001It is 5:30. We are in order. This is the school improvement committee, not the policy committee. So, if you signed up, make sure you signed up for the right committee to speak before. Um, roll call. Uh, let the roll show that the committee members are here. And Marissa, will you please account for everyone else as necessary? Thank you. Looking for a motion to approve the very brief agenda. Will someone make that motion, please? Discussion. All those in favor? Thank you. We have an agenda and the minutes. Will someone move to approve the minutes? want to say anything about the minutes or do we move to a vote? All those in favor, please say I. I. Okay, Marissa. No one signed up for this. Thank you. Uh, which means we can move on to our discussion
002and next steps item. And I'm going to turn this over for the last time to Mrs. Ferguson. >> Thank you, Mr. Kiscoco and I'm going to volley it over to Lisa Bernabi, our director of STEM, who and her team who have worked throughout the course of this school year honestly to take a very deep dive into what's out there, what's available for in the way of uh algebra and geometry textbooks because we are sor they are sorely needed at our high school. So, I'm going to turn it over to Lisa and take it away team. All right. Good evening and thank you for the opportunity to share our work uh our high school math department has been engaged in over the past year regarding regarding the thorough review of highquality instructional resources. I'm here tonight
003with the math department head Matt Grenfeld and Ashley Dang Guinness um an algebra teacher um to share our experiences on uh this this process we went through beginning I think it was last June actually yes so um we're going to walk you through the process that the the entire department participated in and share why the department ultimately recommends the adoption of Savas Envision uh for algebra 1 geometry In algebra 2, our work was centered on students and identifying a highquality uh instructional resource that supports rigorous, engaging mathematics experiences where all students grow as confident, curious, and empowered mathematical thinkers. So over the last decade um math education and the expectations that are placed on students at both the state and the national level have evolved significantly. Uh the expectations of the common core, the SAT,
004college and career readiness benchmarks have become increasingly focused on students being able to apply uh apply the mathematics, explain their reasoning, solve problems, and think critically. Uh the SAT now measures a deep understanding of algebra and algebra 2, problem solving and data analysis, geometry and trigonometry and higher level mathematical thinking which is all aligned to the common core. Now uh the format and design of the SAT has evolved significantly as well. What was once a paper and pencil assessment focused primarily on reasoning has transitioned to a fully digital adaptive assessment aligned to these standards with an embedded access to the Desmos graphing calculator throughout the entire test which is a huge change. It used to be a calculator and non-calculator portion. Um so this Desmos graphing calculator is a huge piece uh that's embedded throughout.
005So, as educators and our team, we all want students to leave our classrooms with strong foundational skills while also being able to apply those skills confidently and meaningfully in new situations. So, this ongoing process over the past year, it really gave us the opportunity to reflect on numerous instructional resources and determine which best supports the kind of learning experiences we want students to have in our classrooms. And this work doesn't replace traditional math instruction or eliminate paper and pencil experiences. We just want to find the resource that's going to provide students and align with the level of thinking, reasoning, problem solving, and application students are expected to demonstrate today. So many of our previous math textbooks have served the district for a long time. Um the common core was adopted and first implemented back in
0062013 two 2013 and over the years the teachers in the department they've done a tremendous work supplementing lessons and updating the materials creating aligned assessments to ensure students had access to rigorous instruction aligned to the common core. However, we never adopted a new high school math uh resource aligned to those standards since that time. So I think some of the textbooks were dated back to the late 1990s or so. >> Correct. Yeah. >> So again, our goal to identify a common highquality instructional resource to create coherence in across classrooms across all the courses from algebra 1, geometry, algebra 2, which aligned to the standards that provided highquality formative and summitive assessment opportunities, supports instruction, and helped students develop fluency, conceptual understanding, and meaningful problem solving skills. And one of the reasons why Envisions rose to
007the top because it balanced both of these worlds. There were strong textbook resources and structured lessons, but it also reflected the realities of the modern mathematics learning. So this slide represents the broader vision we have for students in Torington public schools. In mathematics, we want students to do more than just memorize steps or arrive at answers. We want our students to think critically, communicate reasoning, persevere through challenges, collaborate with others, and apply mathematics in meaningful ways. These are the skills that matter far beyond the math classroom and prepare them for college, career, and life beyond graduation. So throughout this process, we continually reflected on how each of the instructional resources could help support these broader outcomes for students. Also during the review process, we were guided by the definition which was developed with teachers across
008the district this past year um of highquality instruction and it really helped to discide our discussions and our evaluation of re each resource. We really continued to look at the resources and look at the types of math experiences we wanted every student to have in our classrooms. We looked closely at the resources to make sure they had deep standard aligned tasks, opportunities for meaningful student thinking and productive struggle, multiple entry points and supports for diverse learners, and opportunities for discourse, reasoning, collaboration, and problem solving. So, Matt's now going to take you through the selection process a little bit and tell you how the department engaged the resources. >> This works. Thank you. So, the process began during summer of 2025 curriculum work when high school math teachers began reviewing instructional resources through Ed reports. Ed
009reports evaluates instructional material in areas such as focus and coherence, rigor, alignment to the mathematical practice standards, assessment quality, and the teacher and student usability. Using this process helped ensure department's work was thoughtful, research-based, and grounded in instructional quality. This recommendation was not based on a single presentation or individual preference. It reflects months of teacher review, classroom reflection, analysis, collaboration, and professional discussion centered on what best supports student learning. The department reviewed seven different high school mathematics programs throughout this process. The review began with teachers using resource evaluation rubric that examined indicators related to lesson design, coherence across lessons, units, and courses, assessment struggle, structure, rigor, accessibility for students, and the balance between conceptual understanding and skill development. The goal was to cast a wide net and carefully examine multiple approaches before narrowing the choices.
010This was a collaborative process involving significant reflection and professional discussion. What stood out most throughout this process was how reflective and student centered the conversations were. Teachers carefully discuss the strengths and trade-offs for each program while consistently keeping student learning and classroom experience at the center of the conversation. As the process continued, teachers identified several priorities that mattered most in the final decision-making process. One major priority was coherence, having lessons and units progress in a logical way that helps students build understanding over time. Another important area was assessment, both formative and sumitive, ensuring students have meaningful opportunities to dist de demonstrate mathematical understanding and growth. Teachers also prioriti prioritized student usability. We wanted materials that students could independently navigate, organize, and reference both in and outside of the class. Importantly, teachers wanted strong textbook resources
011that students could consistently use while also providing flexibility to support different learners. After narrowing the field, the department received presentations from sever several publishers. This gave teachers opportunities to ask questions, compare instructional approaches, and closely review the resources. Throughout the process, teachers openly discuss strengths, limitations, and trade-offs of each program. The conversations were thoughtful, balanced, and cons consistently focused on student learning and classroom experience. So of the seven uh resources that we reviewed, we have four presenters who came in and we ultimately narrowed it down to two resources that we are going to take our most indepth look at um which happened to be the Savas and vision and then HMH. Um, this probably was the most critical part of the process um, and valuable part because the teachers began to try out some of
012the lessons and units directly with students from both resources um, to be able to make real comparisons and see how students interacted uh, with the materials in the classroom. So after this process, we again brought the uh teachers back together and looked at what was student engagement using the materials, the accessibility, the rigor, lesson structure, and alignment to our district priorities and instructional uh vision. Um we recognized that no resource was going to be perfect in any air in every single area, but we again went back to our focus areas and tried to look at what best aligned to the learning experiences and outcomes we valued most. So Ashley is actually going to share um she had implemented several lessons um from both resources and she's going to share her experience with those. Okay, that
013works. Um good evening. My name is Ashley Durangus. I am a algebra teacher at ths. The data and curriculum features that have already been presented this evening. I'd like to offer the perspective of a classroom teacher who has spent the past year reviewing and piloting these materials with students. I'm here to support the adoption of Envision Mathematics of the Envision Mathematics curriculum. Over the past year, our department has participated in thorough curriculum review process. As U M and Lisa said, we heard presentations from multiple vendors, examined the materials, and piloted programs in our classrooms. As teachers, we are the people who will be using the curriculum every day with students. So, it was important that our recommendation be based on actual classroom experience rather than a sales presentation or what looked best on paper. When
014I first reviewed the materials, I actually preferred a different program. But after piloting both curricula with the students, I found that the Envision was the stronger option. It was more engaging for students, easier to implement effectively, and provided better opportunities for students to explain their thinking, solve problems, and communicate mathematically. As part of the pilot process, I also sought the feedback from my students. While they are not curriculum experts, they are also the ones that will be interacting with the materials every day. And a common theme in their feedback was that Envision explained concepts more clearly and made made it easier for them to understand what they were learning. One of the reasons I support Envision is because it aligns with the goals outlined in Torington's portrait of a graduate. We want our students to
015be critical thinkers, effective communicators, collaborators, and problem solvers. Mathematics instruction should develop should help develop those skills, not simply teach students on how to follow procedures. Envision encourages students to justify their reasoning, discuss multiple approaches to a problem, and engage in meaningful mathematical conversations. These are skills that extend far beyond the math classroom. More importantly, Envision is a curriculum that teachers have carefully reviewed, discussed, and tested with students. And our recommendation is based on what we have seen firsthand in our classrooms and what we believe will best support student learning and success. Thank you. >> One of the strengths, oh shoot, sorry. Oh, sorry. All right. One of the strengths teachers identified in envision was the clear organization and structure of lessons. Lessons pro lessons progressed through exploration, understanding, guided practice, problem solving, and assessment
016in a way that supports both teachers and students. We also appreciated the intentional balance between the conceptual understanding, procedural fluency, and application. Students continue developing core mathematical skills and procedures while also being asked to explain reasoning, analyze situations, and apply mathematics in meaningful ways. We felt the resource provided a strong balance of rigor, accessibility, and meaningful textbook supports for students. Teachers also value the variety of practice opportunities included throughout the program. This resource provided opportunities for guided practice, independent practice, problem solving, assessment practice, and differentiated supports when students needed additional help or enrichment. Importantly, the department appreciated that students continue to have access to strong hardcover textbook materials in class that they can consistently use in reference, but also benefiting from digital components that provide additional practice, feedback, and instructional support. The digital resources are
017intended to support learning, not replace the strong teaching, mathematical thinking, or meaningful paper and pencil experiences in the classroom. Students are still expected to show reasoning, solve problems independently, explain their thinking, and engage deeply with mathematics. So I apologize the next couple of slides are difficult to see but it shows a comparison between the examples that are given in the text and the alignment to the SAT and how every single lesson in the book balances from algebra 1 geometry algebra 2 balances that procedure with the conceptual with the application and it's regularly embedded at a high level across all all textbooks and in every lesson. So that was really important. And we talk about what's embedded in terms of technology that Desmos calculator is embedded um within the digital version for students. So they have
018access and can solve these higher level applications uh using that Desmos calculator as well as do explorations with that on the digital version. So that is a nice piece um that supports that um Savas had sent along even though that there's it's there's no single resource that's going to guarantee achievement gains on its own but Savas has collected data around the implementation of Envision um algebra geometry and algebra 2 over the past three years in Connecticut in districts with comparable demographics across the state and what they're seeing are positive growth trends in mathematics proficiency in districts who are using the digital and print aspects of the program. Um, we know that strong outcomes come from access to highquality standards lines curriculum, meaningful learning experiences, strong instruction, and highquality instructional resources. And we believe this resource
019is going to support long-term student growth and achievement. So the proposed uh resource package is currently included in the 2627 budget. Um it maintains strong traditional textbook supports while providing additional resources that can support students learning and practice digitally. So the package uh which is an estimated 160,000 includes six-year student digital licenses. Um, we would also purchase hardcover classroom set texts of algebra 1, geometry, and algebra 2 for every math classroom. So, students have textbook access in the classroom as well as the digital access includes teacher both the digital and hardcover um editions, hardcover Spanish editions, and professional learning uh support for teachers in August to launch the um the the new text. So, I just want to close by thanking the committee and the board of ed for supporting us in this process and
020continuing to invest in our students, our teachers, and highquality learning experiences for all students. I also want to recognize our high school math teachers for their professionalism, thoughtful reflection, and commitment to students throughout this. This has been a long process, and we met, I would say, almost monthly um since last summer. So this re recommendation reflects months of collaboration, classroom implementation, discussion, and reflection centered on one goal, which is providing all of our students meaningful mathematical learning experiences. Um, so I truly believe moving forward with this highquality common instructional resource will help strengthen coherence across classrooms, in courses, and continue to support our vision for highquality instruction in the skills outlined in our portrait of the graduate. Thank you. >> Thank you for all of the work that went into this. Our committee goal at
021this point is to eventually recommend to the board the adoption of this textbook uh program. But let's start before we discuss that within the committee, let's start with any questions we might have for the teachers. Okay. Uh Gary, we missed all of that because your mic wasn't on. >> I'm [laughter] It looks good. It looks good. Thank you. >> No more questions. This is exciting. >> Jeeoff, I'm sorry. >> No, no worries. Just a quick question. Does the program have a we'll call it a real real life math component to it, which may be more in the delivery of the curriculum than the books themselves, but I mean, I came up through Torington High School and I'm a math person, math and science more so than English and history. Sorry, John. Uh, but, uh, you
022know, does it really focus on some of the real life things? You you watch, we'll say, children at an a restaurant trying to figure out a tip. You're trying to figure out you're you're working a construction job or putting in carpet, you need 15% overage. Even the chart that's in tonight's the 3.7% slide in math scores across the state in a similar durg versus a point4% improvement. Will this curriculum help the students in real life? I love math, but there is also a functional component to it. So many of the things you just mentioned um taxes, tips, percentages are actually in our seventh grade curriculum and it's an entire unit in proportional reasoning. Um but every and and again I'm I apologize it was so difficult to see those slides where you could see the
023the actual examples but every single unit has an application a real life application of where things are connected to linear functions, exponential functions, quadratic functions. You'll notice projectiles uh in the quadratics unit. So, there really is an intentional tie to real world math in every single lesson. >> Yeah, I sorry for the seventh grade example, but it seems to still apply even to our secondary education students. Um and and obviously in geometry, you have all the equations for you triangles and things and the things that help >> area, volume, surface area will come up. I think we touched on those earlier too, but we do. Great. Thank you for the answer. >> Yes. Thanks. >> Anyone else? Okay. So, now I'm looking for a motion that we recommend to the board the adoption of this
024textbook program and the expenditure of the conccomant money. >> Oh, that was quick. >> Discussion. >> All those in favor? I >> I >> we have unanimously passed this on to the board with our recommendation for approval. Thank you very much and thank you to everybody who put this together, did all the work to bring us to the point where we have this program. >> Can I just give another shout out to Lisa Bernabi and her team? Um, Lisa has, you know, jumped in July 1 a year ago, so coming up on a year with the district and just hit the ground running as soon as she stepped foot, went in with us and done some really stellar work. And this is an example of some of that work. So, thank you very much to
025all of you. >> So true. It looks so easy when it comes here for a 20 minute presentation like it just sort of happened, but it doesn't just happen. It is a year in the making and a and a good year in the making result. So we have done that down to our last real item and those are valid remarks. Now if we think of validtory merely is the person who's the highest in a class saying whatever that person wants to say uh that meaning comes second. The validiction is the last word uh Latin and we can get into all of it. Actually, new Latin. I'm not sure what old Latin says about this, but what it is is the concluding remarks. And I I did this last year and I'm going to do it
026again this year with a little bit of an addition. Thank you to the committee for all the work that you have put in uh attending and commenting and just just plain informing yourselves about the the duties and goals of the committee. And Kristen, especially thank you for the attending the uh school tours and paying the kind of attention that enabled you to make a much better report at those meetings than than I would make than I did make. So I do appreciate that. Uh, thank you to everyone who's been a part of this whether voluntarily or not or to whatever degree it's been voluntary. Um, thank you. I want to say Joanne, you're at every one of these meetings and I don't know if you have to be here or not, but it doesn't make
027any difference. Uh, would you like to give a quick grab a microphone and make a quick plug for your own particular thing going on next week and and then I'll move on to my last remark. Okay, my public service announcement for the seal of biiteracy. The celebration is Monday 6 o'clock. Um, we will be honoring 35 seniors and a number of juniors who also tested and and passed. They'll be earning the seal of bi literacy next year. And it's just a wonderful accomplishment. And it's amazing that some of these kids, some of it it's because they studied in world language classes. And for others, it's their home language, their heritage language, and they have kept their skills alive with the help of their families. So, next Monday, we will celebrate them. >> Next Monday, what
028time? Where? >> 6 p.m. here. >> Here. 6 p.m. here. >> Y'all are invited. >> Okay. Well, thank you. Hope we get a good crowd for that. Uh, and my final remarks again thanking everybody for being here. This is to me the only committee that deals with education in the boots on the ground sense. You know, we're classrooms and teachers and kids and things like that. Everything else is important. I am not denigrating anything that any other committee does, but this is the committee that is going to give kids textbooks for next year. See how that works. And the inspiration behind all of it is my favorite member of this. Sorry, Mike. My favorite member of the central office team, uh, Sue Ferguson, who has for the last three years. >> You've been working with
029us longer. Well, as assistants anyway, >> Eight years. At least eight years. >> And just all the work, everything you see, every time I say, "Sue, do you want to take care of this?" It means that Sue's the one who's done the work and it's ready to go with the presentation and all I have to do is sit here and look pretty and it all comes together. But it comes together because of everything everything Sue has done. There will be a lot of opportunities to to say goodbye again the validiction to say goodbye to to Sue. This is the first of them and I'm sure we will all hear more. But I want to make sure this committee, which owes her so much, does take the chance to say thank you and farewell. [applause] Well,
030thank you very much, John, and the entire committee. And as John said, you know, this is and he was very eloquent. I'm not going to be um this is the committee that really does deal with teaching and learning. Uh when I first became an administrator a long long time ago, um I was the brunt of a lot of uh laughter because and and making fun of me because I truly did believe that this was going to be all about teaching and learning. And you know, my fellow administrators at the time thought that was hilarious that I was that naive. Um, you know, the politics, the, you know, the facilities, the budgeting, all the things that really are important, necessary items, but don't really get to the meat of what we do. I've always considered myself
031a teacher. I think we're all teachers. We're all learners. We're all doers. And that's why we're here. So, it's been an honor, um, a true privilege, a sincere honor to work in this committee. It's been my favorite highlight of every month. And I just want to end by saying last Thursday I had the for the last time the honor of introducing the distinguished alum at uh, the academic awards night at the high school. And what a treat that was. uh Cheryl Mado Abbott, our Prima Ballerina, right from 1990, the class of 1990. Maggie, right? Maggie was in school with her. And it was such a a treat for Cheryl to be here with her parents and her husband and her husband was who also attended Toron High School was looking at the um what do
032you call it? The wall of fame, the you know athletic wall of fame looking for his name and it was it was just such a a nice evening and I will miss this committee. I said to John earlier I said there's going to be some things about this job I'm not going to miss quite honestly but this committee is not one of them. I will definitely miss being here. So, thank you all >> again. Thank you. [applause] >> Uh topics for future meetings and you can read them there. I don't have to read them to you. Uh the future meetings themselves are listed here. Our next meeting will be August 5th. It says Southwest School. I doubt that. It'll probably be here, but we'll worry about that later. Uh comments for the good of the
033order starting around the table. Joanne, >> great job by Lisa and her team, our math department. And Sue, what can I say? We're going to miss you. >> Just keep that microphone going around. >> Also, great job to Lisa and her team. Um our ma our students are in such good hands with mathematics instruction. And uh Sue, it's been short a short time that I've known you, but what an impact you've had. Best of luck and we're going to miss you for sure. Thank you for all the work of this committee this year and for allowing me to sit on the committee and be a part of it. And thank you so much, Sue. >> Thank you for the time and consideration you took for the mathematics curriculum today. >> Thank you as well. I
034truly truly appreciate everything and all your time tonight and your consideration on this. >> Same. Thank you for considering this and actually pushing it forward. We're looking forward to using this new resource and thank you Sue. >> I also wanted to say thank you to Miss Sullivan uh for her time that she's put on this committee as well um her own time. So, thank you. your input has uh been uh wonderful to hear. Thank you for your time and thank you for everything. You're the best. >> Uh thank you for everybody to everybody on this committee and this I hope turns out to be a great curriculum addition. I do admit I wasn't a make great math student but I do have one son with a perfect score. So it's in the family somewhere in
035the genes but it's not in mine but I'm looking forward to seeing how this works out. It looks great. Um, Sue, you didn't mention policy as being one of your favorite committees, but thank you for everything, Sue. You've been a great help and and uh it's it's wonderful. Bill, >> um, thank you. Thank you for the uh presentation on on on math. Uh, I although I I have to admit that when I was in school, math was not my my strongest subject. I I used I used to joke that I that I took uh and this was true but I used to joke that uh I took uh two years of algebra. Of course, both years was algebra one, but uh >> but uh thank you for uh for the diligence and the uh and
036and and the presentation. And Sue, it's been a it's been a pleasure working with you on this committee and getting to know you. And I'm uh I'm going to miss you. So, thanks. Uh, Marissa, let's start at this end of the table and work toward the middle. You don't have to, but thank you for all of your help through, especially for letting us in tonight again. >> Uh, thank you to the committee for all the hard work. We I know the hours and hours that go into this and the pilot programs and getting the real feedback to make an informed decision. We really appreciate that. So, thank you all and Sue, we'll get to say our goodbyes many times, but uh, thank you again for all you do for the district. Thank you, Lisa and
037the team. Um, obviously everyone knows math is near and dear to my heart. So, this is a welcome welcome addition. Thank you high school for doing the pilots and for listening to the speeches. I know sometimes those textbook companies can be uh overbearing and really put the sales pitch on, but the due diligence that all of you have done, I think this is a great resource and I do think that our students will benefit tremendously. And uh Sue, thank you for taking the lead with this committee. Um, as John said, it's definitely a lot of work. So, thank you. And as Jeff said, there'll be many opportunities. So, thank you. Good meeting. >> So, I'm going to echo what everybody else said about the textbook adoption. Lisa and, uh, all the math teachers. Uh, great
038job. Um, uh, similar to Michael, math was my best subject, so I was very impressed by everything. So, that was great. Um, with respect to Sue, I can tell you that I know how long Sue's been here because I was in my job for like two months and then Sue got appointed. So, as long as I've been in Torington, Sue has been in this role and I have very much appreciated having Sue uh as a partner throughout all the transitions that we've had at central office. Uh, and I'm going to miss her, but like everyone else said, we will have opportunities to continue to say goodbye. >> Thank you all very much for your kind words. Again, thank you to Lisa and her team. It was amazing. Very well done. Congrats. And thank you to
039everybody in the audience for being here. It's such a delight to look out and see so much interest, [gasps] >> but not necessarily for us. >> A girl can dream, John. [laughter] >> It occurs to me that in the process of recognizing the committee and looking straight down here, I neglected Aaron. Thank you because your attendance on these and your performance and your input has been very important to this committee all year. So thank you as teacher representative for anyone who didn't know that. Uh I think I've said all I need to say. So I'm looking for a motion to adjurnn. >> So move. >> All those in favor. >> We are adjourned. Thank you all for coming. 6:13 we're going to start the meeting. It's going to be a short one tonight. It looks
040like the call to order. Hold on. I've got to find the minutes and the packet. Roll call. Miss Conway >> here. >> Mr. Kiscoco and Mr. Knight. >> Can I have approval of the agenda? >> So moved. >> All those in favor? Can I get an approval of the minutes? All those in favor. >> Okay, I'm going to read a public participation note. So, everybody just listen up. Members of the public and staff may bring to the committee's intention, information, ideas, or matters of concern related to all the duties and responsibilities of this committee. Okay. Thank you. This committee will not allow comments regarding specific staff members or personal grievances. The time for individual remarks will be aortioned according to the number of speakers. I think we have two tonight and will be limited to
041three minutes. We will be timing it, but I'm not going to cut you off immediately. Um um so let's start with the speakers. Go ahead and tie me. Miss Mangan. Good evening. My name is Sandy Mangan. I've been a teacher in Torington for 37 years. I am the TEA president. Last week during my public comment, I mentioned the need to listen. We need to listen with an open mind to hear the perspectives of the various stakeholders. There needs to be a level of respect for all that are speaking. There are many educators who would like to be part of the conversation but choose not to participate in public comment because they are concerned about being vilified on social media. My hope is that we will see that respect for those that have chosen to speak
042tonight. It has been stated more than once that many teachers feel devices are being used excessively. It has also been stated that many teachers don't want one-to-one devices. We wanted to hear directly from our teachers rather than respond with what we've heard. We sent our teachers a survey. It was created after seeing the draft instructional technology policy. The survey was available for just over 48 hours due to the short time between the release of the draft policy and this meeting. We had 196 of 371 members respond to the survey. This represents 53% of our membership. I'm here this evening to share the results of that survey with you. This survey was anonymous to allow our members to be completely honest. Question one, which device access would you prefer for students? 78 78.6% said onetoone. 19.9%
043said shared carts. 1.5% said computer labs. Question two. Do you believe devices are being used excessively in our classrooms? 77.6% said no. Uh 22.4% said yes. Are you in favor of the board of ed limiting the amount of instructional time devices can be used each week? 81.81% said no. 18.9% said yes. There were open-ended responses such as please provide a brief response telling why you are or aren't in favor of limiting the amount of screen time if approved. How will the changes to device access and screen time limits impact your instruction? How many minutes per week do students use devices in your classroom? Those answers range from zero to 250. Couple of comments that stuck out. I have never counted. I use it as needed for lessons. I design lessons based on the needs of
044my students and what will be the most effective way for them to learn. It varies. Some weeks we don't get online at all and some weeks we are online every day. I cannot put a number on it. The two statements speak to how an arbitrary number would impact student learning. Since the survey just closed last night, we haven't had time to organize the open-ended responses to share in a reader friendly format. What I've heard from teachers over the past few days is they want to have a voice in the process. They want to be heard and have an opportunity to share their experiences with technology in the classroom. There are clarifying questions that need to be asked about some language in the policy. There are thoughts and questions about the grade level bands that were
045identified when indicating acceptable screen time. The technology needs of kindergarten students are very different from those of a second or third grader, yet they are listed as one group. The times are arbitrary, and if there's one thing we know as educators, flexibility is the key to everything we do. My hope is the board will be responsive to feedback it receives, and this policy will undergo some further revision. Thank you. >> [applause] >> Thank you, Miss McGillicuy. Uh, good afternoon. Um, I would like to say I submitted two letters to the policy committee. One written by myself that I'll read this evening and one uh written by my son MJ who is a ths graduate and a current seventh grade health teacher in Massachusetts. Um, so I asked that that be read as well. Uh, I
046did provide copies of the letters for the committee. Uh, good evening. My name is Maggie McGillicuy. I leave at 675 Her and Drive. I'm speaking as a parent and teacher here at ths. I emphatically urge the board to please consider removing onetoone device or to please reconsider removing onetoone devices for high school students and replacing them with computer labs or carts. I feel that we as educators would be putting our students at a serious disadvantage compared to others if we do so. Carol Anne Tomlinson, a prominent educational researcher at the University of Virginia, asserts that students that students whose teachers adapt to their varying needs and readiness levels outperform their peers. One critical way for me to adapt is to alter how and when students access information. I began teaching a Yukon ECE geology course
047this year. The district purchased 25 copies of the textbook as a class set, including digital access for all students. While in class, students use the hard copy textbook while listening to a lecture, doing lab investigations, or participating in class discussions. However, they use a computer to access all of the digital resources like embedded simulations, smartwork, instructional videos, and assessments to reinforce and enhance their learning. As we know, not all students learn at the same pace or get it the first time they hear a new concept. I don't believe we can set an arbitrary time limit um that it takes for students to internalize content and maintaining one onetoone devices will support student access to their coursework both in and out of class. Tomlinson's research also demonstrates that students do better when the physical or psychological
048space varies. By selecting a digital textbook to accompany my actual texts, my students can choose a learning environment that works best for them. Whether it's a quiet study corner, a kitchen counter, or a local coffee place. The flexibility for them to use one-to-one devices to work in a space of their choosing improves outcomes because learning materials travel with them and their devices, allowing them to access content and revisit topics as needed. The National Education Association, the NA, strongly supports policies like Toringtons that restrict the use of personal devices. I have spoken at legislative hearings and have described the positive impact of that policy on my students. However, NEA does not advocate for taking onetoone devices away from high schoolers. The N the NEA policy statement on digital learning asserts that educational programs and strategies designed
049to close the achievement and digital gaps must address equity issues to internet uh related to internet access, software and tech support, and hardware maintenance. NEA recognizes that one-to-one policies are a critical tool for digital equity, ensuring that students who cannot afford laptops or Wi-Fi at home will still have a equal access to learning materials and research. Many of our Torington families are struggling in today's economy. Our schools should be helping our students gain an educational advantage rather than placing a costly, often impossible burden on them. As my Yukon ECE liaison, Dr. Robert Thorson shared with me in an email just last night. This is a very deep and complicated issue. I'm opposed to such a classroom ban of 1:1 devices. Doing so is like banning slide rules in the 1960s for physics and engineering classes
050or calculators in the 1980s. It's like banning paint for fear that it might be spilled. I see no problem provided that instructors monitor use and have enforceable penalties for misuse and that handwritten assessments are given. I I am all for a full embrace of technology provided that the addiction entertainment aspects are guarded against. It's all about moderation. I will continue to use a balanced approach to instruction. I use technology to enhance lessons rather than replace direct instruction, peer discussion, hands-on investigations, and student presentations. I ask that the board respect teachers and administrators professional judgment as we partner to develop a comprehensive, thorough plan that addresses how to incorporate technology into our classrooms with one-to-one devices at ths, keeping the focus on student learning and not forgetting about the needs of our ML students and those
051with special needs and learning differences. The best learning environment is a hybrid model that integrates technology, including one-to-one devices, in and out of the classroom in a in a developmentally sound manner, while teachers continue to develop relationships with their students and adapt to their individual needs. Thank you so much for your consideration. [applause] You good? Thank you. and can could you please uh give us your name and address? I know I'm announcing it, but >> yeah, >> I guess I'm supposed to ask for it. >> No problem. My name is Amy Ferrari. I live outside of Torington. I reside at 129 Largemont Avenue in Waterbury, Connecticut. Uh, good evening members of the board of education. My name is Amy Ferrari. I am a business education teacher at ths and I also serve as the career
052and technical education department chair. I understand and appreciate the concerns regarding student screen time and the potential distractions that technology can create in the classroom. These concerns are real and they deserve thoughtful discussion. However, I urge the board not to adopt a sweeping K to2 technology policy without further study, input, and consideration of how such a decision will affect student learning. In my department, career and technical education, technology is not an extra tool. It is often the curriculum itself. Our accounting curriculum is delivered online. [music] Students complete assignments, simulations, and assessments through digital platforms similar to QuickBooks and Intuitit. Our personal finance curriculum is also online, providing students with interactive experiences that help them de develop critical financial literacy skills. We recently finished a project titled Buying Your First Vehicle, where students use the internet
053to research various makes and models, shop around for the best deal, and then visit sites with loan calculators to determine the best way to finance. In our investment courses, students analyze current events, research companies, and monitor financial markets to make informed trading decisions. All of these activities require real-time access to information and technology. Our computer science and coding courses simply could not function effectively under significant restrictions to device access or internet use. These courses are designed to teach students the very skills that colleges and employers increasingly expect. More broadly, we must consider the message we send to students. Colleges and workplaces do not limit technology use to an impractical number of minutes at a time. They expect individuals to use technology responsibly, efficiently, and professionally. Our responsibility is not only to control access to technology,
054but to teach and guide students how to use it appropriately. Before making a decision of this magnitude, I respectfully ask the board to gather additional data, seek feedback from teachers across all grade levels and content areas, and explore alternatives that address concerns about distractions without compromising instruction. The goal should be balanced, responsible technology use, not the elimination of opportunities that prepare students for college, careers, and the modern workforce. If the concern is misuse of devices, let's address misuse. If the concern is excessive screen time, let's establish developmentally appropriate guidelines. But eliminating access to technology that is essential for instruction, career preparation, and college readiness may create more problems than it solves. Thank you for your time and consideration. >> Thank you, [applause] Tasha Harmon. Get that knee worked on, huh? She's one of our star
055soccer players. >> Good evening. My name is Tashana Harmon. I live at One Butler Street, Torington, Connecticut. I'm a freshman at Torington High School. What I'm saying tonight is not only my opinion. It comes from my own experiences, observations, and conversations with others. I'm concerned on the proposal that has been presented towards our school to reduce technology. To reduce technology is to reduce education and the education help it can possibly bring. In today's age, technology is unavoidable. It's no longer an option. It's rather a necessity. And it's [snorts] simply the future. As someone with a sibling of special needs education, I've seen firsthand how technology can help others who struggle and how it can lead to independency and future success. I believe to take ability to take away the ability for education to be equally
056accessible is to leave students behind. I also worry if students will need to have an IP or 504 for this technology. From experience, I've waited up to a year for a 504. Students who need support students who need support shouldn't need to wait months or years so they can get the tools that they need. In addition, not every student that would benefit from this technology has immediate access to support. It is simply unrealistic. Although schools may have resources, a student may need more. I understand the importance of balancing technology use with other forms of learning, but reducing access to computers is not the solution. Instead, we could we could focus on teaching students how to effectively use technology because it is crucial to the world we are entering. Thank you for your time and consideration.
057[applause] There's only a minute and a half. How do you pronounce the president? Sable mash Seattle. Good evening to the members of the board of education. I'm Siam Mashba, a freshman at Torington High School serving as the upcoming sophomore class president. I'm aware there are concerns with unhealthy technology use that can negatively impact students. However, I believe limiting the use of schoolisssued devices does not target the correct conflict. The use of technology that most are concerned about happens outside of school where it's filled with unrestricted entertainment. School devices are heavily monitored and filtered. There are tools we introduced a few years back for the sole purpose of innovation. These devices have significantly improved efficiency. They've allowed teachers to instantly post assignments, information, and personal messages to students. It has made communication easier, especially in our
058new campus where finding a teacher is quite a mystery. Without school issued devices, communication becomes slower, making it difficult for students to remain on top of their academics. Another thing I'd like to point out is not every student has reliable technology at home. Schoolissued devices have ensured we all have safe access to various resources that we may need. I've also become aware of the proposed alternative, computer carts. However, there's a major flaw with this. Computer carts reduce accountability. When devices are shared, a student could easily misuse or damage them. With onetoone devices, it's your Chromebook, therefore your responsibility. But beyond all this, it's a matter of the world we live in today. Technology is constantly advancing over time. You can't reverse time, but you must work with it instead to instead to keep up. Technology
059has become part of everyday life, and we the students must be prepared for this future. Instead of removing school issued devices, a more effective solution would be implementing stricter policies on overall usage. This would reinforce responsible habits within our schools because one day a majority of the people in this room will be in front of the very tool we are discussing today, computers. Thank you for your time. Thank you, [applause] Katherine Hos. >> Um, you said I had to state my address. I didn't hear that part. >> Yes, please. Okay. >> Name and address, but I sure gave the name already. >> My name is Katherine Hass and I live at 27 Horseshoe Circle in Bark Hamstead. Um, I am a Spanish teacher and the world language department chair at Torington High School. I'm here
060tonight to explain how losing onetoone student devices and putting specific time limitations on instructional technology would negatively impact language learners in our world language classes. One of the most impactful world language teaching strategies is the use of comprehensible input which replies relies heavily on visuals. These visuals provide students with the context needed to understand meaning without translation. In our classrooms, one of the most successful ways to provide these visuals is through the use of technology. For example, in my own classroom, I regularly use Canva to create visuals that support vocabulary acquisition and increase comprehension during reading and listening tasks. Onetoone student devices make it possible for me to provide both the quality and variety of visuals needed to support all learners as I am able to discreetly assign differentiated supports through the use of Google
061Classroom. Without onetoone devices, I would have to rely on providing printed copies that would not be as effective as I do not have a color printer available to me. It would also make it difficult for students without a computer at home to access these supports. This raises an equity issue as well. Limiting student access to devices would also significantly impact their opportunity to engage with authentic resources from the target language and culture. In world language teaching and learning, we use authentic resources. These are materials from the target culture made for native speakers by native speakers and there we use them to provide students with real world language cultural context and meaningful input to support both their language acquisition and intercultural understanding. These authentic resources and in include but are not limited to news and current
062events, video clips and recordings, podcasts, music, advertisements, virtual tours, restaurant menus, tourism sites, housing sites, Google maps, local transit systems, etc. Melissa Tubs, the president of the Connecticut Council of Linguist Teachers, states, quote, "As educators committed to preparing students for an interconnected world, we recognize the intent behind efforts to be thoughtful about screen use. However, we urge the board to consider that for language learners specifically, screens are not a distraction. They are a window. Restricting access to digital tools means restricting access to authentic language, culture, and community. The very resources that textbooks cannot replicate and that our students need to engage meaningfully with a globalized society. I respectfully urge the board to reconsider this policy before moving forward. The loss of one-to-one devices and restrictions on instructional technology would have immediate and lasting consequences for
063language learners. I ask that you carefully consider these impacts and preserve the access our students need to succeed. Thank you for your time and thoughtful consideration. >> Thank you, [applause] >> Ms. Sullivan. Thank you. Good evening. My name is Aaron Sullivan. I reside at Five Silver Lane Pathway and I am the English department head here at Torington High School. Last week, I spoke in regards to this policy and some of the concerns I had about the implications of the policy. And I would like to ask the board again to be very strategic in how they craft the policy. Once again, as I said last week, I am not against policy being created, but making sure that the policy created is fully examined and understood and that the consequences are understood before we move forward with
064such a drastic change. As such, I have some questions central to the proposed student device and screen time policy. What are the expected budgetary implications if we move to carts or computer labs? If this is a savings, how much of a savings? If it's an expense, how much of an expense? Regarding the proposed language on onetoone devices, this will eliminate access to classroom and curriculum materials. What is the budgetary impact of this removal? How much of the budget will be diverted to gaining these resources that are lost without onetoone devices? The proposed language will require many courses to adopt textbooks. Textbook adoption is a seven five to sevenmonth process or as we heard earlier tonight, a one-year process. What resources will be made available until those textbooks are adopted? What will be the budgetary impact
065of textbook adoption and from where will those funds be diverted? I spent time studying the ths course of study. All of the courses offered here have been improved by the board of education with curriculum designed by teacher teams often in conjunction with the office of teaching and learning outside paid consultants Yukon and the Connecticut State College system. Not including mathematics and world language. 79 of the courses offered at ths would require a full curriculum overhaul. When will that work be done? Who will do that work? How much will it cost? From where will those funds be diverted? I spent time re-watching the building committee meetings from the past few years. The building committee worked very hard creating a facility that aligned with the state's square footage requirements and limitations. Difficult decisions were made regarding which
066programs would receive more space and which sacrifices would the committee felt would be worthwhile to provide our students access to career pathways and the ability to master portrait of the graduate standards. Repeatedly Slam made reference to the classrooms being created for enrollment of 24 students. Our classrooms are capped at 27 students. We already have a space concern in those classrooms. How will computer carts impact the space aotment? Please note, not a single classroom at ths since empty during the day to be made available for computer labs. Returning to curriculum concerns for a moment, Yukon English 107 required for all freshmen at Yukon for all majors is a multimedia composition course. We currently offer that at ths. We are not able to offer this class to students who do not have computer access at home. Yukon
067will not approve the syllabus. In addition, JRTC is required to furnish quote appropriate and sufficient technology to conduct program requirements. Have we examined how many courses may be limited to only families that can afford computers or may need to be eliminated completely due to those computer requirements? What are the names of those courses? Is the board comfortable with the reductions of academic offerings? I urge the board to act methodically and deliberately and only when in possession of all of the relevant facts that would be impacted by this proposed policy. Thank you very much for your time. [applause] for a total of three. Are you speaking together or I try to >> Okay. >> Yeah, >> we're from the same department. So, um it just kind of goes together. Um my name is Jennifer Vancurin. I
068live on New Gate Road in Oxford, Connecticut. Um good evening. I'm a media specialist at Southwest School and I'm here to urge you to reconsider drastic changes to our district's use of technology. Students in our school use technology as a tool, not as a form of entertainment. As I read the proposal, it would significantly reduce the amount of time and the amount of devices used by our students and staff. So, just let me share with you one of our most recent technology-based accomplishments. Last Friday, six Torington students and two Torington educators, I was one of them, were recognized by the Lieutenant Governor in a ceremony at Quinnipic University as part of a a statewide computing challenge. six. The students were invited to help solve a problem by designing a computer program that promotes health, wellness,
069and/or positive change. In all, 937 projects were submitted to the 7th annual challenge. Of that, 26 were highlighted at the Lieutenant Governor's ceremony. Three of those projects were designed by our bright and talented Torington students. Mind you, many of these projects honored the honored at the event were from STEM schools, private schools, and technology focused. However, our public school system shine just as bright. Having introduced this challenge for the first time to a select group of third graders this year has been a highlight of my time here. These students were thrilled to have been selected and came to our instructional sessions ready to learn. Many shared openly how they looked forward to the end of the day when our class took place so they could have the opportunity to work on their chosen idea. They
070learned how to use educational tools such as Canva, Google Slides, and Chromebook apps required for their visually appealing presentations to explain their concepts. During our work on this challenge, we spent hours developing concepts by collaborating and thinking critically. In this process, they began to acquire a foundation of the skills that will be required of them in the professional world. This is how we create productive members of a 21st century society that aligns with our portrait of a graduate. Thank you again for your time. >> Thank you. [applause] >> Good evening members of the board of education. My name is Paula Geski and I am the library media specialist at Bogle Wetmore School and recently elected the teacher of the year. I live at uh Mlette Lane in New Harford, Connecticut. Um I'm here to speak
071on behalf of the library media people and also um just speaking about the policy that's at that's um in question. If this policy passes, I believe the greatest impact will be felt by our students who will be less prepared for the world waiting for them beyond high school. Technology is changing the way that we learn, work, and communicate. Our responsibility as educators, parents, and community members is not to avoid these changes, but to teach students how to use technology to assist their actions, not to replace their agency. Rather than limiting their opportunities to use technology, we should be teaching students to use technology responsibly, ethically, and effectively. If we choose to respond to these changes by restricting access to technology, students may not be prepared for the world beyond Torington High School. I ask that
072you place your trust in the professional educators and administrators that you have hired to work together with families and students to forge a balanced path forward. Thank you for allowing me to speak this evening. >> Thank you. [applause] I'm sorry, Olivier Dubla. Uh, my name is Ali Dubois. I live at 493 Winthre Street in Torington. I graduated from THS in 2024 and I'm a junior at Springfield College studying history and secondary education. I understand the desire to do what is best for our students. However, it is not in our students best interest to move backwards into an old system that will slow down learning, create a digital class divide, and fail to prepare them for college and the modern working world. Limiting laptops to carts that must be signed out ahead of time will add
073unnecessary stress and time to something that is a well-established and integrated part of learning and lesson planning. Learning in the classroom is subject to change, so predicting well in advance when laptops will be needed would be very difficult. In my experience student teaching, students having access to laptops in a classroom has been a big part of their daily learning process. I was fortunate enough to be able to afford my own laptop during my public school education. But the reality for many students is that their families cannot afford one. And the only access they get is through school. As a student, having your own personal laptop is key to building technological skills and is one of the best tools for learning due how versatile it is and the vast amount of knowledge that is available online.
074Becoming techsavvy is absolutely critical in the modern world. Just in college alone, having access to a laptop is essential for every single one of my classes. Almost 100% of my classwork and projects are done digitally, and I also have to frequently access online databases in order to write papers. Working in groups also becomes possible to fit into my very busy schedule because of digitally shared documents. I am comfortable with all of this because I've had access to a laptop and public school, and I was able to build my computer skills because of it. These skills aren't just essential for college. They're essential for life in the modern working world where everything is now done digitally. Students who do not have adequate access to technology in school will inevitably fall behind after school and be at
075a disadvantage compared to other young people who had the time to build those skills and that our students would not have that time if this plan passes. Thank you for your time. >> Thank you, [applause] Kate Shaggy. >> [clears throat] >> Hi, my name is Kate Shaggy. I mostly reside at Toringford Elementary School. [laughter] All right, here we go. Uh dear members of the Torington Board of Education and community, um since the CO 19 school closures, education has evolved significantly. Students are now expected to demonstrate proficiency using digital platforms for digital assess sorry district assessments, state assessments, research, communication, and problem solving. In my classroom, technology is used as a tool to increase access to learning, provide individual individualized support, monitor progress, and prepare students for academic success. The effectiveness of this approach is reflected
076by sorry reflected in my students performance on district and state assessments including ESPA, STAR, and Dibbles. These results indicate that technology when used purposefully and monitored appropriately can have a positive effect on student achievement. Can toring for Torington schools afford to lose this tool? The majority of technology use in my classroom falls into four categories. Accessibility, instruction, assessment, and I'll be more elaborate with number four, student independence, and collaboration. Students work at their own pace while teachers provide targeted mini instruction. Students collaborate with peers on projects, presentations, and problem solving activities. Digital tools allow students to revisit lessons, review content, and seek support independently. Students work on enrichment STEM activities to enhance their knowledge of NGSS goals and objectives, and to further develop their reading, reading comprehension, writing, and mathematical skills. It is important to
077note that the technology used in my classroom serves as an instrumental support that enhances reading, writing, mathematics, science, and STEM learning. Technology has also helped create a more equitable classroom. Students who struggle with decoding text can access grade level content through texttospech features. Students with writing challenges can express their ideas through speechto text tools. English language learners can participate more fully in classroom activities. These these supports allow students to engage with the same rigorous curriculum as their peers while receiving the accommodations they need to be successful. These supports also offer supplemental enrichment opportunities for those who can be led through a process of learning through challenges beyond the grade level curriculum. As educators, our responsibility is to prepare students to for the world they will enter. An administrator once told me, "We are preparing children
078for jobs that haven't even been created yet." Digital literacy, online communication, data analysis, research skills, and technology proficiency are no longer optimal skills. They are essential components of college, career, and civic readiness and portrait of a graduate. For these reasons, technology remains an important and purposeful component of instruction in a classroom. Every use of technology is tied to specific learning objective, monitored by the teacher, and designed to improve student outcomes. Thank you for your time and consideration. I welcome any opportunity to discuss these practices further and share additional evidence of student growth and achievement. Please accept my invitation to visit my classroom. In addition to this, I have a breakdown of what is utilized throughout the classroom and I wanted to talk about my classroom makeup. I have 17 beautiful children in my what? >>
079One more minute. Okay. >> Talk really fast. Okay. All right. I have 17 beautiful children. Seven of them are identified students who receive special education assistance to access and engage in learning. One 504 behavior student, five English as second language learners, five developing enrichment students. These students have no IEPs. That means I accommodate and accelerate their learning without guidelines or permissions to use technology. We were considered the beginning of the school year as students who would not be um I'm not sure I forgot the word but contenders for ESPA. My postal uh sitting with Mrs. Gulo she's like you are contenders. My students made huge growth in gains um above and beyond an average growth year. Um, this has been achieved pretty much every year that I've used technology after COVID. Um, that data, it's
080broken down for you guys and it's included in your packets. Thank you all very much. >> Thank you, [applause] >> Mr. Lafenier. Good evening. Jason Lafaneer, special education teacher at Torington Middle School, Byron Drive Granby. Um, first and foremost, the inclusion of the student dress code on tonight's agenda um needs to be a complete overhaul based on previous recommendations that I've made uh to remove all gender from the policy. So, um I I have a feeling that that's a much bigger discussion than we have time for tonight. So, maybe that could be a table. Some questions in regards to the um other policy, the screen time policy. Some questions. What research supports the specific limits of 60, 100, and 300 minutes per week? How will compliance be measured and documented? Who is responsible for tracking
081screen time? Will compliance monitoring create additional teacher workload? [snorts] How will this affect Google Classroom and students readiness for using technology and state and district assessments? How will teachers obtain approval for new digital instructional tools and what will be the timeline for that approval? Who will prohibit AI? Why prohibit AI rather than regulate age appropriate educational use? And I know that there's an AI AI ad hoc committee that has yet to put anything forward specifically. I know they're going to be bumping something to policy. How will the policy affect courses where technology is embedded throughout instruction but are not as specifically listed as expectations or as exceptions and how do those get approved? [snorts] What is the anticipated impact on teacher preparation time and supervision responsibilities, curriculum rewriting and materials such as novels, texts, copers,
082printers and paper? How will the district ensure consistent enforcement across buildings and grade levels and what will be the consequences and who will um be the subject of those consequences? Lastly, the rollup of lack of technology from the younger grades to the older grades affects their ability to reform um in the classes that many of the high school teachers spoke about this evening um that integrate technology. So, not giving them that exposure early could limit their ability to perform at a later age. I know that I am a uh teacher representative on this committee, but wanted to make sure that my questions were heard and put into the record. Thank you. [applause] >> Thank you, Jason. Two hours and 26 minutes. >> I'm sorry, two minutes. Uh, I think it's Eliza Rosa. >> Hello, Liza
083Rosa, 715 Sawmill Hill Road in Torington. Um, I teach sixth grade history at Torington Intermediate School. And I just want to say how proud I am of these kids. Some of them are former students and it makes me so happy to hear how eloquently they were speaking. So, all right. Well, good evening to the policy committee and members of the community. Thank you for allowing me the opportunity to speak. After reviewing the proposed instructional technology policy, I felt compelled to return tonight, not only as a teacher with over 20 plus years in this district, but also as a parent of children who attend Torington public schools. I do appreciate the intention behind this policy. I think all of us want the same thing. Students who are healthy, balanced, engaged, and successful. I also agree that
084technology should never replace strong teaching, discussions, creativity, movement, hands-on learning, or simple human interaction. However, I am deeply concerned that the limitations outlined in this proposal do not reflect the realities of today's classrooms or the skills that students need for their futures. Our students are not simply sitting passively in front of screens. They are creating, designing, developing, researching, analyzing, collaborating, communicating their thinking in very authentic ways. These are not quote extra activities. These are modern learning experiences that are aligned to curriculum standards, workforce readiness, and the Torington's portrait of a graduate vision. This policy proposes limiting students in all grades, but I will focus on grades four through six since that's where I'm teaching. In grades four through six, it is proposed to limit students to 100 minutes of instructional screen time per week. If
085you break that down, that equals approximately 20 minutes per day. Respectfully, that is not educationally realistic in any way, shape, or form. A single library media class utilizing research databases or digital literacy instruction could consume nearly half of that weekly aotment in one simple session. Add one research-based assignment in a social studies, science, ELA, or math class and students could exceed their weekly limit by Monday afternoon. The issue is simply not the amount of time. The issue is that this poly policy treats all technology use as though it carries equal educational value. I'm also concerned about the proposal to rely primarily on shared computer labs and carts in place of consistent individual access to devices. Technology is no longer a separate event that students go to once in a while like we did at Touring
086Ford the computer lab. It is embedded within daily instruction. across content areas. From a practical standpoint, I struggle to understand how a shared lab model could realistically function buildingwide. At the grade six level alone, students rotate through ELA, math, science, social studies, library, media, intervention blocks, and support services daily, hourly. Trying to coordinate limited computer lab access across all grade levels and subject areas would create enormous scheduling barriers, reduce instructional flexibility, and ultimately cost students valuable learning time. As both a teacher and a parent, I absolutely believe children should be well-rounded. sports, music, clubs, theater, family time, outdoor play, face-to-face interaction. Those are all essential parts of childhood in all ages, K through prek through 12. But teaching stu students how to use technology effectively for learning belongs within education. Many parents did not grow
087up learning through digital platforms themselves, and many students still do not have consistent access to technology or reliable internet at home. Schools play a critical and crucial role in developing digital literacy skills that students will need for college careers and the modern workforce. This was completely evident in the master's degree that I recently earned. >> One more minute. Okay. >> Thank you. >> Five already. >> Thank you. 20 years ago, I received my first masters in curriculum instruction and assessment. Two years ago, I received my second masters with curriculum curriculum and instruction with a focus on integrating technology into our um classrooms. The difference between those two master's degrees was phenomenal and it completely focused on how it's integrated into the classroom respectively and responsibly. As a parent, I don't expect the schools to parent
088for me. I expect schools to prepare my children for the future that they are entering. At its core, I honestly believe this conversation all comes down to trust in educators. Teachers are trained professionals who understand curriculum, instructional pacing, developmental appropriateness, classroom management, and student needs. Educators should be trusted to make thoughtful instructional decisions regarding technology integration, just as they are trusted to make decisions about every other instructional tool used in our classrooms. Can we wrap this up soon? It's already six minutes. We got 20 more people. >> Yes, >> it's limited to three minutes, but I'd let you go double. So, please try to wrap it up. >> I have a few more things. This is very important as everyone else in here would agree with me. >> Just stop. >> Technology should >> Excuse
089me. Everybody's opinion is important. So, could you I'll give you another 15 20 seconds, please. It's already six minutes. >> Okay, >> we we have 15 more people, please. Balance is achieved through instruction and professional judgment and respect, not arbitrary minute counts that unintentionally restrict authentic learning opportunities. I respect the process of developing this, but it needs to slow down. You we're making decisions that are not thoroughly thought out based on everyone's backgrounds. Thank you. >> [applause] >> I'M GOING TO HAVE TO LIMIT IT to three minutes. We're already We have 15 people left. Um Jason Becket. Becket. Yep. Good evening. I'm Jason Becket. I live on North Chapel Street in Torington. Uh I've been an eighth grade science teacher for 20 years. I've also have a master's degree in integrating technology and education, but
090most importantly, I'm a parent of four students in this school district. My children are a junior, a sophomore, fourth grader, and a first grader. My wife's a saint. Let me first say that I support any policy that is going to protect our children and improve their engagement in thinking. I tr truly believe the policy proposal is an attempt to do that, but it's going to miss the target. A school's role in society is to bridge the gap between the home and the broader world to to develop the individual for social cohesion, civic responsibility, and prepare them for a dynamic workforce. Our portrait of a graduate resembles that. So I ask, does this policy? As a middle school science teacher, I utilize online lab simulations so that students can experiment in a way that we cannot
091afford to do in a classroom. I also use a lot of short video clips to demonstrate scientific phenomenon that I cannot normally expose my science to science students to without those videos. Now, I know the new policy is not taking away all technology, but what it is doing is forcing me to make tough decisions and rewrite lessons to conform to constraints that do not allow allow align, sorry, with high quality instruction and promoting student discourse. To make this more concise, here are a few real life situations that have happened over the last 6 years. Hey, Mr. Becket, I had a family emergency. I'm going to be out of school for the next 5 days. What do I do? Log into Google Classroom and do what you can from those lessons and I'll check in with
092you when you return. Email from a student. Mr. Becket, sorry I didn't come to school today. My mom has the flu and I missed the bus. Can I work on what you posted in Google Classroom? Sure, absolutely. Students, I'm out sick today. I posted the lesson in Google Classroom and let the sub know what you need to work on. I also created a screencastify of me going over the directions and showing you an example of different ways to do it. Email me if you have questions and make sure you treat the sub respectively. Let me finish with some questions. Is the district going to provide time for teachers to rewrite lessons and curriculum to align with this new policy? Where will that money come from? Are the texts that the district will purchase to supplement
093the loss of digital resources? Where will that come from? Are we going to track how this impacts grades across our secondary level? What if the test scores don't improve or grades go down due to missing or lost papers and absences without access? Are we prepared to respond to a greater push by students who may violate our phone policy because of an addiction to a dopamine hit that they get from technology use? What will our ELLL students do? Will they get special devices to assist with translations or language barriers? Again, I believe the intentions behind the proposal are good. We all want students who are engaged, thoughtful, and protected from the negative effects of technology misuse. However, this policy focuses on limiting technology rather than teaching students how to use it responsibly and effectively or providing
094consequences when they don't. I believe that they need to trust your experts in the classroom to manage misuse, address individuals when there are problems, and create a policy that is more along the lines of our current cell phone policy. and one that creates resulting steps for violations rather than placing limits. Technology, when used intentionally by educators, is not a distraction from learning. It is often the tool that makes the learning more accessible, engaging, collaborative, and relevant to the world our students are entering. I say this as someone who has walked the life of a teacher for two decades through a pandemic and a father of four students in this school district. Thank you for your time and service to our community. >> Thank you. [applause] Jill Cherelli. >> Good evening. I'm Jill Cherelli. I reside
095at 22 Menacross Drive in Goan, Connecticut. For 27 years, I have proudly served the students and families of Torington. Since 1999, I have taught grades K through five, sixth grade language arts, and now technology education at the middle school level. I'm not speaking tonight simply as a technology teacher. I am speaking as an educator who has spent nearly three decades working with the touring Torington students and families. And I am deeply concerned about the proposal to eliminate our district's one-to-one student devices. Through my work with the learner engagement and attendance program, I have sat at kitchen tables with our families and seen firsthand the challenges some of our students face. Those experiences remind me that not every student walks through our doors with the same resources, opportunities, or support systems. So, when we discuss eliminating
096one-to-one devices, I ask that we remember the students whose voices are not in this room tonight. students whose opportunities may be limited not by their ability or their determination, but simply by access. For many students, a schoolisssued device is not a convenience. It's their primary access to learning materials, research, communication, and work beyond the school day. Equity is ensuring every student has what they need to succeed. Technology does not replace good teaching. It is a tool that allows good teaching to reach students in meaningful and engaging ways. For example, when I taught sixth grade language arts, technology was one of the most powerful engagement tools in my classroom. Students created videos, podcasts, commercials, infographics, digital presentations, and scripts. They were reading, writing, researching, collaborating, and communicating with a level of engagement that prepared them for
097life beyond our classroom walls. Today in my tech classroom, students are coding, website designing, learning about digital citizenship and problem solving skills that directly support Torington's portrait of a graduate. We say we want graduates who are critical thinkers, effective communicators, collaborate collaborators, and creators. Those skills are developed through authentic learning experiences that require students to create, communicate, solve problems, and engage and engage with technology in meaningful ways. I am also concerned about several provisions in the draft policy itself. The policy includes language regarding artificial intelligence. Yet, our district's AI ad hoc committee has not completed the work or made any formal recommendations. It seems premature to include this policy language on a rapidly evolving topic before the committee charged with studying it has reached its conclusions. Additionally, the policy states that the district shall provide
098professional development on technology integration, alternative instructional method methods and legal requirements related to accessibility accommodations. While those goals are important, the policy does not identify who will provide this training, who will oversee it, or how it will be funded. Also concerning are the pract practical and financial implications of this proposal. We have recently learned that the district is facing a 0% budget increase. Yet, this policy appears to require significant new expenditures, including textbooks, instructional materials, curriculum resources, and the committee work necessary to review and select those materials. If implementation is expected to begin as early as September, I believe the board and community deserve a clear understanding of the costs, timeline, staffing requirements, and funding resources. As a lead team mentor for our district, I work closely with teachers who are just beginning their careers.
099New teachers want to work in schools where they feel trusted, respected, and valued as professionals. If we want to re attract and retain talented educators, we must create a culture that trusts teachers to use their professional judgment and determining when technology enhances good learning. >> 30 more seconds, please. >> I will end with a couple last statements. We cannot say that equity and the portrait of a graduate are district priorities while simultaneously removing one of the tools that helps make those goals possible. Most importantly, this is about the students whose voices are not here tonight. I ask that you keep those students at the center of this decision. Thank you for your consideration. [applause] Amy please try to keep it to three minutes. We're just hitching four and five minutes now. minutes. >> Perfect. >>
100Just for you. >> Good evening. My name is Amy Cohen. I live at 331 Main Street in Bristol and I'm a proud employee of a fast academy. We would prefer to remain a program with onetoone devices given the nature of our program and our particular students. We also feel that the limitation on minutes would complicate our teaching abilities in several ways. Our students often require us to use multiple methods to support learning in classrooms. We find that there are times when the confusion, attention or need for repetition is best served by using technology in an individualized way. Sometimes this is planned instruction to support learning differences, but at other times it needs to be done at the last minute given attendance behaviors and the emotionality of our students. We also provide work for students due
101to absences and use onetoone devices to push out the material for those students. Our population of students creates challenges that we cannot always plan for. One other way we support our students is through some credit recovery using online educational software. Students use inschool and out of school time to complete a course that may push them into meeting the requirements towards graduation. One particular student shared their thoughts about the proposed changes, saying, "Without my computer, I would not be a sophomore right now. In fact, I'm about to be a junior." that young man was um recognized at a fall board of ed meeting. We also recognize how important computer skills are to a student's future. Students have a significant advantage in college, trade schools, military careers, and the workforce when they are proficient with current technology.
102Thank you for listening to our concerns for both changes in device availability as well as the restrictions on time. We all strive to make our alternative program students as successful as possible and we feel as a staff that these changes and limitations may hinder progress for our students. Thank you kindly for your continued support of our school from all of the fast academy teachers. >> Thank you [applause] Lily Artuk. Try to keep it to three minutes if you can. >> Good evening. My name is Lily Artrech and I'm a sophomore here at Torington High School. I'm here to discuss my concerns regarding the proposal to drastically limit computer usage in Torington public schools. As a student, I understand the concerns which led to this proposal. But I do not believe that this is the solution.
103Instead, we should be focusing on ways to use technology safely, effectively, and for the benefit of our learning. Technology is no longer just an exciting engagement tool in the classroom. It is now a necessity to be successful members of society. Whether going into college, a trade, the military, or the workforce, nearly every one of these will require mastery of digital skills. Schools across the country are expected to ensure this by meeting the standards meant by the International Society for Technology and Education, also known as the IST. These standards encourage students to be empowered learners, creative communicators, innovative designers, computational thinkers, and responsible digital citizens. The standards also encourage educators to create learning experiences using technology to assist students in developing their skills for the modern world. Approving this proposal would limit the ability to meet
104these standards. My biggest concern is that the students of Torington would be at a disadvantage to our peers around the world whose schools continue to teach students using technology. This could affect college acceptances or job opportunities in the future. Additionally, as a high school student, I'm especially concerned about the numerous courses which rely on technology every day. Classes such as music, tech, coding, and graphic communications cannot simply switch to paper and pencil. If computer usage is significantly restricted, some of these classes may need to be eliminated, which will remove the opportunity for students to explore careers and develop real world applications. There are also practical concerns which affect students every day. For example, Torington Middle and High School have started to use Smart Pass over the past two years to manage student movement throughout the
105day. The system has helped address issues such as skipping class and spending excessive amount of time outside the classroom. Going back to physical passes can undo some of this progress. Students also rely on technology to access P school and email. These tools help us to stay organized, check our grades, communicate with teachers, track assignments, and advocate for our learning. If students have less access to these resources during the school day, it will make it harder for us to take ownership of our learning and to stay informed of our academic progress. Limiting computer usage would also impact students of all age levels. I remember using technology in elementary school to get extra practice both in and out of classroom on resources like Lexia, typing club, freckle, and more. This is especially helpful to students with lower
106socioeconomic status who do not have access to books or other physical educational toys at home. Technology should absolutely be used with balance and for the purpose of learning. But balance does not mean removing a tool that has become essential to modern education. I respectfully ask the board to consider the long-term impact this decision could have on students and their future opportunities. Instead of limiting technology, let's focus on helping students use it in ways that support learning, creativity, responsibility, and success. Thank you for your time and consideration. >> Thank you, [applause] >> Daphne. Good evening, members of the board of education, administrators, parents, and fellow students. My name is Daffany Aras and I'm a junior at Tarington High School. I'm here today to talk about the proposed restrictions on computer usage and how these changes could
107affect both present and future students. As a generation that began its education during and after the CO9 pandemic, technology has become the fundamental part of how we learn. Nearly every class use uses Google Classroom, online assignments, digital resources, and educational programs that support student success. Computers are no longer simply a convenience. They're an essential educational tool. One thing that worries me is the proposal to replace personal student laptops with shared computers. While students may while students may still have access to technology during class periods, they have no longer personal devices outside of school. For many students at Torington High School, learning does not end when the school day is over. We use technology at home to complete assignments, conduct research, communicate with teachers, prepare for exams, and access educational resources. Without reliable access to a
108device outside of school, these opportunities become more difficult for students to consider the students who use AP classrooms to practice, get help, prepare for exams. These classes depend on consistent access to technology both inside and outside of school. If students lose that access, it becomes much harder for them to succeed in these exams. Also, special classes at Twinton High School rely heavily on technology. Programs like Yukon, ECE, biotechnology, and other classes that focus on careers and college level work may be harder to do if we have these restrictions. Students who like science, technology, engineering, and other advanced fields should be able to use all resources that can help them learn. I understand that people are worried about artificial intelligence, but artificial intelligence, being honest in school, and spending too much time on screens. These issues
109should be addressed, but limiting access to educational technology is not the way to solve these problems. Instead, we should make our rules stronger. make people make sure people are held accountable and teach students how to use technology responsibly. As students, we are getting ready for college careers in a future where technology is a part of everything. I ask the board of ed to consider these restrictions and how they affect student learning and academic opportunities in the long run. Thank you for your time. [applause] >> Thank you. >> Is it Jasmine or Jasmile Ruiz? Just thank you. >> Good evening, members of the board of education, administrators, teachers, parents, and fellow students. My name is Jasmine Ruiz. I'm a junior at Torington High School, and I'm here today because this proposal is about much more than
110screen time. It's about opportunity, equity, and preparing students for the te for the future. I understand the concern about excessive technology use. However, this proposal goes far beyond encouraging balance. It would take away resources and opportunities that many students rely on every day to succeed. For some students, a school issued laptop is simply a school tool. For others, including myself, it is the only computer available at home. If laptops are removed, students who cannot afford a computer will immediately be put at a disadvantage. We will have fewer opportunities to complete assignments, conduct research, communicate with teachers, apply for jobs, apply for scholarships, complete financial aid forms, and submit college applications. Education is supposed to create equal opportunities for all students. This proposal does the opposite. It creates barriers for students who already face challenges outside
111of school. I'm also concerned about the impact this policy will have on academic achievement. Students are constantly encouraged to prove their SAT scores, prepare for college admissions, and perform well on state assessments. Yet, many of these resources we use to prepare for those exams are online. The SAT is now digital. Practice tests, Khan Academy resources, College Board materials, NGSS review resources, study guides, and teacher created review activities are all accessed through technology. If students lose access to computers at home, many will lose access to the very tools that help them succeed on these important exams. We're told every year that these test scores matter, college readiness matters, and academic achievement matters. If those things truly matter, then students need access to the technology that helps make them possible. The proposal will also negatively affect AP
112and Yukon courses. AP Lang, for example, is a class where students are timed with approximately 40 minutes to write a singular essay. This practice is usually taken twice a week, exceeding said screen time. 50 minutes is not enough. Just like the SAT, AP exams are fully digital. Taking away the privilege of utilizing a computer will not only leave students in these courses at a disadvantage, but Torington High School as a school will have lower stats due to lack of preparedness. These classes are designed to prepare students for college level expectations. They require research, presentations, collaboration, data analysis, writing, and independent learning. Technology is not a distraction in these courses. It's a necessity. Limiting students to only 15 50 minutes of screen time per week in each class would reduce flexibility, creativity, and access to educational
113resources. It would make it harder for students to engage with coursework in the way colleges expect. Most concerning of all is the proposal to eliminate screen dependent courses such as Yukon biotechnology. At a time when science, technology, healthcare, and research are some of the fastest growing fields in the country, removing a course that exposes students to those opportunities makes no sense. Yukon Biotechnology gives students a chance to explore careers and medicine, genetics, laboratory science, biomedical research, and other STEM fields. It strengthens college applications, provides valuable experience, and opens doors for students who may discover a passion they never knew they had. Removing that course does not help students, it limits them. Schools should be expanding opportunities, not taking them away. The students in this district are not asking for more distractions. We are asking for
114the tools necessary to learn, compete, and succeed. We are asking for the same opportunities available to students in neighboring districts. We are asking for access to resources that help us prepare for college, careers, and the future. Most importantly, we're asking you to trust us. The future will not have less technology. It will have more. Colleges rely on technology. Careers rely on technology. The world relies on technology. >> About 15 more seconds. We have four minutes already. >> Okay. It is difficult to tell students to be college ready while taking away the very tools colleges expect us to use. Students should not lose opportunities because they cannot afford a computer at home. And they should not lose opportunities because the district chooses to take them away. I urge you to reject this proposal and work with
115students, teachers, and families to find a balanced solution that promotes responsible technology use without sacrificing educational opportunities. Thank you. >> Thank you, [applause] >> Ryan King. Good evening. My name is Ryan King. I reside at 202 Main Street, New Hartford, Connecticut, and I'm a teacher at Torington High School. [snorts] I appreciate the board's desire to promote hands-on learning, direct human interaction, and responsible technology use. As a teacher, I strongly support those goals. However, I along with many others have significant concerns about the proposed policy and how it would work in practice. First, I'm concerned about implementation. The policy proposes replacing one-to-one student devices with shared computer carts and computer labs. What are the logistics of that system? Where will these labs and carts be located when our school is already crowded? How many carts will
116be available? Will teachers rece uh reserve them? What happens when multiple classes need technology at the same time? Some classrooms are already too small to accommodate additional equipment, let alone seating for students. Before making such a major change, I believe the district should provide clear answers about how this model would function dayto-day. Second, I'm concerned about student access, opportunity, and equity. Many important student activities depend on technology. Students use computers for research, writing, collaboration, communication with teachers, college applications, scholarship applications, resumes, and online coursework. I'm especially concerned about the impact on our vulnerable populations. For example, English learners frequently utilize digital translation tools to access the curriculum. Many students with special needs depend on assistive technology to meet their required accommodations. How these needs be met under the proposed limits on screen time and device
117access. I'm concerned about the impact on advanced coursework. How will AP classes, online classes, and other technology dependent programs function under these restrictions? Third, I would like to better understand how the district plans to replace the resources and instructional tools that'll be lost if access to technology is is significantly reduced if students are spending less time using digital resources. What investments will be made into non-digital alternatives? Will teachers have increased access to classroom sets of books, printed instructional materials, workbooks, library resources, printers, copers, paper, and other supplies needed to support uh instruction? Will schools be prepared for the increased costs associated with printing, copying, and maintaining physical resources? The policy emphasizes reducing screen time, but reducing one instructional tool creates a need for others. If technology is being removed from the classroom, what resources will
118be added in its place to ensure teachers can continue providing students with high quality instruct instruction and learning experiences? Finally, I worry that this policy focuses on unlimiting technology rather than teaching students how to use it responsibly. Our students are entering a world where digital literacy is no longer optional. Colleges and employers expect students to know how to research information, evaluate sources, communicate professionally, collaborate online, and use emerging technologies responsibly. These are skills that must be taught and must be practiced. >> 15 more seconds. >> I support unnecess reducing unnecessary screen time, support hands-on learning, support meaningful human interaction in our classrooms, but I do not believe these goals require eliminating broad access to technology. Question should not be whether students use technology. Question should be whether they are using it purposely and effectively. I
119respectfully ask the board to fully address these concerns and provide a clear imp implementation plan for moving forward with a policy that would fundamentally change teaching and learning in our district. Thank you for your time and thank you for what you do. Thank you. [applause] Christine, and it [clears throat] looks like you spelled over a couple letters. PLA pumba. >> Good evening. My name is Christine Palumba and I'm a teacher at Toringford School. I live at three summit layman Bethl. I have had the privilege of working in our district for 20 years as an elementary school teacher. It is on behalf of our youngest learners that I speak today. I am here to urge you to pause and to conduct a thorough study of technology use in our schools at all grade levels and across
120all buildings before implementing broad restrictions. I appreciate the desire to monitor students use of technology and the goal of ensuring books, paper, and pencils are in our students hands. However, I do not agree with limiting students in grades K through three to just 60 minutes of instructional screen time per week. I encourage advocates of this limit to visit our elementary schools, speak with teachers and administrators, and see firsthand what instructional screen time actually looks like in our classrooms. As defined in the proposed policy, instructional screen time includes any screen use used during the day that is part of classroom instruction, whether teacherdirected or independent school student work. The reality is that many of the programs our district has adopted include significant online components. Second step and mystery science are entirely digital. Our benchmark program and
121the newly adopted IM math program include substantial digital content including learning slides, videos, and interactive activities designed to engage students in discourse and problem solving. These tools are not supplemental. They are integral parts of the curriculum teachers use every day to engage students and support learning. Simply put, technology has become a necessary instructional tool in today's classrooms. Limiting access to these resources would significantly impact our ability as teachers to provide students with the high quality education they deserve. Come into our classrooms. You will see students engaged in meaningful discussions, collaborating with peers, solving problem solving problems on whiteboards and using hands-on materials. You'll also see curiosity sparked in science, math, and literacy through and engaging in video. You will see students planning and writing on paper, reading and annotating books, and using Chromebooks to research,
122create, and demonstrate their learning. Technology is not replacing traditional learning. It is complimenting and enhancing it. If you stop by during a WIM block, you may see a small group receiving tier 2 intervention while other students use Freckle in their chrome Chromebooks for individualized practice. During another WIM period, you might observe students working in a variety of ways to strengthen their reading schools skills. A small group may be with a teacher. Other students may be practicing fluency through readers theater or reading with partners. And other students will be on a Lexia platform receiving personalized phonics instruction and practice tailored to their individual needs. The important point is that effective instruction does not look the same every day. It changes based on the content being taught, the students in front of us, and the needs they
123bring to the classroom. Access to one-to-one devices allows teachers to group students flexibly to differentiate instruction and ensure that every student is engaged in meaningful learning. In many of our elementary classrooms, one teacher is responsible for the learning needs of more than 20 students. Technology helps us provide personalized instruction and practice in ways that would otherwise be difficult to achieve. It allows all students to work on tasks that are appropriately >> 15 more seconds. >> Yep. Elementary teachers and educators at all levels fully agree that students need meaningful interactions with their peers. They need face-to-face instruction, hands-on learning experiences and opportunities to collaborate. We make those experiences a priority every day. At the same time, we thoughtfully use technology as one of the many instructional tools to meet students needs and prepare them for success.
124I respectfully urge you to conduct a thorough review of technology use across the district before moving forward. This review should include meaningful input input from [clears throat] the teachers who work directly with students every day. Your teachers experiences and observations are invaluable in understanding both the benefits and challenges of technology in the classroom and our voices should be an essential part of the conversation. Thank you for your time. >> Thank you, [applause] [applause] >> Stacy Pollock. Good evening. If it's okay, I'd like to read a statement for someone who couldn't be here and then I'll read mine, but I promise mine is short. >> Three. No, just one. Three minutes total. >> Total. Okay, I'll do mine first then. Uh Stacy Pollock. I am a resident of Camp Street in Planeville and the TMS humanities
125coach. My concern is in regard to section four of the policy, prohibited screen time. Under this section, devices are prohibited during free time. I am the adviser of the TMS Times, our school's online newspaper. Under this policy, students would not be able to design the website, edit articles, contribute ideas, or know when to meet with me, as this is all done on their own time. In addition, I am a faculty council member with the National Junior Honor Society at TMS. Students are notified of meetings, service opportunities, and induction information through Google Classroom and Gmail, all of which they access on their own time. We can't assume that all students have access to devices at home. if they don't have access to devices at school either, how will they be able to participate in extracurricular activities
126that require technology? Thank you for your time on that one. And I will share this part um from Veronica Gelamino who lives at 37 Water Street in Torington. If we try to control the use of technology in the classroom by limiting its use with an overall policy about the number of screen minutes for educational purposes, especially at the secondary level, we will be taking a step backwards rather than forwards for our students. Teachers should be able to schedule their computer lessons and projects at a time that fits their students learning schedule rather than a computer cart reservation schedule. We would need to ensure that each classroom had a cart with enough computers for each student in the classroom in order to allow for learning to happen at the best time rather than when a computer
127becomes available. As a teacher of drama who doesn't use a computer regularly, this would also be important because there aren't resources readily available for teaching theater history or for demonstrations of different subjects. Would I have to reschedule a unit or be adjusting constantly as I wait for an available computer cart? We would need to ensure that students who are learning from home for an extended period of time have access to a computer so they can keep up with the lessons, assignments, and information they are missing in the physical classroom. Enough laner computers need to be available for these students. Responsible technology use, staying safe online, avoiding social media pitfalls, and navigating AI are all topics that not only teachers but parents and guardians need to refresh and update regularly. We should consider extending and improving
128our outreach and communication with parents on how to limit technology use and supervise their children's technology use at home, as well as continue to update teachers on best practices in their classrooms. If we are truly preparing our students in Torington for the future as well as preparing them, we must move forward with a sensible policy that is flexible to meet student and teacher needs and ensures the necessary resources for each student, teacher, and classroom. Thank you. >> Thank you, [applause] >> Andrea Julie. Um, good good afternoon. My name is Andrea Julie McKendi and I'm a junior at the Torington High School. Technology is becoming a ne necessity as the world moves towards a digital future. Many classes rely on computers for assignments re for assignments, research, and daily classroom activities. Students use schoolisssued devices for
129college applications, internship opportunities, SAT preparations, educational websites, scholarship searches, and explore explor exploring potential colleges and career paths. Limiting um computer access to only 15 minute minutes each class per week restricts students ability to complete those important tasks. Computers provides act access to resources and opportunities that cannot easily be replicable through paper materials alone. In addition, not every student has access to a computer at home. For many families, a schoolisssued device is a is an essential tool that helps ensure equal education opportunities for all students. Certain courses such as biote technology are heavily dependent on computer use and would un unable to function effectively without it. These programs provide valuable learning experiences and expose students to fields they may not have otherwise considered. Speaking from personal experience, biotechnology introduced me to scientific subjects that I
130was able to discover that I genuinely enjoyed and may pursue in the future. Without access to technology, opportunities like this could not could be greatly diminished. Schools have a has a responsibility to prepare students for higher education, the workforce, and life in a now digital world. Maintaining meaningful access to computers is a critical part of fulfilling that responsibility. Thank you for your time. >> Good job. Thank you, [applause] >> Miss Creeden. Good evening. My name is Joanne Creden. I'm the director of English learner services, Torington Public Schools. This is year 25 in Torington Public Schools and I am a resident of 202 Wigwam Road in Lichfield. Uh quick thanks to all of you for serving. The hours that you all put in are just uncountable. I'm here tonight to express my concerns about the instructional
131technology policy and urge this committee not to rush to policymaking, but to take the time to consider the consequences, including perhaps the unintended consequences of the policy as it looks now in its present draft form. I have served as a building administrator for 13 years and now five years in my present position as district administrator. So I am well aware of the dangers technology can pose to our children. And we are daily learning new ways technology can endanger the adult world of communication, economics, politics, the environment and more. Yet I am a firm believer in the intentional purposeful integration of technology in our classrooms. I also believe in the power of public education and our shared responsibility to ensure that all students have equitable access to opportunities of all kinds, not only to improve their
132lives, but to improve the quality of life in our communities. these students are our next doctors, engineers, service providers, and and and we don't even know what higher ed and career possibilities will exist in the future. But we know we need them to be wellprepared in all areas with both the soft skills and the tech skills. This building was built on the promise of a 21st century education with multiple pathways to lead students to careers of the future. I urge you to keep this in mind. In my role as director of English learner services, I have often bemoaned the over reliance on technology in some cases, such as using Google Translate as a mechanical process and thus bypassing the critical thinking, employing the brain of making meaning through language. Yet, I have also seen what
133a gamecher it has been in many cases, especially with our older students who enter our high school, not only needing to learn English, but also earn credits, sitting in math, science, social studies classes. Technology has given these students access to the content in these other disciplines. Can you imagine yourself sitting in a high school classroom in another country in another language and not having the ever evolving language learning tools that are a available and we know that English learners and in fact many learners if not all learners need multimodal instruction that combines text audio visuals interaction and collaboration and technology can provide that in ways that we never dreamed possible. 15 more seconds. I'm getting a lot of eyeballs, but you just try to finish up. That'll be fine with me. >> Okay. I will
134be presenting my full message to the committee afterwards. >> Thank you. >> Um, with technology and AI evolving faster than the few minutes I just spent speaking, please do not rush to shut down technology. What our students need and deserve is better, more intentional use of technology with an eye to the future, not only as a tool, but as a bridge to mobility, connection, and opportunity in a globally connected world. Thank you. >> Thank you, [applause] >> Jim Miller. I'm sorry, minor. Does that sound right? >> Oh, okay. Jim Fitzgerald, good evening. Thank you for the opportunity to speak to you. I am completely against this policy as it stands. I like the idea of you strengthening any we can anything we can do technology-wise to prevent access on Chromebooks etc to any social media
135stream streaming entertainment websites gaming sites chat or message applica messaging applications and some of the other stuff that really is a distraction from education but this goes way too far. Many other people have already said this to you far more eloquently than I ever could. Please, I hope you listen and reject this policy as it is. Try again. >> Thank [applause] you. [applause] >> I think it's Aia. Aaliyah. >> Hello. My name is Aaliyah Quintterero and I reside in Kulage Avenue 2, Connecticut. I'm currently a junior at ths. Um I wanted to bring forward some key points about the effects of removing laptop access in our classrooms and some potential solutions to the excessive screen time. Um for incoming high school students, beginning a new chapter and adjusting to the responsibilities and expectations that come
136with high school. Removing laptop access will create unnecessary barriers for us. It would not only leave many students unaware of the resources available to help them navigate academics and school life, but it can also potentially reduce student involvement with the local community. As many, if not all, ths programs heavily rely on tech to communicate important info, including announcements about events and meetings such as this meeting itself. As a board of education, the main pursuit should be to supply all students with the tools they need in order for them to perform better so that our characters, our community, and our ability to advance in education increase like never before. The primary priority should be ensuring that every student has an equal and fair opportunity to succeed academically and prepare to walk amongst a world that is
137becoming harder to live in without the knowledge on how to use our current day tech. Personally, I am setting up myself to go to college for marketing, a field that is heavily um reliant on background skill of digital communication, research skill, and ability to work with creative tech platforms. Um removing laptop accessibility from schools would reduce students ability to build familiarity with such tools that many modern-day careers require require us of. Um and this removal would be putting us at a disadvantage before we even enter college or the workforce. Um, if we can return our faces to the bigger overarching concerns like teen mental health, we can take the first step to fixing the root problems within our school systems. Roughly 30 to 40% of your students report persistent mental health blockages that disable them
138from setting their attention towards their schooling. Not all of the plan is bad. Screen time throughout the day is an issue, but our al alternative can be turning towards more paperbased assignments as well as engaging more verbal activity to engage and encourage students to elevate their social, verbal, and collaborative skills necessary for the de development and future opportunities. Um, the world we live in today is not the same as it was 20 years ago. So, we must update and re-evaluate the needs of current day students when providing access to technology that prepares them for higher education and future careers. Thank you for listening. [applause] >> Thank you. Sherannne Bergos. Good evening, members of the board of ed education. My name is Sharan Quintterero. I reside on Kulage Avenue here in Torrington. I have two daughters,
139one attending Torington High School and the other uh attending Torrenford Elementary. I work as a work from home parallegal. Every single day I depend on the computer to do my job. Drafting documents, researching case law, meeting deadlines. But simply having a computer doesn't do the work for me. I still have to analyze information, make judgment calls, and think critically about every task in front of me. Technology doesn't eliminate critical thinking. It raises the bar for it. Using a computer effectively is critical thinking. Knowing which sources to trust, how to organize information, how to communicate clearly in writing, how to meet a deadline efficiently. These are not passive skills. These are the same skills every employer, every college, every career will demand with our children the moment they leave these halls. If there are concerns about
140how students are using technology, the answer isn't elimination. is it's better strategy. Rather than removing the tools our students depend on, let's invest in teaching them how to use those tools wisely. It's um that's not just better for our kids, it's better for our community. Additionally, for many of the students, the school laptop is their only computer. Removing it doesn't inspire deeper thinking. It simply removes opportunity from the students who need it most. Our kids aren't thinking less because of computers. They're being asked to think in ways this policy hasn't caught up with yet. Let's find a solution that prepares our students for the world they're actually going to live in. Thank you. [applause] Thank you. Two more. Be patient. Alicia Rivera, you waited a long time for this. [clears throat] Good [snorts] evening everyone.
141My name is Lisia Rivera and I'm a junior at Torington High School. I'm here tonight to speak against the proposal to ban computers at ths. The truth is that computers are a huge part of our education and our future. Whether we like it or not, the world has become digital. Almost every job, college program, and career path requires some level of technology skills. Banning computers would not prepare students for that reality. It would put us at a disadvantage. Instead of taking computers away, we should be teaching students how to use them responsibly. Technology isn't going anywhere and neither are the challenges that come with it. Our school should be helping students learn how to manage those challenges while still developing in the skills we'll need after graduation. It's I think it's also important to recognize
142that not every student has access to technology at home. As I am sitting here giving this speech, I am reading it from my phone because I do not have access to a computer or printer at home. For some students, school issued computers are the only reliable technology they have. Taking that away would make it even harder for those students to complete assignments and keep up with their classes. I understand that there are concerns about students being distracted on their computers, but I don't think the answer is to ban them completely. If a few students misuse the tool, we shouldn't take away that tool from everyone. We should focus on finding solutions that address the problem without hurting students who use their computers the way they're supposed to. At the end of the day, school is
143supposed to prepare us for the future. Taking away the computers would do the opposite. It would make it harder for students to develop important skills and could create even more barriers for students who already face challenges outside of school. I respectfully ask the board to reconsider this proposal and focus on solutions that support students rather than limit the resources available to them. Thank you for your time. [applause] >> Thank you. I think that's it. Carla, you were on, but you don't. You're all set. You can't Yeah, you're on here. So you I thought you put yourself down, but I thought maybe you changed your mind. Good evening. My name is Karly Goodwin. I'm a parent in this district. I wasn't going to speak tonight because I figured I'd laid out all my data prior, but
144listening to everybody talk tonight, I hear a lot of people say we need to trust the experts. We also need to trust the medical experts who keep putting out studies continuously, time after time, on the dangers. This policy should not be made to eliminate. I do agree. It is our future. This policy is designed to put in rules and guidelines. Having a free-for-all at this point for the last three years is concerning as a parent, as any parent would be. Hearing the studies come out weekly. Now, general surgeons general warning just came out. I mean, how can we sit here and not say that nothing needs to be done? Certainly something needs to be done. Eliminating it completely I don't believe is the answer. But we can't say that we should just put our faith
145in the trust of the teacher who we don't know that well. Communication is completely lost these days. You get a text message from the teacher instead of a phone call. I don't know them and I don't know if I can trust next year. the past couple of years. Absolutely. We've had amazing teachers who limit, but the the unknown is what's scary and with no guidelines and no limitations moving forward. That's the concern of parents. And I'm speaking on behalf of the kids who are not here tonight who are elementary student level. We don't know the long-term effects of these digital dopamine daily hits. We don't know. And until we do, we need to start limiting and trusting the medical experts. Thank you for your time. >> Thank you, Carly. >> So, just I'll I'll start
146with to the students here. >> We have a lot of letters. We're going to we're all going to read them, but we've got a bunch of them and they're just we're going to put them into the record and they can go you can look into the record and people can read them, but we've got too many to to go through. So, to the students that are here because of course I was got calls today saying you were being told computers you got to go to the meeting which you should and some of you have been here before because computers were being eliminated. There's nothing in this is a draft policy. That's all it is. There's nothing that's going to be eliminated. But I started this process two years ago. It started about the health and
147welfare of children. >> Point of order. >> We have an agenda and I don't know what part of the agenda this is. >> Jason, you are allowed to be on it. I will continue to speak. Jason, so we've had an hour of people talking. I want to explain to the students and others what we're going to be doing with this policy because there's been a lot of misinformation spread throughout the school today. And I'm going to tell the children what you have to do is understand they're not being eliminated. And this is part of our discussion tonight. Carts and computer labs. Four years ago we had carts. Just recently we had computer labs. You will have access to computers. the teachers will have access to computers, but this is a draft. Where this ends up
148by September will be a result of everybody in this room working to put a policy together that's complete. There will be computers in every room on a cart if that's where this goes. And you'll have access to them. And I will tell you students in this room, I have six kids. I have one that's in a PhD student and was in school with carts. I have a girl that just graduated that's an intern for me, honor student in biomechanical engineering, just graduated, had had cards when she was in school four years ago or five years ago. Another girl that's an intern who's a civil engineering honors major at Yukon 5 years ago. They are incredibly successful because they believe in themselves and they know what needs to be done. And having computers in front of
149you every day instead of on carts isn't going to make that something that's going to allow you to achieve that level of success they achieve. What's going to allow you to achieve a level of success is what's in your head in your brain and your willingness to work hard to get to where you want to go. It's not the computer. It's not I have six kids and I have one was a perfect SAT score. No computers. I'm not that smart. It's not. And you kids have to believe in yourselves and understand you will have computers, but you'll probably have more textbooks, too, and you'll have a computer lab and you have a library and you have all the things available to you that every other student's had in Torington for decades and decades and decades.
150And you will achieve the success you need to achieve by working hard. If it's a lab, you go to the lab. But there will be classes that will be designed and the curriculum the teachers propose will have to be reviewed by everybody by the superintendent and whoever else reviews their curriculum and they will decide how much usage there is. But I will say Randy Weinearten the head of the the national head of the union came out this week talking about restricting time no computers in K through three and allowing a high school kids to have access to things like computer carts. I mean computer class computer um classrooms and what um not onetoone but computer carts and computer labs. You have to have both. But it's not the computer that's going to teach you. It's
151going to be the teacher and hopefully the administration can put together a program that addresses everything that was discussed tonight. Certainly is going to be exceptions for ESL. There's going to be exceptions for special special ed. There's going to be exceptions for technology to teach any kind of course. Architecture, civil engineering, all those classes, art, all those classes that require technology. I'm hope they will have. But you have to understand computers aren't going away. They will never go away. But they will not make you successful. We've had people here in the past who run programs who run AI and computer programs. They're experts. They work for the largest companies in the world. They say the same thing. You will make the difference. You study hard. You read your textbooks. You use your computers when they're
152necessary. And when your teacher allows you to use them, but that's what's going to make you successful. So don't believe we're not going to have computers. We will have computers. Okay? They might be on carts, which can be more readily controlled because we've had a lot of problems. Probably not with the girls that are here tonight, but they will be available. So I'm going to start with that. Um, as for the other questions brought up tonight, I'm going to push the address code to last. Well, I was ask I'll stop it there. I'll go to dress code first. We have on the agenda first the dress code. We have a dress code that does not originally we used to have the ability for for girls to use their you why don't you explain >> um
153so yeah um the the student dress code um I I've asked to be uh added back to the agenda uh because I believe it is uh both sexist and ambiguous for lack of better terms. Um, specifically I'm looking at a uh crop tops, shirts, blouses, and tank tops that re reveal the chest, stomach, abdomen, back, or shoulders. Um, and what? Yes, I know, but I'm discussing what I think is uh D. Clothing that reveals the upper thigh or undergarments, shorts, or skirts must allow the student to safely walk, sit, bend, and ascend, or descend stairs without exposing the upper thighs or undergarments. So, I mean, um, number, uh, D is quite ambiguous to me. There's no way to enforce that. Um, and there's also no way for, um, a student to know what's appropriate. Um,
154what what does upper thigh mean? Um, how many inches? Um, I mean, back when I was in school, it was to the fingertips. Um, I think that would be a little bit more enforceable. Um, but I also um have take issue with a specifically shoulders. I don't have an issue uh with girls or even boys wearing tank tops as long as it's not considered an undergarment. >> But the agreement we talked about because we have to we want to make this fast was the fingertips right now. >> So can we just discuss that for tonight and we talked about doing that in the future because want to get you to I want to get the vote done. >> I I no I I mean All right. Whatever. what we agreed to fingertip. Tonight, we want
155to talk about moving forward with a change to the policy, allowing the fingertip rule to be used rather than a more subjective rule. Um, some of the teachers have complained to me. I know some haven't. Um, I with the help of Miss Mrs. Conway agreed to bring that up tonight. We're not allowed to take public comment. Sorry, >> we're not allowed to take public comment. >> So, I just want to bring forward if we're going to talk about the fingers as an administrator. Am I able to do that? >> Yes. Let me finish. Oh, yeah. You're still talking. Um, so that's why I brought it on tonight because it was it was an issue that I changed my mind on and I I was told by and informed by some people that they thought it
156was more objective manner to do it with two with the two-finger rule rather than just looking at somebody's skirt. So, but yes, go ahead, Miss Mr. Stilling. >> I just wanted to give a couple thought processes to trying to use that as a way of defining what long enough looks like. If you have a child who's 5'7, a girl in particular, she possibly has a 21 inch thigh, when you put the fingertips down, the fingertips come to about 18 in. There are not clothing that exists that long. I know because I was at the mall trying to figure that out. A 5- in inseam appears like it's past the upper thigh. A 6 in inseam is the same thing. And those types of clothes to try to figure that out are expensive that we may
157not have for other people in the community to take a look at. As an administrator, it makes it very difficult and subjective to have to do that sort of look into it. I think this might need to go back to the committee if we need to look into ways of actually monitoring this and making compliance or we as an administrative team can sit together and try to figure that out to be more consistent. It's like it it doesn't anatomically it doesn't work for every kid. That's the piece that I'm concerned with. The equity piece is a concern as well. I'm also going to say that if you're changing that one piece that goes to other pieces. So your concern with that brings it to other pieces. So what I'm going to say is that the
158focus needs to be on function, not bodies. You need to avoid regulating specific body parts. But the one section that you're bringing up >> I'm never going to bring it up unless you stop. Please >> I'm trying to get through tonight, Jason. >> I understand that. And what I'm saying, Mr. Mr. ucalo is that in addressing that one section you bring >> Jason >> there are then then it there's controversy between the others it's it's not >> I want to make it incremental it's never going to happen otherwise if you want to make changes I'm just I gave you a heads up on that I'm trying to get people to get on the same page and I know what the outcome will be please let us work on this and you've said this before I
159understand but please when I give you some insight I'm giving it for a reason I've changed my mind on some issues I don't think other people have. So, I'm trying to get through this and make everybody happy. So, that's why I agreed to bring this up tonight and only this. >> What do you want me to do? Take a vote. You want to you want to like Mrs. Mrs. Sterling said, bring this back for further discussion because >> I'd prefer to bring it back for further >> Okay. >> Because full discussion, >> it does not state anything in the agenda that it's just going to be one line item. really there are other line items that need to be addressed. >> All right. Well, then don't we bring it back for that? Then >> we
160owe it to the female students in this district >> and I'm Okay. So, we'll vote to bring it back. [applause] So, we'll bring it back. [clears throat] Thank you. Anyway, let's [snorts] get back to the big show tonight. I think teachers especially need to understand and and Carly Goodwin and I never knew each other before and she speaks her mind. I I I only speak what I've been what I've been studying for more than two or three years and and it is the entire complex issue of neuroscience, psychiatry, psychology, the American Society of Pediatrics, the president of the one of the national unions, the all of these organizations that have brought up the issues that have been brought about with children with mental health issues and all the and the learning and not learning and
161what they aren't learning and how the neuroscience is impacted by screens. So we tried to come up with a policy. This is just a draft. Mrs. Credence's concerns, Miss Mangan's concerns, Mr. Lafaneer's concerns, all those concerns in those issues will be addressed. In fact, I'll let Mrs. Ferguson read the policy out loud if if it's everybody wants us to do that, which I think we should. Mrs. Ferguson. Well, I thought we wanted to unless everybody's read them. I thought maybe we want to read it, but we've had enough time here tonight. The point is, I guess read the draft, but can do is take what the children are missing and what the kids think they're learning by having screens in front of them all day and not onetoone. Yes, there may be an equity issue.
162In other schools in around the country and in the state, allow the allow the the cart computers to go home with them for the night. You have to just sign them out. That's one way. But the point is to be able to control access and and to be able to monitor what's on the screen. We have a legal issue here which nobody seems to want to discuss which is terms of service on AI for instance. That's probably not going to be turned back on but maybe as you get higher into the high school ages maybe it will be. That will be discussed. It's not even we don't even meet terms of service for the providers 18 or younger shouldn't have access according to them. And if there is access under 16, then it's a parental
163requirement. And it's also one adult watching what they're doing when they're on it. And they have access to chat bots and all those other things which we shut off. And for good reason, because a lot more things have happened in this school over the last couple years that people aren't aware of that are very dangerous as is promoted by these models and actually they risk rate them and chat GPT being having the highest risk rating of all the bots. So, we've shut it off for now and it will be reassessed. But I doubt that AI will be coming back other than in the capacity where students will be able to learn how to use AI and what models should be used and what the risk factors are. We can't have somebody spending all day looking
164for children speaking to bots during the school day on AI, which is considered some of the riskiest AI out there. It's not it's not even it's not even proposed for kids under the age of 18. It's proposed as a tool as they get older, an individual access with an individual overseeing what they use it for. But we don't have that ability at this point. No school does. So we're going to look at that and see how we can make it available to the kids in the high school. Not in the lower schools. It's even it's not even it's not even proposed to be available to kids under the middle school. Shut off K through three. Randy Wingarten says no computer access. So we're going to look at that stuff. High school they limit it depending
165on depending on the age. We're going to look at that. But we don't have an answer tonight. But we got here because we weren't paying attention. A lot of people weren't and a lot of kids have suffered. There's 4,000 kids in this school. 30 20 great students showed up. But the kids who don't have the same advantages you do, don't have the parents at home, don't have the ability to work on a computer at home with parents watching them. Because when we send that computer home, our terms of service require that a parent be there, an adult watch them on AI. We can't guarantee that. There are so many other things that come into the equation that people and teachers need to, and I'm not criticizing the teachers. They have to be understood. and we'll
166craft a policy to keep us safe, make sure we can afford it because in the long run if we go to textbooks but still have computers. It will be cheaper, but it has to be determined by everybody on this day. It's a process. But kids have suffered and they've suffered a lot whether it be through, you know, the last five years kids that went through COVID or the kids that have been in grammar school with screens. So, it's a process. You're not going to lose your computers next year. You're going to have them. It just may be in a different environment that you're not used to, but the last 30, 40, 50 years have been used to. So, but it will be explained and it will be discussed. I don't know how that the the
167administrators will do it. We have a new a new assistant principal. I haven't met him yet, but it will be discussed and they'll introduce more textbooks and and teachers will bring in software. So yes, Jason, go ahead, Jason. But we got to get moving. >> I just want to make sure that we're not confusing the AI ad hoc committee with the screen time policy because that is two very different topics that one has not been brought to the other. So the majority of this policy is talking about screen time and the access to computers. Granted, computers have AI access to them. The other question that I have is in doing this cart policy that you're proposing and the ability for students to bring home computers from the cart, does that mean that we're ultimately going
168to be a onetoone device through a cart that every student if every student in the district wants to take home a computer on that night that they will have that ability to take that computer home and that there won't be a waiting list for laptops? >> It'll I'm told. But Rachel, it's one to one on the cart, right? Or no? But again, let us get there. Yes, that's that is exactly what was discussed. Correct, Mrs. Ferguson? From day one. Yes. >> I have several points to make. Um I don't need a response to all of them. I just want them all entered into the record as potential um points of topic. Um first, the time restrictions are not realistic, especially for the 7 to 12 age group. Um, I would like to see grades seven,
169eight separated from 9 through 12. Um, also, uh, a it is AP classrooms. Uh, students need access to those. Also, uh, devices are prohibited during free time or recess. I want to make sure that does not include lunch, advisory, and study hall. Um, because those are considered free time. Um, also I want to make sure that we are not losing um the ability to offer every single Yukon class that we current offer currently offer. I also want to make sure there's not a reduction in class offerings. Uh, you address the take-home option. Um, also I want to be able to look at uh professional development and teacher evaluations as a way to um not have these types of restrictions um timewise, but as a way to ensure that the computers are being used for instructional
170use. Um I also need to know who's going to be enforcing these and uh when we have a sub in the room um will there be an exception for that? because um 50 50 minutes uh per course per week um isn't even one full class uh for high school students and middle school students. Um so yeah, those are the points that I've wanted to make and I hope that they are taken into consideration >> and that will be up to the superintendent and assistant in the future. But also those times those minutes just so everybody knows were actually brought up by some of the national unions and some other of the national organizations um as having a need for time but it's never going to be exactly that. It'll also depend on the course. I
171mean it may be that one technology course it's technology in a classroom all day whether you're doing a drafting drafting or architecture or you know whatever else the case may be. But at the same time, it'll probably be coordinated with a textbook. Other classes will probably have a limited time, but it'll be up, I think, up to the superintendent, I think, and the assistant superintendent or the student services to work with the teachers to develop their curriculum. Mrs. Ferguson, is that correct or no? To develop the curriculum that will determine what's allowed for each course. So, yes, it's a lot of time, but I will say we've made a lot of mistakes on the board for eight years. you know, didn't address this for eight years, seven years, and it's got to be fixed. So,
172I'm hoping everybody understands it's going to be a lot of work and and [clears throat] we have to do that for our all of our kids, every one of our kids. And you're you you ladies are very special. Thank you for showing up. And I promise you, you'll have computers, >> Mr. Computer. Yes. And Jeff will participate, too. >> Thank you, Mr. Ugalo. Um, everybody knows in this room mostly and on the board that I'm a very data driven and I ask a lot of questions type person. Um, I will simply go back to my original statement which is you have to know where you were, where you are, and where you're going. Right? So, where we were in 1988 was 40 minutes a week in elementary school to do things like math blaster, sticky
173bear typing, and reader rabbit. If anybody remembers back everybody remembers a lot of laughs. Yes, I am 47 years old. I've been out of fourth grade now for like 39 years. But that was 40 years ago, right? That was 40ome >> that was 40 40 years ago. We spent 30 40 minutes a week in a computer lab. The world is a very different place. Uh I have asked several times about actual data as to where we are today. Right? Look, everybody admits that there's a lot of technology being used in this district. Some of it for great use, some of it for not so great use. But until we understand where we're at today and all of these stakeholders can come together and say, "Look, we need it for this. We need it for that.
174Maybe we don't need to do it for this." You have to know where you are to know where tomorrow is going to take you with technology. And then that's just the tomorrow that we know about. That's not even the tomorrow that we don't know about. So I understand Mr. you you've got these arbitrary times from some other experts and you've done a lot of research and provided us with hundreds of pages of documents and I thank you for that effort of which I've read a fair amount of but until I as a board member understand where we're at today and the gravity of the problem today I just have a hard time setting time limits on things without you know the proper amount of due diligence. Well, you do know where we are today because
175you know what's happening in the classroom. I'm not going to get into >> I understand that we're using a lot, but we don't have we don't have the data yet on how how according to the in the grades, right? Is a K through three using it for 12 hours a week. Are they using it for three hours a week? The the district is already using technology a certain amount. And maybe it means that we have to work our way. >> Do you believe Do you believe a teacher does a better job than a computer? >> You are. The teacher is the primary source of information in the classroom. >> How do we start with nothing? We know nothing today, but we do. We can get the numbers, but the numbers don't mean anything because we
176know from a from a biological, neurological, and a physical, mental issue that children are being impacted. And those are the numbers that come from the health people, not the not the technology people, but those who provide us with the health data. >> So, Mr. I don't I don't allow telephones or any type of electronic devices in my dinner table at home. I mean, I understand technology should be everywhere. I'm just saying it makes a lot more sense when you know where you're at because that's the lift, right? Get from where you're at to where you want to go. If you're already using the laptops K through three, 4 hours a week and you need to get to 60 minutes or 120 minutes, that's a lot smaller of a lift and a change both for the
177students and the staff than going from 9 hours to two hours. That's all. Well, there should never be nine hours, but that's another story. >> I don't I don't know as a board member where we're at today. >> It doesn't matter where we're at. You could only make a decision based upon the current science. I mean, are we going to rely on you to make the decision as well? I know. Or a teacher. We can't. We have to go with in my opinion, we go with the experts, which are the science and the health and the welfare K through three we're talking about. Correct. Are we talking about all of them? Well, you can make the case across the board for knowing where we're at, >> but we have to start somewhere and then it
178adjusts going forward. But we know where we are with computers in high school and middle school and we know the damage and the time being taken by students who are accessing computers up to 25 minutes at a time. We have to start somewhere. And to and to say we don't know where we are is absolutely not true. We know where we are. Some things I can't bring up tonight based on some of the things we've experienced and we've seen. But we know where we are. And let me ask you the question. How are if we want to ever change course, are we going to do it in two years, three years? This is a program that's going to take about a year to introduce a lot of time and a lot of effort. The minutes
179that are under are subject to change. I don't know. You don't know. They're going to have to decide. meaning the administrators, what the data says, what the SC, not what the people in this room say, what the data and the science says, and what we think we can do financially. Spending about $5 million a year on technology. We can find a way to bring a textbook into everything into every classroom. We know text rooms textbooks will always be a better alternative to technology. Could we make the argument bring all textbooks back? No. Hell no. >> There's a happy medium to all of this. The the point being that you have to know where you're at. If somebody changes the speed limit from 65 to 70, what does that mean? Where we at? Where we at?
180>> Listen, 65 to 75 miles an hour, right? You change that speed limit. There's a lot of data that goes into it. And then somebody looks at it and says, okay, well, how fast are we driving now? What's the accident rate? What's the fatality rate? Then you look at, okay, where are we going to go? Well, we want to get to 75. We want to go to 55. It makes more safety. You just have to know where you're at. Number of minutes that the students are using. Now, I do not disagree. There need to be limits. And I I understand as a technology person people stare at screens. We need to get them in front of teachers but to say deciding that it'sund >> you haven't decided >> and I said but this is the
181proposal. >> It's a draft to start with. I've said this from the minute we started. Our attorneys and our and our assistant superintendent came with a draft to be discussed, but we're going to discuss it over the next four months to five months to try to implement something by September, which I started off by saying, and hopefully end by the end of 20 27. That's what the plan is. And for some reason, and I know you've probably heard it from teachers, some somebody's been spreading rumors around the high school and middle school that we're getting rid of computers. We're not and we're not we're not saying 300 minutes, 100 minutes. It's a draft that might be 50 minutes. It might be 150 minutes. Randy Weingarten may come out and say, "Well, 220 units minutes are
182good because that's a good time frame." We don't know what the minutes are and we're not we're not demanding those minutes. It's a draft. So let's go through go through this in a way we've never gone through something before which is actually to look at the kids first their health and well-being how they're being impacted that's first and take that into consideration first and then say okay what is a number of minutes that the health officials say the American Society of Pediatrics they've got numbers American Society of Psychiatrists psychologists they've got minutes I don't know if they're right but we may start with minutes and find out it's not enough. We may start out with 300 minutes and find out it's too much. But we won't know until we get there. We're never going to
183know where we are because we have some kids who I know in a classroom spend 25 minutes talking to bots. So, it's not something that I can say that you can say, "Well, let's find out where we are." Because it's impossible to know what class we are where we are. But we're going to make the decisions, I hope, based on professional opinion. I mean, how else do we do it? But you're next. Go ahead. >> But that professional opinion doesn't just include us. It includes our staff, our our students. Um, and while I'm I'm in agreement, we can First of all, >> I'm I'm in a Hang on. I'm in agreement that we need a policy 100%. Is screen time overused? Absolutely. And do we have some instances where maybe a staff member is overusing
184it? Yes. But the majority of our teachers, we have to have faith in that they know what they're doing. Do we have to put safeguards in place? Probably. Um, but there's a happy medium here, folks. I mean, this like I feel the same way about this that I do about the the cell phone ban. uh we're going from 0 to 10 uh without enforcing a policy first or putting in a policy that prohibits the use of cell phone use um or prohibits um AI or talking to bots or using computers when it's not for educational purposes. Um I I I agree with a with a lot of what everybody is saying here tonight, but this policy as written is just insane to me. >> [applause] >> Sorry, I'm trying to follow the rules here. I
185ju I I'm hearing what the plan is, which I was did not that was unclear to me who was on the understand. So >> I hearing from everyone, it sounds like we got to take a deeper dive into Torington's use. Not just Yes, we have medical professionals we need to take a look at. We have experts along the way. We have our teachers that have worked on the curriculum and so that we can consider what costs might look like or give us the year as admin, as our teachers, as our students to look at how can we reduce where are the places that we can reduce the screen time appropriately at each grade level. I agree with Miss Conway. I think seven and eight really does need to be broken out from 912. Um, and
186I think each grade level really needs to be looked at carefully. Um, it sounds like there's already a start to some of the teachers opinions. Um, but as we move through our different curricula and give us I'm going to throw it out there, give us the year to really take a look at this. I'm sure you might want something a little bit ahead of time, but I know when we were talking about the cell phone policy before it went into play, we talked long and hard about what is this going to look like enforcing it. what is this going to look like in action? And it took us a little bit of time to get there. So, I'm just advocating to slow this down, take the time, listen to the people, and think through what
187we do. Um, because we are educators, we are trained professionals, we do keep up with the world, but take into consideration people's concerns. Absolutely. >> And again, it won't be the board. [applause] It will be up to the administration once we finalize something which will be as as almost as wide open as it can possibly be. But the numbers that will go on there will be based on other other programs that have been successful by pulling screens out. I don't ever see onetoone being in existence in many schools around the country in a year. It's it's that's going away. It's going back to carts and screens because it's almost impossible on a onetoone. Rachel, you can answer this to enforce and keep track of what kids are doing on computers. How difficult it is. Is
188it Rachel? >> Um, I think there's a there's a fine line. We have a lot of uh filters in place and we're able to see and do pretty pretty much anything um that the the kids are doing. Um but there are new websites that are created every single day and um staying ahead of that curve is definitely a challenge. Um, but we are doing our best and I think that speaking with our students and, you know, getting that ethics piece in there of how to use it properly is a a big piece of that that we're currently missing. >> And also professional development for teachers on all these issues because that's been lacking too. And not blaming the teachers, but Rachel talks about the difficult the number of hours we have to spend tracking these
189things down. That doesn't include the kids who have their cell phone with a hotspot in their VPN and going on any other website they want while they're in class. I think a lot of kids know how to do that and and there's so many things that are getting bias AI specifically um and kids talking to bots. There are a number of things that have to be resolved and that'll be up to the administrators and the board to try to make something that works for everybody. This is just a draft. And I said that Jason in the text message. It's a draft. It was a start and now it's going to be and Mrs. Sterling you talk about a year. I think it'll and Mrs. Fergus and I have talked about this this afternoon. We're going
190to try their goal is to try to get something in place by September whatever that may be and then roll it out to the end of 2027 in segments in pieces because it's not going to get done in 15 weeks and 15 months or 12 months. It'll be done maybe by the end of next year which would be 13 months. But Jason, yes, I'm just You always want to cut me off, Jason. >> I I'm sitting here waiting patiently. Um, couple things. First and foremost, um, at what point do we start making changes to the draft? We're sitting here. What needs to be changed and how does it change? Secondly, in speaking to Mr. Putnham's point, where are we at now? What is the current average number of minutes per grade or grade group? and
191we may already be within those limits already that it doesn't need to be dealt with within a policy. What part of this policy is already covered in a device loan agreement specifically that devices are only to be used for instructional purposes? That's in the loan the the device that when the kids get the the things. When this first came up, I said to you, let's slow down and do a survey. You said we don't have enough time for that. 48 hours 48 hours tea got 53% response of their staff >> on information that is helpful to draft to creating a proposed policy rather than draft policy there's if you're now talking 15 months 13 months going to the end of 2027 why can't we put out together a survey that goes to all stakeholders that
192includes parents students teachers anybody and everybody that has a hand in this to help inform the draft policy and making a change because when this first came up I asked about a survey you said we don't have enough time for that and now we're slowing down because we're getting push back >> and I app well you just said we're >> it was always the intent Jason >> well that's not the way it came across during when I first made that proposal for a survey >> what I well with the survey going to teachers >> well not just to teachers >> or or to anybody else. Jason, this is all based on discussions about science, about usage, about what we can afford, what we can't afford. And what's really happening I what I don't understand is,
193and I'll be honest, I was supposed to not do this. And some teachers that say 10 for 12% of this is a problem with kids accessing screens. It's just not true. It's just not true. But we will get as much information as we can on how these children are accessing whatever that you you mentioned something Mrs. Bangan about the children or the teachers response as to how the children are accessing and when they're accessing during classroom wanted to be honest. We wanted people to feel comfortable saying what they truly felt. And I'm going to tell you, they were brutally honest. And I think good, bad, and different, it's not how I feel about what was stated and when we have that opportunity to put that together, we will share that information with the board in
194some form. But what I think is the most important takeaway here is that everybody needs to be involved in this conversation. And that's been the message. And no one here is no teacher that spoke is saying we don't need a policy. When I spoke last week at the board meeting, we weren't here. I spoke about the need for a policy to address AI. Nobody is saying sorry people at home. >> Thank you. No saying we don't need a policy. Nobody's saying we don't have room to change, room to grow. And every single person that's sitting here tonight, parents, students, community members, it's about what's in the best interest of children. That's why we teach. That's why we do the jobs that we do. But what we're asking is to slow this down, to have a
195timeline, to be thoughtful. I'm not saying we haven't been thoughtful. To be thoughtful about the decisions that are being made, have language that everybody has talked about and everybody's included in that conversation because right now we don't feel like we've been included in that conversation. And so we'd like to share as the people who are in the classrooms every single day what's happening. And I agree with what our administrators are saying, what our teachers are saying. And if there are individuals who are violating policies, who are using screens excessively, then the place for that is those one-on-one conversations to make changes. And we need to talk about the ability to have those one-on-one conversations. And I will tell you as the union president, I tell everybody this. It is not my job to defend bad
196teachers or teachers who do things that are not appropriate. It is my job to defend the contract and to work in the [clears throat] best interest of children in this district. I have been dedicated to this district for 37 years and am going to continue in this district because I love this district. I love the children here. And if it weren't for my colleagues, I probably would have found a different place to teach at some point. We used to be a lighthouse district. We need to go back to being a lighthouse district. [applause] Everybody else does. And and I don't [applause] I I don't disagree. The problem is and as was determined by probably seven or six or seven of the board members and discussions we are at a crisis stage whether anybody wants to
197recognize it or not and Mrs. Goodman brings this up herself and so do other parents. We're at this stage because many, many, many parents in this city had no idea how much time there were kids were on screens. Not just here, Litzfield, Harrington, you know, public comment there, one kids on for 108 YouTube episodes or on YouTube. I'm not saying listen, it's happening in our school and we have to get control of it and there has to be a policy that has consequences. And I know you agree with that. So we have to start somewhere. Well, it's on. It's green, right? It's on. Yeah. We need to really have a better understanding of where we're at. And I understand what's happening in our world. It's a scary place. I have great nieces who are two,
198three, and four. Am I concerned about where this world is going? I absolutely am concerned about where this world is going. But we and we can't control what happens outside of our schools. And many things, Gary, happen outside of our schools. And but we need to put the policies in place. We need to have the education of our students, of our families. We need to find a way to bring our families in and have them buy into the importance of screen time outside of our schools. When I talk to my children in my groups about what they've done over the weekend, it's not go outside and play. It's not having a friend over in a playd date. It's I watched movies. I was on my computer. I was on my phone. That's not school. That's
199home. And I understand your concerns about what are happening in other communities, but our focus needs to be Torington public schools and what is best for our students based on the experience of the students here in our district. And I've looked at policies in other districts. I shared those with all of you. And again, I go to we need a policy. We need a policy regarding AI. We can't have a policy regarding AI until that committee finishes their work. And we talk about the recommendations that that committee is going to make. We need to involve all stakeholders. And that includes our teachers. And if we brought our teachers to the table as part of the conversation and invited them to that table, I think we'd have a different conversation happening. And what I heard here
200tonight is educators who want to be part of the process and educators who feel we need to slow things down a bit. We're not saying we don't need guidance and we don't need guidelines, but we need to make sure we're doing it in a thoughtful way so that we are doing the right thing for everyone. That's it just we need to all have conversations and I think we haven't had the conversations we need to have. >> I I I understand and I I think again it's a draft. >> I understand it's I look back we look back at the things that worked before. Well, carts, labs, all those things. Every computer tech giant in the world came out of that process. um we whether we look where we stand today or not isn't going to
201make a difference. We're in a crisis. What do we do to stop the bleeding? And it's again, we don't we don't have the kids here and their parents here that can talk about what their children are viewing on our screens and what they're looking at. It's awful. >> It's dangerous. So the point of this was to start a process that limits screen time in in school schools till we can figure out what's reasonable because you can't I'm not talking about your classrooms but in in the older age group seventh and eighth grade people in this room have no idea what's going on in these screens. We got to stop it. That means however the administrator >> who's we who who is the we that has no idea what's going on. Can I ask that question
202because you say we have no idea what's going on. >> You want to speak to the issues that are the superintendent >> you're leaving but >> Mr. Ugalo is asking what are some of the concerns that we have when we walk when we walk through the schools and we are observing in classrooms and I mean I can start um we do we do school visits routinely I think all the teachers and all the kids know that right we are in the schools often we're very visible in the schools and very honestly um at the middle and high school we do believe that there is an excessive use of of screens in in many of the classrooms rooms. We are there on random visits um and the screens are up a large majority of the time
203and often um not necessarily engaging in in things that are related to what the lesson at hand is. That's a reality and that that's just been a few observations >> and I understand that and you and I have had that conversation. Um, I guess my ask is if that's happening, you're seeing that happen, what are the conversations that are happening around that in terms of speaking with those teachers, administrators, what what are the conversations that are happening to try to change that if it's if it's a problem and a concern. >> Certainly, and I can address that. I mean, we've had the conversation as well, Sandy. I mean, that's not foreign. We're not, you know, even at the assistant principal meeting and at the principal meeting, it's been addressed. So, it has been addressed with
204the administration and the administration is told when they do their walkthroughs to have those conversations with those educators. You know, we are firm and you've heard me say this and I'll say it and several members at this committee have said it. The computer is never replacing a teacher. It can't, right? Teachers are way too important, way too valuable. We love our teachers. We support our teachers. We support all of our staff that have something to do with each and every one of our students. So that computer is never taking that away. That's why when I bring it up to all the unions, admin, teachers, and other, it's to limit that screen time, as Sue said, you know, when we're walking around and we take a quick percentage check and we see high percentages of screens
205up and no teachers teaching. And sometimes what's on the screen is not the wonderful examples of what we've talked about of enhancing the learning experience and using it as a positive tool. It's a student doing something he or she shouldn't do. And of course, we talk to that student and of course we have a conversation with that teacher. But those examples have been more prevalent and as opposed to less far and few between. So I think that's why the need of addressing the problem, not to taking it away, not to say we're never using it because we know that computers are here. We know that it's a tool, but using it as an effective tool both for teaching and for learning is very critical. And I think that's something I'm proud to say I thought
206we were in agreement on and I think the admin unit and I have been in agreement on. But I think that's the component. It's not just the taking away for taking away sake, you know. And you know there's a million studies of who can hide behind a screen because they don't want to have that interaction, right? We don't want that either. We want that interaction. And I think our students who spoke so eloquently tonight, they wanted that interaction because they came and spoke to us tonight. They're not sitting there on their screen and avoiding the rest of the conversation that's taking place around them, which is important. But those are the fears, right? I mean, and there's so many studies on if you go into a room this day and age, how many people are
207on their phone rather than greet the person that comes into the room next, right? You smile because you and I have had this conversation, but that's a reality, right? And imagine walking into a classroom if every screen is up. that new student could start tomorrow and not one student in that classroom would have recognized they had a new student in the room. And that's what we want to avoid. I think, and I'm not speaking for any board member, but I think that's the reason, that's the it I think that we have to avoid in my opinion because it's not going to replace the teacher. It can't replace the teacher. Our teachers are way too important. Our students are way too important. I love visiting the schools. I love talking to the students. I love talking
208to the teachers. I at every single board meeting I congratulate the teachers for their hard work and dedication. And I mean that sincerely. That's not just a statement on my document because I see the hard work that goes in every day. But if we're going to start losing that connection and that connectivity piece, that's a serious concern that we have to address and we have to make sure it doesn't happen. And the how we do that I mean the policy obviously is an attempt to do that but I think we have to be cognizant and aware that that can't happen. So we to avoid it. We agree that technology needs to be used effectively not in the place of a teacher or instruction. We I think we're all saying the same thing. Maybe it's in
209different ways. and everybody that I heard speak here tonight talked about the effective use and the impact. And obviously the individuals that are here tonight to speak are and I'm not saying the people that aren't here to speak because there were many people who wanted to be here. Um it it it speaks to the compassion, the concern, and the professionalism of the individuals that are part of Torington Public Schools. And I'm proud to say that those are my colleagues and they're part we're all part of Torington Public Schools. I just think we need to spend some time having those conversations that we just talked about and not getting a policy draft. And I know we're not privy to everything that happens, but having a heads up about a policy draft that's coming, having the ability
210to have the conversation and be told not through a text message to somebody else that's on the policy committee, but to have those conversations and make effective change that's in the best interest of everybody. >> And I think that's [applause] not getting paid for this and doing all of this. I can't unless No. No. Well, okay. Let me just finish this first. I guess I can ask you to answer. Yes. But you have to understand I'm we're trying to get to a We've talked about this for years to a point where we start something. It's a draft. I I'm going to suggest we bring it to the board for for for discussion because we have to start somewhere and then for the next four months it can be discussed. You'll have your discussions, he'll have
211his discussions, it'll be brought to us things you brought up already about K through three and making sure we can test and ESL. I agree with all that and it'll all be included. But it is you want to use anecdotal stuff. We have some kids here. I sponsor 30 kids and I John wants me to end this and I need to 30 kids that I sponsor at the gym. Every single one. Every single one. And they al they're all mostly Ecuadorian. You know what they say to me? We're never going to graduate if you shut off AI. They're serious. They're not going to graduate because they've been using it every single day and they admit to cheat. These are the kids who don't do great in school. These are and they're all boys. They're the
212boys who are on the margin. And I'm sorry you put a bottle, you know, you you're 16, 15, 17 years old and you put something in front of them, whether it be beer or whether it be whiskey, whether it be pot, whether it be something you can use in a computer to cheat. They're doing it. And all I want to we all we want to do is get the guardrails in place right away. that may change and probably will change by carts and computer labs to start with because then they can control it and the and the superintendent and the assistant superintendent, not you, can can work with the teachers and the principles to to drive a curriculum that does use the technology in the right way. I will stay for AI, you're probably it's
213probably right now it's it's not legal, but that's another story. But yes, that's where we're trying to get to. But we have to start with something. let the board say screw it. We're getting rid of it. Excuse me, girls. But I mean, we have to start somewhere. And I'm sorry. I'm speaking for the families and the kids who are being left out and they're not learning. But go ahead and I'll just let you say one word, Kylie, then I got to go. >> Um, actually, Sandy, if you can just stay one second. Sorry. I do want to let you know that I received 11 letters in the last 48 72 hours and I read every single one of them. So, thank you. I understand that people can't be here. I don't want to be here
214for four hours on a Wednesday night either, but I am. Um, no, I really don't. Um, I did read every single one. I understand people have commitments and can't be here. So, please understand I I did read every single one. Um, and I I I do want to say just because we put something in front of a 15, 16 year old doesn't mean that they don't have the judgment to know what's right and wrong. Um, I think the vast majority of our students are, you know, do well academically, behavior- wise, make good choices, um, have good friends, jobs, sports, whatever it might be. Um, not all of them, not even a majority of them make bad decisions. Um, so we need to make sure that we're not putting all the students in that in that
215group together. You know, just because you put something bad in front of a student doesn't mean they're going to take it. They know right from wrong. >> You didn't have any boys. >> Now I have two wonderful girls. >> I know you do. Just real I guess we'll end it with Miss Mrs. Goodman. I'm sorry. I let somebody step up. If you want to say something, come on and then we can end it. We'll take a vote. I just want to add that when we put in a policy at the hospital, it's for the patients best interest. It's not to make the nurse's job easier. It's not to make the doctor's job easier. The focus of a school is a student's best interest. And if surgeons general warning are out and constant studies are being
216pushed and pushed that the lower the student and the higher the screen time, the lower the comprehension. I understand that this is going to take a lot of time and energy, but all I keep hearing is that we have to collectively start thinking about this as a whole and this as a whole. I'm sorry, but we need to be the voice of our children who are five, six, and seven coming in and going to have 13 years of onetoone tablets and overprocessed foods. You wonder why people are going to homeschooling because no one's reading the writing on the wall. We're headed in a very bad direction as a society in general. We can't just look at Torington. We have to look at the statistics all around >> and we agree with you. But one thing
217I will one thing I will ask >> is we Miss Mangan brought up the social media. I'd ask everybody in the room promote on social media going forward that we're doing everything we can do and we are. This board is doing everything you can do >> absolutely >> to bring people from over on this side of of the of the table. even Jason [laughter] >> and over on here. So, I'm asking that everybody understand and if this can be throughout the city that we're doing everything we can >> and you know, never mind the food, you know what's going to happen with that to to fix this problem so that parents can be happy so that teachers can be happy so that so that our students that need to understand they don't need computers to
218be successful. They need their brains, but computers may be something they need to use and they will get there. But we will do what we have to do to get there. >> Absolutely. And I'm happy to see so much involvement tonight because >> you want to be part of the the conversation. Well, we've been talking about this for the past couple of months. So, a lot of teachers could be having the discussion months ago and not just be like, >> but let's move forward, right? >> Abs. Absolutely. And I'm here to help. But let's put the students first. We're gonna move forward. Both of you, you have. All right. Social media is going to be positive. >> I'm not going on anything tonight. >> Anybody who's listening. >> Yeah. Thank you. Students first. >> Thank
219you. Students first. Thank you very much. I agree with you. So, let's take I'm going to call for a vote, I guess, John. Right. We want to Can we have a vote to move this forward to board of ed for discussion or not? move it to the to >> just really quick. I want to thank the the staff members who came out tonight. Appreciate it. You're here on your own time. Thank you. You don't have to be here. [applause] >> I think what's appropriate is to continue the conversation at the subcommittee level. I don't think it's ready to go to the full board at this point. >> Okay, that's what we're going to do. We're going to subcommittee meeting the next meeting. Next, I'm sorry. Next policy committee. Yes. >> August. They're going to be
220working on in the meantime. But it's August, right? >> Yeah, it's August. Unless you want to come in July. >> They don't we don't have one. So, we're going to move this to the next meeting in August. There will be continued improvement and work and information shared to move this forward and start hopefully the first of the year with something. >> I can't give you an answer but yes because I don't know how but >> well I guess just so has there been a direction given to administration on how we're adjusting the draft policy to something that everyone can work with? Has there been a direction about anything that's on here? Because I know there was a lot of philosophizing and talking about data and and and and surgeon general and and and medical and
221the effects and what we want and don't want, but right now we we haven't made any changes to this draft that or given direction. I don't feel like there's been direction to the administration on what you're looking for them to bring forward the next time. And if I'm wrong, Mr. Wilson and Miss Ferguson, please correct me. >> It's behind the scenes, but yes, it is. But they can speak. >> Has there been direction for them? >> Has there been direction? They've been they've been they've been leading this. It was written. It was put together by them. >> So, just to be clear, um the policy committee had asked for a draft. So we and with very specific things included. So we drafted something that you have before you, but prior to putting it in the
222packet, it went before the attorney just to have a legal opinion. And that's what you see the red lines and so forth. And that's where we're at right now. So your question, if I'm understanding it, is what what will be brought forward in August that looks different than this? Will it be different or will we just continue to discuss this one and then make recommendations at the next meeting because we've had all this input tonight? I guess that's my question. >> Mr. Ugalo, do you have a thought on that? >> Well, not knowing who's going to follow your footsteps, but >> he's actually here. [laughter] >> He's here. >> I'm sorry. I did. Nobody introduced you. >> No, he was at our board meeting, >> Mr. I wasn't there. I'm sorry. So you'll be in
223you'll be in discussion the superintendent John. >> So ju just and this is probably too much information for this session but we will be having some overlap. We will have some conversations. My successor Scott and I will talk we will talk with the superintendent and with the members of OTL and with the policy chair about next steps >> and it'll be a lot of discussions. Hopefully with the new assistant we can get even further ahead in the next month or two. If we don't get there then it's going to continue to the next quarter and the quarter after that, you know. My comment is that dialectic is a very bad way to write policy. uh looking forward to the uh next meeting in August so we can uh discuss these issues further. >> Also looking
224forward to the discussion. >> Thank you to all the students that spoke eloquently. We appreciate that. >> [applause] >> Thank you to the teachers and staff that shared their expertise. We also appreciate that public participation is an important part of the business of the board of ed. It was commented at the previous meeting how exciting it was to have an audience. Um treating those who choose to speak with respect will only encourage future participation. I understand the board policy of time limits to ensure timeliness of the meeting. It may be necessary to come up with a better way of informing speakers of their time limits. Maybe a timer on the screen would be helpful so that we can see something of where you're at for timewise. Um, we need to implement time limits equally and
225treat our collaborators um, respectfully. [applause] Somebody and thank you for a good meeting teachers, students, you're great. Jason, you were great tonight. Miss Sterling, you were great. Jeff, I'm not so sure. But uh everybody at the end of the table, we're getting this meeting closed. So, can I have a motion to close the meeting? >> So moved. >> All those in favor? >> I Thank you everybody.