ 219,139 $ 140,855 $ 40,000 $ 180,855 $ 129,777 $ 310,632




Regular Meeting — September 21, Mrs. Chory, Mrs. Labella, Mr. Kelly, Mr. Sirico 


Agenda Item - III 

- 

C 

Approval of Transfers 

The Finance Committee of the Trumbull Board of 

Education convened in the Long Hill Administrative 

Building for a Regular Meeting on September 15, 

2010. 

A review of the transfers for August were discussed. 

Administrative Recommendation: Review, discuss, and approve transfers.

page 1 Budget Transfers For Trumbull BOE Printed 9101110 

Operating Account for Aug—i 0 

Transfer# 1199x 

CC-Function-Descrition Inc/Dec Amount Description OBJ# 

01912520-52009 Benefits-Benefits-HealthPrem Share Decrease 3,293,996 Budget for Cobra, WH and 210 

TRB Subsidy 

01912520-52002 Benefits-Benefits-Health & Dental Increase 3,293,996 Budget for Cobra, WH and 210 

TRB Subsidy 

Transfer# 1197 

Transfer total 0 

01581001-56111 TSE-Classroom-Classroom Supplies Decrease 150 2 sets of books needed for 610 

added 2nd gr teacher 

01 581001-56411 TSE-Classroom-Text & Workbooks Increase 150 2 sets of books needed for 640 

added 2nd gr teacher 



01581001-56111 TSE-Classroom-Classroom Supplies Decrease 500 For 2 teachers for Amazon 610 

books 

01 581 001-56411 TSE-Classroom-Text & Workbooks Increase 500 For 2 teachers for Amazon 640 

books 



01 541001-56111 MBE-Classroom-Classroom Supplies Decrease 2,300 Order for add! gradel 610 

classroom 

01541001-56411 MBE-Classroom-Text & Workbooks Increase 2,300 Order for add’! gradel 640 

classroom 

X-requires board approval 


Increases $32969461 

Decreases $32969461



Report to the Board of Education Mr. Barbarotta 

Regular Meeting— September 21, 2010 Mr. lassogna 

Agenda Item — V-A Approval/Acceptance 

THS 13/3/Commons Renovation Project 

and Jane Ryan Roof Project 

One of the steps that the Office of School Facilities 

requires in order to start its audit process of projects 

is to have the local education agency (LEA) 

approve and accept the project as complete. 

We are requesting that the Board: 

1) approve and accept as complete State 

Project ID# 144-0099, THS 

13/3/Commons; and 

2) approve and accept as complete State 

Project ID# 144-0102 RR, Jane Ryan Roof 

Facilities Manager Al Barbarotta will be 

present to answer any questions the Board 

may have. 

Administrative Recommendation: Approve and accept as complete both State 

Project ID #144-0099, THS 13/3/Commons; 

and State Project ID #144-0102 RR, Jane 

Ryan Roof.




Regular Meeting — September 21, 2010 Mr. lassogna 

Agenda Item — V-B 

Trumbull High School Revised Design 

Specifications—Renovate as New 

As the Board was made aware at its June 

2, 2010 meeting, the THS Building 

Committee was investigating possible 

renovation of the concession stand to add 

lavatories. Since that time, the Town 

Council approved a resolution to build a 

new concession stand with bathrooms 

included. 

With this approval and some other 

modifications, the Board is asked to accept 

the following changes in design 

specifications so they can be forwarded to 

the State Facilities Unit as an EDO49R 

review. 

The revisions include: 

• Construct a new concession stand 

structure that would include lavatory 

facilities. 

• Remove the natatorium. 

• Reduction in cost from $73,000,000 to 

$59,000,000. 

Facilities Manager Al Barbarotta will be 

present to answer any questions the Board 

may have. 

Recommendation: Approve the ED-049R with the changes 

noted above for the Trumbull High School 

Renovate as New Project that will be 

forwarded to the State School Facilities 

Office.

EDUCATIONAL SPECIFICATIONS 

PROJECT RATIONALE 

Background 

RENOVATION (AS NEW) AND 

ADDITIONS 

TRUMBULL HIGH SCHOOL 

We believe this is a category I project. 

Trumbull High School was built in 1971 and has served the community for over 30 years 

as both a 10-12 senior high school and in recent years, as the Town’s only 9-12 high 

school facility. Over the years, the spaces that were programmed for unique curricula at 

that time have been used for new programs or have been hastily ‘cut-up’ into 

conventional classroom spaces that are needed to meet a growing enrollment. There are 

not enough classrooms or laboratories to meet the student population needs, and state 

mandates in special education and regular education programs have required additional 

classes and therefore classroom spaces that have exceeded the capacity of the current 

facility. Furthermore, the infrastructure of the facility has not been significantly 

renovated in the 36 years of operation, and equipment is in need of modernization and 

updating. 

It is proposed that this 332,250 square foot facility be Renovated as recognized by 

Connecticut State Statute 10-282 (also common referred to as ‘Renovate as New’), code 

conformed and expanded by an estimated 38,637 square feet to meet the needs of the 

growing student population and the diverse curricula that is both offered and in some 

cases required of the students. All program areas of the school and site will be made 

accessible to persons with disabilities. The common and community use areas will also 

accommodate multiple individuals with disabilities. 

Educational Specifications 

Renovation (as New) and Additions to Trumbull High School 

Page 1 

Trumbull Board of Education 

September 20. 2010 

.

Long Range Plans 

These specifications have taken a ten year “look ahead” at the town growth and resultant 

projected enrollment at the high school. The programming team made up of educators 

have forecast programs and learning environments during this “look ahead” period, and 

have not projected any significant change in the educational programming nor the types 

of facilities and spaces that currently stretched thin, but meeting the needs of the student 

population. As the only public high school in the Town, there is no impact on other 

Town educational programs, and therefore the long range plans for this facility are 

incorporated within this specific project and these specifications. While a separate 

perforniing arts center is perhaps in the unforeseeable distant future on this large middle, 

vocational and high school educational complex, this proposal has included the expansion 

and modernization of the current auditorium to meet the school needs. 

Community Use 

The school already serves a wide range of community educational, social and athletic 

programs that are anticipated to continue as the facility is modernized and expanded. 

One of the pivotal goals will be to extensively involve the parents and families of the 

students who attend the school. Consideration will be given within the school’s design to 

encourage those with whom the student resides to be active in the life of the school, 

Thus, technology links between home and school will be an integral part of the proposed 

renovation and expansion designs. Athletic facilities too, will be designed not only for 

the regular educational needs of the students, but also for their extracurricular and 

interscholastic programs that involve the families and friends. The bleachers will be 

totally replaced to provide the requisite accessibility to all as well as increase the capacity 

of the seating to meet the growing needs and popularity of the athletic programs. A new 

pool will be added to the complex, providing 8 lanes for both interscholastic and town 

recreational programs, with entrances developed so that the community can use the pooi 

while school is in session so that security is not compromised. 

Space Needs and Capacity Data 

The high school age population for the Town of Trumbull will continue to grow at a 

steady pace for the next 5-6 years as projected in a recently conducted feasibility study 

and by Trumbull Board of Education statistics. These statistics may be exceeded should 

subdivision activity that is projected for 2004-05 continue at anticipated rates, perhaps 

exceeding pupil projections by 5%. primarily in the lower grade ages. 

We anticipate that the middle school student population (Grades 6-8) will be peaking in 

2008-09 and will decrease quickly in 3 years thereafter to current middle school 

enrollment figures by 2012. The middle schools will reach their maximum student 

enrollment of 1,713 ± in 2008-09. The current 6th grade bubble (of students) will be 

moving on to Trumbull High School (THS) in 2006-07, but balanced with the other 

smaller classes on either side of this ‘bubble’ group, the high school will be reaching its 

second largest enrollment group of 2,072 in 2007-08. The largest high school enrollment 

Educational Specifications Page 2 



September 20, 

2010

is created by the very large (2004) kindergarten class which parallels the size of the 

current sixth grade ‘bubble’ class. However, this following ‘kindergarten ‘bubble’ group 

will rival the current middle school enrollments, driving the high school enrollment to its 

largest in 2011-12 at 2174 students. 

The high school population is already experiencing the most significant growth, since it 

houses 4 grade groups. Since the last demographic study was conducted in 2002, THS 

has seen a 7.7% increase in growth for 2003-04 over that projected in the 2002 study, and 

the middle schools are likewise running 7.3% ahead of those 2002 projections. For the 

next five years, the enrollment at Trumbull High School (THS) will continue to increase 

to what will be its maximum of 2,174 students in 2011-12 before seeing a slight reduction 

and stability in the student population. In any event, the student population will grow by 

over 206 students (2006-07), or over 11 % in less than 3 years in a school that is already 

overcrowded. This large enrollment will be maintained until it reaches it maximum 

projected enrollment in 2012, or 16.5% growth in 8 years. 

The school program will continue to serve grades 9-12, as well as the continuing 

education and other educational programs for the older students in the Trumbull School 

System. The facility design will address optimized groupings of departments and staff to 

facilitate collaboration as well as enhanced interaction with the students, which has been 

compromised over the years with ‘band-aid’ modifications to outdated programs and 

spaces. The district believes that this reorganization of some of the fractured departments 

will foster greater student achievement and greater family and community involvement. 

Size of Facility 

These specifications provide for a facility to serve 2,200 students, which is anticipated to occur in 

2012. The existing 345,973 square foot facility is proposed to be expanded by an estimated 29,276 

square feet to a new total area of approximately 365,280 square feet. However, 9,969 square feet 

were demolished (exterior canopy/green houses/mechanical mezzanine). A separate 

concession/restroom structure is estimated to be approximately 1,200 square feet for a total facility 

expansion of approximately 30,476. 




September 20, 2010

MISSION 

The mission of Trumbull High School is to educate students in a safe, inviting, studentcentered 

community. We encourage academic achievement, extracurricular participation, 

enthusiasm and self-confidence to foster independence and personal and social growth. 

We hold our school community to the ethical conduct and social awareness necessary to 

live and participate in a democratic, diverse and global society. 

ENROLLMENT PROJECTONS 

Enrollment projections through 2012 have been adjusted for the specific town planning 

and development activities that are occurring and anticipated to occur in the next decade. 

These enrollment projections are attached and follow for reference. 



Trumbull Board of Education September 20, 2010

PROGRAM REOITTREMENTS 

REQUIRED REQUIRED TOTAL 

STUDENTS NUMBER OF AREA PER REQUIRED 

DESCRIPTION OF SPA CE PER ROOM ROOMS ROOM AREA 

Existing Facility 332,250 

Additional Area Required 

Auditorium 300 1 4,500 4,500 

Auxiliary Gymnasium 48 1 3,500 3,500 

Health Classroom Additions 40 2 1,125 2,250 

P.E. Storage N.A. 1 3,900 3,900 

Natatorium (Swimming Pool) N.A. Multiple 19,500 19,500 

Subtotal 33,650 

Circulation/Wall Construction 12% 3,987 3,987 

TOTAL ADDITION AREA 

TOTAL CONTIGUOUS 

BUILDING AREA 

Non-Contiguous BuiIdin 

Athletic Field Restrooms NA. 

Educational Specifications 



37,637 

369,887 

500 1,000 

Page 5 


SPACE PLANNING 

The school is structured into ‘Academic Houses’ of approximately 750 students each. 

Each of the houses is managed by centrally located administrative centers consisting of a 

house principal, guidance counselors, administrative staff, storage and storage rooms and 

conference rooms. The Academic Houses are currently labeled ‘A’, ‘B’ and ‘C’ houses, 

and occupy one side of the two story academic quadrangle that is found on four sides of 

the media. The administrative offices are proposed to remain at their current locations 

with modifications to accommodate increasing enrollment and staffing needs. 

The main administrative offices are located at the end of the large entry courtyard, which 

houses the high school principal and administrative staff at the main entry to the facility. 

These administrative offices are proposed to remain at their current location with 

modifications only to accommodate increasing enrollment and staffing needs. 

Science Labs/Classrooms and Prep/Storage Room Modernization— 14 Science Labs 

• Classes taught include biology, physical science, chemistry, and physics. 

• Different science disciplines have differing space and infrastructure needs. 

• Classrooms and labs to be combined into the same instructional space to achieve 

the greatest educational benefit. 

• 14 total existing science labs/classrooms to be modernized 

Space for 24 students with handicapped accessibility 

• 6-10 lab stations per room to accommodate 24 

• Electrical, sinks, water, gas, chemical hoods in designated labs 

• Uninterrupted flat counter top space in physics labs 

• Portable teacher demonstration table with utility hookups 

• Fully wired with six stationary computer stations 

• Overhead projection devices in all rooms with screens 

• Smart and white boards and tackboards 

• Secured cabinet storage per lab 

I Storage and prep rooms should be located adjacent to classrooms 

• VCT flooring and vitreous painted walls with acoustic ceilings and parabolic 

fluorescent lighting with variable light level switching. 

• Air condition each lab, classroom and storage/prep room and provide adequate air 

ventilation to meet current codes. 

• Television racks and CCTV ports for school and network broadcasts. 

• Interconnected to existing/upgraded fire alarm system with horn/strobe 

notification 




Library Modernization and Renovations 

(Connecticut State Department and ALA Guidelines) 

• To serve 2200 students, with one major entry point and emergency access 

• Classroom capacity for three classes of students (75) 

• One of these instructional spaces to be equipped with 25 computer stations, 

bounded by 72” high demountable partitions to control noice. 

• New research pods consisting of 4 or more computer on carrels located around the 

media center. 

• Data jacks located throughout for student access to LAN and internet 

• Reconfigured library checkout/management area 

• Space to house a collection for 25,000 books 

• As open sight lines possible for optimum adult supervision 

• Seating for 120 students at six person tables 

• Workroom with electrical and data connections for high-speed copier 

• Shelving 

• Carpeting and vitreous painted walls with acoustic treatment and parabolic 


• Air conditioned and provided with adequate air ventilation to meet current codes. 



notification 

Interconnected to existing/upgraded school-wide intercom system. 

• Extension or modification of existing sprinkler system for space reconfigurations 

• Emergency lighting as required by code. 

• Relocate and provide a new circulation desk for more visibility to the entire 

media center, and a better resource area. 

• Modernize the storage room and yearbook office. 

• New centralized copy center in the media work room for school wide printing 

and media needs. 

Department Collaboration and Conferencing Areas 

Create the departmental clusters in the central core of the school, consisting of: 

• Shared conference rooms for collaboration between paired departments, staff 

meetings, parent conferences, PPTs, etc. 

• Department chair offices 

• Small department dedicated storage rooms. 

• Located conveniently to most staff for quick, convenient access and 

comfortable use by student in consultation with staff. 

• Smart and white boards and tackboards throughout the spaces 

Electrical convenience power 

• Teacher’s desk, chair, 4 drawer file cabinet, storage/wardrobe cabinet 

• Fully wired for stationary computer station(s) 

• Overhead projection racks with screen 




• Carpeting or resilient flooring and vitreous painted walls with acoustic ceilings 

and parabolic fluorescent lighting with variable light level switching. 



• Interconnected to existing/upgraded fire alarm system with hornlstrobe 

notification 

• Interconnected to existing/upgraded school-wide intercom system. 

• Extension or modification of existing sprinkler system 


Kitchen and Cafeteria 

• Kitchen servery modifications for enlarged serving capacity and minor storage 

room modifications 

• Floors must be durable and washable, with slip resistant finish 

Vitreous painted or masonry walls for durability and high lay-in ceilings, durable 

and washable 

• High pressure sodium (HPS) or metal halide lighting for efficiency and color 

correction for dining and multipurpose activities. 

• Reconfigured and new freezer, refrigeration and dry storage space with all new 

dry storage shelving and facilities. 

• Update electrical service to new equipment. 

Separate area for new washer and dryer. 

New food preparation and food service equipment. 

• Portable cafeteria tables and chairs 

• Convenience power for cleaning equipment, portable personal electronic devices 

and laptops 

• Conveniently located data ports and jacks for LAN and internet use by staff, 

students and visitors 

• Large projection screen and overhead LCD rack and LAN interconnection for 

presentations and communications 



notification as well as voice evacuation as required by codes. 


• Extension of existing sprinkler system 


Auxiliary Gymnasium 

• Space(s) appropriate to meet the needs of an athletic and physical education 

program for both boys and girls. 

• Adjacent to existing auxiliary and main gymnasium as well as locker rooms and 

suitable for aerobics and exercise programs. 




Designed for flexible venue changes, to interscholastic gymnastics (4 stations 

minimum) and wrestling. 

Portable bleachers or fixed to wall seating for small crowds: Maximum 300 

• Synthetic rubber flooring suitable for running and ball sports such as basketball, 

lacrosse, etc. 

• Padding on walls and floor for gymnastics and wrestling programs. 

Suspension equipment and/or storage rooms for pads 

• Room dividing curtain/mesh to bisect the space for dual activities. 

• Small storage or team room facilities 

• High pressure sodium or metal halide lighting for efficiency and color correction 

for multipurpose activities. 

• Acoustic deck and/or acoustic wall panels or suspended panels/clouds 


notification and voice evacuation as required by code 

• Air conditioned and ventilated to current air-quality standards 




P.E Storage 

• Large 300 ± square foot facility for physical education program storage 

• Space(s) appropriate to meet the equipment storage needs of physical education 

program. 

• Adjacent to existing auxiliary and main gymnasium as well as locker rooms. 

• Designed for flexible high density rack storage with suspension equipment for the 

range of equipment used by the PE department. 

• VCT or painted concrete floor 

a Painted masonry walls and exposed roof deck 

a High pressure sodium or metal halide lighting for efficiency. 


notification. 

a Interconnected to existing/upgraded school-wide intercom system. 



Physical Education 

a Convert the existing weight room to 100% cardio use relocating the weight 

room another area. 

• Add 2 health classrooms in the vicinity of the athletic complex, each to seat 40 

students. 


a Electrical convenience power 





Fully wired with six stationary computer stations 


I Storage rooms should be located adjacent to classrooms 

• VCT or resilient flooring and vitreous painted walls with acoustic ceilings and 

parabolic fluorescent lighting with variable light level switching. 




notification 

1 Interconnected to existing/upgraded school-wide intercom system. 

• Extension or modification of existing sprinkler system 


Educational Specifications Page 10 



Field Venues 

• New turf field at the existing varsity grass field south of the tennis courts. 

• New spectator at turf field seating for 500, fully accessible. 

• Replace existing home and visitors bleachers seating over 2,000 spectators, 

fully accessible, with new press box, under 500 square feet. 

a Team rooms near the football field, with each room housing 80 athletes and 

staff in an open meeting format. Adjacency to restrooms is required. 

• Relocate trainers room more accessibly to the field athletes, but still be 

provided with confidential file space, a restroom and training spaces. 

• Restroom facility to serve 2,000 spectators, students, athletes and staff at the 

football/track field 

• Separated by sex and sized for ‘potty parity’ per current codes and sports venue 

recommendations, with accessible facilities. 

a Small storage room for supplies and custodial maintenance equipment. 

• Adjacent to existing main gymnasium and accessible to vehicles for servicing. 

a Interconnected with existing sanitary sewer and water supply services 


a Painted masonry walls and exposed roof deck 

• Cast plastic or heavy duty metal toilet partitions and institutional grade restroom 

fixtures, accessories and devices. 

• High pressure sodium or metal halide lighting for efficiency, interior and exterior. 

a Interconnected to existing/upgraded fire alarm system with horn/strobe 

notification. 


Storage Rooms at Former Greenhouses 

a 3 large storage rooms erected on the foundations of the former greenhouses in the 

‘M’ wing. 

• Floor mounted, heavy duty shelving units. 


• Painted masonry walls and exposed roof deck 


a Extension of existing sprinkler system 

• Pendant mounted energy efficient fluorescent light fixtures and HPS or metal 

halide lighting at the exterior. 


notification. 


Educational Specifications Page II 




Instrumental, Choral Music, and Drama Space Conversions and Modernizations 

• One band rehearsal room to accommodate 150 band musicians with outside 

access 

• The band room may contain multiple floor levels 

• Storage of instruments available in an adjacent room 

Storage of band uniforms available in an adj acent room 

• Storage for equipment associated with marching band shows 

• Common area for enhanced and central supervision of musicians as the diverse 

programs are used. 

• Appropriate sound management materials 

• Sufficient egress for large marching equipment 

• One Room to accommodate 75 orchestral musicians, suitable for small drama 

productions 

• The orchestra room may contain multiple floor levels 

• Storage of instruments to be available at the perimeter or in an adjacent room 

• One choral rehearsal room 

• Recording room, theory and electronic keyboard classroom 

• Orchestra and band offices and library. 

• 7 small practice, 2 small group practice room, 3 medium group practice rooms. 

• Appropriate sound management materials, limited direction lighting 

• Display and message area adjacent to the room 


• Electrical convenience power 




• Storage rooms should be located adjacent to classrooms 

• Carpeting and vitreous painted walls with acoustic ceilings and parabolic 





notification 




Auditorium Modernization and Expansion 

• Possible reconfiguration of the auditorium to orient the main entrance away from 

the school’s principal academic entrance, to enhance security and enable 

separation of the evening or weekend performances from the rest of the school. 

• Replacement of existing seating including the provision of accessible seating 

throughout 




• Expansion of auditorium seating capacity from 600 to over 950 including related 

circulation and service spaces. 

• Replacement of flooring with resilient surfacing and carpeting 

• New sound and lighting control board with remote control panels and jacks, as 

well as equipment and speakers, lighting racks and fixtures 

• Replacement of auditorium curtain and side/back curtains including racks, 

hardware and rods 

• Expansion of thrust platform for larger choral and instrumental performances and 

refinishing of proscenium and stage fronts. 

• 6-8 foot deep orchestra pit with power operated lift stage. 

Replacement of ceiling and general lighting system for adequate illumination at 

the seats 

• Improve acoustic performance of the space by selective baffling, reflective 

surfaces and sound absorbing panels. 

• Moveable wall panels to subdivide the auditorium into smaller lecture areas. 

• Expansion of stage to up to 3,000 SF and replace stage floor and finish. 

• Dressing/changing rooms for performers and performances. 

• Expand data and audio visual network equipment and jacks throughout the 

facility. 

• Set and scenery building shop with outside access 

• High loft for rigging lights and scenery. 

• Costume building and storage space 

• Ticket booth in sufficient lobby with adjacent restrooms. 

Art and Technology Education Classrooms and Shop Modernization 

Classrooms required to accommodate metal shop, carpentry, electrical, CAD, 

photography, ceramics, graphics (extensive computer access required), and a 

variety of other art classes. 

• All rooms should include ample storage space within the room and supplementary 

storage closets for art materials and supplies. 

• Dedicate kiln room space for up to 5 kilns and high density pottery staging 

shelving. 

• Appropriate space for the storage of projects “under construction” is required in 

all rooms. Display area should be adjacent to all classrooms. 

• Space for 24 students in each classroom with handicapped accessibility 

• Paint spraybooth 

• Access directly to outdoors 

• Slop sink with flexible fauceting. 


• Uninterrupted flat counter top space with cabinets for secured storage and project 

display 

• Special work benches and equipment for the technology education programs. 

Teacher’s desk, chair, 4 drawer file cabinet, storage/wardrobe cabinet 








• Storage rooms should be located adjacent to classrooms 

• VCT flooring in Art Classrooms and painted concrete flooring with vitreous 

painted walls 

• Acoustic ceilings and parabolic fluorescent lighting with variable light level 

switching in art classrooms 

Shops to have exposed roof structure, painted, with suspended metal halide or 

HPS lighting. 




notification 




Teacher Production (Copy Center) Area(s) 

• Space(s) adequate to allow for copying, production, storage, research, wordprocessing 

and meeting for approximately 20 teachers at one time 

• Workroom with electrical and data connections for high-speed copier 

• Shelving 

• Carpeting and vitreous painted walls with acoustic treatment and parabolic 


Air conditioned and provided with adequate air ventilation to meet current codes. 


notification 





• Uninterrupted flat counter top space with cabinets for secured storage and 

working space 

Infrastructure and Accessibility Improvements and Renovations 

• Upgrade LAN and WAN for contemporary needs and additional terminations, 

including additional DSL service points 

• Removal of any existing asbestos 

• Overhaul of HVAC systems (excluding chillers, recently done) of all areas 

• Replacement of single glazed windows and exterior doors with double glazed, 

thermally broken windows and frames for energy efficiency. 

• Replacement of door hardware for accessibility 

• Replacement of plumbing fixtures, and deficient waste piping 




• Bleacher replacement at outdoor football and track field, with accessibility and 

safety rails 

• Upgrade electrical power system from main distribution switchgear to secondary 

power panels 

• Roof replacement in final phase (will be 20 years old in 2010) 

• Installation of an energy management system including remote communications 

capability and new sensing equipment throughout the HVAC system. 

• Carpet replacement in most classrooms, offices and support spaces 

• Accessibility modifications at all fire-safety code required means of egress 

including compliant thresholds, ramps and inclines. 

Create areas of refuge and interconnection with fire alarm control panel 

• Modernize fire alarm system to meet current fire safety and building codes, 

including ADA enhancements, updated graphic annunciation, voice evacuation 

and intercommunication with emergency services. 

• Mill, re-pave and stripe parking lots 

• Improve exterior lighting with additional pole lights in remote parking areas, 

supplemental building lights, new daylighting and time clock controls and 

replacement of incandescent exterior lights with high pressure sodium or metal 

halide light fixtures. 

• Modernize intercom system for simultaneous (all station) communication, interstation 

communication, outside telephone link and lock-down communications. 

• Security system upgrades including additional and new cameras, infrared and 

motion sensors, monitoring equipment and recorders, perimeter access locking 

and alarm devices, re-keying of doors and proximity sensors for staff access. 

Academic Classroom and Office Renovations and Modernization 

• All rooms should include ample storage space within the room and supplementary 

storage closets for materials and supplies. 

• Space for 24 students in each classroom with handicapped accessibility 

• Natural lighting 


• Uninterrupted flat counter top space with cabinets for secured storage and project 

display 

• Student desks and chairs, teacher’s desk, chair, 4 drawer file cabinet, 

storage/wardrobe cabinet 

a Fully wired with six stationary computer stations 

a Overhead projection racks with screen 


a Storage rooms should be located adjacent to classrooms 

• VCT flooring or carpeting with vitreous painted walls 

a Acoustic ceilings and parabolic fluorescent lighting with variable light level 

switching in all spaces 


a Television racks and CCTV ports for school and network broadcasts. 






notification 


• Extension of existing sprinkler system where not yet effected. 


New Centralized Main Entrance and Lobby 

• Eliminate ‘multiple entry door’ syndrome at the former open campus school, by 

creating a new, easily identifiable entrance in the center of the courtyard, 

minimizing or eliminating the multiple entrances at 6 different locations in the 

courtyard. 

• Rearrange and restructure the main office spaces for optimum visibility to the 

courtyard and main entrance lobby 

• Provide main security office at the main entrance lobby, including attendance 

office for efficient processing of students, tardy and truancy issues. 

• Lobby space suitable for gatherings of 30 people while allowing students and staff 

to pass comfortably. 

• Weather protected vestibule or entrance, well lit and identifiable from parking 

area to the north. 

• Conference space for outside visitors, staff and parent conferences and other 

meeting functions. 

• New and fully accessible nurse’s/medical suite to address new and wide range of 

student and staff illness and examination requirements. 

a Natural lighting 


a Uninterrupted flat counter top space with cabinets for secured storage and project 

display 

• Staff desks, chairs, 4 drawer file cabinet, storage/wardrobe cabinet 

• Fully wired for computer stations 



• Storage rooms should be located adjacent to offices 

• VCT flooring or carpeting with vitreous painted walls 

a Acoustic ceilings and parabolic fluorescent lighting with variable light level 

switching in all spaces 

a Air conditioned and provided with adequate air ventilation to meet current codes. 

Television racks and CCTV ports for school and network broadcasts. 


notification 

a Interconnected to existing/upgraded school-wide intercom system. 

• Extension of existing sprinkler system where not yet effected. 

a Emergency lighting as required by code. 





TRUMBULL, CT 


Regular Meeting — September 21, 2010 Dr. Paslov, Mrs. Perusi, Mrs. Rubano 

Agenda Item — V-C 

Approval — 

Curriculum Guides 

Attached for your approval are two Curriculum 

Guides to be used in the World Language and 

Social Studies Departments at Trumbull High 

School. 

Italian II is a full year, 1 credit, course offered to 

students who have completed the Italian I or Italian 

Conversation and Culture 2 course. The course 

continues to develop the four basic skills - listening, 

reading. wTiting, and speaking. The focus will be 

communicating ideas and needs through situational 

dialogues reflecting new vocabulary grammatical 

structures and produced by individual students. 

European History — Early College Experience 

through the University of Connecticut — is a full 

year, 1 credit, course offered to Grade 11-12 

students. The course studies European history from 

about 1450 to the present. Significant emphasis is 

given to topics in intellectual-cultural and socio 

economic history as well as those in the more 

traditional political diplomatic sphere. The course 

is conducted in a college-like fashion with similar 

expectations. 

Recommendation: Approve the following two curriculum guides: 

Italian II 

European History



WORLD LANGUAGE DEPARTMENT 

Curriculum Writing Team: 

Maria Canetta Colon 

Susanna Lavorgna-Lye 

Anita Gaspanni Carney 

Jennifer O’Loughlin 

Candy Perusi — 

Department 

Linda S. Paslov, Ed.D. — 

Chair 

Director 

ITALIAN II 


of Curriculum

TABLE OF CONTENTS 

Introduction.3 

World Language Philosophy 3 

Course Description 4 

Goals 

Prerequisites 4 

Credit 4 

Maps: 

Curriculum maps for each chapter with objectives, essential questions, 

assured experiences, assessments, & technology links: 

Chapter 7 

Chapter 8 8 

Chapter 9 

Chapter 10 14 

Chapter 11 17 

Chapter 12 20 

Chapter 13 23 

Chapter 17 26 

Midterm and Final Exams / Time Allotment 29 

Primary Text 29 

Supplementary Materials 29 

Web Sites 30 

Syllabus 31 

World Language Rubrics 32 

Symbols of Editing and Notes 35 

The Trumbull Board of Education as a matter of policy prohibits discrimination on the 

grounds of age, creed, religion, sex, color, disability, political affiliation, marital status, 

sexual preference, or National origin. 

5 

11 

4 

2

Introduction 

The primary goal of this Italian II program is to have students develop linguistic proficiency at the 

novice level and cultural sensitivity. The intent of the program is to help students broaden their 

communication skills while simultaneously deepening their appreciation for Italian culture. 

The program is structured sequentially to help build skill development. Each chapter is organized to 

address skills in listening, reading, writing, and speaking, as well as culture, as outlined in the National 

Standards for World Languages. The activities in this curriculum are aligned to the five “C’s”: 

communication, culture, connections, comparisons, and communities. Each chapter includes assured 

experiences to form a firm foundation for each student as s/he builds language proficiency and assessment 

activities that continually monitor the students’ progress. 

This curriculum guide is provided as a framework for the language teacher. Although the program is 

comprehensive, it is not intended to limit the teacher’s individual style and contributions to the course. 

Teachers are encouraged to draw upon outside resources, additional technology, authentic materials, 

and their own personal experiences to enhance the curriculum and make it most relevant to their 

students. 

World Language Philosophy 

Space age technology has reduced the world to the size of a silicon chip. It has not increased our 

ability to communicate effectively with one another. To be able to communicate requires discipline, 

intelligence, cultural awareness, and diplomacy. World language instruction needs to teach students to 

reach out and communicate with other people in an effort to understand not only the target language, 

but also other cultures. It is our desire to impart a cultural awareness to our students through the 

spoken and written word. This is only the beginning, however, in our goal of strengthening the ties 

that bind us all together in our world community. 

Knowledge of a foreign language is essential in today’s global economy and germane to our very 

existence. Being able to understand, read, write, and speak a foreign language is no longer a luxury; it 

is a necessity. With this in mind, we should give our students in Trumbull the opportunity to learn at 

least one foreign language, and encourage them to learn others, so that America will remain a leader 

among nations. Leadership requires knowledge of other peoples’ diverse values amidst a multiplicity 

of cultures. It is our purpose therefore, in accordance with the Mission Statement of Trumbull High 

School, to enlighten, to instill, and to foster a love of learning of world languages among students in 

the Trumbull Public Schools. 

Trumbull High School Mission Statement 

Trumbull High School educates students in a safe, inviting, and student-centered community. We 

encourage academic achievement, extra-curricular participation, enthusiasm and self-confidence to 

foster independence and personal and social growth. We teach skills necessary for life-long learning. 

We hold our school community to the ethical conduct and social awareness necessary to live and 

participate in a democratic, diverse and global society. 

3

COURSE DESCRIPTION 

ITALIAN II 

This course continues to develop the four basic skills. The focus of this level will be communicating 

ideas and needs through situational dialogues reflecting new vocabulary grammatical structures and 

produced by individual students. The grammatical foundation will be strengthened as the student will 

be introduced to directed composition writing. The cultural aspect will be enhanced through films, 

cultural units, and individual classroom projects, presentations and aural comprehension activities. 

Students are encouraged to join the Italian Club. Software and interactive materials are available to 

students. Teacher-made materials supplement the text. Language lab activities are included. 

GOALS 

The goals of the Italian II program correspond to the World Languages National Standards identified 

as The Five C’s of Foreign Language Education. 

I. The students will undertake an in-depth study of basic grammatical structures appropriate to 

level II and idioms in order to gain proficiency in listening, reading, writing, and speaking 

Italian and learn to communicate at the novice level. 

2. The student will learn about Italian culture: the people, places, customs, history, geography, 

arts, products, practices and perspectives of the Italian world. 

3. The students will make connections to other disciplines through the study of the contributions 

made by Italian-speaking people to the world in history, science, technology, literature, and the 

arts. 

4. The Italian language will be used as a vehicle for gaining knowledge of the cultures of the 

Italian world to enable students to make comparisons with their own way of life and learn 

about universal principles of life, language, and culture. 

5. The students will gain a clear perspective of the Italian culture and the communities it embraces 

through research projects and presentations, reading assignments, multimedia materials, guest 

speakers, and on-line interactive activities. 

PREREQUISITES 

Italian I or successful completion of Italian Conversation and Culture 2. 

CREDIT 

This course is a one-credit full year course at Trumbull High. 

4

eCurriculum System eMAP Licensed to: TRUMBULL PUBLIC SCHOOLS 

COURSE: Italian 2 Prego CODE: 

UNIT: Capitolo 7 - 

CONTACT: GRADE: 9-12 

TIME FRAME: 

PERFORMANCE STANDARDS 

30.0 WORLD LANGUAGE 

La 

vita di tutti i giomi MAP LEVEL: 

30.0.1.0.1 Students will greet others and exchange essential information, including names, 

addresses, birthplaces, telephone numbers and e-mail addresses. 

30.0.1.0.5 Students will describe their favorite activities at home and school. 

30.0.1.0.6 Students will express their likes and dislikes regarding various people, objects, 

categories and events present in their everyday environments. 

30.0.1.0.9 Students will use appropriate gestures, when necessary, to make their messages 

comprehensible. 

30.0.1.5.1 Students will exchange information with peers and the teacher (both face-to-face and in 

writing) about events in their everyday lives and experiences from their past. 

30.0.1.5.5 Students will exchange thoughts about people, activities and events in their personal 

lives or communities. 

ESS/FOCUS QUESTIONS 

Essential Question: 

- How 

does one talk about one’s daily routine and clothing? 

Focus Questions: 

- How 

- How 

- How 

- How 

does one talk about one’s routine habits? 

does one use appropriate expressions pertaining to shopping? 

does one use monetary units in Italy to shop for clothing? 

does one use colors to describe clothing? 

CONTENT 

Cultural knowledge of Italian fashion and shopping and the Lombardia region. 

Introductory vocabulary: 

clothing 

colors of clothing 

everyday activities 

- Expressing 

- Expressing 

- Expressing 

Introductory grammar: 

- Using 

- Using 

- Using 

- Using 

Culture: 

- Exploring 

- Exploring 

reflexive verbs 

reciprocal verbs 

adverbs 

numbers past 100 

Italian fashion and designers 

the Lombardia region of Italy 

5

SKILLS 

Listening: 

- Students 

- Students 

will refine their listening skills of the Italian language spoken by native speakers in the 

laboratory CDs. 


Prego textbook listening series. 

- Students will refine their listening skills of the Italian language spoken by native speakers in the 

- Students 

Prego DVD. 

will listen to Italian spoken by the teacher through various listening activities. 

Reading: 

- Students 

will practice reading for information through cultural readings and vignettes. 

Writing: 

- Students 

will write about their daily routine using expressions and vocabulary from the chapter. 

Speaking: 

- Students 

will describe their daily routine orally using expressions and vocabulary from the chapter. 

ASSURED EXPERIENCES 

Writing: 

will complete various writing exercises in the Prego workbook and laboratory manual. 

will write a composition “La vita di tutti i giomi” from the textbook, p. 

- Students 

- Students 

Listening: 

- Students 

- Students 

1 56. 

will complete listening excercies from the DVD series in the textbook, p.157. 

will complete various listening activites from the laboratory manual and audio listening 

series. 

Reading: 

- Students 

- Students 

- Students 

- Students 

Students will read the dialogues from the textbook, p.142, 144, 147, 150 and 152. 

will read “La Lombardia” in the textbook, p.155. 

will read “Curiosita-Calzoni, pantaloni e jeans” from the textbook, p. 

will read “Nota culturale-La moda italiana” from the textbook, p.149. 

will read from the workbook, p. 

Speaking: 

- Students 

11 0. 

1 56. 

will complete the speaking activities from the textbook, p.143, 146, 149, 152, 153 and 

154. 

ASSESSMENTS 

Chapter 7 quizzes, tests and performance based assessments from the Prego Textbook series and 

created by the Italian teachers. 

6

OPTIONAL ACTIVITIES 

- Students 

will complete interactive activities for Chapter 7 from the Prego website. 

RESOURCES 

Chapter 7 Prego textbook, workbook, laboratory manual, DVD and all ancillary materials. 

ADDITIONAL NOTES 

7


COURSE: Italian 2 Prego CODE: 

IJNIT: Capitolo 8 - 


TIME FRAME: 



Cinema, 

stampa e TV MAP LEVEL: 

30.0.1.0.8 Students will recognize that there are often multiple ways to express an idea in the target 

language. 





30.0.1.5.5 Students will exchange thoughts about people, activities and events in their personal lives 

or communities. 

30.0.1.5.6 Students will find alternate methods of communication when they cannot express their 

intended message adequately. 

30.0.1.9.1 Students will exchange information about current and past events, as well as aspirations in 

their personal lives and the lives of their friends, families and others within their 

community. 



- [-low 

does one talk about mass media and one’s childhood in Italian? 


- How 

- Flow 

does one talk about mass media in Italian? 

does one talk about one’s infancy in Italian? 

CONTENT 

Cultural knowledge of Italian TV and mass media, dubbing in Italy and the Veneto and Fnuli-Venezia 

Giulia regions. 


- Expressing 

- Expressing 

- Expressing 

publications 

cinema, TV and radio 

mass media 


- Expressing 

- Expressing 

- Expressing 

- Expressing 

Culture: 

- Comparing 

- Exploring 

the imperfect tense 

the imperfect and the past tenses 

the pluperfect tense. 

suffixes 

mass media in Italy to the U.S. 

dubbing in Italy 

8

SKILLS 

Listening: 

- Students 




- Students 

- Students 


will retine their listening skills of the Italian language spoken by native speakers in the 

Prego DVD. 


Reading: 

- Students 

Writing: 

- Students 


Students will write about their favorite TV show in Italian. 

will write a composition on their childhood memories. 

Speaking: 

- Students 

will describe their favorite TV show in Italian. 


Writing: 

- Students 

- Students 


will complete a composition “Al cinema con...” from the textbook, p.175. 

Listening: 

- Students 

- Students 

will complete listening exercises from the DVD series in the textbook, p. 

will complete various listening activities from the laboratory manual and audio listening 

series. 

Reading: 

- Students 

- Students 

- Students 

- Students 

will read the dialogues from the textbook, p.160, 163, 165, 169, 171. 

will read “II Veneto e ii Friuli-Venezia Giulia” in the textbook, p.17 

will read “Curiosita-il doppiaggio in Italia” from the textbook, p.175. 

will read from the workbook, p.135-6. 

Speaking: 

- Students 

4. 

will complete the speaking activities from the textbook, p.161, 162, 165, 

ASSESSMENTS 

1 76. 



9


- Students 

- Students 


will read “Ii cinema italiano” p.178-9. 

RESOURCES 



10


CODE: 


COURSE: Italian 2 - 

Prego 

Bene MAP LEVEL: 


TIME FRAME: 



Sentirsi 

30.0.1.5.5 Students will exchange thoughts about people, activities and events in their personal lives 

or communities. 

30.0.2.0.1 Students will identify people and objects in their environments, based on oral and written 

descriptions. 

30.0.2.0.8 Students will recognize and respond appropriately to questions, statements or commands. 

30.0.2.5.1 Students will comprehend the main ideas when listening to peers and familiar adults 

discuss topics of personal interest. 

30.0.2.5.5 Students will comprehend the basic content of written materials selected by the teacher on 

the basis of topical familiarity, e.g., personal letters, e-mail, websites, pamphlets, 

advertisements and illustrated newspaper and magazine articles. 

3 0.0.2.5.6 Students will begin to make informed hypotheses about the meaning of unfamiliar, more 

complicated passages in the target language, based on contextual clues. 

ESS[FOCUS QUESTIONS 


- How 

does one talk about one’s health? 


- How 

- How 

does one make comparisons between people, things and situations? 

does one describe and talk about one’s health and body? 

CONTENT 

Cultural knowledge of Italian natural medicine and health stores and health institutions and the Marche 

region of Italy. 


body parts 

state of health and illnesses 

- Expressing 

- Expressing 


tonic pronouns 

- Expressing 

- Expressing 

- Expressing 

comparatives 

superlatives 

- Expressing irregular comparatives and superlatives 

Culture: 

- Comparing 

- Exploring 

health institutions in Italy to the U.S. 

the Marche region of Italy 

11

SKILLS 

Listening: 

- Students 

- Students 

- Students 

- Students 






Prego DVD. 


Reading: 

- Students 

Writing: 

- Students 


will write a comparison of one’s health to another’s health. 

Speaking: 

- Students 

will describe one’s health in comparison to another’s health. 


Writing: 


- Students 

- Students 

- Students 

will complete a composition “Chi e’ piu sano?” from the textbook, p.196. 

will write a composition comparing and contrasting the Italian health system to that of the 

U.S. 

Listening: 

- Students will complete listening exercises from the DVD series in the textbook, p.197. 

- Students 


series. 

Reading: 

- Students 

- Students 

- Students 

- Students 

- Students 

will read the dialogues from the textbook, p.181, 183, 186, 190, 192. 

will read “Le Marche” in the textbook, p. 

will read “Curiosita-Solidarieta e primo soccorso” from the textbook, p. 

will read “Nota Culturale-Le erboristerie e le medicine naturali” from the textbook, 

p. 

1 89. 

will read from the workbook, p.135-136. 

Speaking: 

- Students 

- Students 

1 95. 

1 96. 

will complete the speaking activities from the textbook, p.183, 185, 191, 193 and 194. 

will work in small groups and create skits in a doctor’s office expressing ailments and 

recommendations for treatment. 

12

ASSESSMENTS 




-Students will complete interactive activities for Chapter 9 from the Prego website. 

RESOURCES 



13



Prego 

CODE: 

UNIT: Capitolo 10- Buon viaggio! MAP LEVEL: 


TIME FRAME: 



30.0.1.0.1 Students will greet others and exchange essential infonnation, including names, addresses, 

birthplaces, telephone numbers and e-mail addresses. 

30.0.1.0.4 Students will exchange basic information about events, such as classes, meetings and 

meals. 

30.0.1.0.6 Students will express their likes and dislikes regarding various people, objects, categories 

and events present in their everyday environments. 



30.0.1.5.2 Students will give and follow directions in order to travel from one location to another and 

ask questions for clarification. 

30.0.1.9.3 Students will participate in culturally appropriate exchanges that reflect social amenities 

such as expressing gratitude, extending and receiving invitations, apologizing and 

communicating preferences. 



- How 

does one talk about one’s vacations and holidays? 


- How 

- How 

does one describe future plans? 

does one describe what one does in general for the holidays? 

CONTENT 

Cultural knowledge of Italian holidays and vacation practices. 


- Expressing 

- Expressing 

- Expressing 

- Expressing 

vacation locations 

holidays 

holiday lodging 

making reservations 


- Expressing 

- Expressing 

- Expressing 

Culture: 

- Comparing 

the future tense 

special uses of the future tense 

irregular feminine nouns 

holidays and vacation practices in Italy to the U.S. 

14

SKILLS 

Listening: 




- Students 



Prego DVD. 

- Students will listen to Italian spoken by the teacher through various listening activities. 

Reading: 

Writing: 

- Students 

Speaking: 

- Students 

Students will practice reading for information through cultural readings and vignettes. 

will write a comparison of one’s vacation to another’s vacation. 

will describe one’s vacations and holidays in comparison to another’s vacations and 

holidays. 


Writing: 

- Students 

- Students 

- Students 

- Students 

- Students 


will complete a composition “Progetti di vacanza” from the textbook, p. 

will write a brochure to promote a vacation location in Italy. 

will complete “Associazioni” from the textbook, p.201. 

will complete “Cosa faro?” from the textbook, p. 204. 

Listening: 

- Students 

- Students 

will complete “Hai una camera libera?” ex. C, p.104 from the workbook. 

will complete “Progetti di vacanze” ex. D, p. 105 from the workbook. 

Reading: 

- Students 

- Students 

- Students 

- Students 

- Students 

will read the dialogues from the textbook, p.203, 205, 210. 

will read from the textbook, “Ferragosto” p.207. 

will read from the textbook, “Le vacanze degli italiani”, p. 213-214. 

will read “Programmi per l’estate”, from the textbook, p.200. 

will read “Lettura” from the workbook, p.153-154. 

Speaking: 

- Students 

- Students 

- Students 

- Students 

will complete a dialogue making a reservation for a vacation to Italy. 

will complete ex. B and ex. C from the textbook, p.205 

will complete ex. C from the textbook, p.207. 

will complete ex. B from the textbook, p.207. 

21 4. 

15

ASSESSMENTS 

Chapter 10 quizzes, tests and performance based assessments from the Prego Textbook series and 



- Students 

- Students 

will complete interactive activities for Chapter 10 from the Prego website. 

will complete in small groups a research project on a region of Italy, highlighting 

vacation locations, landmarks and tourist attractions. 

RESOURCES 

Chapter 10 Prego textbook, workbook, laboratory manual, DVD and all ancillary materials. 


16





TIME FRAME: 



Prego 

CODE: 

Spesa 

e spese MAP LEVEL: 



30.0.1.5.3 Students will acquire goods and/or services through basic negotiations and exchange of 

monies. 

30.0.1.9.3 Students will participate in culturally appropriate exchanges that reflect social amenities 

such as expressing gratitude, extending and receiving invitations, apologizing and 

communicating preferences. 

30.0.2.0.1 Students will identify people and objects in their environments, based on oral and written 

descriptions. 

30.0.2.0.2 Students will comprehend short conversations among peers and familiar adults on well- 

known topics, including their favorite activities at home or school. 

30.0.2.0.8 Students will recognize and respond appropriately to questions, statements or commands. 



- How 

does one talk about shopping in Italy? 


- How 

- How 

does one talk about different stores in Italy? 

does one shop at open air markets in Italy? 

CONTENT 

Cultural knowledge of Italian stores, markets and shopping practices. 


stores 

different shopkeepers 

measurements and weights 

points of sale 

specialty food markets 

- Expressing 

- Expressing 

- Expressing 

- Expressing 

- Expressing 


- Reviewing 

- Using 

- Using 

- Using 

Culture: 

- Exploring 

articulated prepositions 

“ci” 

“ne” 

double object pronouns 

Italian stores, foods, markets and shopping practices

SKILLS 

Listening: 

- Students 




- Students 

- Students 

Reading: 

- Students 

Writing: 

- Students 

Speaking: 

- Students 



Prego DVD. 



will write about their shopping experiences and compare them to shopping practices in 

Italy using expressions and vocabulary from the chapter. 

will describe their shopping experiences orally using expressions and vocabulary from 

the chapter. 


Writing: 

- Students 

- Students 

- Students 


will write a composition “Il mio piatto preferito” from the textbook, p.234. 

will complete “Un p0’ di scrittura” from the workbook, p. 

Listening: 

- Students 

- Students 

- Students 

Reading: 

- Students 

- Students 

- Students 

- Students 

1 68. 

will complete listening exercises from the DVD series in the textbook. 


series. 

will complete listening exercises from the workbook, p. 

and “Ed ora ascoltiamo”, p. 

1 16. 

will read the dialogues from the textbook, p.218, 221, 226. 

will read “I negozi dell’usato”, p.234, from the textbook. 

Speaking: 

- Students 

- Students 

- Students 

- Students 

1 12 ex. C and p.113 “In ascolto” 

will read “Fare Ia spesa e fare spese in Italia oggi”, p.167 from the workbook. 

will read “Mercati e mercatini” from the textbook, p125. 

will complete the speaking activities from the textbook, p120, ex. A, B and C. 

will create a shopping skit in an open air market using vocabulary from the chapter. 

will practice making a deal and bargaining in the target language. 

will incorporate the metric system measures in a shopping dialogue between a store 

clerk and client. 

18

ASSESSMENTS 




Reading: 

- Students 

Speaking: 

- Students 

- Students 

will read “La Sicilia” from the textbook, p.233. 

will complete p.223 ex. B and C. 

will complete p. 224 ex. A. 

RESOURCES 



19



Prego 

CODE: 

UNIT: Capitolo 12 Cercare casa MAP LEVEL: 


TIME FRAME: 



30.0.1.0.2 Students will describe various objects and people found at home and school. 




language. 

30.0.1.0.7 Students will indicate that they do not understand a message or that they cannot express 

their intended message adequately. 







- Flow 

does one describe homes and lodgings in Italy? 


- How 

- How 

does one talk about different types of housing in Italy? 

does one describe Italian apartments? 

CONTENT 

Cultural knowledge of Italian homes and lodgings. 


rooms of the house 

- Expressing 

- Expressing 

- Expressing 

- Expressing 

objects in a room 

locations in the home 

different residences 


- Using 

- Using 

- Using 

- Using 

Culture: 

indefinite adjectives 

indefinite pronouns 

prepositions 

negative formations 

4 

- Exploring Italian homes, apartments and residences. 

20

SKILLS 

Listening: 

- Students 

- Students 

- Students 

- Students 

Reading: 

- Students 

Writing: 

- Students 

Speaking: 

- Students 






Prego DVD. 



will write about their home and compare to homes in Italy using expressions and 

vocabulary from the chapter. 

will describe the rooms of their home orally using expressions and vocabulary from the 

chapter. 


Writing: 


- Students 

- Students 

- Students 

will write a composition “A casa mia” from the textbook, p.251. 

will complete “Una casa perfetta” from the workbook, p.18! ex. A. 

Listening: 

- Students 

- Students 

will complete listening exercises from the DVD series in the textbook, p.252. 


series including ex. C and Don p.120 and “In ascolto”, p.121. 

Reading: 

- Students 

- Students 

- Students 

- Students 

Speaking: 

- Students 

- Students 

- Students 

will read the dialogues from the textbook, p138, 240 and 242. 

will read “I negativi”, p.245 from the textbook. 

will read “La casa e l’affito”, p.171 ex. A from the workbook. 

will read “I giovani e la casa” from the textbook, p.244. 

will complete the speaking activities from the textbook, p.24.0, ex.C, p.242 ex.B, p.244 

ex.B, p.246 ex. C, and p.249 ex. B and C. 

will create a skit describing each others’ homes using the chapter vocabulary and 

expressions. 

will create a skit in the roles of real estate agent and buyer describing different housing 

options. 

21

ASSESSMENTS 




- Students 

- Students 

- Students 


will complete the “Flash culturale” p. 254-255 from the textbook. 

will create a floor plan for their dream home in Italy, write a composition to describe 

and present orally to the class. 

RESOURCES 



22



IJNIT: Capitolo 13 - 


TIME FRAME: 



Prego 

CODE: 

E’ 

finita la benzina MAP LEVEL: 





30.0.1.5.2 Students will give and follow directions in order to travel from one location to another and 

ask questions for clarification. 



30.0.1.9.4 Students will work in groups to develop solutions to problems that are of contemporary or 

historical interest in both the target and their native cultures. 

30.0.1.9.5 Students will exchange opinions on a variety of topics, including issues of contemporary 

or historical interest in the target and their native cultures. 



- Flow 

does one talk about one’s environment and traffic? 


- How 

- How 

- How 

- How 

does one talk about recycling? 

does one use traffic related expressions? 

does one discuss environmental issues? 

does one compare and contrast the fuel industry in Italy and USA? 

CONTENT 

Cultural knowledge of Italian environment, recyclable materials and traffic. 


traffic 

the environment 

recyclable materials 

parts of the car 

- Expressing 

- Expressing 

- Expressing 

- Expressing 


- Expressing 

the conditional tense 

- Expressing possessive pronouns 

- Expressing 

Culture: 

- Comparing 

volere, dovere and potere in the conditional 

the Italian environment and environmental concerns and solutions to those of the U.S. 

23

SKILLS 

Listening: 

- Students 




- Students 

- Students 

Reading: 

- Students 

Writing: 

- Students 

Speaking: 

- Students 



Prego DVD. 



will write a composition about the effects of traffic and pollution on the environment. 

will describe one’s environment and environmental concerns in comparison to another’s. 


Writing: 

- Students 

- Students 

- Students 


will complete a composition “11 traffico” from the textbook, p.271. 

Listening: 

- Students 

- Students 

Reading: 

- Students 

- Students 

- Students 

- Students 

will complete from the workbook, p. 193. 

will complete “La patente, ii traffico e la citta’” from the workbook, ex. A p.195. 

will complete “Pensiamo all’ambiente” ex. B, p. 195 from the workbook. 

will read the dialogues from the textbook, p.257, 260, 262 and 267. 

will read from the textbook, “Riciclaggio” p.264. 

will read from the textbook, “La domenica a piedi “, p.271. 

will read “Guidare in Italia “, from the workbook, p.194. 

Speaking: 

- Students 

- Students 

- Students 

- Students 

- Students 

will create a public service announcement to draw attention to an environmental 

concern. 

will complete ex. B from the textbook, p.259. 


will complete ex. D from the textbook, p.262. 


24

ASSESSMENTS 




- Students 

- Students 

- Students 


will read p.270 from the textbook “L’Abbruzzo e ii Mouse”. 

will read p.271 from the textbook “La domenica a piedi”. 

RESOURCES 



25



Prego 

CODE: 

UNIT: Capitolo 17 - 11 mondo del lavoro MAP LEVEL: 


TIME FRAME: 



30.0.1.0.3 Students will give and follow simple instructions by participating in various games or 

other activities with partners or groups. 



30.0.1.0.7 Students will indicate that they do not understand a message or that they cannot express 

their intended message adequately. 


language. 







- How 

does one talk about finding ajob in Italy? 


- How 

- How 

- I-Tow 

- How 

does one talk about one’s job? 

does one use appropriate expressions for a job interview? 

does one look for a job in Italy? 

does one use the technology to search for a job in Italy? 

CONTENT 

Cultural knowledge of Italian professions and finding a job in Italy. 


- Expressing 

professions 

- Expressing technology sources for job searches 

- Expressing 

- Expressing 

work environment 

terminology for a job application 


- Using 

- Using 

- Using 

Culture: 

- Exploring 

question words 

formal address 

conjunctions 

professions in Italy 

26

SKILLS 

Listening: 


- Students 

- Students 

- Students 

Reading: 

- Students 

Writing: 

- Students 





Prego DVD. 



will write about their dream profession using expressions and vocabulary from the 

chapter. 

Speaking: 

- Students 

will describe their ideal job orally using expressions and vocabulary from the chapter. 

- Students will create a skit portraying a job interviewer and interviewee using expressions and 

vocabulary from the chapter. 


Writing: 

- Students 

Students will complete various writing exercises in the Prego workbook and laboratory manual. 

will write a composition “II lavoro dei tuoi sogni” from the textbook, p.340. 

- Students will create a resume using appropriate expressions and vocabulary from the chapter. 

Listening: 

- Students 

- Students 

will complete listening exercises from the DVD series in the textbook, p.341 

will complete p. 163 ex. A, B and C from the laboratory manual and audio listening 

series. 

Reading: 

- Students 

- Students 

- Students 

will read the dialogues from the textbook, p.327 and 330. 

will read “Computer e internet nel mondo del lavoro” in the textbook, p.335. 

will read from the workbook, p.244, “Ii mio primo lavoro”. 

Speaking: 

- Students 

- Students 

will complete the speaking activities from the textbook, p.335 ex. C, p.338 ex. B and D. 

will create a dialogue between an employer and possible employee during a job 

interview. 

27

ASSESSMENTS 




- Students 

- Students 


will read from the textbook “Ii Piemonte”, p.339. 

- Students will complete from the workbook “Scrivere una domanda di lavoro e scrivere un CV”, 

p.246. 

RESOURCES 



28

MID-TERM AND FINAL EXAMS 

Students will take a mid-term and a final exam that will address all standards and will assess the 

students’ understanding and application of course content. Mid-term and final exams will include 

speaking assessments, listening comprehension assessments, reading, writing, culture, grammar, and 

vocabulary components. These are departmental exams that reflect the department’s expectations, 

which include all strands: listening, speaking, reading, writing and culture. 

TIME ALLOTMENT 

Each strand is to be incorporated and integrated in the course. The teacher, based on the appropriate 

pacing for the class, for example, will determine an estimation of three to four weeks. 

Language/computer lab will be used on a weekly basis. 

PRIMARY TEXT 

Prego! An Invitation to Italian Seventh Edition, G. Lazzarino, M. C. Peccianti, A. Dini 

SUPPLEMENTARY MATERIALS 

Supplementary materials may include but are not limited to: 

• Prego! An Invitation to Italian Audio Program 

• Prego! An Invitation to Italian Didactic Teacher’s book 

• Prego! An Invitation to Italian Testing Audio Program 

• Prego! An Invitation to Italian DVD 

• Prego! An Invitation to Italian Workbook 

• Prego! An Invitation to Italian Laboratory Manual 

• Prego! An Invitation to Italian Website resources 

• Reader: Uffa! Espressioni idiomatiche e. . . molto piü leggere e comunicare, Concetta Perna. 

• Scriviamo! Scriviamo! A. Moni 

• In giro per la letteratura, Kenneth Bern. 

• Teaching Italian Beyond the Textbook, George Giannetti. 

• Conversation: New Comics and Conversation, Joan Ashkenas. 

• La Vita è Bella — 

film 

29

WEBSITES 

http://highered.mcgraw-hill .comlsites/0073 535265/student viewO/index.html - website maintained 

by publisher with creative, visually enhanced and level appropriate information 

www.nettuno.it- websites for teachers and students to find information of Italian cities 

www.travelive.com- website which provides information on the environment and nature in Italy 

www.nuovasicilia.com/homeita.htm- website for students to research information on Sicily 

through authentic Italian newspapers 

www.lascala.milano.it- a website designed to enhance student learning on Italian opera, its history 

and culture 

www.visiteurope.comlltaly/ItalyO2.htm- website for students and teachers of Italian to research 

information on popular Italian pastimes, entertainment and touring 

www.napolivirtuale.com! - 

website 

which provides information on Southern Italian History 

www.yahooltalia.com- Yahoo website in Italian offering vast information on Italian subjects for 

both students and teachers of Italian 

www.dsi.unimi.it/’aa2/Statale/stata1e.html- website that provides information on the University of 

Milan, studying abroad as well as university programs and expectations 

www.mediasoft.it/tv/- website designed to provide television news information online 

www.bookpassage.com- a website providing information on eating in Italy, Italian cuisine as well 

as the best of Italian restaurants 

www.press.sicilia.it- an Italian website designed to provide information on authentic Sicilian press 

and mass media 

www.traveleurope.it/apulia.htm- website which combines information on both Italian travel and 

history 

www.net4u.it!4uinglledicola.html- website providing access to Italian newspapers and magazines 

online 

30

TRUMBULL HIGH SCHOOL 

WORLD LANGUAGE DEPARTMENT 

ITALIANO II 

Mission Statement 

Trumbull High School educates students in a safe, inviting, student-centered community. We 

encourage academic achievement, extra-curricular participation, enthusiasm and self-confidence to 

foster independence and personal and social growth. We teach skills necessary for life-long learning. 

We hold our school community to the ethical conduct and social awareness necessary to live and 

participate in a democratic, diverse and global society. 

DESCRIPTION OF COURSE 

This course continues to develop the four basic skills. The focus of this level will be communicating 

ideas and needs through situational dialogues reflecting new vocabulary grammatical structures and 

produced by individual students. The grammatical foundation will be strengthened as the student will 

be introduced to directed composition writing. The cultural aspect will be enhanced through films, 

cultural units, and individual classroom projects, presentations and aural comprehension activities. 

Students are encouraged to join the Italian Club. Software and interactive materials are available to 

students. 

Prerequisite: Italian I or successful completion of Italian Conversation and Culture 2 

Text: Prego! An Invitation to Italian Seventh Edition 

Supplementary Materials: Quaderno di Esercizi and Lab Manual 

Film: La Vita è Bella 

ASSESSMENTS: 

Scriviamo! Scriviamo! 

In giro per Ia letteratura, Kenneth Berri. 

New Comics and Conversation, Joan Ashkenas. 

Quizzes: Each week will include at least one quiz on the material covered during the week. Students 

are required to take all quizzes. 

Tests: A test will be given following each unit, and will include material of previous units 

Homework: Assigned 3-4 times a week 

Class participation: Expected daily 

Mid-Term Exam 

Final Exam 

MAJOR PROJECTS: Each quarter will consist of a major project relating to the material taught 

during that quarter. Projects may include but are not limited to the following topics: daily routine, 

researching cultural notes, shopping in Italy, clothing, restaurant, professions and environment. All 

researched topics will adhere to the CAPT format. 

31


Curriculum Writing Team 

Trumbull, Connecticut 

European History 

Early College Experience 

University of Connecticut 

Social Studies 


Kathy Rubano Social Studies Department Chair 

Rebecca Trzaski Social Studies Teacher 

Adjunct Faculty Professor, University of Connecticut 

Linda S. Paslov, Ed.D. Director of Curriculum, Instruction, and Assessment

ECE European History 

Table of Contents 

Introduction 3 

Philosophy 4 

Mission Statement 4 

Goals 5 

Unit I Historiography 6 

Unit 2 Obstacles in Society 8 

Unit 3 Western “Civilization” 11 

Unit 4 Indoctrination 13 

Culminating Activity 15 

Methods of Assessment 16 

Internet Resources 17 

Course Credit 18 

Texts 18 

Course Syllabus for Students and Parents 19 

— Appendix A Description 25 

Appendix B - 

Appendix C — 

Course 

Social 

Sample 

Studies Rubrics 26 

Rubrics 28 

The Trumbull Board of Education, as a matter of policy, 

prohibits discrimination on the grounds of age, creed, religion, 

sex, race, color, handicap, political affiliation, marital status, 

sexual orientation, or national origin. 

2

INTRODUCTION 

The European History course is designed as part of the Early College Experience courses 

provided by the University of Connecticut. The teacher has applied to the program and been 

accepted as an adjunct faculty member with the University. The course, taught at the high school, 

allows students to receive credit for the course as if they were attending the University of 

Connecticut. 

European History will be consistent with other Modem Western Traditions courses 

taught at the University of Connecticut. The content covers the years from 1400 C.E. until 

current society and is organized thematically to challenge students to think about the impacts that 

people and events can have not just in their own environment during their own lifetime, but far 

beyond. Using a variety of primary and secondary sources, students will learn not only about the 

circumstances of European History, but also the intricacies of being a historian. They will read 

and analyze the sources in order to develop positions on various topics. Focus will be given to 

proper researching skills and the technical aspects of research writing. 

European History differs from survey courses because of its emphasis not only on 

content, but on skills. The first unit focuses on being a historian. Using sources from the 

Renaissance, Protestant Reformation, European expansion into the Americas and the 

Enlightenment periods, students will learn the skills necessary to identify biases in sources. 

Students will then be expected to deduce the extent to which biases in sources have shaped our 

perception of history. 

In unit two students will continue to use these skills to analyze different obstacles western 

society has overcome in the last five hundred years. Special attention will be paid to 

industrialization and nationalism. The third unit will focus on the major wars of the world, 

questioning how civilized society truly is. Students will finish the course by discussing 

indoctrination. Religion, communism, commercialism, and patriotism will be explored by the 

class as driving forces of society. 

Overall, students will develop their reading writing, analytical thinking, problem solving 

and debate skills within the course in order to prepare them for their entry into society. 

3

PHILOSOPHY 

The European History course is designed to fulfill the need for today’s student to recognize 

that our global environment is a multi-racial, multi-ethnic, multi-cultural society. The Social 

Studies Department should educate students with a curriculum which emphasizes cultural 

pluralism as an entity which has driven global history throughout the ages. This course is 

predicated on the belief that competency for citizenship in the 2l century will be based on the 

students’ ability to recognize a growing global interdependence in the social, political and 

economic arenas. It is the responsibility of public education to prepare students to participate 

and function successfully as citizens of the 2l century. In order to accomplish this goal, 

students must attain an awareness of how Western civilizations have shaped global values 

throughout time. 

TRUMBULL HIGH SCHOOL MISSION STATEMENT 

Trumbull High School educates students in a safe, inviting, student-centered community. We 

encourage academic achievement, extra-curricular participation, enthusiasm and self-confidence 

to foster independence and personal and social growth. We teach skills necessary for life-long 

learning. We hold our school community to the ethical conduct and social awareness necessary 

to live and participate in a democratic, diverse and global society. 

4

GOALS 

The course goals align with The Connecticut State Frameworks for Social Studies: 

Students will: 

• Gather, analyze, and reconcile historical information, including contradictory data, from 

primary and secondary sources to support or reject hypotheses. 

• Demonstrate an understanding of the ways that different cultures interacted in pre 

modem and modem times, and how they have shaped new identities and ways of life. 

• Initiate questions and hypotheses about historic events they are studying. 

• Describe the multiple intersecting causes of events. 

• Describe, explain, and analyze political, economic and social consequences that came 

about as the resolution of a conflict. 

• Evaluate the roles and contributions of individuals and groups. 

• Give examples of the visual arts, dance, music, theater and architecture of the major 

periods of history and explain what they indicate about the values and beliefs of various 

societies. 

• Analyze the connections and interactions of people over time and space. 

• Develop critical thinking skills by inquiry, research, and organizing information. 

• Describe and analyze, using historical data and understandings, the options which are 

available to parties involved in contemporary conflicts of decision making. 

• Evaluate whether or when their obligations as citizens require that their personal desires, 

beliefs, and interests be subordinated to the public good. 

• Demonstrate an understanding of political concepts of power, authority, governance and 

law. 

• Apply critical thinking skills in determining the degree of interdependence of economic, 

political, and social systems throughout the world. 

• Support and defend oral presentations and writing prompts by evaluating a variety of 

resources. 

• Incorporate technology by researching topics related to the curriculum 

• Describe relationships between historical subject matter and other subjects they study, 

current issues, and personal concerns. 

5

Performance Standards: 

Unit 1 - ilistoriography 

08.1.1.9.2 Students will gather, analyze and reconcile historical information 

08.1.1.9.3 Students will interpret oral traditions and legends as ‘histories’ 

08.1.1.9.5 Students will describe the multiple intersecting causes of events 

08.1.1.9.6 Students will use primary source documents to analyze multiple perspectives 

08.1.4.9.1 Students will initiate questions and hypotheses about historic events they are 

studying 

08.1.4.9.2 Students will describe and analyze, using historical data and understandings, the 

options which are available to parties involved in contemporary conflicts of 

decision making 


1. How does historiography shape our perception of history? 

Focus Questions: (Student Objectives) 

At the completion of this unit, students will be able to answer: 

1. Why did the Renaissance begin in Italy? 

2. Why did the Renaissance spread northward? 

3. Why did the Protestant Reformation begin in Germany? 

4. What are the characteristics of the different sects of Protestantism? 

5. What dictated daily activities for the different segments of society in Europe? 

6. Why do Europeans begin exploring new lands? 

7. What is the impact of European exploration? 

8. How do the governn-ients of Europe maintain control over their colonies and over their 

own country? 

Content (Scope and Sequence) 

The Renaissance 

Protestant Reformation 

Witchcraft and superstition 

Daily life in Europe 

Exploration of the New World 

Colonization and annihilation of natives 

6

Skills 

1. Analyzing maps 

2. Interpreting art and architecture 

3. Identifying biases in primary and secondary sources 

4. Supporting a Thesis 

5. Proper research writing techniques and citation format 

Time Allocation - Approximately 8 weeks 

Assured Experiences (Projects): Students may do one or more of the following activities: 

1. A formal research paper revolving around the essential question of the unit. (How does 

historiography shape our perception ofhistory?) Students will need to incorporate 

primary and secondary sources in order to support their position. Proper citation format 

will be expected. 

2. Leading class discussion of the topic assigned for the day. The student will be responsible 

for leading class discussion on the assigned readings. On their day, students must conduct 

class as if they were the “teacher” by posing insightful discussion questions and leading 

the class in meaningful learning activities. 

3. A short essay examination will be given that addresses the historical content discussed 

Resources 

TEXTBOOK 

for that quarter. Students will compose the answers in class under time constraints. 

Chambers, et al. The Western Experience. 8th edition. 

REQUIRED READINGS 

Anthony Brundage. Going to the Sources. 

Natalie Zemon Davis. The Return ofMartin Guerre. 

Francesco Petrarca, Letters, C. 1372 

Niccolo Machiavelli, The Prince, 1513 

Sir Thomas More, Utopia, 1516 

John Calvin, Institutes ofthe Christian Religion, 1534; Catechism, c. 1540 

Desiderius Erasmus, In Praise ofFolly, 1509 

Martin Luther, The Freedom ofa Christian, 1520; QfMarriage and Celibacy, 1566 

Leon Battista Alberti, On the Family, 1435-1444 

Magdalena and Balthasar Paumgartner, Letters, 1592-1596 

Witchcraft documents, 15 

th century 

Christopher Columbus, Letter from the first voyage, 1493 

Ludovico di Varthema, Travels, c. 1508 

Juan Gonzalez de Mendoza, The History ofthe Great and Mightie Kingdom of China, 1585 

Bartolome De Las Casa, Apologetic History of the Indies, 1566 

Bernal Diaz, The trite history ofthe conquest ofnew Spain, 1552-1568 

Cardinal Richelieu, The Political Testament, 1638 

Thomas Hobbes, Leviathan, 1651 

Duc De Saint-Simone, Memoirs, 1694-1723 

7


Unit 2 — 

Obstacles 

in Society 

08.1.1.9.2 Students will gather, analyze and reconcile historical information, including 

contradictory data, from primary and secondary sources to support or reject 

hypotheses 


08.1.3.9.3 Students will demonstrate an understanding of the ways that cultural encounters 

and the interaction of people of different cultures 

08.1.3.9.7 Students will analyze the causes and consequences of major technological turning 

points in history, e.g., their effects on people, societies and economies 


studying 




08.3.1.9.4 Students will explain why places and regions are important to human cultural 

identity and stand as symbols for unifying society 

08.13.9.2 Students will give examples of the visual arts, dance, music, theater and 


architecture of the major periods of history and explain what they indicate about 

the values and beliefs of various societies 

1. What “monsters” did society face during the Industrial Revolution? Are we still fighting 

those monsters today? 



I. Why did the Enlightenment Era begin? 

2. What were the major theories on government from Enlightenment writers? 

3. Why did the French Revolution begin? 

4. What were the effects of the French Revolution? 

5. What changes were brought about by the Industrial Revolution? 

6. How did the revolutions of 1848 & 1849 impact the unification of Italy and Germany? 

7. What effect did the unification of Italy and Germany have on the world? 

8. Why do Europeans begin imperialism? 

9. What are the effects of imperialism? 

8


Skills 

Enlightenment 

French Revolution 

Industrial Revolution 

Unification of Italy and Germany 

Age of Imperialism 

1. Using Timelines to identify the cause and effect of events. 

2. Using maps to identify changes in society. 

3. Analyzing the pattern of revolutions. 

4. Identifying biases in primary and secondary sources. 

5. Supporting a thesis with proper research. 

6. Identifying motivations and fears through literature and ar.t 



1. A formal research paper revolving around the essential question of the unit. (J”hat 

“monsters “did societyface during the Industrial Revolution? Are we still fighting those 

monsters today?) Students will need to incorporate primary and secondary sources in 

order to support their position. Proper citation format will be expected. 






Resources 

TEXTBOOK 

for that quarter. Students will compose the answers in class under time constraints. 


9


Mary Shelley. Frankenstein. 

John Locke, Second treatise on civil government, 1690 

Rudyard Kipling, White Man ‘s Burden, 1899 

Montesquieu, The spirit ofmodern laws, 1748 

Joseph Conrad, Heart ofDarkness, 1902 

Rousseau, The social contract, 1762 

George Orwell, Shooting an Elephant 

Cesare Beccaria, On Crimes and Punishments 

The Tennis Court Oath, France 1789; Declaration ofthe Rights ofMen, France 1789 

Decree Abolishing Feudalism, France 1789 

Maximilian Robespierre, On Terror and Virtue, 1794 

Florence Nightingale, Rural Hygiene 

Edwin Chadwick, Report on Sanitary Conditions, 1842 

Edmund Burke, Reflections on the French Revolution 

The Carlsbad Decree, 1819 

Pope Pius IX, Syllabus ofErrors 

Joseph De Maistre, The divine origins of constitutions, 1810 

Giuseppe Mazzini, On Nationality as a key to social development, 1852 

Charles Darwin, On the Origins ofSpecies, 1859 

Sigmund Freud, The Interpretation ofDreams, 1900 

Fredrick Nietzsche, The Antichrist, 1895 

10


Unit 3 — 

Western 

“Civilization” 

08.1.1.9.2 Students will gather, analyze and reconcile historical information, including 

contradictory data, from primary and secondary sources to support or reject 

hypotheses 


08.1.3.9.3 Students will demonstrate an understanding of the ways that cultural encounters 

and the interaction of people of different cultures 

08.1.3.9.5 Students will describe, explain and analyze political, economic and social 

consequences that came about as the resolution of a conflict 




studying 




08.3.1.9.4 Students will explain why places and regions are important to human cultural 

identity and stand as symbols for unifying society 

08.13.9.2 Students will give examples of the visual arts, dance, music, theater and 


architecture of the major periods of history and explain what they indicate about 

the values and beliefs of various societies 

1. Do women and men make history, or are they products of it? 



1. What caused World War 1? 

2. What were the effects of World War I? 

3. What led to the Depression of the world’s economies following World War 1? 

4. What caused World War II? 

5. What were the effects of World War II? 

6. What were the characteristics of different societies before during and after World War 1? 

Compare and contrast them with those of World War 11. 

7. What led to the rise of communism in Russia? 


World War I: causes, events, outcome, effects 

The Great Depression 

The rise of communism and fascism 

World War IT: causes, events, outcome, effects 

11

Skills 

1. Analyzing maps 

2. Critiquing military and diplomatic strategies 

3. Interpreting art and literature 

4. Determining connections between causes and effects 


6. Supporting a thesis with proper research 



1. A formal research paper revolving around the essential question of the unit. (Do women 

and men make history, or are they products of it?,) Students will need to incorporate 

primary and secondary sources in order to support their position. Proper citation format 

will be expected. 



class as if they were the “teacher” by posing insightful discussion questions and leading the 

class in meaningful learning activities. 

3. A short essay examination will be given that addresses the historical content discussed for 

Resources 

that quarter. Students will compose the answers in class under time constraints. 

TEXTBOOK 



Erich Maria Remarque. All Quiet on the Western Front. 

Christopher Browning. Ordinary Men. 

John McCrae, In Flanders Fields, 1915 

Vladimir Illyich Lenin, The State and Revolution, 1918 

The Treaty of Versailles, 1919 

Benito Mussolini, W7iat is Fascism?, 1932 

Adolf Hitler, Speech, 1921 

The Wannsee Conference Minutes, January 1942 

Franklin D Roosevelt, A C’allfor Sacrifice, 1942 

Franklin D Roosevelt, A day which will live in infamy, 1942 

United Nations Charter, 1945 

12


Unit 4— Indoctrination 



08.1.3.9.9 Students will evaluate the economic and technological impact of the exchange of 

goods on societies throughout history 




08.1.4.9.5 Students will describe relationships between historical subject matter and other 

subjects they study, current issues and personal concerns 

08.2.2.9.1 Students will evaluate whether or when their obligations as citizens require that 


their personal desires, beliefs and interests be subordinated to the public good 

1. Can people be “brainwashed” by their surroundings? 



1. How did the Catholic Church gain political power in Europe? 

2. How did the Catholic Church lose political power in Europe? 

3. How did communism effect life in the Soviet Union and China? 

4. What led to the decline of communism in the Soviet Union? 

5. Why are businesses able to expand world-wide? What are the benefits and downfalls of 

such expansion? 

6. What led to the establishment of the United Nations and NATO? What are some benefits 

from these organizations? What obstacles do they face? 


Rise of the Catholic Church 

Vatican Council I and II 

Marxist Theory 

Censorship 

Appeal of Communism 

Globalization and world trade 

The United Nations and NATO 

13

Skills 


2. Supporting a thesis with proper research 

3. Analyzing psychology and the use of manipulation 

4. Interpreting charters and identifying problems in society 

5. Comparing modern society with those of the past 



1. A formal research paper revolving around the essential question of the unit. (Can people 

be “brainwashed” b their surroundings?) Students will need to incorporate primary and 

secondary sources in order to support their position. Proper citation format will be 

expected. 






Resources 

TEXTBOOK 

tbr that quarter. Students will compose the answers in class under time constraints. 

Chambers, et a!. The Western Experience. 8 edition. 


Allyn and Adele Rickett. Prisoners ofLiberation. 

Glenn Tider, C’an we be without God?, 1989 

The Documents ofthe Second Vatican Council 

Aleksandr Solzhenitsyn. What I Learned in the Gulag 

George Orwell, Animal Farm 

Charles Fourier, Thefailure ofearly European Liberalism 

Karl Marx, Communist Manifesto, 1848 

Karl Marx, Scientific Socialism 

Mao Zedong, Quotations ofChairman Mao 

Ted Friedman, The World of The World ofCoca-Cola 

World Trade Organization Treaty, 1995 

Nelson Mandela, An Address on Human Rights, 1991 

14

Culminating Activity 

Students will formulate an opinion answering the questions “What relationship did the past have 

to the present? Which events are remembered, and how are they commemorated?” They will 

prepare a presentation for the class utilizing multi-media technology in order to share their 

hypothesis and research with the class. They will be assessed based on their knowledge, 

utilization of technology and presentation skills. 

Time Allocation: Approximately 1 week 

15

Methods of Assessment 

European History will utilize a number of assessment methods mirroring methods utilized in 

collegiate history courses. Students will be evaluated in a variety of ways in order to address 

both academic and critical thinking skills in addition to multiple learning styles. Assessments 

will include a combination of both traditional and alternative forms of assessment. 

A. Assessment Goals 

Assessments that requuire students to: 

• Describe, analyze, and explain the topics taught in a unit of study 

• Understand and evaluate reading material 

• Synthesize and express their own ideas 

• Make connections (text to text, text to self, text to world) 

• Answer the given question and not stray from the topic 

• Write developed, organized, focused, and supported writing pieces 

• Research and present on a variety of given topics 

• Utilize technology to support topics covered in class 

B. Student Class Contribution (involvement with the whole class as well as in small group 

activity) that demonstrates: 

• Ability in discussion — 

• Critical thinking and depth of insight 

• Ability to develop a critical stance 

quality 

as well as quantity in participation 

• Ability and willingness to work as part of a team 

C. Traditional 

1. In-class Examinations — 

a. organize arguments promptly 

b. convey their thoughts clearly 

c. work on their impromptu writing skills 

2. Research Papers — 

a. Locate relevant information 

Addresses 

Addresses 

students’ ability to 

students’ ability to 

b. Process and apply the information 

c. Using the information to construct a technically appropriate research paper with citations 

d. Using information to communicate with specific audiences 

3. Midterm and Final Examinations - 

Addresses 

students’ ability to: 

a. Analyze, synthesize, and critically evaluate material covered in the course and 

demonstrate a firm knowledge of key terms and concepts by responding to multiple 

choice questions. 

b. Analyze, synthesize, critically examine and respond to document-based questions. 

c.Respond in an essay format that is well-organized and supported with facts or analysis. 

16

Internet Resources 

Avalon Project www.yale.ed/lawweb/avalonlavalon.htm 

Biography Channel: http://www.biography.com 

The British Museum: http://www.ancientcivilizations.co.uk/home_set.html 

Fordham University Sourcebook: http:!/www.fordham.edu!halsall/modlmodsbook.html 

History Channel: http://www.history.com! 

History Alive: http ://www.teachtci.comlresources/onlHistory.aspx 

National Geographic: http://www.nationalgeographic.comlindex.html 

Perseus Project- www.perseus.tufts.eduJ 

Reference Desk: www.refdesk.com 

The World Factbook: https ://www.cia. gov/library/publications/the-world-factbookl 

United Nations: www.un.org 

College Board: www.collegeboard.com 

The Week Magazine: Compiles best columns and weekly news from around the world 

www.theweekmagazine.corn 

World Press: Compiles the best press from non-American sources. 

www.worldpress.org 

Maps and information on countries around the globe 

www.worldmarper.org 

Events of historical significance over the century 

www.pbs.orJwgbhJcommandingheights/hj/tjrnemap/ti.htm1 

Trends in human development over the last 3 0-40 years 

www.gapminder.org 

Map skills 

www.lizardpoint.comlfun!geoguiz 

17

Course Credit 

One elective credit 

ECE credit will be awarded to students who applied through the University of Connecticut. 

TEXTBOOK 

Students may elect to take the AP European History Exam. 

Course Texts 









* Additional primary source readings and excerpts will be provided by the teacher throughout the 

course. 

18

ECE History 1400: Modern Western Traditions Syllabus 

COURSE DESCRIPTION 

Submitted by and approved for Rebecca Trzaski (June 2010) 

History is not only the celebration of past events and lives of people, but also the study of facts 

and opinions. A historian must sift through piles of information — 

stories 

with many conflicting 

perspectives. Often times they are challenged with interpreting information from objects that can 

not tell their story. Stories may have been eroded by time or even destroyed by an enemy. 

Piecing together this story can be exciting and rewarding if the research is properly conducted. 

This course is designed as a collegiate level course. The content and workload will reflect that. 

Student behavior is expected to mirror it as well. 

This course will allow students to: 

* survey the religions, customs, economic policies, and political institutions that have 

shaped the western world. 

* assess the impact of Europeans on non-European societies as well as the influence of 

non-European societies on European civilization. 

* explore history as a science by studying methods of historiography, contemplating 

evidence, and discussing interpretation as a tool of historians. 

* study the people of the past as historical subjects, reflecting on how historical conditions 

shape personal identities and the decisions of the past. 

* consider how the meanings of “civilization” and “Western Civilization” have changed 

over time. 

* utilize maps, art, and other historical images to measure their impact on the story of 

western history. 

ASSESSMENTS 

Participation and attendance = 10% 

Regular participation and attendance is necessary in embracing both the material of the course 

and the learning process. You are expected to come to class on time, with appropriate materials, 

and ready to contribute insightful comments and questions on the content of the day. 

Quarterly Paper = 30% 

Each marking period, one formal 5-7 page paper will be assigned. The paper will revolve around 

the theme of the quarter, the main text of that quarter, as well as other primary sources and 

relevant historical knowledge discussed throughout the course. Your paper should contain an 

argument that is supported with your analysis of evidence from primary sources; it is not simply 

a recollection of facts. As historical research papers, they should be completed in accordance 

with citations standards and formatting guidelines. These specifics will be discussed in class 

before the first paper in due. Late papers will be penalized. 

Teaching Activity = (2x15) 30% 

Twice a marking period each student will be responsible for leading class discussion on the 

assigned readings. On their day, students must conduct class as if they were the “teacher” by 

posing insightful discussion questions and leading the class in meaningful learning activities. 

The student will be graded on their knowledge of the content of the day, their preparedness, and 

their ability to engage their peers. 

19

Quarterly Examination = 30% 

Towards the end of each marking period, short essay examination will be given that addresses 

the historical content discussed for that quarter. 

**The requirements for midterm and final presentations will be distributed 3 weeks before those 

assessments are due. Midterm and final grades will appear as such on your report card. 

TEXTBOOK 

Chambers, et al. The Western Experience. 81h edition. 






Christopher Browning. Ordina,y Men. 


* Additional primary source readings and excerpts will be provided by the teacher throughout the 

course. 

COURSE TIMELINE 

Marking Period 1 “How does historiographv shape our perception ofhistoiy?” 

Week 1 — 

A 

Readings: 

Rebirth 

* Francesco Petrarca, Letters, c. 1372 

* Niccolo Machiavelli, The Prince, 1513 

* Sir Thomas More, Utopia, 1516 

Chambers p 402 -p 415 

Week 2 — 

Readings: 

The 

Role of Religion 

* John Calvin, Institutes ofthe Christian Religion, 1534; Catechism, c. 1540 

* Desiderius Erasmus, In Praise ofFolly, 1509 

* Martin Luther, The Freedom ofa Christian, 1520; OfMarriage and Celibacy, 1566 

Brundage Preface & Ch I 

Chambers--p 320—p 325; p446—p46l 

Week 3 — 

Life 

Readings: 

in Europe 

* Leon Battista Alberti, On the Family, 1435-1444 

* Magdalena and Baithasar Paumgartner, Letters, 1592-1596 

* Witchcraft documents, 1 5th century 

Davis Preface, Intro, pages 1-34 

Chambers ‘- 

p 

577 — 

p 

583 

Week 4— Being a historian 

Readings: 

Brundage Ch 2 

Davis 35-93 

20

— Week 5 

Readings: 

The 

art of historical writing 

Brundage—Ch4&5 

Davis - 94-126 

Week 6 — 

Expansion 

into the unknown 

is r QUARTER PAPER IS DUE MONDAY at the beginning of class. 

Readings: 

* Christopher Columbus, Letter from the first voyage, 1493 

* Ludovico di Varthema, Travels, c. 1508 

* Juan Gonzalez de Mendoza, The History ofthe Great and Mightie Kingdom of China, 1585 

Chambers p 480 — 

Week 7 — 

Readings: 

Conflicts 

p 

484 

between cultures 

* Bartolome De Las Casa, Apologetic History of the Indies, 1566 

* Bernal Diaz, The true history ofthe conquest ofnew Spain, 1552-1568 

Week 8 — 

Controlling 

Readings: 

Others 

* Cardinal Richelieu, The Political Testament, 1638 

* Thomas Hobbes, Leviathan, 1651 

* Duc De Saint-Simone, Memoirs, 1694-1723 

Chambers— p 590—p 598 

Marking Period 2 — “What “monsters” did societyface during Shelley’s time? Are we still fighting those 

monsters today?” 

Week 1 - 

Readings: 

Coming 

to Enlightenment 

* John Locke, Second treatise on civil government, 1690 

* Montesquieu, The spirit ofmodern laws, 1748 

* Rousseau, The social contract, 1762 

* Cesare Beccaria, On Crimes and Punishments 

Shelley — Intro & Preface 

Chambers —p668—p 677 

Week 2— An Age of Revolution 

Readings: 

* The Tennis Court Oath, France 1789; Declaration ofthe Rights ofMen, France 1789 

* Decree Abolishing Feudalism, France 1789 

* Maximilian Robespierre, On Terror and Virtue, 1794 

Shelley pages 1-34 


— Week 3 

Readings: 

Change 

p 

730 

is upon us 

* Chart: Tables illustrating the spread of industrialization 

* Florence Nightingale, Rural Hygiene 

* Edwin Chadwick, Report on Sanitary Conditions, 1842 

Shelley — 

pages 

Chambers — 

35-1 15 

p 

782 — 

p 

795 

21

Week 4 — 

The 

Readings: 

Fear of Change 

* Edmund Burke, Reflections on the French Revolution 

* The Carlsbad Decree, 1819 

* Pope Pius IX, Syllabus of Errors 

Shelley pages 116-152 

Week 5 — 

The 

Readings: 

Effects of Change 

Shelley —pages 153-198 


— Week 6 

Readings: 

Nationalism 

p 

830 

and Unification 

* Joseph De Maistre, The divine origins ofconstitutions, 1810 

* Giuseppe Mazzini, On I’/ationalitv as a key to social development, 1852 

Week 7— Age of Progress 

2ND QUARTER PAPER IS DUE MONDAY at the beginning of class 

Readings: 

* Charles Darwin, On the Origins ofSpecies, 1859 

* Sigmund Freud, The Interpretation ofDreams, 1900 

* Fredrick Nietzsche, The Antichrist, 1895 


— Week 8 

Readings: 

p 

imperialism 

830 

* Rudyard Kipling, White Man 

* Joseph Conrad, Heart ofDarkness, 

* George Orwell, Shooting an Elephant 

Chambers p906 — 

p915 

MIDTERM PRESENTATION 

How “civilized” was western civilization? Have we improved? 

Marking Period 3 “Do women and men make history, or are they products ofit?” 

Week 1 — 

Great War 

Readings: 

The 

* John McCrae, In Flanders Fields, 1915 

Remarque -, Ch 1-4 

Chambers—p964—p970 

Week 2 — 

One 

Readings: 

World 

* Vladimir Illyich Lenin, The State and Revolution, 1918 

Remarque Ch 5-9 

Chambersp 974—p 982 

22

Week 3 — 

Readings: 

Enemies 

Remarque Ch 6-12 


Week 4 — 

The 

Readings: 

p 

988 

Rise of Dictators 

* The Treaty of Versailles, 1919 

* Benito Mussolini, I’Vhat is Fascism?, 1932 

* Adolf Hitler, Speech, 1921 

Browning Preface — 

Week 5 — 

World 

Readings: 

Ch 

War II 

3 

* The Wannsee Conference Minutes, January 1942 

Browning Ch 4— 8 

Chambers p 1030 — 

p 

1053 

— Week 6 role of ordinary men 

Readings: 

The 

* Franklin D Roosevelt, A Cailfor SacrUlce, 1942 

Browning Ch 9— 13 

Chambers p 1049- 1053 

Week 7 — 

Making 

Readings: 

History 

* Franklin D Roosevelt, A day which will live in infamy, 1942 

Browning Ch14- Afterword 

Week 8 — 

Finding 

Peace? 

3RD QUARTER PAPER IS DUE THURSDAY at the beginning of class. 

Readings: 

* United Nations Charter, 1945 

Chambers—p 1087—p 1103 

Marking Period 4 “‘an people be “brainwashed” by their surroundings?” 

Week 1 — 

The 

Readings: 

power of religion 

* Glenn Tider, Can we be without God?, 1989 

* The Documents ofthe Second Vatican Council 

Rickett Ch 1-2 

Week 2 — 

The 

Readings: 

power of the press 

*Aleksandr Solzhenitsyn. What 1 Learned in the Gulag 

* George Orwell, Animal Farm 


23

Week 3 — 

Marxist 

Readings: 

Theory 

* Charles Fourier, The failure ofearly European Liberalism 

* Karl Marx, Communist Manifesto, 1848 

* Karl Marx, Scientific Socialism 


Chambers—’p 1126—p 1137 

Week 4— Communism’s Appeal 

Readings: 

* Mao Zedong, Quotations ofChairman Mao 


Week 5 — 

The 

Readings: 

power of wealth 

* Ted Friedman, The World of The World ofCoca-Cola 

Rickett Ch 13 - 

epilogue 

Week 6— Working Together? 

4FH QUARTER PAPERS ARE DUE ON MONDAY at the beginning of class. 

Readings: 

* World Trade Organization Treaty, 1995 


Week 7 — 

The 

p 

new war 

Readings: 

1151 

* Nelson Mandela, An Address on Human Rights, 1991 

Chambers—p 1175—p 1179 

FINAL PRESENTATIONS 

What relationship did the past have to the present? Which events are remembered, and how are 

they commemorated? 

24

Course Name, Level 

APPENDIX A 

Course Description 

European History, Early College Education through the University of Connecticut 

Prerequisites 

Completion of Global Civilizations and Global Insights or United States History. Department approval 

required. 

General Description of the Course Content 

This is a study of European history from about 1450 to the present. Significant emphasis is given 

to topics in intellectual-cultural and socio-economic history as well as those in the more 

traditional political diplomatic sphere. Students will have the opportunity to analyze historical 

evidence. The course is conducted in a college-like fashion with similar expectations. 

Major Projects 

Assignments for each semester will include at least one analytical research paper. Additional research 

projects, simulations, and debates may also be required. 

Assessment 

Student evaluation is primarily based upon examinations, analytical research papers and class 

participation. 

Texts and Supplementary Materials 

Chambers, et al. The Western Experience. 8t1 edition. 







Trumbull High School Mission 

Trumbull High School educates students in a safe, inviting, student-centered community. We encourage 

academic achievement, extracurricular participation, enthusiasm and selfconfidence to foster 

independence and personal and social growth. We teach skills necessaryfor ilfelong learning. We hold 

our school community to the ethical conduct and social awareness necessary to live and participate in a 

democratic, diverse and global society. 

25




Regular Meeting — September 21. 2010 Mr. Lovely 

Agenda Item —VI - A Town of Trumbull Leahy Report 

As the Board is aware, at our September 7, 

2010 meeting, following a brief discussion 

on the Leahy Report (attached), it was 

moved to postpone further review on that 

document until this evening. Doing so 

would allow the Board an opportunity to 

address with specificity this report and have 

a dialogue with Mr. Leahy, who will be 

present this evening. 

Administration Recommendation: Review, discuss and, if necessary, take 

action.

June 2,2010 

The Honorable Timothy Herbst 

First Selectman, Town of Trumbull 

Trumbull, CT 06611 

Dear Mr. Herbst: 

You have asked me to review the Town of TrumbuWs Board of Educalion budgets for the 

Fiscal Years 2006-07 through 2010-11 and attempt to make a projection for the 2011-12 

Fiscal Year budget. 

The main concerns you expressed to me were as follows: 

I) The funding cliff which will exist in the 2011-12 budget and its impact on the 

taxpayers of the Town of Trumbull; 

2) The large dollar amount of surplus which the Board of Education returned to the 

Town Treasury for Fiscal Years 2006-07, 2007-08, and 2008-09; 

3) You asked me to make observations and recommendations regarding the above. 

Please remember this report deals only with the Board of Education budgets and does not 

address other Town departments or the revenue stream necessary to support all 

departments ofthe Town. 

I would like to thank all those employees of the Town who assisted me in this review, 

particularly Maria Pires, Finance Director, for her counsel and cooperation. 

Very truly yours, 

JnP. Leahy

I) Funding Cliff 

—1— 

In the 2009-10 budget process the Board of Education requested a budget of $84,142,628 

for its operations for 2009-10 fiscal year. The Town Council reduced this request by 

$100,000 and approved a budget of $84,042,628. It appears that most concerned parties 

(the Town Council, the Board of Education, and the Trumbull taxpayers) were satisfied 

with the approved budget. After the Town Council had approved the entire Town budget, 

the Board of Finance set a mill rate of $24.07 per $1,000 of assessment. 

Subsequent to that final action by the Town boards, the Town and the Board of Education 

were notified that the Board of Education would be receiving two grants as follows: 

$769,881 as a result of stimulus funding and $432,000 from the State of Connecticut 

Equalized Cost Sharing Grant given annually to all towns and cities in the state. These 

grants were mandated to be spent for educational purposes. 

Had the Town Council known ofthe existence of these grants prior to their approval of 

the Board of Education budget, it could have reduced the budget by $1,201,881. 

However, they did not know and an additional amount of $1,201,881 was raised by 

increased taxes. The overtaxing could be rectified by the Board of Education returning 

$1,201,881 to the Town treasury at the conclusion of the 2009-10 fiscal year. However, 

in reaction to a reduction of $1,225,074 in its 2010-11 budget request by the Town 

Council, the Board of Education has voted to take $984,000 of surplus funds from its 

2009-2010 budget to pre-fund items that were cut by the Town Council in recognition of 

the tough conditions the taxpayers of the Town must contend with in these stressful 

economic times. 

The Board of Education will have budget dollars of $87,136,096 available to them in the 

2010-11 budget as follows: 

$ 84,950,215 Town Appropriation 

$ 769,881 Stimulus Funding 

$ 432,000 State E.C.S. Grant 

$ 984,000 Use of 2009-10 Surplus 

$ 87,136,096 

If the Board of Education were to request a 2.5% increase in their 2011-12 budget request 

($2, 178,402) which is the increase they requested in their 2010-11 budget, their budget 

for 2011-2012 fiscal year would be $89,314,498. 

The funding cliff arises because in 2011-12, the stimulus grant ($769,881), the E.C.S. 

grant ($432,000) will not be available nor will the surplus ($984,000). In addition,

-2- 

$2,178,402 in additional taxes for a 2.5% budget increase will mean taxes will have to be 

raised $4,364,283 to support a projected Education budget in 2011-12 of $89,314,498. 

Loss of stimulus funding grant $ 769,881 

Loss of State E.C.S. grant $ 432,000 

Unavailability of surplus funds $ 984,000 

2.5% projected budget increase $ 2,178,402 

Total — 

Funding 

Cliff $ 4,364,283 

One mill currently represents $5,114,270. Therefore, this funding cliff represents an 

increase of .8533% of a mill which would raise the mill rate from 24.54 to 25.40 which 

would be a tax increase of 3.47% just to support the Board of Education budget without 

any consideration of other departments and revenues. 

(See Exhibit “A” attached to this report.) 

II) Large Surplus in Board of Education Budgets 

I found after reviewing the 2006-07, 2007-2008 and 2008-09 budgets that the large 

surplus returns in each year resulted from overfimding in some ofthe Board of Education 

original budget requests. A similar large surplus would have existed in the 2009-10 

budget except for the decision by the Board of Education to use $984,000 surplus in their 

current budget to pre-fund items originally in their 2010-2011 budget request but reduced 

by the Town Council. 

While there were also many underfunded accounts in their original budget requests to the 

Town Council, the results oftheir financial operations in these four years show the 

surplus mainly coming from overfunding original budget requests. (See Exhibits B, C, 

D, B, F and 0 attached to the report.) 

To gauge the amount of overfunding or underfunding you must use the original budget 

request of the Board of Education as these figures were what the Town Council was told 

were needed in these accounts and were the basis for their approval of a final budget 

figure for the Education budget. These were also the figures which the Board of Finance 

used to set the mill rate. Any overfunded accounts increase the amount of taxes which 

must be raised from the taxpayers. 

In defense of the Board of Education, surplus of approximately $850,000 on a total 

budget of approximately $85,000,000 represents only 1%, which is an acceptable figure. 

In addition, the Board of Education showed some restraint by not spending all money

they were entitled to spend. Finally, if you look at Exhibits C, E, F and G, you will 

-3- 

notice that the Board of Education in the last two original budgets (2009-10 and 2010-11) 

has made strides to bring budget estimates in line with actual expenditures which, if 

continued, will help eliminate large overfunding and underfiinding in their budget. 

Ill) Observations and Recommendations 

1) Overfunding is very costly to the taxpayers. There are many examples where 

overfunding ofbudget accounts has led to unnecessary overtaxing. The largest 

example though not by any means only example of overtaxing, is shown in 

Exhibit “C” in this report. Over a four-year budget cycle, the Board of Education 

requested $13,917,418 in budget funding for its energy and utility accounts. 

Actual expenditures for these four years were $10,990,010 meaning that 

$2,927,418 was raised from taxes unnecessarily, creating huge surpluses in these 

accounts which were either used for purposes unseen when the budget was 

prepared or were returned to the Town treasury. Unfortunately the taxpayers had 

paid for these overfundings with a higher than needed mill rate. 

The recommendation would be to require greater accountability at budget time 

from the Board of Education to support their funding requests. 

2) The State Law grants to the Board of Education the right, once they have been 

given a budget dollar amount by the Town Council, to spend that money in any 

way it dOems. That includes the right to transfer funds from any account to any 

other account. They have greater flexibility than the other Town departments. I 

noticed in the 2008-2009 budget the Board of Education requested an additional 

amount of $422,958 from the Town’s undesignated fund balance despite the fact 

that they ended the 2008-09 fiscal year with a surplus of $615,179. Again, the 

result of this transaction inflates the Board of Education surplus and reduces the 

Town’s undesignated fund balance by a like amount. 

I think the recormnendation should be that, ifthe Board of Education identifies a 

problem occurring in its budget during the fiscal year, it should alert the First 

Selectman, Board of Finance and Town Council of a possible funding problem, 

but, because of its unique ability to transfer monies within all accounts, it should 

not request actual additional appropriations until it is absolutely sure the 

additional funding is needed. 

3) The Town of Trumbull currently has an “Undesignated Fund Balance” of 

approximately $12,500,000. In simple terms, this represents the amount of 

money that the Town of Trumbull has been able to save since its founding until 

today orin even more simpler terms the amount of money for which the Town

-4- 

could issue a check without it bouncing. The municipal bond rating agencies 

recommend that a town similar to Trumbull should have an undesignated fund 

balance of between 8% and 10% of its annual budget. In Trumbull’s case, that 

would be between $10,878,000 and $13,598,000. So Trumbull, in regard to its 

undesignated fund balance, is in great financial shape. 

There are always pressures in tight budget situations to use part of the 

undesignated surplus to provide additional funds or to reduce taxes. If the use of 

such funding was for a non-recurring expense, rather than for items which will 

need to be funded each year in the budget and the use of the funds will not cause 

the Town to fall below its present guidelines for its unclesignated fund balance, it 

might be a proper use of such funds, Continuous use of surplus funds for annual 

operating costs will rapidly reduce the undesignated fund balance below which 

the rating agencies would consider acceptable.

Board of Education Budget 

Exhibit “A” 

2010-11 2010-11 2011-12 2011-12 2011-12 

Department Council Projected Projected Projected 

Budget Approved Budget T.C. T.C. No- 

Request Budget Budget Increase Budget 

Town Appropriation 86,175,289 84,950,215 89,314,498 88,305,898 86,152,096 

A.R.R.A. Grants 769,881 769,881 

ECS Grants 432,000 432,000 

Total Request 87,377,170 86,152,096 89,314,498 88,305,898 86,152,096 

Use of Surplus 984,000 

from 2009-10 Budget 

Grand Total 87,377,170 87,136,096* 89,31 4,498** 88,305,898*** 86,1 52,096**** 

* Includes Board of Education plans to use $984,000 ofcurrent projected amplus in 2009-10 budget to offset 2010-11 budget expenditures. 

** Figure is arrived at by multiplying 2010-11 budget $87,136,096 by 1.025 representing a projected increase of2.5% in the 2011-12 budget. 

Since in 2011-12 there will be no stimulus grant ($769,881) or E.C.S. grant ($432,000) or surplus funds available ($984,000), the additional 

tax dollars needed to cover the increased cost of the budget would be $4,364,283 which represents a tax increase of 3.47% or a mill rate 

$4,364,283). 

increase of .8533% of a mill ($89,314,498 - 

$84,950,215 

Figure is arrived at by multiplying 2010-11 Town Council approved budget $86,152,096 by 1.025 representing a projected increase of 2.5% 

in the 2011-12 budget. Since in 2011-12 there will be no stimulus grant ($769,881) or E.C.S. Grant ($432,000), the additional tax dollars 

needed to cover the increased cost of the budget would be $3,355,683 which represents a tax increase of 2.67% or a mill rate increase of 

$3,355,683). 

.6561% of a mill ($88,305,898 - 

$84,950,215 

**** Figure is arrived at by using the Town Council approved 2010-11 budget of $86,152,096. This projection allows for no increase in the 

2010-11 town council approved budget. In addition, since there will be no stimulus grant $769,881 or E.C.S. grant $432,000 the additional 

tax dollars needed to replace this grant funding would be $1,201,881 which represents a tax increase of .96% or a mill increase of .2350.

BOARD OF EDUCATION BUDGET EXHIBIT “B” 

200&’.2007 BUDGET 

SURPLUS 

ORIGINAL EXPENDED OR 

ACCOUNT BUDGET (DEFiCIT) 

HEATING-OIL $ 992,822 $ 994,227 $ (1,405) 

HEATING-GAS 355,080 130,742 224,338 

ELECTRICITY 1,543,176 1,580,200 (37,024) 

WATER 101,470 79371 22099 

TOTAL $ 2,992,548 $ 2,784,540 $ 208,008 

2007-2008 BUDGET 

SURPLUS 


ACCOUNT BUDGET (DEFICIT) 

HEATING-OIL $ 1,200,000 $ 1,058,045 $ 141,955 

HEATING-GAS 310,600 137,783 172,817 

ELECTRICITY 1,993,650 1.575,836 417,814 

WATER 100,600 86,995 13,605 

TOTAL $ 3,604,850 $ 2,858,659 $ 746,191 

2008-2009 BUDGET 

SURPLUS 


ACCOUNT BUDGET (DEFICIT) 

HEATING-OIL $ 1,621,440 $ 972,512 $ 648,928 

HEATING-GAS 202,614 110,978 91,638 

ELECTR1CITY 1,990,690 1,575,710 414,980 

WATER 105,267 82,486 22,781 

TOTAL $ 3,920,011 $ 2,741,686 $ 1,178,325 

FT ‘)fl1rL1 1(’ iirn7

BOARD OF EDUCATION BUDGET EXHIBIT “C” 

ACCOUNT 

HEATING-OIL 

HEATING-GAS 

ELECTRI CITY 

WATER 

TOTAL ORIGINAL BUDGET 

ACTUAL EXPENDITURES 

SURPLUS 

ORIGINAL BUDGET YEARS 2006-07 TO 201 0-11 

2006-07 2007-08 2008-09 2009-10 2010-11 

$ 992,822 $ 1,200,000 $ 1,621,440 $ 1,209,250 $ 376,300 

355,080 310,600 202,614 265,910 799,200 

1,543,176 1,993,650 1,990,690 1,819,579 1,598,709 

101,470 100,600 105,267 105,270 89,000 

$ 2,992,548 $ 3,604,850 $ 3,920,011 $ 3,400,009 $ 2,863,209 

(2,784,540) (2,858,659) (2,741,686) (2,605,125) ? 

$ 208,008 $ 746,191 $1,178,325 $ 794,884 

* Projected by the Board of Education on 3131/2010 printout of 4/812010

BOARD OF EDUCATION BUDGET 

ACCOUNT 

SUPPLIES-CLASSROOM 

SUPPLIES-OFFICE 

SUPPLIES-CUSTODIAL 

SUPPLIES-MAINTENANCE 

TOTAL 

ACCOUNT 

SUPPL1ES-CLASSROOM 




TOTAL 

ACCOUNT 


SUPPLIES-OFFiCE 



TOTAL 

ORIGiNAL 

BUDGET 

$ 769,850 

$ 

221,850 



1,317,839 

2006-2007 BUDGET 

EXPENDED 

$ 770,630 

$ 


164,069 

561,540 

1,708,028 

2007-2008 BUDGET 

EXHIBIT “D” 

SURPLUS 

OR 

(DEFICIT) 

$ (780) 


(56,811) 

(342,659) 

$ (390,189) 

SURPLUS 


BUDGET (DEFICIT) 

$ 724,138 $ 878,158 $ (154,020) 

247,915 197,647 $ 50,268 

126,660 130,374 $ (3,714) 

386,350 453,134 $ (66,784) 

$ 1,485,063 $ 1,859,313 $ (174,250) 

ORIGINAL 

$ 

$ 

BUDGET 

802,959 


147,500 

486,650 

1,647,885 

2008-2009 BUDGET 

EXPENDED 

$ 

$ 

830,984 

197,236 

143,329 

372.491 

1,544,040 

SURPLUS 

OR 

(DEFJfl 

$ (28,025) 

$ 13,540 

$ 4,171 

$ 

114,159 

$ 103,845

BOARD OF EDUCATION BUDGET EXHIBIT “E” 

ACCOUNT 





TOTAL ORIGINAL BUDGET 


SURPLUS OR (DEFICIT) 

ORiGINAL BUDGET YEARS 2006-07 TO 2010-11 


$ 769,850 $ 724,138 $ 802,959 $ 735,642 $ 708,342 

221,850 247,915 210,776 191,673 181,225 

107,258 126,660 147,500 135,000 139,050 

218,881 386,350 486,350 355,950 363,725 

$ 1,317,839 $ 1,485,063 $ 1,647,585 $ 1,418,265 $ 1,392,342 

(1708,028) (1,659,313) (1,544,040) (1,223,724) ? 

$ (390,189) $ (174,250) $ 103,545 $ 194,541 

* Projected by the Board of Education on 313112010 printout of 41812010


ACCOUNT 

CONSULTANTS-PUPIL SERV1C $ 



2006-07 

125,000 $ 

(524,795) 

(399. 795’ 

ORIGiNAL BUDGET YEARS 2006-07 TO 2010-11 

2007-08 


(471,285) 

(253. 535 

2008-09 

$ 260,750 

(156,464) 

104286 

$ 1 $ 

* Projected by the Board of Education on 3131/2010 pHntout of 418/2010 

$ 

2009-10 

273,838 $ 

(262,776) 

11.062 

EXHIBIT 

4’F” 

2010-11 

255,400


ACCOUNT 

OUTGOING TUITION 



ORIGINAL BUDGET YEARS 2006-07 TO 2010-11 

EXHiBIT “G” 


$ 1,967,200 $ 2,301,066 $ 2,630,256 $ 2,985,930 $ 3,157,954 

(2,165,427) (2,374,694) (3,216,256) (3,079,539) 

$ (198,227) $ (73,626) $ (586,000) $ (93,609) 

‘ Projected by the Board of Education on 313112010 printout of 4(812010

TRUMBULL BOARD OF EDUCATION 



Regular Meeting, September 21, 2010 Dr. Cialfi 

Agenda Item Vu-A Pending Litigation 

Recommendation: Receive and file. 

There are no major changes this month.

PENDING LITIGATION 

CASE REPRESENTATIVE 

TOWN/BOARD DESCRIPTION CASE TOWN/BOARD 

1. M.A. vs. M.A., a Trumbull resident tripped and fell on sidewalk at Pending CIRMA 

Trumbull High School on May 1, 2004. This claim seeks 

monetary damages against Board of Education and the 

Town of Trumbull, Mr. Donald Walsh, Maintenance 

Supervisor, Mr. Ralph lassogna, Superintendent, Mr. Paul 

Kallmeyer, former Director of Public Works. (Notice of 

claim received April 21, 2006). 

2. L.M., PPA B.M. vs. L.M., PPA B.M. a Monroe minor was injured on November Pending ITT 

1 1, 2006 while playing on the field located behind 

Middlebrook Elementary School when he tripped to the 

ground and fell onto a metal “spike” object protruding out 

of the ground. L.M. received injuries to his right knee. 

This claim seeks monetary damages against Board of 

Education and the Town of Trumbull. (Notice of claim 

received November 13, 2006). 

3. M.S., PPA M.S. vs. M.S., PPA M.S. a Trumbull minor was injured on Pending ITT 

September 15, 2005 at Trumbull High School while 

walking up stairs when she was caused to slip and fall. 

M.S. received injuries to her right knee, resulting in 

multiple surgeries and scaring from injuries. This claim 

seeks monetary damages against Board of Education and 

the Town of Trumbull. (Notice of claim received August 8, 

2007). 

4. P.F. S. LLC vs. Platinum Funding Services LLC (“Platinum”) claims the Pending Wright Company 

Trumbull Board of Education failed to remit payment for Insurance 

services rendered following notification that (Platinum”) 

assumed, all accounts of PETCO, the original vendor the 

district entered an agreement with. This claim seeks 

monetary damages against Trumbull Board of Education 

and the Town of Trumbull. (Notice of claim received on 

8/19/09).

TRUMBULL BOARD OF EDUCATION 



Regular Meeting, September 21, 2010 Dr. Cialfi 

Agenda Item VII-B Status of Negotiations 

Please see reverse side for status 

of negotiations with the eight 

bargaining units. 

Recommendation: Receive and file.

Unit 

TEA 

(Teachers) 

TAA 

(Administrators) 

Secretaries 

CILU/CIPU 

STATUS OF NEGOTIATIONS 

Member of Board’s 

Negotiating Team Status of Negotiations 

Attorney Floyd Dugas 

Dr. Gary Cialfi 

Mrs. Deborah Herbst 

Mr. Michael Ward 


Mrs. Loretta Chory 

Mrs. Lisa Labella 

Board 


Mr. Stephen Sirico 

Custodial/Maintenance Board 



Paraprofessionals 

CILU/UE 

Board 



Cafeteria Workers Board 


Lunch Manager 


CILU Supervisor/ 

Support Staff 

Board 



The TEA Agreement covers the 

period from July 1, 2007 to 

June 30, 2011. Negotiations for a 

successor Agreement have begun. 

The TAA Agreement covers the 

period from July 1, 2008 to 

June 30, 2012. 

The Secretaries Agreement 

covers the period of July 1, 2009 

to June 30, 2011. 

The Custodial/Maintenance 

Agreement covers the period 

July 1, 2006 to June 30, 2010. 

Negotiations for a successor 

Agreement have begun. 

The Paraprofessional Agreement 

covers the period from July 1, 2008 

to June 30, 2011. 

The Cafeteria workers Agreement 


to June 30, 2010. Negotiations for a 

successor Agreement have begun. 

The CILU Supervisors Agreement 


to June 30, 2012. 

The CILU Support Agreement 

covers the period from July 1 2007 

to June 30, 2011. 

9/14/2010 3:52 PM

9/21/10 - Trumbull Public Schools

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