001We're all going. >> Okay, we're good. >> Okay, so places my agenda. I would like to call the meeting to order. Aliance 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. >> Okay, welcome everyone. Um, announcements. Thank you. Regrettably, uh Karen is going to be a little bit late this this afternoon. Uh she's actually out enjoying senior night for her daughter. And so respectfully, I would ask that we adjust the agenda that I sent to you. So you do have in front of you an updated version. Uh today's agenda is actually on page three. And so in doing the AI presentation and discussion first, uh she and Michaela are positioned to come at 5:00. So if
002we might start with the selection and objection of library materials policy, uh that would be much. >> Do folks need time to reanchor their binders accordingly? >> What's the number for that policy? >> So 8320 and 8330. I think our original was 8310 and the recommendation is going to be for 8320 by year one with some recommended revisions. Yesterday I sent an email that had uh sorry not redline but our committee met literally yesterday so there was not time for me to get it to Kelly for her to do redline updates. Um but 8320 has the written notes specific to what our recommendations for revised language would be. So we'll start with 8320, a selection of textbooks, library materials, and other instruction materials. >> Questions, comments, concerns. >> So this is AD320 is what we're
003proposing to replace. >> Correct. Your colorful grids this evening are also updated to reflect all of the notes thus far. So if you go on to page sorry page four. So page four is there's yellow about a third of the way down and we're at 8 through10. We're hoping to cover A310 and 8330 would so this one is what we're looking at that has add essential correct which is different than the one we originally had in correct so important just uh given I would I you use the word controversial I think that's applicable so given the controversial nature of selection and then objection of library and instructional materials. Uh we really wanted to do a very thorough and comprehensive review of the area 1 policy uh committee subcommittee met. uh myself, the building principles, our
004librarian, and Karen Hoodie met over several sessions, and we spent frankly a lot of time discussing these policies, thinking about again making sure we're representing the diverse demographic in our uh families, but then also thinking about again because one of the most important facets of policy is risk mitigation to the district. So really factoring and anchoring in to both of those concepts. And so I think after a length lengthy lengthy conversations over multiple days, we feel really good about our work and the conversations we had and I'm very confident in recommending 8320 with recommended provisions. >> Karen, you're welcome to come on join us in a few months. >> No, 8320. 8330 is a different one. >> So any concerns or questions about 8320? I'd like to point out a very important caveat at the
005bottom of page one of three. So first paragraph under textbooks the way textbooks are defined by Yuri 1 OC's policy and again it's team of lawyers uh writing the policy they define textbooks as really any book or book substitute including hard cover or paperback books and the reason we included the word essential is we're trying to get at the scope and sequence of curriculum. We don't think it's feasible or manageable to say that every single time a teacher has a readaloud book that has to be board of education approved. We recognize your role in approving the books that are attached to the curriculum. And so we obviously would continue that practice, but it would not be our recommendation to say again every single book that passes through a classroom, you're going to approve that. We
006don't think that's a manageable way to approach books. Is there a set of criteria that that can be in the policy >> regulation? >> That would be in the regulation. >> So that would be in the regulation. So again, we did not move forward with any draft of regulation. We do have a date established for our next meeting where once we're confident in the board's direction on this policy, then we can start drafting regulation. And obviously we'll start with the Erie 1. So ER1 provides regulation to accompany the policies they have. We'll start with that and then of course make that William and ask right so I had made notes on this before we had your new one um the part about in that same paragraph about textbooks where it says and I just lost
007it. Oh, it says um once designated can't be superseded within a period of five years except by a three-force vote of the board. That's new to us. That's not in our current policy. >> That's Erie one. And I can share with you why. Sometimes you have situations where potentially the board adopts, let's use social studies because we have a social studies teacher here. and you adopt a textbook and if the board were to flip and there was uh impetus uh rationale by the board to make the change when potentially you just purchase the textbooks uh it it prevents it from being quickly overturned. >> Gotcha. >> That should be four fifths then. >> Well, >> there's five. Well, I think it's saying by a 3/4 vote, meaning 75% of the board, which means four votes.
008>> Just like 2/3 like most of our stuff. >> I think it would be >> just say 75% of the board or four votes >> or like >> I think four fifths would sound better >> cuz I was I I read the same thing with three out of >> We don't have 75%. So you would either have to or you could do right. >> Well, three out of five would make sense because that's majority. So if you want it to be more than majority, it would be four out of five. >> Four or five out of five. >> A super majority. >> Yeah. >> So I guess you have to decide what you really want it to be, but 34 doesn't make sense. >> So do you want it to be four out of five
009because you're a five member board or do you want it to say by a percentage? I like the majority. >> Can you just say by the majority of the board, which would be three out of five? >> Three out of five. Someone's not here. So the edit would be like three out of five. >> I mean if if it's just going to be three out of five then it doesn't even need to be in there. >> That's true. So it could be struck al together. So unless you're saying it would require more than the quorum necessary to pass any board action. >> He's right. Except for you don't need this kind of language until you need it. That's the tough part. So we could strike it and then you could say, "Oh, I wish we
010had this language." And at that juncture it's too late. >> You probably should say by four votes. >> So except by four fifth. >> Yeah. Um, >> the other the other thing I had written down was the second page at the top where it says the district participates in. Do we actually participate in that? Yeah, I wondered that too >> because if we don't, we shouldn't put it in our policy. >> National Instructional Materials Access Center. >> It's interesting because I didn't even ask the question and my assumption with having our librarian here was that we do what? I'm sorry. Can you tell me the >> page two, the very first paragraph on the top, the district putting some things in the National Instructional Materials Access Center. >> That was I I was like, do
011we? because if we don't, we shouldn't have that in our policy. >> Uh I would have assumed she was very thorough. I would have assumed she would have said something. So she was very thorough. >> So then that same page towards the bottom, you want to change uh I think that's the third paragraph in the bottom. Will the concern although it says when appropriate the concern would be that it it would be it once it's policy again those ideas that we're going to enforce what's written in the policy we just want to make sure that we're going to actually do what it says in policy. So we do believe that yes the library school media specialist will work cooperatively with district administrators potentially others but we're saying she absolutely is not going to work in
012isolation. >> Okay. And then of course regulation was followed more specifically what actually is the process because I don't really want Dr. Snder or KT responsible for signing just randomly on a list of books that she selected either. We have to be thoughtful about the actual process. >> Um, >> can we provide calculators to our students? >> The only other stuff I know was that from our policy, it might be in there and it just makes sense. um B and C from our policy I think are not in there and D about which I think D is the second letter yeah the very last D in our policy where it talks about continuous reevaluation does this have anything about that >> because we really should do you mind repeating Like our policy 8310, >> the
013very last line on the second page says materials will be continuously re-evaluated in relation to changing curriculum and instructional needs. Worn out, outdated materials will be discarded. Does this new policy have anything about that? >> So the one of our curricular policies addresses instructional materials. I was trying to find the number. We spent a lot of time talking about that. uh curriculum evaluation got removed because it's covered in 8110. So under curriculum resources 8110 it talks about evaluation of materials but do we need that to be stated specifically for library materials as opposed to instruction materials because this policy is about library right? So like >> well actually it's about all like it's textbooks, library materials and other instruction materials. So it's about all but so the one that you just referenced was 8110 I
014think >> 8110 which is curriculum. So it has not >> does that that's why I was asking like like the p the practice they do of like weeding things out and shouldn't that be somewhere in this policy so that we make sure it gets done is it I would ask if well it's a it's a practice it's a consistent practice it's always existed as far as I know know okay I can't say that in good conscience. It may have, but I'm not 100% certain consistently. >> The only thing I would say is in 8320 it says provide staff and students with a wide range of up-to-date instruction and materials of all levels of difficulty. It does reference up to date there. Hope that covers that enough for you. If not, we could >> I guess
015those are just things I noticed from our policy today that are >> explicitly stated in Europe. >> Um, I certainly don't have a problem putting it in because I feel very confident in it occurring moving forward. So, I certainly have no problem putting it in if you would like it there. Bridget, it's not covered in other policy. >> It's absolute curricular materials are absolutely covered in 8110 confirmed. Correct. So then maybe we could take the same statement from 8110 around curricular materials. And let's see, I'm just trying the line in 8110 is district administrators will work with instructional staff to develop, improve, and evaluate curriculum. That's not it. Oh, here it is. District administrators will work to ensure that curriculum is evaluated on a regular basis. So it could be as simple as just district
016administrators who work to ensure that uh library materials are evaluated on a regular basis. Take the same exact line from but apply to this. >> I mean I think it's worth specifying because it was it was specified in our apology at some point HG >> and it's been a frequent topic of conversation in all of our library meetings. So It will come as no surprise. I wouldn't put it in H. I wouldn't put it as H after G because that whole page is about objectives. So, I would actually put it under library materials and just add another statement. >> It seems like it would go great with the very last little statement. >> Bottom of District Administrator will work to ensure that uh library materials are evaluated on a regular basis. >> Yes. Okay. Any
017other questions, comments, concerns about selection of library materials? I'm wondering how you feel about time. So, it's about 10 minutes before 5. We do have Michaela here who's going to present with Karen around AI policy. Would you like to toggle over and flex to AI or do you want to try and finish? And I don't know how lengthy you think the objection this might be a quick one. It might not be >> for 80. So, it's Objection to instructional mater. >> I guess it depends on how do you have a lot of questions or comments about 8330. We say two nos Francis. So maybe let's try and that way we can table this conversation approved because we'll probably spend the rest of our time on AI. >> So page one of three library material objection
018and again this one's really important. The team anchored into I think we have fewer than six other policies from various size districts. So we looked at districts in Monroe County districts in the Wayne Fingerlake side of things. uh Erie 1 policy some that didn't replicate Erie 1 and we landed on 8330 Erie 1. Uh we feel like it provides uh not only the greatest latitude for us operationally but also the affords us the best risk mitigation. Uh openly get we we discuss the controversial nature of library materials potentially and our curricular materials and how controversial that can be if there is an objection. The biggest messaging from the commissioner is follow your policy. So this policy really matters. That's why I feel most confident in taking one that's been developed by a team of lawyers
019who basically want to make sure we have the risk mitigation in place. Obviously, this is the first step. We now have to go move forward and put together regulation once we have um a go a go from the board to move forward with AB330 as recommended with revision. So page one of three uh we felt it was important to name up in the title the subject line that it did include library materials because it omitted that actually the librarian pointed it out and we like oh that absolutely makes sense. We want to make sure it's clear to our stakeholders both internal and external that this policy is the one that there's an objection to a library material. That's why we included in the subject line specifically that makes it consistent with page 22 because those
020are stated there at the bottom of page one. The first paragraph under objections again you'll see that we inserted the word essential and that's for the same reason just trying to be consistent with 8320 which was that we're saying board has to approve all essential textbooks that includes all print material uh that are part of the curriculum. So we wanted to make sure that we had the exact same language aligned and then down at the bottom our concern with how it was written is it read as if a student literally could be excused from instruction and that in practicality isn't exactly the case. So, we felt more comfortable with making the recommendation that we absolutely would provide alternative instructional materials in limited circumstances. We also wanted to make sure uh that we gave the building
021level administrators cover if we had uh I'm just going to say it if we had opposition from a teacher who didn't want to provide an alternative material. We wanted to make sure that the building level administrator could say you absolutely could you absolutely do need to do that. that's part of part of board policy and we don't need a law or regulation for me to say hey this is best practice this is what we're doing and that was the uh rationale behind why the uh edit at the bottom of page 102 on page 202 the only re I'm sorry there were two recommendations for change paragraph three and page two the rationale behind why we struck the committee uh who would be included in the committee is we believe that is regulation and so we
022would absolutely be uh thoughtful and take careful consider consideration in that articulation when we draft the regulation. And then down at the very bottom of the page, first paragraph under controversial issues. We're just trying to have better alignment with language. And we felt that library materials better aligned with the subject header than library media centers collection. So it was a nuanced distinction, but we just trying to align the language. Really same meaning. And in page three, we struck sentence two, objections must be submitted to in writing to the superintendent. Um because the very first line says the process requesting reconsideration. The process has to be followed. And the first step isn't necessarily going to be approach. When you go back into the earlier in the policy, it says, have you talked to the teacher or
023the librarian first? We want them to do that first. So we don't want that to be confusing. And then of course the regulation would spell out exactly what would happen if there was an objection that would not go in policy. >> So the recommendation is to adopt this the way it's marked up. >> Exactly. >> As far as controversial issues go, is there something in here that we could put for parents to receive like priority >> like a heads up >> exactly like a heads up that the the class is going to be teaching about this subject >> kind of deli does >> I don't know if this is the place for that or not >> I don't think it is I think you have to go back into curricular materials because this is really
024about objection like this should only be focused on the governance of objection not what we're going to do before there's an objection Okay. >> Or controversial issue. >> And that really is also very subjective. I mean, so I think about our social studies. I'm sorry. I was going to pipe up. So if I if I was talking about um the moon landing, which to me would not even the 1969 moonlanding, which to me would not even be in the realm of controversial, but people like it's all fake and why are you teaching? So it the subjectivity would be >> controversial to one person. >> Correct. that would not have even been on my radar. Potentially controversial. >> Well, I also appreciate you kept using the example of Marxism like we sat for over an hour
025and you kept using that as the example. We were talking about how that could even be considered a controversial topic and yet it's part of our history, right? Correct. Not our history, but it's part of history global. So, >> yeah. So, once I received an email from a parent and you know, why are you teaching Marxism? That's that you're basically advocating communism. No. And so, again, it was a very good it was a very good dialogue, whatever. But that's part of the content, the social studies content is like uh teaching the standards. >> Yeah. You right. I have to present why people why it was appealing to people. >> Yeah. >> Me, but you know. Right. >> Right. >> No, I I and I think it being objective and critically think it's what we're what
026we're teaching, right? Like we're not biased in the way that way. I I just know that when my my children talk to me all the time, so they'll come home and tell me what some of the things they've talked about. So, we'll have a discussion about it. But having it ahead of time, I'll know that, oh, we're going to talk about it. >> My hope would be, and I know uh and I appreciate all the work did this year in developing a schematic for course overviews that at the beginning of the year, parents are going to feel more better informed about what the content in the course is as well as how we're doing grad grading. So I think about our initial impetus for the creation of that document was >> transparency around what is
027the grading practice. It's not magic math but then that's that actually morphed into like let's make sure families understand actually the content that's going to be taught in the course. So obviously we had a first go at it this year and actually I think they were very well done. I don't know what the recommendations will be moving forward for next year. And you know, we're mid-stream this year, so I don't know that she's even thought about that, but that's certainly something I think that parents should have an awareness like these are the units we're going to be teaching over the course of the 27 26 27 school year. And many, if not all, already do do that. It's just a matter of whether or not, you know, one thing that we can't guarantee, they they're
028all on the um schooly pages. They were the kids were supposed to receive a printed copy of them all. What makes it home is a whole another um problem. Um, but certainly they're always accessible. >> Do high school kids turn turn them into their families sometimes? >> Sometimes. >> If you could send them home with the first grade brother or sister, that would be fantastic. Guaranteed parents will opt in for that. >> My elementary school child. >> Okay. Thank you. >> Any other questions, thoughts? Okay, so I think we are good with revision and you have it. So 8330, we're good to go. And with that, we're going to segue ever so gracefully into uh a policy specific to artificial intelligence. And so here this evening, first before we engage in any dialogue or conversation,
029uh Karen Hoodie and Sinsky put together a presentation. uh in full transparency to all of you. I shared uh a number of the questions that you had or shared with me prior to so that they could touch on that during the presentation and then we'll delve into the policy discussion. So >> you want to present we put the password in so we can bring up the presation. She shared it with tech interns. >> Yep. >> Sorry. What's fascinating about this is we were just doing college visits and one of the college visits that we went to that particular school had just started a minor in AI which was just fascinating to sit through and listen to them talk about it and their process. >> So it was all like it's certainly everywhere the conversation around
030AI is everywhere. on the site. >> I have a couple handouts for you that um >> doesn't have a go. >> You don't have to just go to the >> two handouts that you don't have to look at but we'll reference during the presentation for you to look at. Um one is an article from Forbes magazine and one is an example of a family. Yeah. wonderful. >> Thank you. >> Like I'm usually a pretty quiet person, but when I get up here, I have I generally have a lot to say. So hopefully we'll we'll be quick and serious with all of our information. >> She told me it was going to be no more than 15 minutes. >> I thought he said 50. >> That was good. >> All right. So um yes, we are
031here to talk to you about AI. We've been doing quite a bit. We've had quite a bit of conversation around AI for for our teachers. AI is not a new topic. It is work that we have done with them. Um, so we have a basic understanding of where the teachers stand with different things and then we'd like to propose what it what it could potentially look like for Williamson. So we when Michaela and I started talking, those were the three things that um really for the bulk of our conversation was we wanted it to be about what is it meant and why bother with it, building a culture around ethical and effective use and how teachers and students can use it responsibly. And from there, Bridget sent us your questions and so we kind of
032morphed that all into um one cohesive presentation that we'll go through. So, the first thing we're going to touch on is what is meant by AI and why there. All right. What is AI? It's artificial intelligence. Um it's technology that can learn and make decisions. um they can generate text, answer questions and assist um learning. Um examples are chat bots, writing tools, tutoring systems and why does it matter? Um it's already widely used by students. Um schools are still deciding how to handle it and it impacts learning fairness and future careers. And it was interesting the idea for the presentation came up when Michaela and and I were talking with Bridget because we are seeing students who are utilizing AI um in a variety of different ways but one in particular was a student two
033students communicating back and forth about race cars. So it certainly it's not content but they were doing some research on race cars and it was it was very um not innocent. It was just a very there were several examples. There's one about a dissection of an animal that looks like a study tool. So it is happening for our kids despite the fact that it's not happening with our technology. So that led us here. Um so Michaela found this article, this Forbes article and it's 90% of college students use AI higher ed needs AI fluency support now. Um and so that is the article that we shared with you and it and that coupled with the conversations at actually both of the colleges we visited speaking about how kids are using AI um responsibly at that
034level is what again makes it important and relevant that we need to address it now with our students and with our staff. And I that's just a thought that was a good quote. Twothirds of leaders surveyed as part of the research said they wouldn't hire someone without AI skills. Yet just a quarter of companies expect to offer some sort of AI training this year. Furthermore, only 39% of people who are actually using it say they've received any AI training. And there in lies the problem is that if there isn't if there isn't ethical um treat or training around the use of the AI, that's where we run into issues. >> Um building a culture around ethical and effective AI use. Um pros of AI in schools. Um it can um increase personalized learning um adjusting
035to students uh specific uh learning levels. Um they explain concepts in different ways. Um and helps students learn at their own pace. Um instant help. Um it's available 247 whereas teachers are not. Um, they can help with homework and studying and no waiting for teacher assistance. Um, boost productivity, helping brainstorm ideas, um, assisting with writing and organization. Um, and saves time on simple tasks. It also prepares for the future. Like we were saying, um, AI is used in many careers. It builds important technology skills and it encourages digital literacy. >> The cons. >> Sure. So then obviously the cons are some of the things that you've been worried about and that many of some of our teachers also worry about it. So we have teachers on both sides of the um argument if you will.
036We have some that are for for AI and some that are against. There's always going to be concerns around cheating. Um reduce critical thinking. I I remember I think specifically Sarah you spoke to that and the we the concerns that the computer is going to be doing the critical thinking for them and it provides inaccurate information. So those are just a few of the problems that AI does present. Both the pros and the cons are really why we feel like we need to introduce a policy and practices around that so we can be uh ahead of the kids and let them show them how to responsibly use it. How can teachers and students use AI responsibly? Um we separated the teacher and the student perspective. Um teachers ask how will this impact learning? Um academic
037integrity concerns. Um how to use AI in the classroom and preparing uh students for future jobs. Then the student perspective is how can this help with my homework? How do I use AI to make things easier? Is this going to be fun? And will AI be useful in my future? >> As you can see by the student perspective, it's not as sophisticated as the adult perspective necessarily. And so those are the places that where we guide them, that it's not just about fun, that it's not just about making life easier, that it's about improving quality, it's a joint effort of brain and technology. >> Um, possible solutions. Um, we teach responsible AI use. Um, set clear school rules, use AI as a support tool, and encourage critical thinking. Um, we put the Gemini symbol up,
038um, because it is currently the only platform that we have that students can use that um, it protects their PII. um we have a uh license with Google and it is a law to be compliant. >> So if we were to move forward something like that, that would be the only piece that we would want to consider at this point knowing all the safety features are already embedded right within that. So in in thinking about it, we wanted to talk about a three-part action plan. So we want to make sure that our staff and our students and our staff are are are I would say ahead of this that are about one step ahead of us. the sta our staff understand that AI has its limitations, but that's exactly where our students need to start
039is we need to be having those conversations around the limitation. We want to set clear expectations of when and how to use AI. That is the chart that I gave you, the colored chart there. If you take a look at it, um what that chart allows the teacher to do is set the it leaves the discretion to how AI is used in their room. So if a teacher is opposed to AI and does not want to use it, then they can clearly state this all activities in my class are going to be within that red column there. And so then it does give those teachers that are comfortable with um or are interested in exploring AI, it gives them the parameters to set with the students in terms of how they're going to use it.
040But it really sets the stage for the education that has to occur if kids are going to be allowed to have that um access point. So really potentially what we see happening is that chart should be in every single high school classroom. Just being able to acknowledge that AI exists and we know it exists and it does h the conversations are happening but this is what our district stands for and if your teacher says this is where I stand on it then this is where we stand on it. Um and so we really in essence it gives the teacher the clarity to share with the students what the expectation and then we have to just teach and model um the prompts the engineering of it. We have to teach them the ethical and responsible use
041of it. Um there are so it's it would be impossible to put up all the activities the amazing activities you can create with chat GPT or with whatever tool that you're using. Um you know for one activity that I did with teachers one time I asked it to write an essay about student engagement and then I asked all the teachers to Williamsonize it. So take into account everything that we know about our pride philosophy and it gave me a very generic student engagement but then the minute you the teachers responsibility was to go through and edit it adding in the pride. So there's ways to bring what can generically be created in AI and use it as a tool there. And that's just one example. And so there's our chart. We would like to see
042Oh, let's go back. Sorry. Um we would want um BPT feedback. So obviously we'd be looking at um BPT creation of the levels. Although I think this is an excellent model. We would want the teachers to have an informed decision in terms of finalizing what that would look like for their building and then be a part of the roll out because it is their classrooms every day that are going to be facilitating these conversations. the admin team will be supporting it um in terms of any disciplines that come up um or any other conversations thereafter, but it's the teachers that are down on the front line with the conversation with it. Um and then this just is just referencing it is listed in our New York State computer science standards. It's actually referenced as low
043as fourth grade. I don't know if it goes below fourth grade, but I know in the fourth grade classrooms, the computer science work is already referencing um AI and how to tell if something is AI generated versus not AI generated. And then um the darker blue is the headings that are associated with the portrait of a graduate. So they do directly align with the portion of a graduate and what we're anticipating um our kids to be able to graduate with the ability to critically think um created have creative problem solutions communication and collaboration um and then that global and ethical citizenship is a huge component of the AI use and that just touches very very briefly on it. Um in terms of what next steps we were um working with Eric Welsles out of Boseies
044to just look you know Victor is was it Victor? >> Victor is about six months ahead of us in this process of how they're doing it. So we we touch base with Eric to kind of learn from their mistakes and learn from their successes in terms of that work. they are they have opened up Google Gemini um to their students and certainly there have been hiccups but we can learn from their um experiences and hopefully create the the best outcome for our students in that respect. >> Any questions? One question with the science computer science standards. >> What like does that affect all the classes or is that like a computer class because I don't I don't see those standards show up in my subject but I'm just curious does that apply to all of
045the subjects like a a net that goes over everybody. >> So the computer standards are are a global almost like a glo global umb umbrella that we're supposed to be applying to all of our content area. So in likely in the high school and in starting in the middle school you have specific tech courses that accommodate that. Um for the elementary school they decided to embed it through their library. I mean they still are working with the computers in the classroom as well but the direct instruction from it occurs in the library class. So that those standards really leave it to the district to make sure that we're doing it y >> where we need to be doing it. >> Is that am I saying that? >> Yes. >> Okay. >> Yep. ideally to have
046a a sit alone a standalone class to be able to teach those things. That would be in my opinion would be the best case scenario. Um because there's so much that we ask the gen ed classroom teachers to do already and you know of course we've got social emotional standards that are are also an umbrella for us. We've got the tech standards. There's certainly never a shortage of things to think about but overall the anticipation is that it's being embedded throughout the curriculum experience. Okay, >> at some juncture we could conduct a crosswatch to see where they are plugged in because again it should be embedded within all the other courses. I can say openly like that's not currently sitting in the strategic plan anywhere but certainly something that could be considered as we're futuring
047like where are they embedded? >> I feel I feel like we have a lot of data for um jobs that are saying we want AI to be used in the future, right? But there's not a lot of data of what AI is doing to our students currently who use it often, right? We won't see those studies for 20 years. And I I'm worried that if if we start using it in 20 years, we realize that we just raised 20 years of students who can't critically think as well as those that are already out there using it, right? Who've had a good education without it. >> You know, like those are the concerns I have. There's not a lot of data on what AI uses similar to social media, right? Like social media when it first
048came out, it was like we got to use this, use this. Now we're finding that there's a lot of problems that it caused, right? Anxiety and things like that that we never saw that um saw the positives. So like those are the things that in my mind that I weigh out and say, are we going to hurt our kids more by by allowing them to use something like this? Um, I I do think that we've learned a lot from the social media aspect and the idea of cell phones and and taking a look at this last year. I in in retrospect, the way the cell phone ban ended up working out much better than I think that any of us could have anticipated it turning out like but I think we learn from those mistakes,
049right? So, we know that we shouldn't have just cart launched at this point said, "Sure, bring them to school and we shouldn't social media no problem. It's harmless." Um, I think we have to learn from those mistakes. And I would say one of the things that struck me about the ability to learn from mistakes is the transparency around the conversation with the kids. It's it it is it's going to be have to be direct instruction, transparent dis discussion around it. When kids are given the opportunity to use AI in their classroom, feel free to jump in the parking lot. I'm sorry. Um when kids are um currently in Victor the if the kids are given permission to use AI they have a form that they have to fill out with a series of questions explains
050how you used it what' you use it for what did you notice the difference was they have to it becomes a part of the bibliography um for the kids and so I think to me that's already a piece of the learning we know we want to have a good handle on what that looks like for the kids I can't say it will roll out smoothly but I'm hopeful um knowing what we've learned from social media and cell phones. Um I also would argue on the flip side at one point the calculator was a piece of technology and and we managed to figure out you know how to manage that it there with everything there is going to be growing pains um and and now I can't imagine my life without some of the other tools
051that I use. we forget RAI, spellch check. I would be I would absolutely be dead without spellch check. Um, grammar check, all those things. Um, so those things are all AI tools that we're already using and we need to kids to understand those are AI. You've been using them responsibly. So this is how we're going to move forward. It's almost referencing the past and bringing them into the future. >> I also think Francis, you use the word if you start running. I think when you mistake him if you think they're already it's >> I understand that it's it's already being used in a number but why then why would we open it up more it's already >> I don't think it's opening up more I mean I'll share with you openly the intent and spirit
052behind why policies because risk mitigations of the district specific to things that have happened in districts where there wasn't a policy specific to AI I guess I wasn't looking for us to have a policy to better restrict or to open up the floodgates in a different way because we already know students are using it. I mean, I think the examples Karen used uh I can't remember what the context was. We were talking about the high interest use by use of kids in AI and how they're engaging in conversations about things they're discovering and it was very high interest and relevant to them. I can also share with you I'm perfectly comfortable in saying I know our building principles would address if there was a concern about academic misconduct they'd address it in the exact same
053way they would if it was taken out of a textbook and plagiarizing right like I don't think that changes I hear your concerns about creative thinking um about building critical analysis skills all of those those are also going to be enshed there already but they are certainly going to be enshed as we're doing portrait of a graduate and rolling those things out I think the balance is with working with our instructional delivery, right? Making sure that we aren't having well, let me let me back up. The same concern was raised when we shifted from textbooks to devices, the onetoone devices. And I'm certain if Karen were to survey our staff, some would say there's an over reliance on devices. But the reality is we haven't mandated you have to use them all day long at
054all. Like you can choose in your classroom. And so I think if Karen's working and our principles are working with our our teachers like we can ensure that we're really trying to strive to find that balance like it shouldn't be every task you're able to generate a an output using AI and I think I've joked with you before but I wholeheartedly mean this like bring back out the blue books right like if we want to make sure our students can write which we do and that has to be a focus as we're moving forward we recognize there's not one administrator at the state who doesn't recognize that's an area of growth for us as a district that we can't have them relying on AI to develop their writing skills, right? So, teachers are going to
055have to go back to more traditional, and I'm certainly joking when I say blue book, but it's going to be pen and paper, right? >> Well, and we So, I was at a literacy and the content area meeting today. I was talking with a group of science teachers and they were talking about how kids don't read anymore. All they want to do is go to audio books and just listen to the books on tape. And then they they started and then they started in on the conversation when kids don't like to write. They were using AI. So it really it really is going to become the teach it's going to become part of the teacher's role to decide what is the important purpose of that particular lesson that day. If I'm really measuring reading then
056that day in instruction I have to have them reading right in front of me. If writing is what I'm testing then we are going to be writing in the in the blue books whether it's the blue books or even typing on the computer where they won't have access to things that they have access to at home because we're in a protected environment. So it really it does change the dynamic of lesson planning somewhat, but you know, you really are going to have to pinpoint specifically what you're looking for out of that and tailor it in classroom to make sure kids can produce in and out of the room. >> That's why what you mentioned earlier about the cross block that'll be so important going forward because I know as a science teacher um I can't
057think of one thing in my curriculum that we use currently where AI is the best tool for students. for teachers. It can create all sorts of great resources that I can present students, but I can't think of one more reason why I AI would be the best tool for the job in the curriculum I have. So, it's almost like having me as an administrator as teacher to tell me this is your focus with AI. So, I create something for that purpose. It just does not align with the standards that I see in the curriculum that I see in front of me. So I think this right here is really great in the interim because a teacher can say until I have clarity from admin district whatever I'm going to be a no AI person. So
058this is great. However, when you're one of the few teachers that say no, just like when you say no to cell phones when that first came out, you're the one teacher that takes them from the class, right? Or you're the one person that says I'm going to block you from the internet when you come in. The burden really falls on the classroom teacher and we're already very busy and overvoted. So all classroom long are closing computers taking our school outs headphones taking headphones blocking the internet resetting it when it times out oh you search that AI that doesn't sound like you're wording it's just constant for a teacher so this is great however it's still a lot of work to enforce >> plus we're getting a lot of things from students where we know it's
059AI because that student didn't say it like that from their own but you can't prove it you can't even put it in an AI detector and say what percentage this is AI because I've tested that and it doesn't always work out perfectly. I've had students who've used AI for almost the whole thing and if I put it in to see how much they use, it's like it spits out like 8%. But the student has clearly told me they use AI to draft it. So there's no way of really proving whether a student use AI in a you know in a way that's not >> it's a game changer. I guess I'm listening and thinking about I guess what would be my approach if I was still in the classroom. And I guess I'd be very
060I guess I would be thinking about with deliberation and intentionality around what are the tasks I'm inside assigning in my class that allow for me to best assess what they know, understand, are able to do without access to that device. Right? So like there has to be s such a greater level of intentionality around what I'm assigning both in the class but then outside of the because frankly all bets are off as soon as they're home. We have no control over access and we know they're using AI. I'm not saying in a in a bad way. >> The only other the only other thing I would add to that is is the purpose of that chart is to make the dialogue open so kids know exactly where we stand. They don't have to wonder when
061they go from classroom to classroom. They will get used to it. I I mean I hate to say it but they will get used to the expectation just like they got used to the fact that they couldn't listen to music because they couldn't have their it doesn't mean that it will be smooth initially but just like the cell phones they will get into the practice of understanding it and it's really I I it would be I would be hardressed to say at this point that we could send them to college responsibly without preparing them for that without some sort of instruction because they won't be receiving that instruction in college. No, I agree. And I but I do think that this requires uh a culture of the teachers all doing similar things and you mentioned
062only using it when it's the best tool. So teachers know when it's going to be the next tool if it's not aligned in their standards. Someone's got to tell them when am I using this because it's most likely not going to be the best use of a tool or a standard that we've been given. >> So they have to know what specifically they're using it for. Everyone has to play fair because you can have a teacher who's letting this happen all day long. Now the students know exactly what they can get away with using AI and they go to a classroom where you're not using it at all and that teacher gets the brunt of it because that student might be out of practice for doing things without it first of all and they might
063be irritated because they could just use it 20 minutes ago. So it's got to be kind of a fair game. You know >> they hear what you're say. Actually you're absolutely right. a great analysis or a great comparable is the cell phones like when they were becoming like problematic in classrooms. It's like teachers had to band together because if you were the one teacher where you absolutely cannot have a cell phone in my classroom didn't go very well for you. So I think one of the things we would have to do build in is conversations for teachers like how are we going to approach this as we're rolling out a chart like that. It's going to have to have more opportunity for teachers to have voice on how do we combat that. Just to go
064back to that crosswalk, it it wouldn't be in the crosswalk that the text standard is required to be taught in biology. It would be where are we teaching it? If we're not teaching it, we have to make sure we are because it's a standard that we're required to teach. So, I don't see even the crosswalk ever being suggested of you as a science teacher saying you must use AI in your in your the delivery of your instruction of the curriculum. We would have to say, okay, we're currently not teaching this standard. Where is it going to happen? Teachers, let's figure this out. >> Yeah. And we, you know, from the tech standard too, when we're looking at how that fits into yours, you're going to be looking for the evidence-based articles that support your scientific
065research, that's where you're going to be having those discussions about technology and legitimate versus illegitimate information. So, that's your interpretation, but math will look very different. I would anticipate also, honestly, our our um content area teams work so cohesively. I would anticipate that if one team one person decides the team decides for example like the science department will decide if there's any value to it for a science for the science department as a whole the math department I can already tell you the math department will be a flatout red straight out because from all the research math is a terrible match with AI so it doesn't you know they they they already do have the experience with it to know >> um some of that but I but again those conversations would definitely be a
066part of the PPT think the students and the teachers would be a part of that conversation. I love that >> English, right, where it might be used the most. >> That's the also the subject we're struggling the most with our kids not doing well, right? Like so that's the thing. It's like we're we're giving them a tool to make them make it easier maybe for them like we have AI that summarizes an article, right? And gives a synopsis of that. Well, I can read that article myself and summarize it. It may save time using AI, but that ability to read that whole article and summarize what's important and what's not important is a really good skill that we need to use later on in life, right? >> But if AI does that for us, we
067lose that ability, right? Like those are the things that I'm worried about that we're we're starting at such a young age not learning the basics and entering something that could make it so they they don't learn those skills at all. And then we're relying on AI all the more, you know, >> and the more we rely on it, the more that you ask a basic question and they're like, "Well, let me look it up on AI and I'll give you an answer back." >> Yeah. I think that comes back to what am I asking the kids to do in front of me? Um, and as a teacher, it's it would be part of the conversation that it's our responsibility to balance that out. Easy is nice sometimes, but it doesn't, you know, necessarily produce the
068results that we're looking for. Um, and so it's it's it's some very authentic conversations with students and with families. So families know what we're thinking and what we're doing too as well. I mean, the parents have to have a role in this, too. Um, in terms of knowing what our expectations are and so what their students use it for at home. I I I mean, I will say my the other day, I mean, I already know that we made it possible for the kids not to see the AI interpretation or the AI blip in in the top of the Google searches, but I I've been already told that the kids have the workound for it. So it's it's it's it's they're not going to stop for us. So I feel like we at least need
069to be able to present ourselves and present our from a place of we know what's going on and it will be a discussion moving forward. One last comment I guess is Francis to your point. We recognize that we have some challenges specific to proficiency levels in ELA. Late statement agreed. when it comes time for students to demonstrate what they know, understand, and are able to do, it's going to be an authentic assessments that don't allow for use of devices, right? So, they are going to have to be able to produce in response to standardsbased assessments and teachers are going to have to be responsive to how they're doing on those on those tests. So, like I don't see this being like, oh, all of a sudden, no kids are going to understand theme. They're not
070going to be able to summarize a paragraph, make inferences. They're still going to have to be able to teach those those standards. And I think about like the English 11 assessment. Well, clearly students are responding and demonstrating what they know are able to do specific to English as a result of taking that assessment. And even as we future and we no longer potentially are linked to regent exams, you guys won't benefit from this. But it's coming. They're going to go away. >> Um there's still going to have to be performance-based assessments of some sort. So we so we can assess how what students know, understand, and are able to do specific to English >> and those will always exist in front of us. I find the most challenging part is the time at home for
071those long projects where they go on for three days at a time. You see what they're doing in class and then all of a sudden they come in recklessly like two days later with work that they didn't do in front of you, right? And it's completely at a different level than you're used to. But it's you can't stop them from going home doing it. That's the tricky part where this is it's like so we have to adjust so much that we do not just in the classroom that day, but what do projects look like? What does homework look like? Everything has to change because there's always a way that they can take the easy way out. It's exhausting. >> I have I think just Oh, I'm sorry. No, let me just say that. I will
072say though, looking at the Victor sheet that they make the kids fill out when they use AI, for each piece of AI that they use, if I was a student, I would look at that and say, "Oh my god, this is more work than just writing the dumb essay. I'll write the essay myself." Um, you know, so the accountability there piece is certainly relevant, necessary, but also a lot of work for kids >> If they do it. But that gives me the leverage to say when the student I saw what you did in class. Here's what you came in with. I know you used AI. So where's your reference sheet? >> And so it just opens up the dialogue and the conversation a little bit further, a little bit deeper. >> Sorry, can I cut
073you off? 5:31. Would you like to I guess as a result of this, because we're not finished, can we schedule one last policy meeting before the end of the school year? will address uh 2004,000 AI policy at one last meeting >> and 8460 because we didn't get to that one. >> Thank you. And I did distribute uh it's funny ironic today in my inbox there was a communication about a NISBA offered AI policy session and so I put that you have a flyer in front of you. I would encourage you to sign up or have Kelly have you get signed up if you're interested in learning more from the NISBA's perspective because they'll talk you about policy and then what the potential utility could be in school districts. I I honestly want to participate in
074that one. So, I'll be signing up in Kelly if you're interested as well. So, if we could make sure that the date of the next policy meeting is post that workshop or that um webinar, whatever it is, that would be great. >> It will have to be the June meeting with everything else going on. >> Are we comfortable with the June policy meeting or Why does it have to be June? >> I know May we have >> typically >> retirement is the 27th. It's that second meeting in May which we need to talk about. So then that would leave May 6th open which is the budget hearing and candidates night as well. >> Can we do it on the 22nd of April? Well, it would be >> this is May 6, this workshop. >> Which
075is the same day. >> Yeah. >> Are you going to this? >> Well, the reality is I know what my position is on AI, so I don't have to attend that to be able to. We could engage in policy discussion on the 22nd. I just don't know how necessary that additional session might be for folks on the board. I won't be able to make it work day. >> So Sarah could do the 22nd way. >> Uh yes. >> Would you be inclined to need to attend the webinar? Is it a webinar or workshop? I don't think the workshop a threeh hour workshop. >> Would you be inclined? >> It's virtual, right? >> Virtual. But would you need that workshop to be able to engage in conversation about policy? It's the wild west reality. So like
076I get it. We need to have something and it's just the way it is. But I really agree that it's it's a nightmare and I but I have faith in our kids. I mean they're well behaved. They're they do what they need to do in the classroom. So I