001Uh so it is now 6:33. I'm going to call the uh policy committee meeting to order for the board of ed. Um Ian Thomas and Andrea Arian uh are in u the board members on the committee that are in attendance. We have also Susan Austin, superintendent, and Marie Mancini, Clint Kennedy, and Kate Brown in support. Um, and I don't see, uh, any attendees. Nope, no attendees. Okay. So, um, Clint, are you okay running the tech for a little bit? >> Uh, how so? >> Do you want to do you have the documents to project? >> I don't know. Forgive me. I I I saw that AI was on the old business, but I was under the impression that it went through a first reading at the board of ed meeting the other night, so I'm
002here to answer questions. I can certainly try to dig up a a new version or whatever, but I I I I'm a bit in the [ __ ] and so forgive me. >> Oh, no, that's fine. I was just wondering if that was if that was your intent. Um I do have the whole package downloaded, so I could just pull that up. Um so I'll I'll project the document. >> Cool. And and again, forgive me, but if you could give me some background on why this is back to the subcommittee as opposed to moving towards a second reading on the the board of ed, I'd love to know. >> Uh it's a it's a good question. Um I don't have that background. Um but perhaps uh the superintendent, the assistant might um >> that was my question,
003too. What's that doing? And I was in the dark as well because I had not seen this version. It looked new to me. >> I really know where it came from, but it might have been a remnant from when Matthew was here. I don't know. >> All right. Well, let's uh let's get back on the agenda and then we'll get to that. Um so, just a quick review of the minutes. Um I'll entertain a motion to to uh accept the minutes from Tuesday, August 19th. Forgive my brain. But was Jody there >> on the 19th? Yes. >> Forgive my brain. >> All right. >> Was Jody there? >> Yes, >> He was there, but I don't think he's on the uh I don't think he's he's listed on who was there. >> All right. So,
004um Andrew, Dr. Aman, was that a motion to accept the minutes? Not yet. >> No. Okay. >> If Jody was there, we >> No. In order to discuss them, we got to have a motion. >> So, I I'll just move I'll move that we accept minutes. >> Okay. Then I'll second it. Whatever. >> Okay. All right. So, now you're saying Jod's not on the list of people who are present. what I'm thinking and I think that u >> I think as so we would accept them as amended right >> that's what I was waiting for >> yep so we can add Jody any other adjustments >> were you there so >> no >> say Amory was there either >> actually I was not I was not present at the last policy committee meeting. >> Are
005you sure Jody was >> I can confirm that. >> Okay. >> As was I. >> And you were there too. >> All right. Clint as well. >> Clint, too. All right. >> Was anybody else there? Wasn't uh was Leah there? Who was that? >> Leah. I don't I don't know Leah's last name. The the the puppy person. >> I don't think so. It was on the CL school climate only. >> Remember, we had to make another meeting just because we never got to school climate. So Denise was there. >> So maybe Jod wasn't there. But was this one where we also discussed the for the K9 >> policy? >> No, this didn't have the K9. >> Okay. >> This was we had two meetings that month because we didn't get to school climate and we
006needed to. >> Got it. Got it. >> Okay. Okay. All right. Maybe Jody wasn't there. Clint, >> you're as good as I am. You make me feel good. So, the August 19th meeting that was um I mean we talked about AI a lot. >> Yes. >> Yeah. I don't see that. Um >> Well, you were there, right? But >> yeah, I mean I'm looking at August 19th minutes here and I don't see any mention of the AI policy >> because we had two meetings that month and I don't know if we've got the dates right but we had one where AI was discussed like you said >> and also we discussed you know Leah's >> therap Okay. Okay. This one do this by itself, >> right? Okay. So, the 12th was the one that we
007was all about AI. The 19th was deployment. >> Yes, that's right. >> All right. So, I was not Yeah. So, that's correct. I was not in attendance for the 19th meeting. >> Um, so I'll take your word for it if Jod and Clint were there because I was not. >> No, they weren't. They were at the other meeting on the 12th. >> Okay. All right. So then we're all set. >> Okay. >> Yeah. >> So, um, we'll approve them as a as amended with no objection. >> I don't know if we have to amend them because I don't think they were. >> Oh, for the 19th, Jody and Clint were not. >> Let's just approve them. Who Who's going to know is this the Bravis rules person going to come and shoot us? No. I'll
008just double check in the um video to make sure. Ian, you said you weren't there and they got you as being there. >> You weren't there at all. >> We'll um review the recordings and and and send an update if needed um and amend the minutes as as needed >> uh to account for any um attendees that are not listed. >> Okay. >> If that's the case. >> Um all right. So otherwise approved. Um, excuse me. Um, so that brings us to uh agenda item P6131.3273 generative AI. Um, they have a motion to consider or a motion to to uh accept P6131.3273. >> Okay. I'll second. Um, so we have one that says that's in green. Um, that doesn't look familiar to me. And then the other one is in black with comments from Cave.
009>> Um, and the comments from Cape are in red, >> right? >> And I don't know if Jody Gooler was the one who did the comments in red. >> I assume so. And I think these are notes that he made based on the um discussion at the at the regular meeting in August, >> right? And it looks like the first one, the statement of purpose, he agrees with totally. It says, "It appears to me that this meets with the approval of the board. I have no suggestions for revisions." >> Um and I remember discussing this first part. Do you remember that, Clint? Uh, I'm I'm depending on the document you're talking about. Yes, >> it's the one that says comments from Cade. It's in black. >> So, all black with red, >> right? >> Got
010it. Yes, I do have this up now. >> Okay. >> Yes. So, there's section one. There's no comments, no suggestion for revisions. There's a couple words choices and then it looks like Jody took notes within this document. So I I I just I guess to go meta on this is the is just forgive me but I I I want to make sure I understand. Is it the the board's decision that the first reading was not accepted and then it's coming back for additional revisions to the subcommittee per additional comments from CABE? No, my understanding is that it passed first reading but was going back to committee as per our usual process and was going to collect some notes from Jod based on the discussions that occurred at the meeting. >> Okay. >> So, normally it
011goes, you know, once up, once down, once back, and then once up again. Yeah, that's my memory of it anyhow. >> Got it. Thank you. >> Every policy gets four passes. two at the two at the board level and two at the committee level. >> So if that's the case, do we want to go uh red line by red line through this? Uh is that the prerogative of the chair here to to do that? >> Yeah. Yeah, I think we will do that. Um unfortunately, I'm looking to see if I have >> You have the black copy with >> black version to project. >> I'm putting it I'm putting at the top of your inbox, Ian. >> Thank you. Sure. I understand in a policy that the board could say that they believe in a
012collaborative approach and um would like to see community involvement in this but the regulations is what the superintendent then does with a committee. So there was a lot of discussion about the role of the superintendent versus the board and policy being you know the general statement based on law and then the regulations be how are we going to approach this and I can see that in a regulation the superintendent could have a committee and bring people together and get and you could absolutely put that the board believes in a collaborative approach in the policy and expects to really hear from the community around how we're going to approach this policy and that's where the committee would come in. He even that's what he's stating. >> This section prompted discussion over concerns related to the board
013and superintendent roles and responsibilities. While generally speaking, boards are advised to stick to the what and leave it up to the administration to determine the how. And the importance of AI and the attention um it will require may perhaps require a committee, you know, or a collaborative approach as it said. Um the board's desire to determine this level of focus and the need for the committee is reasonable. Um but it is clearly a matter of debate. Um recognizing this dynamic, my policy recommendation would be to what is he saying? I can't even read it. I need my glasses. >> So he's basically saying recognizing >> soften the language >> shall establish. But I do think that we should separate out and get what the board expects to happen in a collaborative approach, but then the
014regulations is how it gets done. >> Well, you know, um I recall this conversation from the committee uh prior to it going up to the board and it seems like it it kind of stayed at that discussion level at the board level. Um but I'm still of the mind that I think it's it's within the purview of of the board to to say that we want to see, you know, some sort of broad-based approach, which would involve a committee either being designated or established to to help the the the super the administration, you know, make sure that they're they're gathering multiple perspectives. Um at le even with the word shall all that's saying is that you know we expect that much that there would be some motion in that you know some that that would
015be step one as to what that committee looks like and and or if it's just another committee that already pre-exists and is being tasked um with this duty. That's that's up to the superintendent and up to the administration. that that is I still think that gives broad latitude to to the U administration to operate you know relatively freely. It just establishes a norm one level one base level of expectation. But that's my thought on it. Um and be curious to hear everyone else's. Um Andrea Dr. Ac ask your question again. Uh the question is basically like you know the debate if I if I can boil it down and and and uh you know correct me if I'm not at uh nailing this um superintendent but um I believe the debate is you know do
016do we want to direct use the policy to direct the superintendent administration to either establish or designate a committee with with whom they would work to oversee the artificial intelligence um regulations um and how they're applied and adapted year monitored and adjusted year after year. You know, do we want to does the board want to direct the superintendent to do that within the policy or does the the board want to allow the superintendent the discretion where we request or suggest um that they maybe that they establish or designate a committee to help uh manage the AI policies and regulations. Um but it's not required or um >> right >> mandated and therefore the superintendent could or could not depending on their discretion. >> Um >> and that's that's that's where I come down. I don't
017think we should be directing the the superintendent to do anything like like this or you know I mean there may be some circumstances under which we >> but I don't think we should. Well, I was saying a Ian, I was saying that you could absolutely talk about the collaborative approach and that you're expecting that to happen, >> bringing people together, you know, across from the district to be able to work with the superintendent, but you don't then the superintendent could then in the regulation say that I'll establish this committee. I mean, >> sounds reasonable to me. I mean I think you're getting the point across in the policy you know um that we do want a collaborative approach al together you know we all want that >> right >> and then you know so I
018think if we start naming people who should be on the committee um Ann Marie and I know a lot about committee work and we have a lot of committees doing a lot of hard work and you know you really want a variety of people you don't always want the same people and you want them from all the different schools and all different levels. Um, you know, we're very used to having lots of committee work. >> If if I could just uh interject with a clarifying question. Um, so is your concern with the word shall or is your concern with all of this? Um >> I I feel like if you wrote about the board's expectation to have a collaborative approach with regards to this then then allow the superintendent to form the committee and bring
019people on. You know you could state that you're expecting a collaborative approach and that's with the will of the board and then you know how that happens. it can be put in regulations. >> Okay. >> I don't like setting precedence of of doing anything like us directing the superintendent. I I just don't like that. But in the regulations when the superintendent says I'm going to do this. >> Yeah. I have to follow through. Go. >> Ann Marie, do you have any comments? I think that your suggestion is is a good one. Um, and I agree with what Jod is saying here about softening the language. Um, you know, the board requests the superintendent to consider. Although I I like your suggestion even better um about in you know including that language directly in the um
020in the regulation that that the committee will be established and um incorporating language in the policy about this collaborative approach. Um you know and I can if you want me to think of some language that we can write into um into the policy you know I I certainly could work on that. I'm just going to try something here real quick. Um, >> apologies for interrupting. We do have an attendee on a fire tablet that has not been promoted. I don't know if you're expecting an additional board member here or not, Ian. Um, that is >> I'm expecting Sean Corkerin to to uh pop in around seven. >> Okay. >> It's almost that time. It might be him. Um, is there any way to see the uh is there an any sort of identifier on that?
021>> Uh, >> I can allow him to talk. >> Yeah, >> I'll hit that. >> Let's see who it is. >> Okay, he's allowed to talk now. >> Uh, attendee on the fire tablet. Is this is this uh board member Corkran? >> Hello. Can you hear me? >> Yeah. Who's the attendee? >> Hi. Um Ian, it's Miranda Chapman. I'm here to listen to the attendance um discussion. >> Oh, okay. >> Thank you, Miranda. >> I wasn't sure if it was our other policy committee member. >> No, just me. Thank you. >> Thank you. >> Sorry about that. >> No, no worries. Thanks for the notice. Um when I'm sharing screen, I have limited uh visibility. So, if you're an eye on the attendees, that could be a great assistance. >> Um, what about just doing
022something simple like like that where we insert the board requests the superintendent establish or designate a committee to serve in an advisory capacity regarding matters? Um, >> I I don't know why it has to be here and and I would pick either establish or designate the other. Well, to to the superintendent and you know, Susan and Ann Marie's point, um they're aware of committees that are already in existence that could be designated as ones that will take on this role >> or maybe future superintendents might want to establish a whole new committee that's specifically tasked to it. So actually I feel like having those two words there with the or um gives more latitude, you know, to the to the administration. >> Okay, that that's a reasonable explanation. Yep. Um so the language as drafted
023now as amended um would that soften uh Amarie I see your hand raised. >> I think the only thing um then that I would move to the regulation would be um who the committee would be comprised of. >> Yeah. Right. Anytime we're getting into the nitty-gritty, we need to put that in regulations. >> Definitely. >> So, red line, the highlighted language. >> Yeah, that's good. >> Yes. >> Okay. And I don't mind that you know that this collaborative approach I mean I think we should state something about we believe in a collaborative approach and um you know the I guess the purpose of the committee is to study the evolving opportunities and challenges related >> okay >> the AI and teaching and learning or what however you want to say it. I think we could
024probably accomplish that by doing dropping in a phrase like that. >> Mhm. >> Um and then that salvages the rest of the language of that paragraph. I believe >> you could just put that combine them instead of it will work. uh uh in an advisory capacity which will work in a and they make it one sentence >> or to work in a collaborative fashion >> or even better. We'll work collaboratively to study. >> Um >> yeah, I like that. >> Trying to get it together. >> Work collaborative collaboratively to study. I like that >> in an advisory capacity to work collaborative collaboratively to study. I would make it more sense. matters pertaining to GI to work collaboratively to study. Oh, that's we got like a double two there. >> Well, how about I see that?
025>> Well, it's under collaborative approach. Why do we even need it? So we're establishing or designating a committee to serve an advisory capacity to study GI's evolving too many words. >> Yeah. You know how >> what if we put collaborative in front of committee? the collaborative committee to serve in an advisory capacity regarding matters pertaining to GI to work to to study to study GI's to study actually get rid of that I don't know what a collaborative committee is u because committees are collaborative right >> okay well you know we don't necessarily need to have collaborative in there >> no I don't >> I mean committ implies any any sensible committee is going to be >> broad-based, right? >> You know, >> um >> and it's under collaborator. >> I think that's enough. >> Yeah.
026So it would read, "The board requests the superintendent establish or designate a committee to serve in an advisory capacity regarding matters pertaining to GI to study evolving opportunities and challenges as they relate to teaching and learning. This committee will also make recommendations based on current GI practices in all schools. Administrators will work and meet regularly with designated GI advisory committee and will schedule a yearly presentation at a regular board meeting. I would rather say we would regularly um update our board of education because it might not be yearly. It could be, you know, there's some things that I feel like I'm coming to you every month with. >> So, I would just say that it would be regularly >> absolutely >> um updating our board of ed could be in board notes. I mean, I
027I mean, I just feel like you'll want to be, whether it's me or someone who follows me, you'll want to be advised on how those things are going and maybe multiple ways. >> Absolutely. Absolutely. I don't think there should be any years designated. I saw in another >> policy that there's five year thing. This is that's ridiculous. >> So, you say that you're designating um they'll meet and work regularly with designated advisory committee and um brief the board regularly or um you know update the board of education, >> right? I do I would want to just ensure that it would end up as you know there would it would involve some presentation in as part of a meeting. Yeah, absolutely. Needs to be. >> Yeah. So, and we'll schedule or and we'll update >> regularly
028update. >> No, we already got regularly up here. >> Well, I would just say regularly update the board of ed. I mean, that could happen. I mean, we could put that in regulations that that could happen in board notes. That could happen at COWs where you can actually talk about it. could happen in a >> present updates. >> To the board. >> Yeah. And present means that you're going to do in person, not in some notes that somebody may read or may not read. >> Exactly. That's true, Andrea. Although I do spend a lot of time on those notes. I know that they I know, >> but they keep track of what I've said. >> It helps me to keep track that I know I've done it a couple times. >> But sometimes, you know,
029even when I read them, I miss stuff. >> Yeah. Sometimes when I write them, I miss it. Yeah, take out the the work regularly. Take that regular out of there and put it where it's the board is going to be pres uh updated regularly. That's that's where regular should go. the board. It's not that you're going to work together regularly, but that you're going to present it to the board regular basis. That fit the bill there, Dr. Arman. >> All right, then. Um, I I'll move that we accept uh this section two as amended. >> Can we um can we do something? Uh Ian, can we So, and we'll regularly present instead of regular because that suggests that there might be irregular updates. >> Irregular updates. Well, >> so I mean that is a possibility
030regularly. Yeah, it is. I guess. >> Yeah. Okay, that's >> I like that. That sounds good. >> All right. So, uh I'll move that we accept section two as amended. >> Yes. See, whatever. Whatever. How do you say that? >> I'll take that as a second. And all >> second. >> All in favor, I'll say I. >> I. All right. passed as amended. All right, next section. So, I'm just going to take out these notes. Um, now what he writes at the end is he would suggest avoiding the word efficiencies because there's reasonable concern that AI will displace jobs. So, we don't want people concerned about that. M >> said consider replacing with improving the organization in its mission to meet the needs of all students. That sounds much better. >> And it does look
031like these are elements of >> Susan. I'm sorry. Where are you? Oh, >> it's in red all the way at the bottom of that section three. >> Got it. Okay. So, section three. Um, what was your recommended language? >> Wasn't mine. I think it must have been um >> Oh, okay. I see. >> It must have been the cape Jodie language. He said that he wouldn't use efficiencies. Instead, he had replaced it with improving the organizational organization in its mission to meet the needs of all students. So, I think that's right. Above that red language, the superintendent will develop a process to assess and leverage GI use across the district to achieve increased administrative efficiencies. But he says, you know, instead um to improve the organization and its mission to meet the needs of all
032kids. And actually they he's really recommending that this should be addressed in regulation. All of this I was always trained to keep policy like short and sweet like to follow the law keep it brief like a page or two and then the regulations spell it all out. I I'm with you and um >> but >> I don't want to start writing policy that does what you're saying and that is telling us how to do it. >> Policy should say what and that's it if >> I mean I like good regulations, don't get me wrong. I think absolutely because I need to know the how and everybody else does too, but I think that sometimes the how can change. >> Yeah. you know, based on what we've learned and that's, you know, easier to >> um
033are you recommending or so are you talking about all of this? >> Yeah, that's what it says. Elements of operational concern to be addressed in regulations. >> But as far as operational, so I could see that because these are very specific. everything that I've highlighted now, >> those first two sections where you got the bullet points and the numbers. >> Yeah. >> Um the section here where it says elements for administrative operational productivity >> and functionality like that that seems to be more just guidance. Yeah, it though goes along with because if you look above it, they talk about elements for students include, >> elements for teaching staff will include and elements for administration operation will include. >> Oh, okay. I see what you mean. That's >> so it kind of goes along with it.
034Um, and I don't even know it it lends itself with the productivity and functionality >> that could be related to efficiency. So, we're really trying to get away from that. I think what is that? What do other people think? >> Thought and Marie. >> Yeah, I would I punch the administration right now. I'm just kind of reading the notes here. Yeah, I I I I am of the mindset that that less is more here and that we really spell this out in regulations, especially because of the nature with which we're we're seeing this industry move. >> I know change on us in a heartbeat. >> Yeah. Honestly, you know, as I've stated before, you know, um I have extremely mixed and pmic feelings about the whole thing. So, um I'm not opposed to the idea.
035This does seem to weigh the whole policy down. >> I mean, I think it's really concise in the beginning and it really says what we mean for it to say, >> and then it gets into the okay, so how are we going to do this >> right now? I would humbly suggest that, you know, we copy and paste this into a separate document and hand it off. >> You could do that. Yeah, we could. Yeah. And actually because it highlights it elements for the regulation, we can be bold it and just start. That can be the beginning of the regulations. >> Oops. Open these up. There we go. >> And you know, you're right about uh how how things are going to change so quickly. I'm sure there was a policy in the past where
036it said the the administration or the board shall maintain a barn for the horses. You know what I mean? >> All right. So, the whole of section three um shift to regulations, shift and adapt to admin for regulations. >> Um I'm not opposed to that. >> Me too. Is that a move? Is that a motion? >> I'll move to uh refer section to remove section three and refer it to the administration to develop for regulations. >> Second. >> All in favor? >> I All right, that passes. 15 to admin. And then number four really talks about this advisory committee which I think that should go in regulations too because we're saying that it needs to be continuously reviewed and the committee would be doing that work. And I think we've already said that the superintendent
037would update the board at regular intervals. So I don't know if we need to restate that. I mean, we could also put it in regulations if we wanted. It belongs in regulations. But we did get it in under the collaborative approach in the policy which is fine. >> You know that >> this would need to be you know regularly updated >> and >> yeah I feel like this this is this is granular enforcement or what was already stated broadly up top here. >> I think so too. I mean I think we should add it to regulations maybe. I mean, the only thing that maybe we we have to motion to reconsider, do we have a review? Is the word review anywhere in section two? But I don't know. Or is it implied? Is it implicit?
038>> What? That the board is going to review the policy. >> Yeah. Updates. Well, you know, uh with the updates and the presentations, there'll be opportunities for referrals. You know, at some point we also have to just trust future boards to know how to use Robert's rules and and uh make referrals. >> Well, if they have a policy committee that's so astute, they will know what they need to >> Yeah, >> we're all gone. >> Sorry. Sorry to interrupt, Ian, but you have a third board member who's now in attendance. Just FYI. >> Great. Oh, great. Did he come? How long has he been here? >> 706. Okay, let's uh let's raise him up. Thank you, >> Mr. Cochran. Welcome. >> Thank you. Hello. Sorry I was late. >> Thank you. Sorry I was late.
039I was coaching little league baseball. >> Ah, good for you. Isn't that the life? >> Yes, it was my favorite. >> All right. So, just to get you up to speed, we're just finishing off uh reviewing the generative AI policy as old business that is in its second cycle coming back through the policy committee. I believe it was approved as a first read with some recommendations to make adjustments uh based on Jod's notes from CABE. Um and we have um basically we edited section two to defer um the specifics of the committee to the admin and make it a board request that the admin do so. Um and that passed with a two zero vote. Uh and then we just also handled section three here where it dove more deeply into the granular nature of
040um managing generated by AI and uh this was uh basically we the motion was to remove this section and refer it to the admin for development into regulations and uh that passed with a two vote. So now we are on section four where we're looking at uh the draft of a mandated review process. Um and we were just about to discuss we were sort of just starting to discuss the notes that Jody left here in red. Um and basically like feeling that this was also maybe perhaps too granular for policy and would be better suited to remove and refer to the admin for regulation development. Um >> I waving at us. >> Oh sorry again I uh all right Amory go. I can't see with the shared screen. >> You're on mute. feel free to
041just pipe up whenever you have something to say and we'll figure it out. >> Okay. Thanks. I've been using the virtual raise my hand feature, but I'm not sure if that's the best way to do that. Um, so I I just noticed that um right now regardless of what we decide here um right now as written section section 4 is doesn't quite match what we have now revised in section two. So, um, we just want to make sure that, um, that the two sections now match because I think the revisions that we made in section two now, um, will have an impact. Yeah. Will have an impact on on what happens here. So, I just want to make sure everyone's aware of that. >> Do you see anything in this section though, Anarie, that we
042haven't stated in section two? No, it might be like a little bit now where where it's redundant or if we feel like this section should stay, then we might need to change the language a little bit. >> Okay. To match what's in >> I don't think it should stay. I think it's I think we already said it. >> Um and I think also like if we remove and refer to admin then um >> we can look at the whole thing and >> it can be fine-tuned uh to match and suit very particularly. So, >> okay, that would be good. >> I'll just make the motion, I guess. I I'll make I'll move to uh remove section 4 and refer it to admin for development into regulation. >> Second. >> Agree. >> I'm seconding. So, don't
043don't >> Sean, do do you have any um So, I just want to make sure that uh he has an opportunity to speak on >> Yeah. No, I I have no issues with that. >> Okay. Um, Dr. Aman, sorry. Go ahead. >> No, that all I wanted to say was Sean, don't let me I I was the only one here, so I was seconding everything, so but don't let me step on your toes. Okay. >> I don't want to get in the way of your flow. Keep it going. >> All right. Um, so all in favor of removal and referral say I. >> I. All right. That passes 30 and that should conclude um well let me get this done here. All right. So everything in yellow highlights going to be remove and refer. Very
044well. All right. So, um, just to wrap it up in a bow, uh, motion to accept, uh, a move that we accept, uh, P6131.3273 as amended. >> Uh, second that. >> All right. Any further discussion? All right. Hearing none. Um, all in favor say I. >> I. All right, that passes three zero. >> Thank you. I like it. >> Thanks for doing all the work, guys. >> Well, we just handed off a bunch of work to you. >> We're excited about doing it. Let's go. >> Thank you all. >> Yeah, >> I'm gonna stop. >> And attendance is next and we need to focus on this for sure. Emory is like on it. So, >> Amry, are you prepared to project and present and kind of, you know, do the whole thing here? Or do
045you want me to present project the document? >> I I am not uh prepared to uh present and project, but I could uh adjust on the fly if needed. >> Um no, let me I'll I'll project. Um I got no problem doing that. >> Oh, I I can present. However, >> that I misspoke. I'm not pres uh prepared to project, but I can present. >> Okay. Yes. All right. I'll project and uh you could present and we'll get through this thing. Um, what's Oh, at 5113. All right, this the policy one. All right, standby. I'm just going to export it into Word. The last time we looked at this was in 2018 before CO. >> Oh wow. >> Susan, you're stealing my thunder here a little bit. >> Sorry, I'll keep my mouth shut. Almost
046there. Stand by. Okay, here we go. >> All right. Um, and Marie. >> All right. Thank you, Chairman Thomas. So, I'm really excited to present to you today the uh draft policy or our proposed revisions to the attendance policy, which is uh policy 5113. And um I want to, you know, kind of just give you a little background here. Um sometime in June, chairman uh Washington um wrote an email to both myself and um and Superintendent Austin. I guess she had met with um a committee of teachers who um approached her and said that they were concerned about this policy which had not been revised since 2018 and um they believed that the policy needed to be reviewed um because you know it needed some updates. There had been u several updates from the um
047state department of education and also the legislative body that um had not been reflected in our policy. Um, two that I can kind of speak to specifically were um there were some uh specific language regarded mental health uh mental health days for students and also um some language regarding um military students and um so those are just two off the you know that that needed to be up included in our policy that had not for whatever reason reason had not been um included as updates in our policy. Um and then there was some other language around chronic absenteeism and what it means to be truent um the definition of abs in attendance. So there are variety of things. I brought together um a team of administrators at least one administrator from every school. Sometimes there
048was both an assistant principal and a principal um that worked on this policy with me this summer. Now some people might say well you know would it wouldn't it be good if you had teachers on that committee? Unfortunately, in the summertime, we don't have teachers that work, but we did first collect um some feedback from teachers. Um teachers that wanted, of course, revisions to the policy gave us feedback before they went away on um their their summer vacation. And then after this policy was finished, um just recently, I sent it to the union for feedback and they gave us uh feedback on the policy, on the regulations that we've proposed, and also on our tiered interventions. So, I was really happy to kind of get their input on on on uh this proposal that we've
049kind of brought forward to you now for approval. Um, some highlights that I Oh, the other thing I wanted to kind of um bring to your attention is when we were looking to revise the policy, we did a lot of research. We looked at um Vernon Public Schools. We looked at uh Vernon Public Schools had just did a major revision to their policy. So, um, I believe that their policy was updated in the springtime of just this year, March 2025. We looked at East Lime, Old Lime, Westport, Glastonbury, so a variety of different school districts. Um, and, uh, you know, to kind of put together this policy. A couple of highlights I want to um, you know, bring forward to your attention in terms of, uh, things that I want you to notice. Um, this
050policy is more reflective of a policy and is is not reflective of a regulation. We really felt like the old policy was more written like a regulation. Um, it defines more clearly what it means to be present or in attendance during a school day. It includes language about the mental health days that I had mentioned before and extended absences for children of servicemen uh members. Those were required things that were supposed to be in the policy that just had never been updated. It shares that schools will reach out to parents and guardians when students are absent. Um, and that again that was supposed to be required language that was included but had not been updated. It outlines the uh responsibility of the student to secure and complete missing work and it includes information on the
051dismissal of students for reasons related to safety and security. There's also some language about uh in the regulations which we don't have to get into right now because I know this is about policy but if you do have questions about the regulations or the tiered interventions that we've updated I can provide you with information on that. So um you know uh here as as you can say as you can see the policy is much shorter um again to reflect more of a um of the policy in terms of the what whereas our regulations that we've revised are much more detailed um so that um it could support what schools are doing um to you know to support uh students that need assistance whether they're struggling um to come to school or just need more more
052detail. So, you can see here the information on mental health days, which is a a state mandate that each that students um are uh able to take at least one mental health day um per semester or two a total of two per year. Now, um they do count toward chronic absenteeism. They are not, you know, it doesn't they're not free days essentially. And then also there's information on um uh children of um servicemen uh members >> and that's in a national compact that we have for military children and our counselors really get um training in the compact annually. So that's something really important and I'm surprised that we didn't have it in the policy but we've always followed that practice and I think that's why Miranda's on line. It might be. >> Do we want
053to elevate her and have her join in the conversation? >> Well, I'd like to see if she um thinks this will meet the need. >> Yeah. Um I'm all for it. Um >> I can also say there there there's some information in our regulations to support our children of service members in terms of if um they have to miss time and them getting work in advance. Um, so we do uh we do have that in our regulations. Um, again, additional support for those children. >> Um, Miranda, uh, do you, Miss Chapman, do you have anything to add? You want to jump in? >> I don't. >> No, I don't have anything to add. I think as um, Anie said, it's also I think in the policy that addresses the compact. Um, I I'm just interested
054because I want to see I want to be able to support um having as many people in school as much as possible. So, I'm just really trying to follow to make sure that I can relay and reinforce whatever uh the school board decides with our military families. >> If the compact is in there under the different legal references, >> I can't see the bottom. So, I'm not >> Let's see. I'm gonna do a quick scroll down here. >> I don't remember. I have to say I don't remember any specific language about a a compact, but we did include language that um you know was specifically mentioned by in in that state um in the state policy. >> So maybe Brian if you send us the compact and we can at least designate that. Yeah, we
055we will absolutely. Yes. >> Yeah. The compact language actually says that the local board or official may include 10 days of excused absence and the Connecticut legislature in their language said must. So, I think having that language that the legislation put forth >> is the is I don't want to say better because um we want kids in school, but it it upped that the compact language >> actually. So, Ian, I don't think adding the compact is um is helpful because the state language is stronger. >> Okay. >> Yeah, I agree. That's why I wanted Thank you, Miranda. I think it should have the language of the compact. Forget I know the state statute is law but the compact is uh to me um weightier >> weightier. Uh can you explain that a little bit more
056Dr. Acriman? I'm sorry. Well, it's one thing to have the to to mention just the law, but the other thing is is to actually say that the that the, you know, the the the compact goes, you know, across the country. It's much weightier than just in my view anyway than just a state law. Um, it's it speaks to the military in the entire United States and that to me is much more >> Yes, I agree. I agree. But I think in terms of what it does for the students, I think it's a little bit stronger language in the state statute. But I I could be I can be interpreting that wrong. Miranda, what is your sense of that? Um at in most cases a interstate compact supersedes all um state or local laws and policies
057unless the local one is stronger and the Connecticut one made it a must versus a may. Um I was just trying to look up and see. I thought the actual compact was in a different policy on Grten's board, but I'm not I'm not able to look at my phone and do this simultaneously. >> Uh, but the language of the compact, although nice, is outweighed by the language of the Connecticut legislature in this one instant of the compact. >> I understand that, but I still think that the the compact should be cited. Um, I'll I'll jump in real quick on that. I I'm I'm in the same camp as Dr. Aman on this one. I don't think it would hurt in any way just to to note the the fact that the compact exists. While right
058now the state law does um have stronger language and therefore supersedes this compact, that is not always necessarily going to be the case. Um, you know, things could change. >> Yeah, I think that's valid. Sure. >> We can have the citation. >> Yeah. I think it would be good to keep it there. We might even there may be other areas that need to be looked at too with regard to that. >> Yeah. >> All right. So, I'm just going to add uh just put in a note to add compact citation and we can Okay. >> Kind of do the nitty-gritty of it. >> Thank you. >> Yeah. and and looking unless I'm missing um not finding it. I don't see a compact um reference in the regular board policies. >> Okay. >> Yeah. I I
059I had I had >> I had not seen it in the former policy. That's not something that you know um unless I'm you know you could see the the old policy there. It was not in the um unless I missed it. I it's not was not in the old policy. So I'd have to find that somewhere. No problem. >> Sign that for us and send it to us. Miranda >> Miranda, was it >> was the compact in existence when we wrote the the former policy? >> The it was signed into existence in Connecticut in 2009. >> I don't I I know you had said the date that this policy was done initially, but I I don't recall. >> I lost connection just a bit there. Um I Amry, you were I kind of cut out
060there in the middle of your comment. >> Oh, I said that um it wasn't in unless I missed it. It wasn't in the original policy that was written in or updated in 2018. So, I I would just have to do some re research and find that unless it's um incorporated in some other policy, but I can I can look around and uh and see where um where that is. Maybe it's in some other policy that we have here in the district. I feel like we have a document, Miranda, that you've passed out to the superintendents regarding the compact. >> We do have the compact that was signed by the governor at the time in 2009. Um I know some districts have uh it specifically added into their policy. I I I am not the official
061on um whether something's a you know, it's a state law. Does it have to be included? I know a lot of things go by what Cab is recommending. Um, and this doesn't isn't necessarily something that impacts us statewide, so it might not be on their radar, but I will look at the other local districts and see what reference they use and what they have. Um, and then send it to Anmarie so she can kind of use her judgment on what would be the best move for Groten to make. >> Thank you. >> Or not make. >> Thank you. Thank you, Miranda. >> That might be something we want to bring up when we do our next superintendent liaison meeting, >> you know, referencing the compact in policy, right? And you're going to drive me to
062that. >> I'm picking you up tomorrow at before the 4:30 meeting. >> Yes. >> But so I don't get lost in Navy housing again and miss the meeting. >> Um that's right. >> All right. So uh we'll entertain a motion to uh add Oh, you know what? Did we We didn't put this on the floor, did we? We were just in the presentation mode. Um, so I'll move uh see what was the number of this five >> 5113. >> P. >> All right. So, I'll move uh we accept P5113 uh and recommended to go forward to the board as a f first reading. Um >> I second. Second, Cochran. Um, all right. So, that being the case, I'll also um move to amend that we add uh some compact citation as appropriate. >> Mhm. >>
063Second. >> All right. All in favor of adding the compact citation? I >> I I missed your vote, Dr. Aman. I presume you're an I. >> I I Yes. >> Okay. Got it. >> All right. Very well, then. That amendment passes and we can continue discussion on the policy in general. >> You know what? I need a a a definition of a mental health day. I I see what it says here. And it says uh about I can barely see um to to attend to their psychological and mental well-being or emotional well-being. Like I don't know what that means. What does that mean? Um all right, I'm going to try to give you an example. Um uh it might be that I'm I'm feeling a little um I'm feeling a little down uh emotionally and
064uh so the state department of ed this is postcoid um you know they wanted to make sure that students are feeling um I I guess students are feel like they have the ability if they're feeling down um to take a day actually they get up to two days as I said per year without um without uh explanation so to speak >> to to take to take these days and um and not be in attendance at school >> and this is >> this is this is required language that m that must be in our policy Dr. So it's required by state law. >> It is it is required by state law. >> Understood. Um >> I mean I think in the past >> same >> I think in the past though can I just bring levity
065to this that kids can feel sick. They can have fever. They can but they can also be like disregulated or not feeling well inside emotionally. Yes. And it can cause them to feel sick. So I mean it's a sick day. It's just a mental health day. >> Yeah. There's a lot of students and you know I I don't mean to um I I don't in any way want to sound like this is not valid. There are there are students especially after immediately following COVID that they have a lot of anxiety. >> Um they feel um again they feel they feel anxious maybe they feel like um >> long as we feed feed feed into that that's going to continue to happen. I mean okay. Well, again, there are a lot of things that I think
066that kids feel that are very that that they're valid. You know, it it's hard to it's hard to make a judgment when uh on mental health because, you know, you just don't know what it's it's very easy when kids are are physically ill, but you don't really know what kids are experiencing on the inside. So, >> I get that. Y >> I get that and I support that. I support that you can be sick because you're feeling but to blame it on CO is going to be 25 years past and we're still going to be saying oh well >> no I'm just saying this came after this came in after co I'm not blaming it on co I'm just saying this came in after co >> I know I know and and I'm okay with
067a kid feeling down and and um you know unexplained they don't have a fever they don't have a sore throat unexplained I understand that But to keep associating it with oh after co this is happening it that you know like get over it there there is there's nothing um there's nothing wrong with having a a sick day because you're not you're not up to going to school. >> Well they're not allowed to take two days off in a row. >> Oh I understand that too. They have to get over it because they only get one day, >> you know, like, you know, I understand that, you know, but please, you understand. Okay. All right. I'll be quiet. >> Absolutely. Absolutely. I I completely understand your perspective on that. You know, it's very hard. I feel
068like, you know, as a as a district, we're really u want to push good attendance and making sure that students are with us every day and that, you know, we really want them to be in in school. Um, so, um, uh, and I feel like, um, that >> it was full when we got back from >> U, Mr. uh, uh, Sean, just, uh, check your mic, please. I think you might be live. You might want to mute. There you go. >> There you go. You know, that we want them with us. Um, and we feel like they'll be um, uh, when they're when they're at school, they'll be happier. They'll be involved and, um, around their classmates. But, you know, kids do kids do struggle um, at times. So, I'm with you. I'm with you
069on that. >> Yeah. If I could just jump in real quick on on this. Um I I understand the state law. It's language that we have to have. Um but to be honest, I mean, this is nothing new in the grand scheme of things. I mean, I recall high school and there were times where there was like a series of tests and projects due and basketball games and series of events and I remember saying, "I'm just taking a day, you know, and and I would just, you know, talked to my parents and we'd arranged for me to stay home for the day and you know, and they just said I was feeling feeling under the weather." >> Yeah. >> You know, and that was it wasn't had it didn't have to be disclosed as like
070mental health day or not. I was just I just took a day and and you know it's totally legitimate and and it has >> you know I it it kind of the language was put in >> during the co times but it I don't I'm I'm with Dr. Aman on this that is you know it doesn't have to be associated with COVID either. It's not it's not associated to CO. So I guess >> this was during co times. >> Exactly. Exactly. You know, it was just aware time where, you know, now my only concern though with this is that is it going to be is this a thing that you have to declare on a form of paper where it says mental health day? >> No. >> So, what kind of excuse does your mother
071write then? >> Um, actually that they don't have to write an excuse at all. um they really just can say that this is, you know, they're out and it just counts as really one of their um unexcused days. >> Okay. So that my concern would have been like a HIPPA violation. >> No, no, there's no um there's no uh you know um there's no label attached to it. It just counts as an excuse day. You know, they don't have to label it as a mental health day. There's no stigma attached to this in any way. HIPPA violation >> because it could also be used in a different way too like if it was course day. So I'm glad >> I read somewhere I'm sorry >> didn't I read somewhere though >> privacy concerns but go
072ahead Dr. Dragon, >> I'm so sorry. Didn't I read somewhere here that they they had to have a written excuse for being absent or did I not did I miss >> there are there there are excused days and unexcused days and after you the first I think nine days um they don't need any know it at all and then after like after a certain number of days like day after day 10 or something after after day nine then they have to have um they have to have you know uh notes and things so um you So if this is um this can count as one of their unexcused days. >> Okay. >> I see. >> Well, I'm then they have to have a note, right? >> Then they have to have notes. Yes. >> Yeah.
073So what did they say? So >> well in this in this in this case they if they can't take a mental health day if they have they if they're used up on all of their unexcused days, >> right? If they used all their unexcused days and they've also used the two mental health days. So what I'm saying? >> And then what do they what does the excuse say? >> They have no excuse. They can't. >> Well, then they would have to >> Well, don't you have to don't you have to have a written excuse if you have one of those unexcused days? >> I guess. I don't I you know I I don't know. I it's it's hard for me because, you know, I I this came on after obviously as as when I'm an
074adult and then I have two children that, you know, um I didn't let them take these kind of days. [Laughter] >> Oh, dear Lord, it's complicated. >> It is. That's insane. >> So complicated. So there is no requirement for extended absences to like provide a doctor's note in in the appropriate circles with all >> I I guess probably they could provide a a doctor's note in that situation. >> I mean back in the day with COVID they were getting notes for COVID and you know because that was you know we had they were taking so many days off and weren't allowed back. But now that's just a thing of the past. I'm sure that they they could um get a provider to provide a note for this. >> All right. Um >> I'm having a
075hard time with this. I don't know how I'm going to approve this. >> Um well, just keep remembering that that's that's required language from the State Department of Ed. >> Actually, I think that's not even from the State Department of Ed. I think that was from the came right from the legislature. All right, I'll be quick. >> I I would uh I don't see much point. I'm I'm done discussing it as far as I'm concerned. Um but if other people want continue to discuss it, I don't it it's coming from the legislature. We don't have much power to con to to change some of it. Um it looks like a lot of the nuts and bolts have been shifted into regulation. So um I'm with that. Uh my one concern about the HIPPA and the
076privacy uh issues are are addressed and uh not a factor. So um I would uh right now we as it stands the motion is on the floor to pass this as a first reading to the to the board to consider um as amended with that citation. uh note at the end. Um so any further discussion from the board members um or any further uh commentary from the administration. >> Personally, I have no issue with this. I think I think bringing it up to the board is a good decision. >> Okay. Um All right. So if there's no more uh discussion then um all in favor of uh passing this as a first read to the board say I >> I Okay, that passes 300. I'm not going to ask for anything. It's a sweep. Um
077all right, that brings us to the next item. Let's see. So this is the library material review and this has been sent out 616112 and 616113 and 616114. We sent it to all of our library media specialists to get their feedback and I think um Erica was able to um include that. I think most of them were very satisfied. You know, it's based on the law and it, you know, there are some um forms that need to be filled out if families would object to any materials that are in the library. Um >> uh Superintendent Austin, uh just a quick question. Um which or should we tackle this in numerical order? Um, >> yeah. >> Do the one two P and then the 13P. >> Three. Yep. >> 4P. Okay. >> Yep. >> All right.
078If you want to continue on with the presentation, I'll get the document ready to project. >> Okay. Thanks. >> So, I feel like we had just done this not too long ago. I'm looking for the date. And Annie, if you want to go and have some dinner, go ahead. I got this. >> Are you sure you don't need anything? >> No. Thank you. That was very helpful. Appreciate it. So, this is really a complete cave revision. You can see it's all in green and so it'll be noted when it's approved, adopted with this year. Um but you know it's it's really that library material review and reconsideration policy based on um you know really the librarians work in the schools. Um, and so it says, "The Graten Board of Education understands that on occasion a
079member of the public will wish to lodge a complaint against instructional materials used in the classroom or available in the school library media center. Consideration of requests to reconsider and remove materials display or student programs is limited to individuals with vested interests. So they would really have to be a parent of a student in the school. It can't be someone from Florida who's on a political campaign to come and you know raid our library. So um and the >> just a quick point of information on that if I could >> um is are the is the definition of a vested interest uh in the regulations? >> Um that's a very good question. We may want to add some language. >> Wait, individuals with vested interest. It's right in the policy. It's on the next page.
080>> Okay. >> Means means any school staff member employed by the local regional board of education, a parent or guardian of a student currently enrolled in the school at the time um a reconsideration form is filled out or any student currently enrolled in the school at that time. Um, there's also a definition of school library staff member and what the word remove means. Deliberately taking library materials out of the library. >> Can you scroll up to that? The definition of remove >> Yes. I'm sorry. The definition of what? remove. >> Just said there's a definition of >> Yeah, that's on the second page. Ian, if you go to library materials reviewed here. Yeah, there's the definitions and they're right within the policy. We've talked about that how that can be very convenient to have it
081right in the policy. >> I agree. Oh, taking out um isn't that the term used for taking out a library book? >> Well, they're saying that they're taking library materials out of a library collection. >> Yeah, removing it from a library selection. That's one thing. Taking out library material out of a library collection, that might mean taking it out, >> checking it out. out. >> Yeah. So, I would change it to remove literally. >> You're trying to define remove. >> Um >> Oh, I see. I see what you mean. >> Uh expelling it. >> Eliminating it from >> eliminating eliminating it from the library collection. I like that. >> Yeah. Yeah. I'll put that on my >> Okay, >> I'm sorry. I I had to step away for a pet situation real quick. Um, what
082what change? >> Dr. Acriman brought up a good point. when it says you're taking it out of the library collection, you're thinking of checking out a book. But she she used the word eliminating it from the library collection >> instead of taking. >> So we would be >> taking with >> eliminating >> and I would think you're eliminating it from a library collection. >> Yeah. Okay. >> Out of I would say from >> Yep. >> material from a library collection. Good catch, Dr. A. Can't take it out of me, can you? >> No. >> English teacher. >> You can't take it out of you. That's for sure. >> Um without objection, uh we accept these uh minor changes. >> Yeah. Um I hear no objection. talk about a review committee on the on any library.
083So you'd have a committee um once a decision has been made by the review committee on any library or other educational materials. Such material cannot be subject to a new request for review and reconsideration for a period of three years from the same person. I believe >> uh we're going back up to the main body. >> Yeah. or >> um that was like one of the last paragraphs. I just wanted to mention that the school district may consolidate any request for review and reconsideration of the same challenged library or other educational materials. And once the decision has already been made by the review committee on any library or other educational material, such material cannot be subject to a new request or for review for a period of 3 years. >> Seems uh reasonable to me.
084>> You think extricating is a better word than eliminating Yeah. >> I don't know. Extricating sounds like I'm digging a hole. >> All right. Okay. >> I don't know. >> I'll be quiet. >> I could read this to death. >> Words. Words matter, huh? >> Yeah. >> And then it looks like the um there's a regulation that kind of coordinates with it. And then with the regulation, there are forms to fill out so that people would have those right at their fingertips should they need them. >> Okay. Uh do we have citations? Um are there legal references? >> Yeah, where are the legal references? >> I will ask that question. >> All right. Well, I'll make a note here to add legal references. >> Good catch, Ian. Okay. Um. All right. So, any further discussion
085on the motion to approve P5? Oh, sorry. Oh, wait. No, no, wait. That was 513. We We didn't put this on the floor yet for um a vote. So, um I would entertain a motion to uh pass P. What is this? 616112 >> 6161.12 >> just read to the board. Does anyone move? >> So moved by Acriman. Um do we have a second? >> Yes. >> All right. Seconded by Corkin. Um any further discussion? Hearing none. Uh, call for a vote. All in favor? >> Say I. >> I. Passes 30. None opposed. None abstaining. Um. All right. So, we are set with one 616112. Moving on to 616113. And this one is really about how to keep our maintain our libraries and keep them current and up to-date. And this is the hard work of
086our library media specialist. You know, recognizing that we need varied um materials that interest all kinds of kids and they need to be developmentally appropriate at the age level, whether it's an elementary library, a middle school library, a high school library. And um and it it actually says the library media center is an important place for voluntary inquiry, the dissemination of information and ideas and the promotion of free expression and free access to ideas for students. I love that. Um, and it also says that the library media specialist is professionally trained to curate and develop a collection that shall provide students with access to the widest array of age appropriate and grade level appropriate library and other educational materials. The board directs the superintendent to create an administrative regulation, which I think has already been
087done here for me, and that establishes a procedure um for a certified library media specialist to continually review the library and other educational materials within the library media center. And that is happens and is ongoing. And I know that um just recently BAM Books had um asked me for probably the fourth summer in a row if Graten would like to receive free books. And so every time you go to check out because I went there several times with the grandkids and I would buy books for Graten and buy books for them. And um they would ask, you know, um do you want to donate for Graten Public Schools? And we ended up with I think about nine or 10 boxes of these beautiful books. And my library media specialist had actually gone to BAM and
088picked out and curated book collections that they wanted to add to their library. And that was all free of charge. So that was pretty exciting. But that's what they do ongoing. That's kind of their their role that they play a very important role. And you're right. I just put references down too. Excellent. All right. Um, any uh comments there, Dr. Aman? >> No. >> All right. Um, I have no objections or comments on this. I think it's pretty straightforward and, uh, looks like it covers all the bases and just kind of sets the ground, sets the frame. Um, >> yeah. >> And, uh, the regulations, uh, yep, I think we're in good shape. Uh, Sean, anything to add? >> No, I'll take that as a note. >> Sorry, I'm trying to get off mute. No,
089nothing to add. >> Okay. Very well. Then, um, I'd entertain a motion to pass uh 6161.13 as a first read to the board. on your turn. >> All you have to do is say >> I move. >> Yeah. All right. All right. >> Moved by uh Cochran and seconded by Acriman. >> Yes. >> Okay. Very well then. Um any further discussion. All right. Hearing none. I'll call for a vote. All in favor of 616113 say I. I. I All right. None opposed, none abstaining. 616113 passes as uh first read. All right. And that brings us up to 616114. >> This slightly redundant. The last paragraph talks about the library media specialist being professional and trained to curate and develop displays and programs. And the other one says that they're, you know, trained professionals who curate
090book selections. So this is pertinent to dis library displays and programs um that are provided within the library. So um they just say they're a critical resource for voluntary inquiry. You know, they kind of get kids excited about the books when they display them in certain ways. Um and the graten board recognizes the library displays are provided for interest information enlightening the students and giving them a wide range variety of divergent viewpoints and helps with research and independent interest. So um it kind of these three policies kind of tell you the importance of a library media specialist in our schools. um comments or sorry, let's just do the motion. Um I'll entertain a motion to pass 616114 as a first read to the board. >> Second. >> So moved by Acriman. Do I have a
091second? >> Second by Cochran. Um very well. Uh comments, discussion. >> We need references, so I'll get those. >> I'll add a note. Um, I was thinking about quibbling with the word diverging viewpoints, but I see varied and diver. Well, no, I think you might have misspoke when you were reading. You said diverging. >> Did I maybe say it wrong? >> Yeah, but I see it says diverging. Um, >> oh, diverging. >> Yes. Uh, which combined with the word varied and diverging. I think that that that covers it. >> You think it's okay? >> Yeah, I'm I'm good. And it was all going to be just a quibble anyhow. Like I'm I'm on board with this. I understand why it's separate from the book policy because uh you know there there are presentations >> and
092things that happen >> uh and things at at the library. So uh this sort of just make sure we cover that as well. Now, I guess my only question would be um uh hearkening back to the policy about material. Um so, if someone a vested interest had an a concern with a display, would it follow the same form uh the same process if they wanted to file a complaint and have it reviewed and possibly removed? Yeah, I think it could absolutely follow the same process, >> right? Because that that original policy that discussed, it said material, >> right? >> Not just books, right? >> Right. So that would cover everything. >> Right. And and the pol and the regulation just sets the stage for how to go about that. How do you file that complaint?
093How do you register the complaint, have it in writing, and then, you know, make it known so that it goes under review. >> Right. Right. And there's an above board process that's transparent and accessible and >> Yep. >> Um, as long as there's a due process, it's available for people to pursue, I think we're in great shape. >> Okay. Uh, Ian, >> yes. >> Uh, what does this say? And there's no there's no what here. All it says is the the um the board recognizes that they're they're they're um providing interest and so on and so forth and um that the specialist is professionally trained um and that they're critical doesn't say anything. though I think when they do um displays in the library and have book collections whether it's you know award-winning books or
094non-fiction versus fiction and you know anytime that they're doing something in the teaching realm for school for students that they might set up a display to showcase certain books. That's what I'm thinking. And then programs would be specific programs or lessons around um maybe research um you know >> I I think I what you're saying Dr. Araman um that you don't necessarily see a policy that's guiding any sort of action maybe is that >> yeah it it doesn't say that the the displays must be critical in serving as resources or that the board uh I don't know must hire professionals who are >> who will provide the you All it says is that we recognize it. That's what what policy is that? >> Well, I we acknowledge it that it doesn't say anything. >> I
095hear your point and I I I understand it. Um, I'm trying to formulate a response here because I I feel what the intent of this policy, as with the other one, uh, about the books, um, is that it's basically establishing that the board recognizes what the library specialist job is and is a is allowing them to do it under this policy. um and specifically identifying that this is part of their job. Um so that should someone from the community or vested interest of some kind uh have concerns that they can't just say it's not in the job description or it's it's not allowable. you know, that would be my counterpoint if I had to come up with one. Um, now I would be open to adding a sentence or two to this to clarify that,
096you know, because the way I'm reading it, I assumed that intent is that we're basically issuing the board protection and also providing a pathway for due process for anyone that does have concerns >> um to to to pursue those concerns. But we're also offering board protection over the specialist saying that like look you know we recognize that there's a job to be done here and it's multiaceted and this is one of those facets. Um so this just sort of sets the stage so that there's a legal framework uh where the specialist has protection of the board but the board is providing a pathway for the community to uh voice their concerns in in in a accessible manner. Um >> well >> and in the first policy it really is around the books that are in
097the library the curated books that are in the library and this goes a little further to talk about the displays and then the programs that are in the library. >> Right. So the one two >> you know what I think I need to reread that I think I need to reread the one other books as well. I read that in a real hurry as I did with this until just now and I'm seeing that and and I agree with Ian. I agree with you um that with everything that you said, but I still think the policy has to say that we must do something or it shall do something. >> Well, I think the good news is that if we pass this and you have about two weeks to figure it out, >> we can
098look at it and Erica will be back from vacation. >> Yeah. >> Oh, all right. Okay, >> we can we can have that conversation with the full board and uh I'm definitely in >> I'll look at it too, Andrea, because I agree with you. It seems a little redundant to me and it I don't know why they >> but I think there is a sentence or two that could be added to to make it specific like that the intent of the is to do this. >> Agreed. >> Yeah. And I'll look at the I'll look at the other one as well because I have to I have to that was I rushed through that. Yeah, I agree with your and thank you for bringing that up because yeah, I think it that concern would apply
099to all three of these policies, although I think it's probably most specifically already addressed in the one two policy. Um, but we should probably have something in the 13 and the 14 that sort of ties it ties it all back to the one two if that's not too many numbers of So I in fact I can't find the the blooming thing. I know I read it but I don't have it here in my packet. So but on vacation so she can pack when I see you tomorrow. >> Yeah. >> Oh, all right. Excellent. Okay. And and can you the three that we're going to be looking at again? >> Yeah. That I'm going to be looking at. Okay. Okay. Great. 1612 and the 13 and the 14. >> And did you make any adjustments on
100these that you want to send to me? I put notes on my page, but if you wanted to send back if if you >> Yeah, I'll send all the all these all the word documents that I just made adjustments. >> Thank you. Appreciate it. >> Nice job, Ian. >> Thanks. >> Let's get the vote. >> We're not done yet. >> Oh, okay. Uh there's a motion on the floor to uh pass 616114 as a uh first read to the to to the board. Um any further discussion? >> You know what? I know we're going to send it to the board, but maybe we should just do it. Didn't we just send it back to our ourselves to look at it again? Uh, we could, but I'd want I wouldn't want to break apart the set
101for one because they're all kind of inter interconnected >> and look at it offline suggestions to each other. >> Yeah, draft. Well, not necessarily to each other, but just we just I think Susan was suggesting that we take a look at it offline and come up with some ideas about sentences that we could add to address the concerns you just raised about it not being specific in the what it's trying to accomplish. >> Yeah. So I wondered >> and then we could uh you know talk about >> the other two the other ones that you're you know the other ones that that even I passed >> right >> you think that >> look at them again. >> Well they're going to be up at the board >> they have to go through the board and
102they have to come back to the policy committee anyway for a second read before it goes back to >> I'll get your whole set Dr. Aman, when you come in tomorrow for negotiations, >> I think the way the system >> talked about, >> we're in good shape to to make the >> adjustments. That's all right. >> Yeah. So, I I think we're in good shape to uh pass it and then, you know, we we take some time with it individually and have some suggestions ready for the board to consider and then when it comes back to policy committee, we can make those adjustments and really get them tuned up uh to address the concerns that you raised. >> Okay, sounds good. >> Sounds good. >> Sounds like a plan. Thank you guys. >> All right.
103So, any further discussion? >> All right. All in favor of passing at first read say I. >> I. All right. That uh no objections or sorry, no opposition, no abstensions. Uh passes 300. Um so that will go to the board and that is the end of our agenda. That being the case, I'll entertain a motion to adjurnn. >> Motion to adjurnn. Sean, you gota you got to learn that nobody steps on my motion to adjourn ever. >> Motion to >> I gotcha. You deserve it. >> Dr. A. A is for adjourn. >> All right. >> Um so, uh no objections. We are adjourned. >> Thank you. >> You all forot. Good job.