001pranking you already. Call the meeting to order. >> Word, Heather, don't use that word. >> All right. Uh, as always, let's start with the pledge of allegiance. Pledge allegiance to the flag of the United States of America and to the republic for it stands one nation under God indivisibley justice for all. >> Thank you. Any public audience tonight? >> All right. Uh committee reports. >> Okay. I only have from the high school and the middle school this time. I think the snow days threw off my elementary school teachers. Um, so at the high school, a lot of our winter teams have made it into postseason competitions. I know the wrestling team had three people that are now in like the open wrestling tournament. I forget two of them, but Julian Serriani's one of them. He's
002their captain. Um, and then the NIA arts African drumming and dance came to SHS last week for the grade nine students um in a connect assembly um which was part of the Black History Month and World Civ curriculum for the ninth grade. school. I've heard good things about it. Um, and then the unified basketball tournament is this Thursday at 2. Unified theater is March 3rd at 5. And NHS, our blood drive is March 4th if anyone wants to participate. Um, then at Henry Henry James has done a lot this month for um various reasons. So for Black History Month, they did sharing moments in history every day on the morning announcements. Um, and also Abdul Sar from Sagal came to share African drumming and dancing similar to what happened at the high school on Wednesday,
003February 18th. And they're going to continue their moment in history through the rest of February, which is this week. Um, and then their student led culture committee also recognized and shared information about other cultural observations during the month like the Lunar New Year, Ramadan starting, Marty Gro, Valentine's Day, and the reason for that. Um, and they had slideshows that they shared on the big TVs in the middle school and then also with their peers in various meetings. Um, and then they had over 300 students at the glowing neon night on February, Friday, 20th despite the snow. Um, and their Andes Kitchen Dine In-N-Out event has been rescheduled to the 25th. Um, Wednesday the 25th to Wednesday, March 4th from 11:30 to 900 p.m. I don't actually know what that is. It doesn't say, but I
004assume fundraiser. Um, and then their next big activity is the March Madness dodgeball tournament, which is Tuesday, March 12th. >> Thank you, Steve. Almost >> nothing. It's quiet right now. >> All right, Jenna, >> I just wanted to comment um and give a shout out to Mr. Baker because he did that program at Henry James and he also years ago started a similar thing at Terapville school where we have these um flags of all different um and I don't know if all the elementary schools have this or not but Scott brought it to us and we have like all of our cafeterias filled of kids of different nationalities and flags and teach about it and so I don't know if that I maybe I'm giving wrong credit to Scott or not for that event but
005I do think it is a great thing and um it's great for all the kids. >> The events were actually coordinated through Dr. Bachelor and some grant money that she had received and provided opportunities at all elementary schools, middle and high school to celebrate Black History Month. So, it was all within that work. >> That's great. >> Yeah, I know did it when I was there, too. >> Yeah. Right. >> So, I wanted to say something actually. I have this and I really appreciate it. I'm assuming it's students. >> Oh, nice. >> Squadron L. That's amazing. >> That's very nice. Thank you, >> Sarah. >> Um, we had a curricular meeting last week >> and um, it was great. I will go into it a little bit, but mostly uh, we are going to have
006a presentation on it later in this meeting. Um, we're talking Dave Princ came and presented what uh, our process for what we're going to do with AI and how we're going to have it implemented throughout the schools and use it carefully, responsfully, and ethically. And um it's it's exciting and um it was a great meeting. I think there was a lot of good conversation and um I'm looking forward forward to more information that um well I've already heard it all but you guys get to hear so um I'm looking forward to Dave's presentation shortly soon. >> Great. Uh the Simsbury Cultural Enrichment Committee is partnering with all of our elementary schools and they are bringing Holocaust speaker Ruth Winer to grades four through six. We're really excited about this. will be um some students will
007have a field trip of sorts because the two events will be held at Squadron Line. So Squadron Line and Central School will come together to hear Miss Winer speak on March 5th and then um Toutin Hills Terafll and Limer Lane will all be meeting with Miss Winer on the 19th of March. So uh we're excited about this partnership and this incredible experience our students will have. get to ask questions and she integrates certain students in a panel. So, she's pretty amazing. She was a former elementary school teacher and principal. And >> is that second event also held at Squadron? >> No. So, the first event is Squadron and Central School. The second event is at Latimer for Latimer Terafil and Jub. >> They're the same event just two different days. >> Correct. >> I didn't
008know where they were located. >> Correct. >> The policy committee for the board will meet on Friday. Thank you to Katie Wild who sent out the materials that need to be read by Friday. Um so I'll see those members then and we will need to pull personnel in negotiations for a short meeting soon because we will be entering into negotiations with the SF which is the secretaries of Paris group. So we'll pull together for some goal setting with those groups in the next few weeks. We'll reach out to you. Brian, >> just one quick um budget calendar item of note. If anybody's interested, the board selectman will be having their budget workshop um Saturday in my meeting room at 9:00. >> Okay. I I just wanted to uh to thank the whole team. Um you
009saw a lot of further getting us into school today. Quite frankly, you saw a lot of schools closed today and some were closed tomorrow. not because of what they're figuring is coming, but still because of what happened on Monday. So, just real big shout out for everybody to get us in, even with a two-hour delay. That was pretty pretty yman's work, just moving that snow. I had problems with my own driveway, so I can't imagine. Um, >> good luck with the next snow. >> Good luck tomorrow. >> Just just thanks. Just thanks. >> Um, I just wanted to add in your folder is a copy of town manager Mark Nelson's uh budget notice. uh he asked that I pass that on to the board because there is a section in there. Um he does a
010nice job of outlining kind of the budget process, but uh uh thanks to the board in terms of uh the synergy we've had and kind of collaboration from the start of the tri board and moving on through. So I told him I would mention that tonight and um when you do have a chance um it's worth a read. >> Great. Great. >> Thank you for making me find that because look, I found my card. >> Yes. fun cards in there too from Mine's >> from Molly. >> This actually looks like me. >> All right. >> I think we can kick it off. >> Yeah. So, Heather, why don't you kind of stand and I'll make you uncomfortable for a minute. >> Yeah. >> Stand. >> Oh, you can sit. That's right. >> Yeah. So, >>
011um, very excited to bring before the board of education this evening our recommended candidate, uh, to be the next athletic director and head of student activities at Simsbury High School. So, the board just had an opportunity to interview, uh, Heather in executive session. It was an excellent, uh, conversation. Um, you did a great job. I know you were nervous. You did a great job. Um, and I and I would just say this, Heather is a uh been a longtime important teammate of ours here at Simsbury High School. Former department supervisor, former teacher, uh, involved heavily in athletics throughout her career and supporting our prior um, athletic director, and she has really brought a passion and an enthusiasm to this that has us all excited. Um, I think, uh, you know, she's going to become a
012permanent part of what is an exceptional team that the high school has put together. They're all here tonight. That's really nice to see. Um, some new members, some new roles, um, but really a dynamic group of of leaders uh, to move forward the work of the high school. And I can say this, uh, Heather has been incredibly visible, incredibly accessible. As I said to the board, those are two really important parts of this job. Uh, people expect you to be everywhere all the time, and you kind of have to come through and it it's it's quite a juggling act. But in it all, as she talked about to the board, it's about seeing kids in the elements that they thrive. And uh I think that's what is so, you know, exciting about this role. So,
013um Heather, you are here and I put the motion forward to the board if somebody wants to make it. And uh >> do that. I will move that the board of education appoint Kevin Golden to the position of director athletics and student activities with the effective date of tomorrow, February 25th, 2026. >> Second. >> Any discussion? >> Congratulations. >> I I will just echo what what Matt said. As a as a parent of somebody who's in athletics, you are everywhere and obviously our path cross in a couple of different committees as well. And I I'm convinced you don't sleep much uh because of it. Um but that makes you exceptional in what you do. So thank you. >> Thank you >> that um all those in favor. >> Any oppose? Great. Thank you. CONGRATULATIONS. >>
014So Heather, I just want to kind of kind of end it with this. You know, um as we talked about in the interview process, you were a strong candidate in the assistant principal pool. um when this kind of situation uh became available, we pulled you in uh talked to you about the opportunity, you still had to have faith that it would all work out and trust that it would. So, I'm most excited about that. Um you talk about on the job training, you've been doing the job. You've done a great job. So, I really look forward to working with you for many years to come. >> All right. >> Congratulations. >> Thank you everyone. Appreciate it. >> Congratulations. >> Now, you can go out and celebrate. B is right across. >> Have a good night.
015Thanks for coming out. >> They're looking for at least a 2-hour delay. >> Was that negotiated before you? >> How many snow days do we have already? >> Too many. >> I'm graduating 17th right now. That's the prediction. That's so late. >> It's going to be July. the rest. >> All right. Next up is the approval of the minutes of the February 7th meeting. >> I'll make a motion to approve the minutes from February 7th. >> Great. Is there a second? Okay. Any discussion? >> All those in favor? >> Any opposed? Great. >> Next up, the minutes of the February I'm sorry, that was the February 7th workshop. Now it's the February 10th meeting. >> I make a motion we um accept the meeting minutes. >> Thank you. Is there a second? >> I'll second.
016Second. >> Any discussion? >> Do I abstain? So there >> one abstensions. All >> those in favor? >> Any opposed? Great. >> Personnel. >> Yeah. One item for u your vote and then one justformational. The first is a retirement that has been pushed up. You previously voted to accept Marty Gutner's three-year notice that she was going to retire, and that was the plan. And um word is that there are some grandchildren on the way has been pushed up and Marty's going to retire at the end of this year. So motion is there. >> Oh, I move that the board of education accept the retirement of Martha Buckner effective June 30th, 2026. Congratulations. >> Second it. >> Great. Any discussion? >> Congratulations. Thank you for >> enjoy. Thank you. >> All those in favor? Any opposed?
017Thank you. >> And then just information about a recent hire. Um you may recall that we had a special education teacher at Squadron who resigned over the winter break. Um so we went into a search process. Um and we're were able to find Amy Fernandez who um comes with six years of experience. She was teaching up in Grandby um and has taken the last few years off raising her children. So, this is kind of a get back into the game position for Amy. Um and we've actually um she had several colleagues that she worked with up at Graanby who worked with her who will work with her at school line. So, I think there was a reach out to her. I'm glad we didn't steal another teacher from Gramby because this one was uh on
018leave. So, congratulations to Amy. We think she's going to be a great addition. >> Thank you. >> All right. So, I can tee this up. I'll just kind of uh take us back to the last board of education meeting. I felt like we had um just some outstanding dialogue on where people sat with the proposed reduction list. Um, so to remind board members at the budget workshop, I presented a budget that was in the kind of 27 279 uh area, we received some late insurance information that required us to bump that number up uh in a fixed cost standpoint for about $400,000. The request was made at the workshop. What would reductions look like to try to bring that number um back down to where the guidance was for the board of finance? So again,
019we had some outstanding conversation. A lot of it focused on on one element. Um we had said we would go back. Uh it's that time of year where we start to take a look at the high school numbers a little bit. That's still in process. It's not solidified, but I think I can say as as Neil's looked at it, you know, we have one FTE here already to take another really would boost some class size. So, while we'll continue to look, it's not it's not an easy grab and uh we're not looking to really impact programs or or in that sense if there were, you know, low enrollment in electives. So, um we continued to look, but um there's some very some pretty significant low numbers coming in in kindergarten as well that we just
020looked at. So, I took the specific names of the two schools we had off off there on the exhibit and just said that there's even an additional section or two we can look at and monitor. So, while I know that line item got a lot of discussion from people, I would encourage you to kind of consider that as we're looking for one more FTE in the overall mix of things as our enrollment fluctuates, retirements come in, people transfer come in and we think we can find that most likely at the elementary level. Uh but we're very open to coming back and reporting back to the board on where we do find that in the end. So uh tonight is the night that the board makes a recommendation or approves a budget number. Our next step
021in kind of this process is to move it forward with a presentation to the board of finance next week. Um so my recommendation would be that we we move that number um inclusive of the entire entire list because I think we can get close. Um, and in terms of the spirit of where we started the process, I think it tees us up for success and conversation moving forward. Ultimately, that decision is yours. So, I move it to the to the chair, I think, to for either further discussion or somebody put in a motion on the table and then you can have discussion from there. >> Uh, just I just open it up for I mean, I think this is a a responsible response uh to to the conversation from last week. It's it's mindful of
022of of the comments that you heard that some of the concerns, but it also, you know, gives you all the flexibility that you think that there will be some numbers that maybe we can take advantage of. Um, so I think that's I like the way you present it this time, but that's that's just me and it it's a target. So, it was put before us by the board of finance. So, I think there's a benefit to that. So, I I I appreciate what you did, but let me Anybody comments, thoughts? And I appreciate the comment because I was wondering if the feeding, you know, what is coming are lower numbers. I think >> Yeah. >> And it's not a perfect science, you know, but there, you know, with the size and scope of the entire
023operation, there's enough moving parts that we, >> you know, we do, we do do this on an annual basis. You know, we might get a late retirement somewhere else, choose not to fill that vacancy, be able to backfill with an elementary level. Um, those are things that go on in an ongoing >> yearly basis. So the way we vote is we give you the flexibility that you've >> essentially >> and we're agreeing to the dollar figure in where that FTA will go. >> I fully support it as well. I think this is a fair good budget. I do love the idea of you following up and letting us know like where it comes from at the end. And my side little note asterisk off of last week or last time we met is just if
024I had my brothers I would love to see if we have to do bigger class sizes I would like it at the high school versus the elementary. That's it. I think it sounds great. I think you guys did a great job. >> I'm supportive of this budget. I think um you all said what needs to be said but I think um it does what we need to do. You never like to take teachers out of classrooms, but if they do it responsibly, I think we're good. I trust our group. >> I support the budget. >> Very interesting uh article in the New York Times today about u the the new mayor trying to cut class sizes down to there. I think they're at 28 or 29 right now. >> And you know, you read that
025then you think about this and it's like >> things could be worse. Yeah, >> I support it too, Jeff. Um, based on what we where we came out of the budget workshop, it's right on point. So, perfect. >> Josh, >> no, I'm good. I mean, I I trust Matt and his team on this one. I think kind of you heard me in the last meeting, right? I think we always have to be responsible both ways that we're coming in at numbers that make sense, but at the same time, we're thinking strategically looking forward that if whatever transpires, right, it's hard to sometimes go back. Um, but if Matt and his team's confident they can do this responsibly, then I support that. >> No, appreciate that. Appreciate that. That's that's We always have to be mindful.
026>> Absolutely. >> So, with that, there's a there's a motion for somebody I'll move that the board of education adopt the two 2026 27 public school operating budget in the amount of 91 million33,344 which represents an increase of 2.48133 or 2.79%. >> Um any discussion >> all those in favor? Any >> oppos? Great. Thank you. >> Thank you. >> All right. Look forward to our future conversations. Look forward to finance. Absolutely. >> Always my favorite meeting. >> I know it is. >> Not mine. I still love 101. >> 10. Your favorite meeting. >> Yes, please. >> Have a good night. >> Friday. >> Um AI task force. Oh, I'm excited about tea up. >> Yeah, I'm happy to tee it up. Um, I love my job for a lot of different reasons, but one of
027the main reasons is that I get to work with four incredible directors and my teaching and learning team through Dr. Tyresa Bachelor, Betsy Gonzaleis, Katie Crystal in special ed, and certainly Dave Prinstein and instructional technology. So uh as Tara had mentioned, Dave had come to a curriculum meeting last week and shared about our strategic goals around artificial intelligence. It's found in our strategic goal number one around student performance and a very specific action that we have in that strategic plan is to look at our use of AI in the public school setting. So tonight Dave is going to touch upon his strategic plan. He has a very robust committee that he works with. Um he is also engaging in numerous professional development opportunities with experts all all around the state as well as nationally. And
028he's going to share with the board what are the next three years and what are the anticipated outcomes for artificial intelligence here in Simsbury. So, >> thank you for the introduction. Just giggling. >> What did I miss? >> No, just technology glitch. Ironically, >> ironically. >> Um, good evening everybody. Um, thanks Sue and thanks Tara for the um the warm introduction. Um, we did have a a great conversation at the curriculum um subcommittee earlier this week and it gave me some some good ideas around um sort of organizing the next iteration of this conversation. So, um, where I would start is probably two years ago, um, two and a half years ago at this point, where we put together, um, the first iteration of an AI task force for the district where over two years
029we really focused on, um, adult knowledge and skills with the idea that um, if we could do a good enough job of preparing adults and making them comfortable and equipping them with with certain skills to make their jobs easier, more efficient at first, then they'd be in prime position to work with our students when we were ready to do that. Certainly not rushing it and really um making a concerted effort to meet our um our adults where they were and different people were in different places. So if you fast forward um to last spring um we adopted our district uh strategic um our district strategic plan. A big focus within that plan in my world was on what the next few years in the district in terms of AI in the classroom looked like. um
030dovetailing with the strategic plan, I put together um an AI specific strategic plan that really looks at the next three years um in the Simsbury public schools and ends with let's say for example a freshman or a sophomore sitting in a classroom um using AI tools and skills to improve um his or her outcomes, right? Doing things that he or she wouldn't necessarily be able to do um without these tools. We want it we want the use to be authentic. Um, and we want our students to be competitive. And that and that competitive word you're going to sort of hear throughout my presentation. So the our mission, if you will, um, from that from the spring when we put together our strategic plan is to is really being driven by two points. And the first
031point is that um being literate in AI skills involves understanding the ethical, social and technical mechanisms that drive AI tools. So really understanding how artificial intelligence works especially um with respect to generative the the idea of AI that does or build something or creates something um is really important when you think about the context for education. So, understanding that first bullet, as we do with all other aspects of our very competitive Simsbury Public Schools program, we strive for our graduates to be competitive when they graduate from the Simsbury Public Schools. Knowledge of tools and being literate in artificial intelligence skills is just another place for our for our kids to be competitive when they leave here. Whether that's in college, whether that's um in a job interview, wherever they go in life, wherever their passion
032takes them, AI is in undoubtedly going to be a part of that conversation, it's now our responsibility to figure out how to equip those future graduates with those skills to be competitive. So, that's kind of what drives our focus. Um, go to the next slide. Thanks. Um, and the work that we're doing now, um, Sue mentioned this earlier, we've developed a great working relationship with an organization called Ed Advance. um who exists out of Lichfield, Connecticut. Um they are a leader not only in Connecticut but in the region probably on the entire eastern seabboard of um really pushing this work forward really focused on innovation and AI integration in a K12 school system. So we've had their representatives um out for full day professional development. um we've gone to their conferences and they they've really
033turned into a great thought partner and sounding board for us. Um really validating some of the ideas that we have when we have them. Um brand new to this conversation. Um I was fortunate enough to be involved in in um creating what's being called the Farmington Valley AI Collaborative. Um, our first meeting got snowed out today, um, like I think a lot of other a lot of other events did. But really what it is is is like-minded folks from similar districts across the Farmington Valley, Avon Canton, Farmington, Glastonbury, Simsbury, and West Hartford. um who are really in the same position. And instead of sort of, you know, feeling like you're running uphill alone, the idea is to sort of pull thought, pull resources, come up with a couple of collaborative projects, um and and maybe
034even, you know, in in a couple of years from now, start to do things more similarly than different. There's this perception of strength in numbers, and that's what we're looking for here. So, really looking forward to getting that work off the ground, too. Um there was an epiphany at the end of last school year and at the beginning of this school year. We put to we put to bed, formerly retired um the first iteration of the AI task force so that we could create um this AI steering committee that has been born this year. Um 17 members um parents, administrators, coaches, teachers, librarians, really a crossf functional approach to the district. Um, and what we discovered after two years of really focusing on adults is that the tools are ever changing and you will not
035be able to keep up with them. These companies continue to rebrand and reinvent and do different things and really splinter off into a million different directions. So wouldn't it be wisest instead of focusing on these tools that are you know that are changing from week to week uh instead focus on a battery of skills that can be used across any AI tool. Um and I listed uh uh five of the tools that we've really been focusing on at the start of our work and will form sort of the backbone of our approach to working with students. um just for your understanding and the next graphic I think will really tie all these together. I had some uh some great pointers from my friends at the curriculum subcommittee about the the power of this analogy. So
036um kids need to understand how AI works, right? Before you can do anything with it, you need to understand that it's not a person. Um it, you know, it can't be your friend. It might be talking to you, but that's sort of that that's an illusion. um very important part of the AI in learning process is being for a student to be able to reflect on the task, reflect on the process and also reflect on the ethics of the entire system when it's used correctly. Um reflection is not a new concept for us but reflection in terms of how did you use AI? Did it go as anticipated? What changes would you make for next time? It's building that reflective conversation into the assignment and assessment process. Um, a big part of being successful working
037with generative AI is understanding that what you put in often triggers what you get back out. So, teaching students really how to prompt and refine those prompts to solve the problem that they're looking for, to answer the question that they're look they're looking to answer, um, and to really help AI work for the student. Um, AI combs the internet for sources and solutions and data and puts it back out to you as an output. Understanding that the internet as it's constructed has biases built into it, then the biases keep developing over time. If an AI tool is combing that same internet, biases are going to come out in the output. So, an important part of the skill process is also teaching students to be aware of those biases when you see them. Do do you
038you know do you know what to look for? Do you have the critical thinking voice inside your head that um forces you to sort of take a second look um ask a second question? And then along the same lines, one of the biggest um mistakes that AI users make is just to take whatever AI says blindly and said, "I'm good. I'm going to walk away now." But really um teaching kids how to sort of close that AI loop and say, "Okay, here's my output that I got back. Does it make sense? Is there a chance that this is going to be incorrect information? Is this what's called a hallucination? Can I push back on it to get an even better answer? This could be a good answer. Can I go even further? Um, the analogy
039I like to use for this one in elementary school math, when you do a long division problem, you get to the answer at the end and then you multiply your way back up to see if you're you're actually right. So, it's it's the same thing. Like, does this answer make sense? Um, and if it doesn't, what are the questions that I can ask? What are the sources that I can check to do that? So this was kind of a watershed moment for the the steering committee in understanding that if we can focus on the right tool the right skills the the tools aren't going to matter. Um and a kid's going to be able to apply this across any tool and be successful. And that's where the competitive advantage comes back in. Okay. Some people
040are going to be sandwiched top down and some people are going to be sandwiched bottom up. This is actually an AI generated image that I prompted um Gemini to sort of come up with something that helps put all of this together. So, we've got five key skills. If it's easier to understand what we're going for, we're really going for a human AI human sandwich or a hamburger. So, at the top is all of the all of the work, all of those different skills that a student is going to have to put into a uh put into the work ahead of time. They're going to have to think about what they want to do. They're going to have to think about how they want to do it. They're going to have to think about the context
041for solving the whatever the problem is. Once I've done that, I can sort of let the AI tool do its thing. And that's the middle. AI is hard at work. It's it's, you know, doing the work of millions and millions of brains in a split second. Okay. It's then going to output something for me. That's where we get to the bottom. And that's where those those backend skills come back in for a student. Um, can I fact check? Can I evaluate bias and ethics? Can I refine and iterate? And finally, once I've done all that, me and the AI tool, sorry, the AI tool and I have co-created this this solution, this this output that I can attach my name to because I've done my due diligence as a as a human with a brain
042and a and the ability to think critically. So, it it's a it's an analogy that works for me. It's this idea that um it's a little bit reckless for a human to ask AI to do something and then just accept it blindly. There's a lot that goes into the process and as a school system, this is where we come in teaching those critical skills, these AI literacy skills to our kids. >> I'm sorry before you go on. >> Yes. >> I love this slide. I don't know if you know this value, but I love numbers and data and I love Neil's presentation in October. >> But this new close second, the hamburger is so great. He you did speak to this during our curriculum meeting, but I love the visual. I think you should take
043this to the Farmington Valley AI collaborative and just be like, mic drop. >> This this is the this is the Sims hamburger. >> All right. I I appreciate the feedback. Thank you. >> We need to weave in more foodbased models. >> I think so. Brilliant. >> Can I go back? H U V I V E I W. H Q H Q H Q H Q H Q H Q H Q H Q H Q H Q View >> Q View Start >> is >> defined as it's it may be is it a typo? >> Bottom view. >> Are you on this >> says bottom review, hu view and reflection? >> I think human review like >> Well, that was what I was wondering. I was looking for >> where am I looking? >> Green. I
044was just trying to get someone to commit that to me. I think that's >> seems like a Portman town. >> Yep. >> The human view. >> Human view. >> Human input and strategy. Yep. >> You view. I like that. >> Can I just ask a question really quick? You wrote it. >> When you talk about ethics, um something that I think people are not aware of is how horrible for the environment artificial intelligence is. Is that part of your ethics discussion? >> I think that's part of the what is AI and how does it work? It's it's our responsibility to to not just focus on the things that are great and to like there's a there's an environmental there's a human cost there's a financial cost there's a lot that goes into these centers and
045they're only getting more common so I think it's our responsibility to absolutely talk about that it's a great >> Can you talk about that to students as well or just teachers >> this is all this is all student facing at this point >> okay >> um so I mentioned in the in the spring we put um as a response to our district strategic plan we put together a three-year AI I strategic action plan. Um in year one, we are in the midst of establishing some student focused um policies or guidelines and we are introducing core AI skills to students across all grades and subjects. A big part of our priority is not just focusing on the high school or the middle school, but trying to find those inroads with our youngest students also because it's
046going to make that um it's going to make them all the more receptive when they do get to the secondary level. In year two next year, we're going to focus on um integrating more widely and really refining some of those those policies and recommendations we're putting in place um by the end of this year. And then in year three, the final year of this plan, we're really looking to um refine. So, we'll have a model in place for by the end of next year. and year three, we're really looking at what's happening in those classrooms um talking to students, talking to teachers and really monitoring and revising the entire the over the entire life of this um action plan. We're really looking at those those key guidelines. Is it ethical? Is it safe? And our
047students being responsible. C >> can I just before you get off the um I was just interested in what you said about essentially introducing AI across all grades. So are you wrestling with or I just would like your comments on like how how you if you really introduce it to these kids I'm just making it's in second grade >> y >> is that is that really a pro maybe we're maybe going right to the ethical piece of >> like if we're introducing it that early are we missing out on a critical thinking are we giving them sort of the easy way I was curious how what would you be teaching at that young of an age >> that's a that's a a fabulous and huge question and there's there's two main points that I'd like
048to highlight. Number one, and I probably should have said this earlier, so thank you for giving me the opportunity. Any of the AI skill work that we're going to engage in cannot come at the cost of substituting for another foundational skill. So these are all in addition to those those core foundational reading, writing, thinking, um counting, doing doing math. This doesn't replace that. This adds on to it. The second thing to keep in mind is that there is an age appropriate way to enter into this conversation. Um, and we want to make sure that we're doing that. Um, in in kindergarten, for example, it's a it's a circle conversation about different things in kids' homes and, you know, what they've what they've seen and how they interact. Just starting that conversation of what is AI?
049How does how does it work? Where does it kind of live? Where does it exist? Um we have come up with a model and this is sort of the I think the final piece of your question. Um we've come up with a K to2 model that has three distinct sort of age ranges um for handling just what you're talking about what's appropriate at each level. Um in elementary school kindergarten through either fifth or sixth grade um we are recommending that it's appropriate for the teacher to model all AI use and for the kids and the teachers to engage in group conversation around it. So teacher as a model at the middle school level we are recommending what's called a walled garden approach where students are beginning to use these skills with some of the tools
050but they've got a a very careful and trusting adult looking over their shoulder. So it's it's kind of quasi independence with you know as much support as we need. If we get those two age ranges right, the third age range is at our uh at the high school where students are this is um school imitating life. So when we get this right, this will be kids using AI skills with tools ethically, responsibly, but also independently. >> So I think what Dave just outlined is some big buckets of a scope and sequence, right? because we have to determine who, how, when, where do we teach into this um and what instructional approaches do we use. So I think after this year we will start to look at that and as we are revamping some of our
051curriculum, this is the opportunity in which to integrate that explicitly right into those documents. >> That's great. >> And I think it's important and know that's a great point, Sue. Thank you and I think it's important enough to reiterate again that it would be a misconception to look at AI in learning and think that it's something different right it's replacing something it's something new we want to consider AI in learning as an augmentation to skills that students academic skills that students are already developing not a replacement not a crutch something something that they can apply after they've learned the skills Great. >> So, at the end of this year, what we've committed to as a steering committee is is sort of thinking about four deliverables, three physical ones and and one kind of cerebral one.
052Um, I mentioned a little bit about the Simsbury Public School student use guidelines in ter excuse me, in terms of those three age ranges. Um we're we're next working on an assignment expectation matrix which is in some form or fashion from um being clear and transparent with students about the level of expectation of AI usage in that assignment. If this is a research paper and the teacher says it's AI zero, students may not use AI all the way up to this is a research paper. um it's AI5 or it's AI green depending on sort of which model we go with which means that students must use AI in some form or fashion but they must document their process. So we're we're coming up with the in between tiers right now. Um after that in the
053early spring um we are going to communicate to all families of a sort of um built out uh approach to this conversation. Where are we going with your students in terms of AI? what can you expect? Um maybe some um common questions and answers which will hopefully lead to something next year that we can do live and in person with families in our community. Um it's very important to us that this is not magic or witchcraft to our families that they understand that you know we are attacking this logically um instructionally and that we have a plan because in the absence of that they're going to um form their own conclusions. They're going to answer their own questions um and we just want to make sure that we're clear and transparent with them. Um, in
054addition, the last deliverable will be thinking about what year two looks like based on how far we got in year one. Does anything need to be changed or tweaked? >> I'm sorry. I have another question. I know I'm so annoying. I'm just like living this right now and it's so annoying at all. >> Um, >> does that mean that every class in the high school could have a different AI outline? Because that's how it is right now and it is so frustrating. We're I that's so what we're trying to do is unify that as a school so that when a teacher assigns something the same language means the same thing in every class. >> Okay. >> So we're do like this is kind of our step in between right and what you guys are living
055right now. We went from no AI AI is bad to now as a teacher you can sort of address this how you see fit. In order for it to be fair to students when they go from teacher to teacher and class to class we have to have a more unified approach just to language and what those expectations are. So, that's what we're working on. Now, it's a great question, though. >> Dave, I I got two for you quick ones. Um, >> you mentioned earlier the Farmington Valley Collaborative um with some some schools in the area. In your opinion, where are we in comparison to some of our neighboring schools in this journey >> like in terms of progress? >> Yeah. Like in in like are we at like the 10 yard line and everyone else
056is behind us or are we ahead of people in like our three-year plan and stuff like that? Um, we're I want to be cautious how I answer it. Um, >> we are definitely in a good place. Like I I don't feel compelled to rush to catch up. We're not there. And I think we're in a place with one or two other of those districts to really lead the conversation. Okay. >> Which is exciting. >> Perfect. And then my second question was I was at a open network users group conference a few weeks ago in New York City at an AI conference, right, for my job. And one of the things people talked about was, okay, AI, AI is everywhere, right? What jobs potentially might not be around in a year or two or five or
05710 years because of AI? In your opinion, as it relates to the schools, what do you see potentially being going going away because of AI? Or is there are there certain resources that are going to be gone or obsolete or anything like that? Do you see any of that? not in the near future. I think the I think you know looking at it additively I think our focus wants to be on how are we it's the integration of AI with the vision of the graduate right if we can if we can graduate those kinds of students who can be thoughtful collaborative problem solvers when you talk to future employers that's exactly who they're looking they're looking for one of the um one of the parents on the steering committee is actually in computer science and
058he manages a whole team and he's not looking to automate anything. He's not looking to go solely AI. What he's looking for are 25year-old recent graduates who have these skills and can work on a team and can use those skills to solve these complex problems. So, that's really validating too. >> I think it's great that we're embracing it because it's not I mean the fear is like the parents will think that their kids are getting the answers to the test or they're cheating or the second graders are doing calculus or you know that's the fear and I think if we don't embrace it we're going to get run over and left behind. So, I think it's great. >> Absolutely. It's embracing it and it's also talking about it transparently. Correct. It's it's giving them the
059answer so they're not left asking the questions, right? >> Tapering it from the earlier grades, right? I mean, it's it is important. >> I do really appreciate the approach that you have. >> Thank you. >> Really coaching the children how to, you know, tools, not really the software or something. So, invest in something and then it's obsolete in two years. But I love that you really did your research even though it seems like there was some struggles and unfortunately you're living through it right now. Uh but we're you know heading in the right direction and having collaborative you know uh relationship with the you know the districts around us. It's great. Can I ask you for the ed advance? I think it's the company that you're working with. You said they're K to 12. M
060>> how do we make sure we stay on top of we are preparing our students but we want to make sure they're prepared for um college you know for the next stage what are they teaching them so you know they're competitive when they leave school >> um you're talking about for our >> AI what they're prepared with you know what we teach them you know it's K to 12 but that what is really >> for them to be faced with when they go to college So really it is advantageous for them what we teach them now. So it's really helpful for them when to get to college. What are they teaching them there? What are you know? >> Yeah. What do they need? >> It's a lot of So we're we focus on um our
061district runs on Google. So we're we're choosing to focus on two um Google AI tools. One is Google Gemini, the other is notebook LM by Google. These are the tools that students are using in college. Notebook LM is was built for a college student. So, it's one of those things in through our rigorous curriculum, through our vision of a graduate, and through our approach to AI, it's the intersection of those three things that's going to um that's going to create a graduate who's prepared to succeed in college. >> Thank you. >> Um can I ask uh how are the teachers handling this kind of conversation? >> I can answer that. >> Seems like very well. Yes, >> it's you know just like >> it's it's a spectrum. >> Um and a lot of it is
062a lot of it can be department specific you know >> um and there are we have early adopters who are really embracing it and thinking about innovative ways to to get students in front of some of these um opportunities. And then there's like all the way on the other side there's this sense of impending dread like the robots are coming for us. So, but I and I don't mean to speak for you, but I think that that's why this is so great and I appreciate and I love the ideas and I like the forward thinking of it and even the speed that you're trying to you know your your your roll out is of a great speed, but I think that we need you need to put in somewhere the meetings with the teachers and
063the meetings with the schools so that um because we've talked I know at curriculum we talked a lot about parents and students but we didn't talk much about the teachers. So, you're right. We want to make sure that they are on board before we really get rolling. >> Yeah. And the and the thought there is we we've gotten to the point now in terms of time that the the party line is it's our responsibility collectively to teach students these skills like you you can no longer opt out of this. Like it's >> Well, that's great. >> Yeah. >> But we don't like to we'd like to like work with them. >> No, I completely agree. I completely agree. >> It's my it's my personal philosophy. You know, to to Dave's point, we had some very
064significant professional development. Um it's You know those conversations have to be ongoing because this world is evolving. >> Yeah. >> On the daily. >> There are still some misconceptions of some teachers specifically around this is only a tool to cheat, >> right? >> So I'm going to take away the tool so students won't cheat. >> And that's an incredibly difficult headspace for those like small classes that I'm in. My lit class is so difficult. She we handw write all of our essays up until the exam because she's so worried about AI usage. Even though the College Board when you like do practice exams on the College Board, you're completely locked down. Like there's no way you could get out of it. Um we literally handw write everything and I'm the only class that does that.
065Like it's an incredibly frustrating >> Yeah. And that's that is what I worry about about the year one your spreadsheet there is that page eight is that like do we have I know that you're saying that we are in this good space. you answered somebody's question saying we're in a good space but I feel like it's almost reminiscent of the COVID times where you're going to have teachers sort of going broke and so you'll have some teachers comfortable and doing XYZ and then you have some teachers who won't and do you know ABC and so it worries me a little bit while I don't want to push too fast I also feel like without any guard rails around policy or whatever else and we're this is not even part of year one like it. How
066long will kids sort of have that experience of differences from classroom to classroom? >> It's part of our big work in year one and and like large scale change management is is hard. >> Yeah. Oh, I don't I don't we are very there's other examples you can go back 25 years with the math implementation. >> That was a big mistake. We made big mistakes there >> that you know what I mean and and >> regardless of we say rogue or how frustrating it is we have to figure out a way to bring people along right people are going to come in different list I didn't see where it said it says SPS guidelines I didn't see anything on that list that was for teacher and staff and that's why I was asking >> yeah and
067and only that only exists now because we are focused on um working with students we've spent spent two years working with working with staff. So they're definitely a part of this but the mission here is focused on students. >> So you're saying that though teaching students through teaching them what to expect because there should be expectation from students. What do you expect when you go into the classroom? What tools should the teacher provide to you or whomever it is and they have a pathway. If this is not what they're being experiencing in the classroom, how do they communicate? Who do they communicate? So they don't have those one-on- ones that are completely different or there's a direct communication right, you know, quickly back to whomever they need to. So this is addressed. >> Yeah, it's
068open communication. You know, when it's no different from any classroom based problem. We have to have those relationships between teacher and student where they can have those conversations. Um this is this is the direction that you're you know that you're telling us to take. It doesn't necessarily work for me. What are are what are my other options? What you know can we meet in the middle somewhere? But that's a great classroom is one that has the ability to have that kind of discourse and dialogue. I appreciate because >> I would also I just want to add too that part of this comes in a really well-developed curriculum >> that you you avoid um when I talked about curriculum back when I did talk about curriculum I don't you create guaranteed experiences in a curriculum so
069that a teacher you can't be a teacher says I don't do AI if there are AI assignments built into the curriculum And that's how you move people. Um, and I'm seeing that as part of the work. And >> that's what I was saying in this in this development of curriculum, you have to embed the skills. You have to be explicit right from jump because a guaranteed curriculum is not a negotiable >> and then that becomes the expectation. >> Demy also have to provide the support because it is a change in some people's practices. So you are addressing misconceptions that they might have while using these other systems and structures to move practiced skills to kids. So it's all of these systems working together. It's a massive undertaking. Um and as Dave said, it's change management.
070And this is something that we're going to have to embrace on this AI horizon. And you have teachers on your you have teachers on your group, right? >> Oh, yes. >> How many teachers are in that? >> Oh. >> Um, out of seven, I'm going to give you a ballpark. >> Eight or nine. >> Yeah. So, I mean, in that I'm sure that is a good place to start as far as helping to Yeah. >> implement the information. >> I think it's great. I'm I'm very happy. >> Very this I mean, you go back three or four years, >> this scared the heck out of English. Everybody. >> Sure. >> Everybody. >> Like >> as a former English teacher, I was in conversations with people at the high school that this was doomsday. >> Yeah.
071No, I I >> I appreciate it because as you said, and actually I think you've said all the way back to your interview process for this position. I mean, doing nothing is not an option. Quite frankly, I would say sticking your head in the sand is is as Eva has in her class is actually doing the students a disservice because they are not learning the skills. creating a competitive disadvantage. >> Yeah, I I appreciate your perspective on this and and absolutely focusing on the skills and not the tools because BT is going to be gone in whatever the next generation is going to be gone in two years. So the skills are more important. So appreciate that perspective very much. >> But we certainly will provide updates on these deliverables. We can work that through
072curriculum committee and then bring that to the larger board where we're at. >> Oh, sorry, George. Yeah, couple things question and you may have answered it by the front end curriculum. One of the questions I was waiting to see is >> is there any thought of working this into like reviews, evaluations, things of that like a like a pinpoint like what are you doing with AI as part of like that? Like again you don't want to make everything so regimented and trust your but it feels like it's such a big thing that like is that like a standard like what did AI look like for you this year or something? Maybe the curriculum on the front end handles that but just any thoughts there as far as that? >> Yeah, so I think a a
073couple of thoughts there. There are some people that are voluntarily working on artificial intelligence through their teaching practice for their professional growth plans, right? So you're going to get those who want to enter into the conversation. I think that there are ways in a formal curriculum revision process where we base all of our curriculum on standards. What are the standards that we are teaching to? They could be knowledge standards. They can be skill standards. So that's the first thing. How does AI support those standards? The teaching of them in knowledge and skills. I think you absolutely have to answer that question. And then once you identify what those standards are, how do you assess them? Right? So I think that that is another place where we certainly can enter AI into these conversations and what
074makes most sense. I like that. And I think that's kind of the like more, you know, say the stricter part of it, right? But I a thing to consider too, right? Just like the funner part of it, if you will, funner is not a word. >> I love that word. >> More fun. >> Is the more fun is um >> is there anything It would be interesting. I was thinking, right, like you know, kind of like as we're trying to do this, right, to promote like teachers that are doing a great job of it. Like we hear about like what you're going through, but are there teachers out there maybe think about maybe not this year at the end of the year, right? at an elementary school level, middle school level, a high school level.
075I don't know how you evaluate it, how you do it, but you know, David, you guys are involved. Like spotlighting, >> I can name a few, >> right? Like something that's in like a report, a a reward, something to the ones that have shown the way that others maybe can see it in action where it's not like will it's like kind of like showing how it could be a really like fun thing for kids. And if you have examples like that would be something I'd like to hear about. Steve Turjan does an incredible job with it. Um, our AP Euro class, we don't do a lot of lecturing. We mostly do like class projects. Um, and he implements it incredibly often and we learn how to site it. We learn how to ask it the
076right questions. Um, he teaches you how to like paraphrase things like that that he's obviously teaching his 10th grade classes as well. Um, but then we also have projects where the expectation is that you've learned how to do the skills using AI. So this time you do it without it. And then you compare what you've done with AI to what you've done without it. And the first lesson we had with AI was him showing us Google Gemini photos, like a photo he took and a Google Gemini photo. And he was like, "This is how crazy intense it can be. So you have to be careful with what you're seeing." Um, and we had this big introduction to like what it looks like, how it can lie to you, how it can like people can manipulate
077you with it. And then we went into using it intelligently in projects in class. >> I'd love to see something. >> That's the road map, >> right? Something just like that, right? Where those people >> He's incredible. I love him. >> They're here presenting, right? They're in the slideshow like what they did, right? I'd love to hear like the success stories or that spotlight like what that looks like because you can even tell just the way you just said it, right? Like you're obviously very successful. You're doing great things, but like you look excited to talk about that, right? So like where do we see where kids at all levels are excited about what their teachers doing? Not like they're making it harder. They're like, man, they opened our eyes to it. I'd love to
078hear those stories. And I have a daughter who right now is at Yukon and they do incorporate AI all into their everyday stuff at in colleges. So I think it's going to help you having those experiences. Now >> it's great. >> Thank you. >> Thanks. Appreciate it. >> Much more to come on that. >> Yeah. Great discussion. >> Great. >> And Dave, great job on the hamburger. >> Yeah, nice hamburger. I know. I'm excited for the people that are coming after me to have like a an outline. >> Yeah. Organized. Yeah. >> All right. Um public audience. >> All right. Our next uh business is the next meeting is March 10th. >> And with that, I will entertain a motion to >> I'll make a motion. Great. >> Thank you. All those in favor agenda.
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