001Start it here in a second. >> What did you say? >> I would never tell my superintendent. >> Oh well. helping you get his homework every night. >> Sign from the control panel. Okay, we're good. Okay, we're going to get started. Thanks everyone. The November 3rd, 2025 committee of the whole meeting will now come to order. Mr. Lobach, would you please lead us in the pledge of allegiance? And the flag [clears throat] is up. >> Got it. >> Where's the flag? I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you, >> Mrs. Mo. Roll call, please. >> Mr. Malay, >> here. >> Miss King, >> here. >> Miss Ligman, >> Mrs.
002Leau, >> here. Mr. Estes >> here, >> Mrs. Hill >> here, >> Miss Becker >> here, >> Dr. Martelli >> here, >> Mr. Lobach >> here, >> Dr. Bruno >> here. Thank you very much. If I could also just remind folks to make sure that you please sign in on the sign-in sheets at each of the tables. Okay. And then with that, I'm going to turn it over to our superintendent, Dr. Jeff McHugh to facilitate this very important committee of the whole meeting on instructional technology. Dr. McHugh, please. >> Okay. Thank you, Dr. Bruno. How's everyone doing this evening? >> Thank you so much for coming out. Uh, Miss Moch back there estimated the number of people who would attend. We had no RSVP, so we had no idea how many people were coming. I'd
003say she did almost an exact job with a couple chairs for the late comers to come in. So, well done, Miss Smoke. Um, I would like to introduce a few of the other people who are critically involved in instructional technology. We're going to start in the back. Uh, Dr. Webster, >> happy that you're here. I'm assistant superintendent for teaching. So, welcome. >> Thank you, Chris. Fisel. My name is Fis technology director excited for this uh committee as a whole and looking forward to all working together. >> So we have teaching and learning and accountability. We have technology and the third leg of the stool. Where did Erica go? She was here. >> Erica Okay, so let's jump right in. Uh, we are going to do introductions, but we're going to do it I should have
004gone to the title sign a moment ago. We're going to do it with this prompt. What's on your mind? So in district 41, our teachers use strategies called Kagan strategies to engage the learners. So we're going to use a K a Kagan strategy called timed round robin. And how that works is each person answers the prompt. We're going to take 30 seconds up to 30 seconds. It can be shorter if you'd like. You're going to answer the prompt and it's going to move to the next person. Now, we debated, do we put a giant timer up here? Um, and we decided not to, not knowing some people would feel like they had to fill the 30 seconds. They don't. This isn't the meat. This isn't the main course. This is just a little appetizer. It's
005a little bread at the beginning. We want this to go quickly. So, what I'd like you to do when I say go is we're going to go around the table up to 30 seconds. Say your name, what your role is if you're a student, if you're a staff member, if you're a parent, and then what's on your mind related to instructional technology. What brought you here tonight? And then again, up to 30 seconds, move on to the next person. Go around the table, and then we'll get started and get more into the main course. Any questions? Why don't we start for the sake of making it easy? Uh would the board member at each table model for the table? And if there are two board members, you can arm wrestle. What's on your mind? 30
006up to 30 seconds for each person. Please go. Looking around, has everyone had a chance to share >> at their table? I think so. Look at us with the the no timer was the way to go. Sometimes I'm referred to as the time cop because it's just like move move and we want to let it breathe a little bit, but at the same time we do have a uh a full meal to get to tonight. So that was just just a little bit of a warm-up. So for tonight, I want to take a a step back into how we arrived here. For those of you who have been playing along at home for the last year, this all started with the District 41 school board. So last fall we did a book study on the
007anxious generation and what came out of that is the schoolboard said Jeff and district 41 administration figure out what we're going to do about personal devices. Do we need a policy? Do we not need a policy? Throughout the winter and spring of 2025, the administrative team collaborated with our staff. We talked to students. We engaged with the community. And we wound up coming up with a policy on personal devices which was passed in the spring of 2025. But one of the things we heard in that engagement is people really wanted to talk about instructional technology, Chromebooks and otherwise. So in the fall of 2025, we launched this engagement which is going to be longer. This isn't going to be we're going to talk about instructional tech for a couple months and be done. [snorts] We
008started with focus groups in September. There's a student advisory council, a community advisory council, and a staff CIT advisory council. Those three focus groups helped us draft surveys which went out uh just last month. And tonight, we're going to look at the results of that survey and talk about next steps. This will be the work of the staff. And I think that's important to say out loud because as we're going to see some of the survey themes where parents were saying, why are you letting parents decide this? I want to be really clear as a staff, these are recommendations we'll either make to the board or that we're going to put into play because we do have educators. They are experts at what they do, but we need your voice, parents and students. We need
009your voice on this. So you're going to be a part of this process the whole way, but ultimately a lot of this is going to fall on the backs of our staff in terms of the heavy lifting of where do we go with this feedback that we're getting. So the purpose of this is twofold. The reason we're doing this engagement, number one, what is the current state of instructional technology use in district 41? And then number two, where do we want to go to inform us in the future? This is a lot. We're not doing all this tonight. So tonight, the scope is number one, we're going to review survey data from those surveys that were given to students, staff, and parents. And then number two, we're going to have two more table conversations. One
010is going to be about Chromebooks going home. And number two is going to be about instructional technology usage at a broader level. We'll get to that in a moment. And then we will wrap up with what are our next steps. But again, we're not going to solve the world's problems tonight. We're just going to keep gathering information, data, perspectives through conversation tonight. So the surveys, we crafted these surveys from those three focus groups. We had parents and community members. So there were some people on that advisory council who don't have students in the district. We had students fifth through 8th grade and we had staff members. And in those focus groups, we found three big three themes. Number one, bringing home Chromebooks. There was there were a lot of opinions about that um all across
011the spectrum. Number two, how are we using technology for teaching and learning? And then number three, how consistent is that both within a grade, uh grade to grade, elementary to junior high, and then going up. We do have high school students here. So, having their perspective is going to be really nice. the survey participation. At first glance, 77 staff members took the survey. Now, we did ask only staff who uses technology with students should fill this out. So, we have a lot more staff than 77 in the district, but not all of them use technology with students. We wanted those. Many are teachers, but there could be some pareducators who do that, too. Um, and 77 staff members filled it out. 226 parents filled it out. And then we had 1,600 students grades four through
012eight complete the survey. So let's jump into the B first one. Bringing home Chromebooks. For those of you that either don't have students in the system yet or don't have students in the system anymore and are wondering what is our current Chromebook practice, Chromebooks grades kindergarten through 8th grade are sent home every single night. I believe at most of our buildings, not every single one, but for the most part they are sent home. So when we asked people, what do you think about that? We started with the students. How helpful do you think it is for students to take their Chromebooks home every night? So now remember these are fourth through eighth graders who answer these. So at the bottom, kindergarten, first and second grade didn't answer it. That's the fourth through eighth graders saying
013we don't think it's very helpful. One is the blue is not helpful going all the way up to very helpful. They didn't think it was that helpful for the little ones to bring it home. Lot more helpful they thought for third, fourth, and fifth. And over at Hadley, they found it extremely helpful. So that's the student perspective. Let's jump over to the staff. Staff doubled down on what the students said for K2 and then some. We had over half of the staff responses, almost 40 said it's not helpful for K2 to bring it home. It was more mixed and intermediate. We had more saying it was helpful than not, but not as much as in junior high. And then lastly, the parents. Parents almost identical to the staff for K2. more on the negative end
014than the positive end with intermediate. Most parents answering one or two for the level of helpfulness for three through five. Junior high not as positive as the students or the parents, but also acknowledging it is more helpful in junior high than it is in the other two. Now granted, this is a small sample size. We realize that not everybody filled this out, but we as educators have been talking about this too. Why are we sending Chromebooks home every night? What is the educational value? What's the bang for the buck? So we have been talking about where do we go with Chromebooks and getting this survey data. We have some ideas now that we would like to run by you. If we were to go to this K2 Chromebooks, K2 K2 students, they keep their Chromebooks
015at school. They don't bring them home. 6 through 8, they take their Chromebooks home. And three through five, it would be the teacher's discretion based on assignment. So that's not to say uh Dr. Bruno teaching third grade chooses to send his home every night and Dr. Martelli also teaching third grade decides I'm never going to send it home. We would want there to be consistency across classes but maybe if a student if Dr. Bruno is doing an assignment that they need to do it at home, they'll send them on that night, but it wouldn't be an everyday occurrence. So I want to put this out there in the middle of your tables. I want you to poke holes into it. I want you to talk about what you like, what you don't like, potential problems,
016potential challenges. If we were to go this route, think about things like e-learning. We do have e-learning, and right now with the devices going home every day, that makes it easy. What if we did this? What about charging? We don't have charging stations set up in every classroom. How would that work? Just think through some of those things and poke holes. I'm going to ask that somebody at the table write your feedback down on the chart paper because we are not going to be able to capture everybody's conversations. I'd like to spend about 10 minutes on this. Now, we're not going to time you and have to go around, but in 10 minutes, make it a goal at your table to make sure every voice is heard as you go around. 10 minutes. What do
017you think about this plan? Ladies and gentlemen, we're at the two-minute warning. Two more minutes. All right, ladies and gentlemen, please wrap up your conversations. >> Mr. Deporter, did your table hear the two-minute warning? >> Okay, but did you hear the two-minute warning before this? Shoot. Okay, I said it. I thought I said Miss Moch, did you hear my two-minute warning? Not everybody heard it. >> You were so engrossed in conversation. >> Mr. Lobach, did you hear the two-minute warning? >> Okay, I need to be louder. >> I need to bring my teacher voice. >> Okay. Maybe you should give the two-minute warning. >> Okay. >> Well, I know some people are wrapping up their conversations. It's okay if you didn't fully get the to to every single grade level. >> All right, we're going
018to do a quick share out. There's a lot on your There's a lot on your your charts. So, if you could give a whether you call it a chat GPT summary, just take what's on your your chart paper there and just winnow it down to a sentence or two. What did your group come up with about that plan? And there's a microphone. This does not have to be the board member at each table. Anybody at the table who thinks they can summarize their chart, one or two sentences, click the click the button on your mic. Make sure it's green. >> Okay, everybody's looking at each other. Jill, I see you. It looks like you're going for it. >> All right. Um, >> okay. Here we go. >> Okay. Overall, we liked the this suggestion, I
019guess, this chart. Um the three positives we talked about were um sorry I shouldn't say the three positives the three notes we kind of addressed where we like the idea of it being kept at home. The one question would be to address the address the charging of the Chromebooks. How would we deal with that? Um if there were an e-learning day and the Chromebooks were not sent home that particular day, how would we address that? Are there alternate options to doing e-learning? I think that's a whole different topic of conversation. Um the backpacks are heavy. So this was a proponent of keeping the Chromebooks at school. Um, the one hesitation we had about the grades three through five at the teacher's discretion was if that's going to be an inconsistent routine for the students, are
020they more likely to bring the Chromebook home and then forget to bring it back to school the next day because it's not in their routine of putting it back in their backpack on a Tuesday and the next week they take it home on a Wednesday. So, that was one um concern we had. >> Great. Thank you. There is a lot of gray in in the way that is written right there. So, we would really need to tackle what is that what does that really mean and all the the repercussions. Okay, who's next? >> Chris. >> Oh, that's a very hard act to follow there. I'm going to do my best. >> I'd like to echo the first table's comments. [laughter] >> Uh, we said a lot of the same things. We don't see the purpose
021in K2. We didn't think it would be very very beneficial. We have no issues with 68. They're doing a lot of, you know, word processing. They're doing a lot of investigating and researching and presentation slides and things like that. And [clears throat] we said the same thing about 35. Let's just make it consistent. There's going to be some confusion if they're being brought home versus not being brought home. We had a lot of conversation about how many of our third through fifth grade students really use them at home for academic purposes. And even that was really sketchy at best. Um, we talked about how in some instances it really impedes their ability to do writing and to be able to write legibly. Um, we also talked about that there's some challenges with word prediction programs
022and other software like Grammarly that's actually correcting their writing before they have a foundation in writing. And so there were just concerns about how that might impede their ability to do what we're asking them to do. Great. Thank you. >> Who's next? We >> We'll go next. >> Okay. >> Yeah. So, we had the really good group here. Um a really rich discussion. Um same thing echo very similar things. K2 uh it the need to have the technology at all in K2, right, was a was a topic that we talked about. Um e-learning we did talk about, but we also thought that's a that's a whole another conversation once you get through the tech. What does e-learning look like versus snow days or having e-learning days? So I think that couples in somewhere else. Um
023we had a lot of discussion around 3 through five and and where we went with was are these bands correct? K2 35 68. We know why we use them right now. Primary, intermediate, junior high. But when we are looking at the data, does three fall into the K2 spot? Does you know does six fall into the 35 spot? We had a lot of discussion around that. Um but we agree the comparison, you know, I mean among grade levels and consistency is critical. um when we get into 68, totally understand why. I think the big thing for us was the the digital footprints, right? When you're using free versions of AI or other things, what does that look like for them long term? Uh are they locked down correctly? Is the security and safeties in place?
024Um but we understood why the use and need at the 68 level, but like I said, we had a really good conversation with that K K through five that I think um is echoing throughout. >> Thank you. >> You do okay, team? >> Amazing. Right. Yep. Thank you. Amazing right here. Well done. Who wants to follow that? >> Okay. [laughter] >> Okay. >> Um, we did not we agreed with a lot of what was already shared. Things that would be different would be that if there was some sort of exception form, like if a K through2 student did want to do some extra support at home with games or resources on the device, what would that look like? Um there was some conversation too about how sometimes the Chromebooks are the only pieces of technology
025other than cell phones in the home. So for some families they may be using that particular Chromebook for additional resources as well. Um yep heavy to heavy to carry. Um that was a big concern. Um and those were really just the additional ones that weren't mentioned yet. >> Okay. Interesting. So, the exception form allowing the Chromebook to go home versus the other way. Okay, thank you. Okay, last but not least, [gasps] very little left unsaid. Uh, we also agreed with K2. We did spent most of our time talking about the pros and cons of uh our littlest ones taking a home. 35 we had the kind of that slippery slope and the the consistency. Um there is an idea about where does the gradual release of responsibility come from and is that in third grade,
026fourth grade, fifth grade um at the junior high level etc. And then uh we did not get to the junior high level. >> Team I get it. >> Okay. Thank you everyone. Excellent information. and we are going to want to collect those charts when we're done so that we can take a look and really digest them. But we're going to go on to our next topic. Now, this is a really big header to use instructional technology use at school. Let's jump through some of the slides. And for those of you that hadn't grabbed them, there are slide decks printed out in front of you that show the survey results. So, feel free to follow along with me on this. There were three questions we wanted to highlight tonight and we're going to show three questions
027with the answers from students, staff and parents. The first one being how well educated are whichever group this is on educational technology and starting with the students. I think our dig digital literacy specialists should be feeling pretty good about this because out of the fourth through eighth graders uh very well and pretty well was almost the entire pie. So that was to me wonderful to see there were 1600 well 1647 students that put that in there. So they're feeling like there's a lot of really good education happening in the classroom. When we went to staff, staff felt overall uh about over threequarters of staff very well and pretty well with another 14% saying a little bit. Very few of the staff respondents said not at all. Were they educated about that? This is where there's
028a big opportunity for us. And we thought that going in, but this really cemented it for us that only a little under 10% of parents feel very well educated about what's going on in the classroom. About 21% pretty well, a little bit, almost half said a little bit, and about a quarter said not at all. So parent education is a a nice opportunity area for us as a district. Now, let's talk about how well does your school district utilize technology. And we asked variations of the same four questions. I'm not going to run through every one of them. You can see them in front of you. But I thought for this one, what really resonated with me is overwhelmingly the students were in the green and the yellow. They felt like at least the students
029who responded, the 1600 students who responded to this, especially the make learning more fun uh and helps you do better in school. Even the the one that had the lowest number of green and yellow worked together with other students, the majority still felt that technology was either very well or well helping them do that. Moving to the staff, keeping students engaged and interested in learning like the students was very high and for the most part improving student academic achievement. Staff was a little more mixed on the helping students collaborate and mixed a little bit also on making school work easier and more efficient. and parents. We had a lot more uh I I think it was across all four numbers for the parents and what they were feeling in all four of these areas. The
030last batch of questions, we did not have a student version. We had a staff and a parents. It's about consistency to what level of consistency do we have for integrating technology into teaching here? whether it's grade level teams or across buildings. And here we had staff saying about 15% 16% said fully consistent, 36% high consistency, 39% moderate, and then you had the rest the 15 or the uh 7.8% limited with a little bit not consistent. So staff sees here maybe a focus on how can we support staff in that level of consistency and parents were feeling that one too and [snorts] parents offer especially parents who have students in different grades with different teachers at different times are going to see a lot more variance in their different experiences. So to me that was expected
031that we would see more variance with the parents and we did only 7.1% felt it was really consistent across grades and across um schools with 23% high consistency 37% moderate. About a fifth said limited and 12% said no consistency at all. So that's another opportunity for us from the parents standpoint. they see a much bright broader piece of the pie than one individual teacher does. So that's really good feedback. There were some open comments that the student ones are the best to read. I mean the the student comments are just fantastic. Um because the stuff that kids choose to tell you in there um it's my favorite ones to read. I like the parents and all, but the the student comments are are the best. And there were a lot of student comments. We're not
032going to show all 1600 of them. We're going to give you some themes. So, what the students said is they want more freedom and more access. And they went out to say, I don't know what is it, Gimkit or Gykit? >> I got to get on this thing because the kids love Gimkit. Is it Is this true? The kids love Gim Kit. Do you like Gimkit? >> Yeah, you do. They of course you do. They really like Gimkit. They want more openings to that. Um, I think some students use their creativity to find ways around things so that they can get the things that they like in class or so I've been told. Um, they want to use technology to collaborate and to create and this came up here because at for those of you
033who don't have somebody at West a high schooler at West they use iPads. So there were talks about iPads versus Chromebooks and number of students mentioned iPads in the comments. staff balance. Staff said, "We do want balance. Staff isn't looking to use Chromebooks and use instructional technology all day every day." They do want that balance. And while if you recall earlier in the pie chart, it said staff felt really well trained, yet there's still more that they want. They want to continue to learn. They pointed out the younger grades. I mean, K2 or maybe three, as your table pointed out, it's different. It's a different animal altogether than Hadley. And teachers want to use technology meaningfully, too. And when we jump over to the parent remarks, you're going to see a lot of shared interests.
034Parents want that, too. They want balance. Parents explicitly called out screen time. That's something that from the anxious generation worries about that. I send my child to school. I have no control about how much they're on the screen. Developmentally appropriate use. Again, calling out K2. um consistency, consistent application across various grades and schools. And then this came out in multiple comments. Some of the parents said, this is what I referred to at the beginning, don't just go to a committee of the whole and make decisions on what a handful of parents say. Look at the research. Look at best practices. You're the educators. Make the call. So that is something that yes, we are doing. That being said, we want to engage with parents. We want to engage with the community because that gives us
035feedback in addition to yes, we want to look at research and best practices to make that decision. Amy, we had a question at our table and we were just wondering what the like how much screen time is there in a typical school day. >> So, there were a couple questions we did not throw in here for the sake of time. And one of them was, "How much time for students do you think you're on a computer during the day?" Staff, how much time are students on the computer during the day? And parents, what's your perception of how much time during the day? Anybody want to take a guess? Cabinet members, you're excluded. Which of those three groups said the least amount of screen time during the day? And which one said the most? Somebody just
036shout it out. >> Teacher said the least. Correct. >> Parents said the most. And I think the grade specificity with the students, it was higher than I would have expected. So when I saw the students, it was more I think less than 30 minutes was one of them. Then it was 30 minutes to an hour was another chunk. There were more students that said more than an hour than I would have suspected. When I'm in classrooms, I'm in preK through eight. And when you're going into a lot of those classrooms, I don't see technology being used hardly at all. So, I was surprised to see that. Then I realized it was fourth through eighth graders, sixth, seven, eight, all at Hadley, they are using it more. But, but that was interesting to see. And I
037think as we explore this, what are we using instructional technology for? what's the most effective? Which leads us to our last activity. So, here's what we'd like you to do. This is a strategy called green, yellow, red. We want you There's a second sheet of chart paper that Miss Moch, did you swap that out without me looking or did they do that on their own? Dr. Webster, I like looked. I was going to tell everyone to switch it and it magically just switched. We're going to want you to make you you can do it like this. You can do it up, down, however it is. We want to get your perspectives on what would go in those three boxes for types of instructional technology. Now remember instructional technology we go to Chromebooks but it's more
038than the Chromebooks. It's the applications on the Chromebooks. Instructional technology could be you the Prometheian board used where all the students are sitting in front of it and a video is showing that's instructional technology. So, what are good uses of technology that make learning more effective? Now, there may be a person sitting in here that wants to go back to we are going zero technology. Every Chromebook is being thrown out and district 41 is going zero technology. If you're that person, thank you for your feedback. We're not going there. And if you're the person sitting in here that says, "I think my child should be on the screen every minute of every day." We're not going that way either. We're going to be in the middle. But what we heard, and hopefully you saw that
039in the data from parents and from staff, and I would think students would want this, too. You can you can tell me if I'm right or wrong, we want it to be used meaningfully. If students are going to be using tech, what's the bang for the buck? What's the return on investment? So, what would be an example that that would be a good use of technology in school? put that in the green. Green is go. Let's do it. What's something that why are we doing this in school? This is not an effective use of technology. That would go in the red. And what's yellow? It's caution. Like this could be a good use of tech if used correctly, but if not, it wouldn't be. You can be this is as intentionally broad as you want
040it to be. Somebody might have a specific application or a specific program. Others might think just in general something. Let me throw one out there right now for you. This won't stir up any trouble with tables. [snorts] Chromebooks during indoor recess. Now, without Oh, boy. We're going to have no punching. No punching is one of our district 41 norms. There will be some people right here that I was worried they were going to throw the microphone at me. Why on earth would we let students do that? Well, I'll tell you right now, there's some students. Maybe they're in here, maybe not. But I'm not going to make you declare who think actually we love this. There might be some people who could argue, you know, Chromebooks at indoor recess could be a good thing if
041used correctly. It all depends on your perspective. So when you put something in a box, write down the context behind it. Don't just say Chromebooks indoor recess red or yellow or green. Give give a little bit more because we're going to read all of these and I want to know those perspectives. I'm really looking for themes. So in in past committee of the holes when our cabinet has brought all these charts back, we look for themes and we were surprised that the themes really jumped out. Where are people's pain points? Where are people's questions? What do people want to talk about? That will help us as we dive more deeply into those aspects. It is 7:22. Miss Moch thought we were going to be here till 10 p.m. and I said, "Miss Moch, I'm gonna
042keep it moving. I'm time copying. I'm doing pretty well. We're gonna take about 10 minutes. I'm gonna shout a two-minute warning so Dr. Bruno up here can hear it. >> Would that be beneficial? A fiveminute warning. >> Or we could or we could do both. >> We could do both. And remember, add try to get some in all of these areas. Get as many as you want. If you need more chart paper, we'll do that. But just write a little bit more because I'm not part of that conversation and I want to be able to know what you're thinking. Okay, 10 minutes. Enjoy. Five minute warning, ladies and gentlemen. Five more minutes. Two more minutes. Two minute warning. All right, ladies and gentlemen, please wrap up this last conversation. [snorts] >> All right, for the
043sake of time, um, How many tables just got to AI? >> I I feel bad cutting you off right when you got to that topic right at the nine minute mark. Show of hands. First of all, how many people talked about indoor recess? Raise raise your hand if your table talked about that. Okay, hands down. Where did your table put this? Who put it in green as good as a table? Yellow. Red. Okay. What was another one? Somebody just shout out another topic that they had and we'll see if anybody else had that one. >> Rewards. Technology as rewards. Anybody else use that one? >> Okay. Where did we put technology at rewards? Where did you put it? >> Red. Wow. Nice. Okay. What else? Just shout one of them out. >> Online books. Anybody
044else do that one? >> Okay. Where did you put that one? >> We put it as possible. Okay. Can you tell us a little more? >> Education related to that and ebooks are very available at different levels like the same the same topic available at different levels online but then preferring paper wanting kids to have the experience >> and maybe it's not always even if it is available. >> Great. Thank you. What was another one at your table that had some hot conversation? Okay. >> We spoke about technology frameworks. Um, and the lack of having a technology framework not just for Chromebooks but for all technologies is part of the reason why we're here, right? Um so if if we go back to setting up priorities around student experience, the creating a more efficient environment
045for our teachers who are overly burdened as it stands right now and then um our community and keeping those as our key priorities with all technologies and setting up criteria to make sure that they are increasing efficiency. and also creating a safer environment for those as well. Um, a lot of these technologies will immediately go to agreement direct and the decision making process will be there crystal clear. Um, and then there will be a feedback loop within that to adjust on >> fly. So that that's something we've seen in the past work successfully. Um, and I think that's part of the gaps we're seeing right now. Dr. Webster, >> Mr. Beg, does that sound familiar to you? Have >> Sounds very we are looking at something called the TAC, which is kind of gold standards.
046How does technology fit with instructional practice with content as part of a diagram exactly that context. How do we identify what's the best tool? What we're trying to teach is technology best tool here is a book best tool here is a video best tool here having that gold standard wellarched framework to help guide those conversations whatever >> yeah Chris that takes us nicely to next steps Um, this is going to be a process and I will say years long. I don't know that by the end of this school year we're going to have every aspect of instructional technology completely figured out. I do think we can start moving the needle forward. The bringing home the Chromebooks, I think that's a much more bite-sized problem to work through and what will that look like? I think
047looking at a framework and then looking at all the different applications that have been done that we as D41, we hadn't put a spotlight on this yet. So, we're putting a spotlight on it now. More will come out of this and we will keep the conversation going with all of you. Um staff, I can't wait. Unfortunately, with parent teacher conferences, we didn't get a lot of our staff here tonight, but um I think this is going to be a robust conversation with staff. I don't know if you guys would agree, but you're the ones living it day in and day out. um in the schools really want to hear those perspectives and of course our students. We want to keep talking to our students too. So the conversation will continue. I'd say stay tuned to
048board meetings, stay tuned to correspondences. I think the first thing we're going to look to what can we tackle the bringing home the Chromebooks. I think that will be the most actionable item right off the bat. But at the same time looking at looking at frameworks and seeing that level of consistency. Where do we start with that? Because as you saw, staff and parents, you both want balance. You don't you both want consistency. How do we make that happen? So, if you have questions or comments, we're not going to take the time now. We were trying to keep this tight. Um, I would say feel free to reach out to me, feel free to reach out to Chris or to Fisizel if you want to continue that conversation or if you have any other questions
049or things that you feel wasn't captured on there, feel free to send me an email and I thank everybody for coming tonight. Thank you for your engagement and the first step of many with instructional tech. So, thank you. >> Thank you, Dr. McHugh. And and thanks all of you. Yes, you can applaud. That's always a nice thing actually. Go ahead. [laughter] It makes me feel good. All right. Thank you. >> Okay. Thank you. Okay. We do have we do have to So, as you're as you're leaving, we will move on to the public participation part of the meeting. Members of the public who wish to address the board should complete a green form and submit it to Mrs. Moo, the board recording secretary. Speakers are asked to maintain respectful decor and limit their comments to
050three minutes or less. Please note uh that all meetings including public comment uh are livereamed and recorded and become part of the official record. Mrs. Moch, is there anyone wishing to make public comments this evening? Okay, thank you very much. Then we now have we'll announce we have two upcoming meetings. Monday, November 17th. This is a regular board of education meeting. However, it is not here, but it will be the first regular board of education meeting ever held at our brand new kindergarten center. So, we're looking forward uh to holding that meeting over there. And then we'll come back on Monday, December 5th for a regular board meeting. And that'll be back here at Hadley. Okay. All right. May I have a motion to adjourn to close session for discussion of pending and probable or
051imminent litigation against affecting or on behalf of the district under section 2C11 of the open meetings act. Motion >> second. >> Roll call. Mrs. Mo. >> Mrs. Leau. >> Yes. >> Mr. Estes. >> Yes. >> Mrs. Hill. >> Yes. >> Miss Becker. >> Yes. >> Mr. Lobach. >> Yes. >> Dr. Martelli. >> Yes. >> Dr. Bruno. >> Yes. Uh, and I do not believe the board will be taking any action in open session. Okay. Well, very good. Well, then thank you all for coming out tonight. Much more to come. We appreciate your time. Take care.