001Okay. Good afternoon. I'd like to call the meeting to order the pledge of allegiance and moment of silence. 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. Uh the only announcement I have is Jeff here is out of town with his family. No announcements. Um any other announcements? Okay, let's jump right in. Which one are we starting? >> We are going to start with our current number, policy number 8460, which is specific to MTSS RTI. The recommendation for board consideration is that we adopt the ER1 policy number 7212 five pages with recommend with recommended revisions as uh collaborated on by our coordinator instruction intervention and innovation. >> What's the new title? >> It's
002uh it's our old policy 8460 recommendation to adopt Erie 17212 specific to MTSS and RTL. Were you giving? Yeah, I was. >> You got me good. >> I would have kept going. Sarah, >> one more time. >> Were the revisions on the one you sent in green? Are all those revisions or additions? >> That's accurate. >> Okay. >> So, if you look at the yellow highlighted piece that Yuri one provided, we are required to customize and have the full articulation around those components. And so Karen uh collaborated with me. We pulled from the actual RTI plan that the district has and we inserted the necessary elements into the policy. And then of course there's more expansive comprehensive information in the actual RTI AIS plan. Let me call it the academic intervention services. It's not the
003RTI plan. >> Okay. And we're going to call it our >> for now. >> I think we are for now. >> and then when we do >> aspirational goal for Kelly and I next summer we'll be ready. >> I just want to make sure my notes are correct. >> Okay. To align them all with you want. >> She'd say this summer if she said >> I heard her. That would be >> You're very ambitious. >> Very. >> Okay. Um, so does anybody have anything? So the recommendation is replace with the marked up one. That's the eerie one version. Would anyone like additional copies of the agenda document? >> I have three of them, please. >> I have multiples. I date them all so I know which one. >> Okay. >> So, that one I guess
004we're good with. >> And just a reminder, this is required by regulation policy. So, we must have one. which we have. We just need to other for the 8,000. Can we say that they're done? Going one >> 8,000s are done. celebrate. >> Fran doesn't agree. >> I do. >> It was a tired It was a tired class. Let's see. >> Okay. >> So, now we're going to move on to the two. So before we do, I wonder if we could just uh I guess calibrate around what would be anticipated timeline for bringing it back to the board for first reads. >> 8,000. Yes. >> 8,000. >> Um ambitiously I would say the next meeting I just don't think it's going to happen. So I my goal would be >> for first read and then the
005June meeting for the second read and adoption. >> So they still all be done by the end of this >> Yep. year. Okay. >> And they'll be desirable. That's great. 527 and then 617. >> Yes. And then we ambitiously added in uh sections 2,000 and 4,000 where we didn't actually have a lot of policies to review. So, we're hopeful that we can get through those sections just to make sure that we're honoring or the objective is to have a four-year policy review so that over the course of four years, we get through all board policy. And so, under section 2000, we have 2100, which is board member training. >> She emailed us those. They're all attached. >> Uh, don't ask me when. >> I think I emailed the link and then Kelly provided hard copies
006at some juncture. I think it was actually for our last policy committee meeting. >> Yeah, because we were potentially >> those numbers you gave us. >> Yes. >> If you wanted one. >> The only thing I thought of changing was letter C. Instead of spending six hours on the financial oversight accountability series, I thought we could just put governance and financial oversight because I think those are what the two courses are called. >> Um, >> I don't think it says governance. >> Can't we just say complete >> the mandated state training because it's law. >> That would be it too. And then if they change the the title or the requirement, we don't have to update our policy. >> That's great. >> Because the training is mandated >> by the law, right? >> Required. >>
007So, can we just phrase it so that we wouldn't have to update it every time they change their requirements? >> Like must complete the required training on governance, financial oversight, right? Must complete the required required must complete the required training. >> I wonder governance finance. Yeah, >> this is a semantics question. So, this is how I think about it though. Under A, it indicates that >> the elect will be given the material uh and a copy of board policies. We don't actually provide a copy. You have access on the website, but I don't believe we handed any of you. You two are new. You didn't get a binder of policy. So again, I would look at that. So that's an area compiance with their own policy. >> Should be provided. >> Yes. So, the the
008first one though is the I don't remember it, but I know what it looks like. The book that you give people when they pick up a packet, right? >> And then did we get the law book? >> Even that's not hard copy anymore. It's >> right. It's digital. But we've had trouble with the digital version. So, but it's always available in one of our offices. anyone needs it. >> So what if it's access to? Again, I just want to make sure we're not in violation like >> shall be provided selected material >> and then comma access >> access to >> the most current edition of the school offer and access to policies and bylaws >> and are they where are the bylaws? >> I think I wonder if that regulations. Well, I was going to
009say >> board policies, but our handbook we should give a copy to each board member. >> So, I'm wondering if the language I don't I was not aware that you had bylaws. >> I think it's just part of one of the policies. in your hand. >> Um, it's >> one the 1000 series is technically called the bylaws, >> but isn't that redundant to say bylaws when it's per policy? >> Right. Yeah. So, do we just say >> so can't we say a cop or access to the board policies and >> handle >> a copy of the work. >> So, access to the board's policies and >> Take out bylaws and say >> and a copy >> a copy of the Williamson Central School District Board of Ed education guideline document because that's what it's called.
010And this I suppose if someone didn't want a hard copy, they could say, "I'll just access it online." >> I find it helpful to be able to flip to it for me >> instead of trying to find it on the all that, >> right? >> Oh, >> did we want to add something here about updating our manual >> or is that just >> in our >> That's I think just part of >> Yeah. >> specific training here. >> Okay. >> Um I had a question about D. Is that different than C? >> Yeah. Do they actually have an orientation program? >> They do. >> Do we have to have as a policy that >> Well, basically you're saying you give them the opportunity to go >> versus not providing the opportunity. This is all for
011incoming, but there's really nothing in here for >> Is that supposed to be in this >> like you wouldn't need orientation if you're already >> I appreciate you already have access to ongoing stuff that can do. What about you? I don't know if you can sign up to retake the state mandated. >> I think you mean like continual training just for >> think of all the things they offer through the state, >> right? >> But you still have access to that like as an existing board member you have access to. >> Oh, so like maybe instead of >> So I don't know that you need to call it out here because you would have access. >> Okay. But as a new member, until someone tells you, here's the policies, here's the handbook, here's like you
012wouldn't necessarily have access to it. >> So to Francis's point, it the header or the title is board member training. You could have an e the opportunity should be provided for all board members to attend New York State School Board Association training programs. If you're articulating it for new board members, >> yeah, >> if you feel the need to have it for that and if you feel the need to articulate that for >> I guess I would say attend or participate only because a lot of them are uh remote now they're >> Zoom or webinars or >> do most of them come at a cost or >> it's like 5050. Maybe it's good to have it in there so that you know >> Yeah. What do you how you want it to read? Bridget said
013it really well. >> It's almost like just taking the same exact sentence. Uh the opportunity will be pro provided for board members to attend New York State School Board Association training programs there's solid financial >> feasibility if there's no money for it. Well, the board of ed should know that, right? So, they would >> should take advantage of that, right? >> And we're not talking about to say like the the convention could do it >> and we have done that before when it was local, >> right? Do we want to limit it to NISBA training programs or say NISBA or similar because like sometimes there's four county ones that we've done. Um I'm trying to think what some of the other like rural schools has different >> are you going to say NISB or applicable
014>> Yeah. Just so it's not limited to this. >> Is there language in the 1000 section around board approval for their participation in say like the conference where it would be overnight? Like does the board have to take action on their attendance at those? >> No. So any of them could say I want to go and do overnights. That's something they might want to think about. >> Are there training programs in Hawaii? >> Let's look. continuous improvement. >> So, we are going to keep policy 2100 with revision and that is the only one we had in the 2000 section. So, moving on to 4,000. >> Hey, we got through the 2,000. >> Had no idea. 8,000 2,000 uh 4,000 4202 is the organizational chart. Uh Kelly distributed an updated version. I do want to be
015fully transparent. If you look at the copy she gave you this evening, uh I am going to be making recommendation at a later meeting uh likely the May 6th meeting. If you look under, I'm sorry, second column from the left next to business official. I am going to be making recommendation that we shift Karen's title from coordinator to director of curriculum instruction and assessment which aligns more closely with her comparables and assessment. >> You know what the acronym for that is? >> Yes, I do. And she is the CIA. >> Oh, >> no. You're calling it director. >> Director. >> You're calling it DI. >> Yeah. No, I'm going to change the only one in New York State with the title she has. And it is confusing when folks are trying. >> I'm going to
016make recommendation on the sixth. I have to protect her uh status as being a tenure administrator. So there'll be formal resolution and it'll be my recommendation to shift her to director of curriculum assessment curriculum instruction and assessment. Sorry, let me get it right at CIA. >> And that aligns more closely with the job likes across not only our region but across the state. It's always confusing for me director CIA >> who's responsible for >> so if you have this >> on here it says coordinator of >> I'm looking all the way >> no no in the red box >> okay >> so it will change to >> so sequencing wise you would have to pass the resolution I'll have yet another updated one when you do the first read of this poly policy on the
017next meeting day date. >> Okay. >> So on May 27th they'll be updated yet again with that change. I'm letting you know with full transparency is my intent to make the recommendation on May 6. >> Okay. >> So update >> director of >> Has that been a goal of you to be director of the CIA? >> Yes it has. Mission accomplished. Cyber security all the time. Looks good to me. Let's go. >> 4250. >> I guess the only question I had just thinking about compliance with policy looking at sentence two in the first paragraph. It says, "Formal procedures used to complete the evaluation are to be filed in the district office and made available for review by any individual." >> I I questioned that. >> I did too. I I thought it should be process
018not perceived site like the process that we go through >> correct >> should be there but the actual >> well do we have it documented and in the district office for someone to look at the process >> I don't think so >> because the process could change year to year like we could meet with Bridget in the fall and say we don't want to use the current rubric we want to use something different. >> Well, that's part of the contract, but you have to work that you have to negotiate that with the superintendent, right? Like I have a voice in the tool that's used for the evaluation. >> Can't we just take that out? >> Yes. >> Yeah. >> And really, if anyone is interested in my formal evaluation, they can foil only the final
019score. They can't they can't foil all the specifics. >> Right. But the procedure, >> but the procedure, I don't think we have to have that in there because it could change from year to year and superintendent to superintendent. So, you'd have to update that potentially on an annual basis, >> right? >> I would just take that sentence out. >> The second one, >> the second sentence in the first paragraph. >> Okay, done. Well, this was last updated in 2003 23 2001. I wonder why it's copied somewhere. >> And that's all I know. I mean, the rest seems it aligns with what the language is in the superintendent's contract. >> This would only have to be updated if we did something different with a future contract. >> Correct. >> Okay. Anybody else have anything? evaluation of
020administrative staff. It is not a required policy. I feel like it's inherent of the role of the superintendent. When you go into the next section about the board responsibilities, superintendent responsibilities, I'm guessing there is some historic reason why this policy is here. >> I could Yes, there is. That's what my hunch was. >> I said that in open session. Why? But yes, there is >> there's nothing problematic about it. My recommendation would be to accept it as is if there's a desire to keep the policy. It it feels unnecessary but I >> based on my past experience I would say I personally have desire to keep the policy. >> Any recommended revisions in 4251 and basically it's just saying I have to evaluate the entirety of the administrative staff and or designate right like Rob
021will be responsible for evaluating his AP but I have to evaluate Rob and I have to evaluate AP on here and law. So >> you think that letter C the and the board part is an overreach of the board >> like I thought maybe that meant like tenure maybe that's what that meant >> I appreciate that you said that Francis >> that's what I assumed is because if someone's not tenured the board like her job would be to give us the information to be able to make that judgment are we voting for >> right >> the person have tenure That's how I interpreted it. >> Well, they don't have to be through the recommendation of the superintendent, right? >> Although really don't want to travel down this pathway, but I mean I can make a
022recommendation one way or the other. And you may have based on the evaluations have a differing determination than what I've recommended. >> I mean, obviously we hope to always as best possible be aligned and yet there are circumstances where you might vote no and I'm saying please vote yes, right? So maybe I think it's okay. I think that's why it's and then 4310 is specific to uh really roles responsibilities looking at the lanes of the board of education versus lean of the superintendent uh board responsibilities specific to governance areas recruitment eval recruitment hiring and evaluation tenants polic and budget and the blessing superintendent responsibilities execution. >> I felt like the language in this is just outdated though. >> I don't know about that. But >> do you want to go through them? Do you want
023to just start with board responsibilities? Where's your first one? Then we'll go over to superintendent after we get the board. >> Okay. >> I think I took it said select the superintendent or yeah, select the superintendent of schools and provide ongoing support and annual evaluation of his or her performance. I just added the evaluation into it. I don't know if that was something >> I added I added uh provide ongoing support an annual evaluation of his performance and discharge of his >> well that's an interesting one if I'm again >> but that's in your contract we have to evaluate the super but but the support piece really operationally you aren't supporting the everyday day-to-day operations >> we're ongoing support of you that's what I would say >> but it says discharge of my duties. >>
024Oh, >> so do you see how that feels a little managing, right? >> It does. >> Micromanaging. >> So, would you change it the way it's worded now? >> I would just change it because whenever I see options for pronouns, wording it. >> So, I feel like just for easy reads, that's that's a semantical thing, though. You know what I mean? Like I feel like it could be cleaned up to not have easier ways of saying >> like would you change would you change the the way it's worded? >> Selective support. >> I I don't I don't necessarily agree that it's your role to support me in the district of my duties. Like we're not connecting every time I'm making a decision. So, again, this our rumors are not resigning or retiring anytime soon, right?
025But if there's somebody else coming in and looking at your policy, that might look like it's a micromanage board. Did I just say select and evaluate or select and >> so how would you how would you because I read support as >> if you're trying to think of an example like the superintendent wants to change >> whatever a program >> like the bus program the the I don't know where you can track your kid on the bus like a non-controversial thing but somebody might go why are you doing that we support the change that the superintendent so we in the community can then go provide support explaining why this is changing not that we're supporting the dayto day of it >> I see that's how I read it is not >> could that be more
026in like the board policy for how we operate goes about their business and that we go about the business promoting the things that we're supporting. I I don't know like this policy is too important relations. So I think >> I wonder about Kelly and we didn't pull anything from Erie one. I wonder if you were to do a quick search on NISBO because they have I think a clear articulation. It'd be interesting just to see what their language is versus what we have in policy and it would be NISBO would be the organization that would have it wouldn't be Niscus. >> We want to move on for just a moment 4510. 4510. I guess my recommendation would be to remove only because by law I I don't have the authority to establish salary without you
027approving it. I mean, I feel like that's been a great exercise for the last how many months as we're going through and updating with what no money is going to be expensed without having been board action specific to personnel like I either need contract before we had an individual terms and conditions of employment for each >> why I think that's why we had it as a policy because I know when I started out on the board, we did not have all these individual agreements. It was a much different process for as far as like evaluating the you know administrative team and determining what their salary changes were from year to year. So I suspect that is why this was in here. the board still had to approve it, but you didn't have like the individual
028work agreements for each um administrator. >> Regardless, I guess more from a regulatory standpoint, I don't have the authority to do that without your >> I don't think we need this policy since we have agreements. They have to be approved by move. >> I'm okay with that, too. And that will conclude section 4000. We're almost there. Back to 4310. Kelly, were we able to find anything on this? >> I can't access the policies unless I request it. >> Yeah. >> They're not on there. So, we're going to delete 4510. >> Yep. >> Okay. Do we want to maybe see what Erie One or Disp has and since it's one policy do it as part of our May 6th meeting >> when we were getting ready for this I can't remember Erie one I asked Kelly
029to try and get all 4,000 and we were met with some resistance and I can't remember why >> because we don't subscribe to that higher tier we can only request a certain amount of policies per year >> I think for one for Erie one. So I could reach out to NISPA and see what they have. >> And I actually know where I can get this from other districts. So I can get Erie one. >> So I'm just wondering since there's only one policy left in the 4,000 and we have a hefty um schedule going forward >> in order to be able to cross off 82 and 4,000 this year. Can we maybe just put 4310 as an agenda item to discuss whatever the NISBA and Eerie one suggestions are. >> Perfect. >> At our May
0306th meeting so that then we can decide what if any changes we want to make for the May 27th meeting. So not do it in a regular policy meeting but just do it in a regular. Yep. I was actually kind of hoping we were going to talk longer about that. >> I mean, we can if you really want to, but I'd like to go through all those letters and words the whole thing. >> Okay. So that brings us to uh the topic of an AI policy which is policy for Erie 1. It's 5840 artificial intelligence. This is a tricky one if you're going through your binder because you have the cleaner one and then you have the red line master that was produced by legal. So legal for the district provided the red line master
031one. which is of course the eerie one and then they take it a step further. >> Could you email the different time of those sarah? We started discussing So, which one is the one? >> Yeah. Which one? >> The one the one that I have like just the clean eerie one draft policy. >> And then there's one that BSK provided that's got a lot of red on it, but a lot of the red didn't really change anything. So, it's kind of confusing because I literally read it word for word, compared them side by side last time and made notes like this is the same as the original. This is the same as the original. Some of the red is actual changes. Some of it isn't. >> Um, this one doesn't have a number. I think
032it came in an email, >> but I don't remember the date of the email. The one we were really looking at was the 5040 though. Was that the one? >> That's the original one. And then Fran had made some Fran had made some comments. I made some comments. I think you made some comments. And then Bridget asked, correct me if I'm saying this wrong, legal to like incorporate our legal respond to all of your >> with this, right? >> No. Oh, they didn't they didn't put our comments. >> No. >> So, what's the changes that are marked in here? >> This is what their review of 584 is saying. If you want the tightest policy, this is what they >> got it. So, again, >> but they did respond to our comments. That's just >>
033and that was in a separate email and I actually gave the question. If I had a comment, you saw mine at color ink and then the Yes, you have it. >> I have it. I knew I had everything. just to try to refresh my memory. So, it might be helpful to think about what's our starting point. Do we want to start with the Jerry one or do we want to start with the BSK Mart version? Well, which one are you more comfortable recommending? Because I would say start with whichever one you're going to recommend and go from there. >> Well, because if you're not going to recommend one of them, why would we start there? I guess it depends on your comfort level. So BSK is going to mitigate they're you have a team of
034lawyers at Erie 1 who are creating the policy. BSK is even going to tighten further, right? So Eerie one I feel safe and that was my whole purpose in wanting an AI policy and I opened that door and uh we'll tighten it further. I was comfortable with year one but of course with the customization would have been I would have made recommendation that we are moving forward with a model of AI in our classrooms but then obviously providing those supportive mitigating measures for our students to make sure that they're uh receiving the proper instruction teaching and learning about AI. >> So I'm gonna put Fran on the spot. you seem to be the person with the most um reservations. I'm with you, John. And >> I know you are, but I know you've also said
035it's coming whether it is. >> So, I feel like he had a stronger >> reservation than you did just by a little. >> So, are you more comfortable with this one than that one? I >> don't neither. I mean, we have to pick one. >> I'm not comfortable with either, but I I recognize that AI is here and that our admins cannot be policing that all the time and making that their one role that they do. >> Yeah. >> Um, so I think we have to have a policy that I think is as tight as we can get it. um and not make the admin job impossible. >> And that doesn't diminish the fact that academic misconduct is still academic misconduct regardless of how it's being executed. Right? So if it's AI and they weren't
036supposed to be using AI, it's still an academic misconduct issue, but it's not us policing like every moment the kids aren't don't have access to AI, right? I I don't know that that's the best use of their time if it's just going to be kind of oh my gosh on AI. >> Yeah, but I when I look at the acceptable uses of >> AI >> pages acceptable uses I >> Well, there's a thing on page three that says acceptable use and unacceptable use. Yeah, like unacceptable use of either >> and then acceptable use. >> Um, >> we have Say that again. There's nothing or you think it should be nothing. >> No, no, no. I see. Okay, so I I was thinking there's there's two lines. >> There's two headings. Yeah, it's weird. >> Um,
037so the acceptable use for general knowledge questions intended to enhance understanding of a workrelated topic. brainstorming ideas related to projects on which you're working, draft emails or letters, creation of presentations, creation of summaries of online research. I feel like those are all skills that we need our students to have rather than saying >> I do have a great article that talks about why skills. >> Are you are you for or against? >> I am. So part of my leadership I just took all my leadership classes. I just went through we had to do it on inquiry project and mine was on writing AI policy for a district that is close to us. So we did a lot of research. I did bring a Stanford article that kind of talks about why like it's important that
038just like we got rid of the calculator but kids still know how to divide, right? We get rid of kids don't need to have all of those writing skills anymore. You need to teach them how to edit and clarify using AI to help you draft your emails to using AI to help you write your papers because that's where kids are going out in the workforce. They're going to be expected to do it when they get to the workforce. So, I pulled this from Stanford. I pulled it from my research that I did. There's I have a lot of research articles. >> It's telling Francis well the board. It's telling uh that this was a project for an intern. And so Nancy is completing this project as a facet of her intern administrative internship and the
039reality is we are pioneers meaning we recently had inquiry come up during the CSO meeting it was specific to actually misconduct around AI which prompted conversation by that district's board around having policy and when the superintendent asked about policy none of us no one has it right and probably because there is so much gray there like you want to protect community risk to the district and protect the district and it's also there's mixed feeling about AI. I mean, that's still true. And I think Karen and Michaela did a great job at the last meeting presenting at I mean, if we were to pull our staff, I'm certain I don't know what the split would be, but there would be a split. I don't know if it'd be 40, 60, 50, 50, 70, 30, but there
040would be a split. >> 40 60 >> in favor of 60 in favor of 49. >> I'm sorry, I was reading. So that's our school. >> That's Can you say it one more time? So read. >> Yeah. So within probably within the district and I would say most of my conversations are occurring at the middle school high school level. They're not occurring at the elementary school staff because the kids aren't getting down there. Um but I would say we're probably 40% opposed and about 60% pro in some capacity. But even talking about kids like when I write all of my papers I submit there are things I use AI for and I submit one of those cover letters and say this is what I use AI for. That would be the part of the checks
041and balances that would be non-negotiable in terms of making this work. >> But to me, even teaching kids that that's an expectation like when you get to college, teaching them how to prepare that piece of the document that says I used AI for these to create this >> presentation, right? >> It is a skill they need to have. they have to know how to do >> because at some point they're going to be expected to know how to do it and they won't have ever had any experience with that. That honestly the paperwork to complete when you've used AI is as cumbersome as if you write the paper yourself. So I have a feeling that if you're looking at the kids who are trying to sidestep a process, >> they're going to try to sidestep
042a process anyway, >> right? they're, you know, so they're still going to get caught in some form of academic dishonesty because they're either not going to do that step and get caught or they're going to do that step and they're going to realize, wow, I just did double the amount of work and I should have just ripped the paper, >> right? So, I I do feel like it it it offers kind of a checks and balances and it a protection in that regard. >> I guess just thinking about recent conversation with Karen, uh she was doing a lot of forward thinking thinking about already professional development for 2627 and we have a lot of heavy boulders. were trying to move specific to academic achievement and one of the things she started talking about was like
043and I also have to make sure especially if we have a new AI policy what is the professional development specific to AI because again for the teachers who that 40% who are reluctant resistant to AI being in their classrooms first of all there will be a chart that says you know red this is a red zone there's no AI but the second thing there is a way to be on the game board about that like if I don't want kids using AI I'm developing uh instruction or delivering instruction that thwarts their the possibility ility of them having access to AI in my class, right? Like if it goes home, they're game. Like I don't know what's going to come back to me, right? But if I'm in my class, I have to be thinking about
044and be proactive around what activities I'm including in my delivery of instruction that will thwart their ability to use AI to produce something. Because again, ultimately, our professional responsibility is to make sure we can assess what they know, understand, are able to do. If we're not factoring in that, we really won't know what they're capable of doing. to your point >> and I would say and in terms of of of adopting it now that gives us the time to work on how it's embedded in our instruction gives us the whole summer to plan. It gives us an opportunity to look at the middle school that most fifth graders are in a computer science class. All fourth graders are receiving computer instruction through library. So how are we embedding it there and making sure that we're
045being very clear and articulate about the expectations there as well as responsible use above and beyond just what they're going to get in the general classroom. But it sets the standard for this. >> When you guys serve the staff, was there any information that you gathered on why some teacher like was there reasoning to be for or against? Do you have a handle on what the reason is for people not being for AI and being against it? >> Um, in terms of being for AI, I think that they see that is just a necessary part of the future that it's just it's what we're moving towards and it's a it's a a lesson in efficiency really because it really supports the efficiency piece. Teachers that are not in support of it. I have similar arguments
046as you. We needed to be teaching the kids these skills. I had to do this. I learned this is how I learned how to write an email. This is how you learn how to write an email. So I think it's very similar kind of to the same kind of conversations that you're having here. Um I don't think anybody wants to give a student a free pass from something. The only my only caveat to that would be is if they're going to find a free pass, they're going to keep looking whether we give them permission or not. So, >> can I add to that? It doesn't mean necessarily that having a policy that we would then go back and remove all of our blocking of chat down like that, right? So, they're all just like free
047will, but they already have that at home anyway. >> So, us not having a policy doesn't really change the fact they have access to these things that we use them anyways. >> Um, but what does it look like in the classroom? because we can't control just what happens when they leave early. >> I mean, as of right now, they still don't have access to it. I mean, the policy won't all of a sudden give them access to Google Gemini or anything like that. That would be a a further decision down the line. >> But if they're going to use it, define what that looks like. >> Guess I was just curious if teachers who are against it would just don't have the experience with it or if it was just an academic principle. I was
048curious. If I were to hazard a guess, I would say it's an academic principle over not experience because we've provided them experiences if they've taken it in. Obviously, there's choice, right? And how deeply you get into that experience, but we have provided them experiences. >> I think that AI is moving really fast, right? I just saw this website I was introduced to two days ago where uh college students can give their password to um like their Blackboard accounts and it'll go in and do any posting that's due. So you can just give it like your password and it'll go in and anything that's due to like this week it'll just read the syllabus, post the questions, do it in a human tone and you're not even literally looking at it. And this person who tested
049it for the podcast was able to successfully pass a college class last semester without ever opening the syllabus >> and attending a course. They just didn't take it. We just did that. It's like our kids have access to those. >> Yeah. >> Right. And that's like new now and now widely known. But how long how many times can Times cover is widely known. Right. >> That's exactly what Francis is afraid of. >> Dr. Kids will do that, right? Like and so we need to teach them responsibly. So it doesn't matter if we're not teaching them to do it or not. They're going to figure out how to do that, >> right? and in teaching them respons responsibly also being very articulate about the consequences then you know just so you are aware so yes they
050know about academic dishonesty they know they're going to get in trouble for that what does it look like in the workplace what you know just kind of extending those conversations because it really will go far beyond this >> I mean there's like AI is not copyrightable right because it's not a human writing it so you can't copyright what an AI makes whether it's of a picture or something written. I mean, they've had court cases now on that. So, it's it won't even be a copyright issue at some point, right? That people can just have AI write something for them and it won't even be theirs, but they can't get copyrighted for it. >> But I keep going back to what's the best risk mitigation. So, if I'm a classroom teacher, what's the best risk mitigation
051I have? >> What's the best risk? Well, to have a policy no >> or not my delivery of instruction, right? I mean, the best risk mitigation I have as a classroom teacher is saying I am going to structure my learning activities as such that students don't have access to AI. So again, I can't assess fully what they know, understand, and are able to do without accessing AI. But that is the best personification and that will be part of the work that Karen does for construction staff because again if there's a 60/40 split you got 40% who are going to need some support moving forward. Again the policy doesn't really like it's already happening like this doesn't if we move forward with this policy it doesn't change really what's already happening as business as usual. The
052only change that could be is if the board forward said we are strictly prohibiting use of AI in our school district. that would represent a significant change. >> And there's really no intent to change a teacher's mind either. The the intent is to educate them about the possibilities, what we should watch for, all of those things, but the intent is never to change their mind. So 40% still don't want to use AI in their classroom. That's 100% red zone acceptable, right? It's hard like you had to accept, you know, I do that you really can't even almost have a policy banning it because it's almost nearly impossible to block it. even even if you change servers if if you block AI it's almost like saying there's no Chromebooks there's no internet access that's where we're
053at because there's just no functional there's there's not a way for us to control it on that that level what we're talking now so that's the frustrating thing is even if someone wanted to say no AI it's like how do you do that without eliminating the internet in classrooms >> this this is regulation part then right not part of policy >> correct >> this would be >> part of how we execute question. >> Say that. So we're just >> sorry whether we decide what building it uses like I mean so if we if we agree policy that's for all buildings correct and if it changes by building level that's just regulations. >> Correct. >> Okay. legal spec. I think you I think you actually specifically asked that question. Legal legal counsel against having an approach
054where you would have differing policy uh specific to differenting buildings. >> And again, I could imagine the elementary having all red classrooms, right? Like they're simply not using AI. I mean, my goodness, I actually hope they wouldn't be like learning how to read. It's funny to say I hope they wouldn't be and then having them >> maybe do do the opposite. I don't know. I don't know. I This is really hard for me. I know that it's it has to be put in um >> but you're imagining Well, think about your class. I'm imagining. >> Think about the ele classroom visits at the elementary. I mean, did you see kids in meshed in laptop work? I mean, or Chromebooks. I mean, there were some and they were on the approved platforms. I read it. I'm
055trying to think what some of the other ones were. Thank you, Matific. Yes, they weren't randomly on Google, right? I mean, it's such a controlled environment at the elementary. I would say in terms of my personal messaging as well, like when I think about the messaging I'm sending, I'm asking teachers to be very purposeful. We're all asking teachers to be very purposeful and intentional about what technology we're using, knowing that we have states right now who are putting restrictions on the amount of time we can have kids on computer. New York has not, but we we could potentially see ourselves down that pathway, too. I would like kids off of technology just as much as you would. So, I'm I wouldn't say I'm necessarily discouraging teachers from technology, but I want kids holding books in
056their hand in the I want kids writing with pencils on paper. Those are the things that every administrator and teacher also sees the value in. So as soon as we're sending this messaging, we're also sending that messaging too that we have to get back to the business of what is school >> tier one instruction, right? Universal rich tier one instruction that is I'm wondering about next steps. So I don't think we've reached a consensus on this policy. So, we have a couple different pathways we can table until the next round of policy discussion, which would be next year. This is a 5,000 policy. I think we agreed we're going to do 6,000 next year, which is related to business office and operations, which is necessary. Uh, so we could have this be one of the
057first policies and then move into 6,000 and or we could have this be an agenda item, his five business. >> Five is business. >> I do it wrong every time. >> So, the good news is this is already part of it. We have to do it anyway. car 5,000s next year. I think it's important to do it for the summer for what you guys >> That's what I was just going to say based on what Karen said. I feel like waiting to do this till next year puts you guys. So, do we want to work from the red line that lead this is going to be your tightest policy to best mitigate risk for the district? And again, this one would be Erie I'm sorry, I'm holding up the wrong one and then legal for
058council for Williamson Central School District saying this is what I would recommend for the district. So, do we want to start with this and then do the same approach at a subsequent meeting before the end of this school year, come back to this in the same way we're going to with the 4,000 policy. uh specifically with that. >> I I would like to see that first paragraph uh the one that we sent to legal to approve that I that I think I wrote added in >> the email you're talking about or you talking about the actual >> the AI the AI policy >> one. >> Yeah. We want to see what you wrote in that one >> which just affirms the what the district affirms development of foundational academic skills including reading comprehension writing critical
059thinking and the ability to summarize and analyze information is central to the education mission of the district use of AI technologies must not replace or diminish opportunities for students to practice and develop these skills >> was that was there any comments I don't recollect so in legal response >> I'm okay with this paragraph There we go. >> So you're you're I just want to make sure I'm understanding. You're saying use the road copy that just to make it crystal clear the stance. >> Yeah. >> Would you put it in the >> like paragraph, two or three? Um, >> maybe maybe a second paragraph. >> So in between these two, the current second one become the third paragraph. Yeah, >> the third paragraph really gets at why the purpose of policy. So it makes more sense
060as >> but still bring this as discussion as future meeting. Do we still need this as future discussion or we did with the red line >> with Francis's insertion of the introductory paragraph as paragraph over >> is there still need for further discussion or is Francis's in service of introductory paragraph sufficient in the over so he wants us to add paragraph uh two will become paragraph three and we're going to insert his introductory paragraph there. which normally start with >> I still think there should be something about AI shouldn't be used in the direct development of curriculum. >> Can you be more specific where you are? >> I don't like that. >> So you're saying I AI can't be used in curriculum development? >> In the direct development of curriculum. I I I think that's
061a perfect use for it because now you've got you've got like as a teacher it's okay to lean on that because you're using it the proper way >> since it's an after effect. Can we >> put this on the biases that come? But you have an educated expert professional who's that >> direct >> the direct resources. >> So we're adding this back to the Maya for discussion. So whatever that 4,000 policy was and this >> one in favor we start the next meeting to make sure I understood that. Oh yeah. >> Did you hear it? >> I just got to connect with you to make sure I understand. For instance, I don't recession either teacher, >> correct? Take it harder. >> I have something to >> What's it about? uh pasta dinner for my project.
062How are you? >> It's a poster for what it is. >> Okay, I can do that. I don't need to jump over this right now. Right.