001Um I'm calling to order the uh special meeting for the SAR board of education policy review committee. Um it is May 11th. Uh we have rescheduled this meeting from May 20th 20th. >> Um so call to order. We are confir confirmation of a quorum. Uh, I would like I would entertain a motion to accept the minutes from April 22nd, 2026, which was a regular meeting. >> Um, Miss Damo. Uh, second. >> I'll second. Uh, any discussion? >> Those in favor? >> I opposed abstain. >> Really here. >> Okay. >> If I may. So, no, >> we can back up. We can back up to discussion. >> Can we go back to discussion? >> Yeah. There's something wrong with them. Yeah. >> Okay. >> Fix it. >> I I recall Jack coming into the meeting. >>
002I did. I came in late. >> Oh, so he wasn't >> scholarship selection. >> Meeting was just about over, right? >> We already >> No, I did talk a little bit about some of our policies. >> Yeah, it was close to the end. >> If we if we correct >> revise it add add on >> and was there anything else? >> No. Okay. So motion seconded. >> Motion to approve as amended. >> As amended. >> Those in favor? >> I >> oppose abstain. So >> I wasn't here. >> Oh, got it. Got it. Got it. Got it. Perfect. Thanks. All right. >> There was no video for me to watch. >> Okay. >> What? >> There was no videographer last time, so there's no video. There was nothing. >> Um, we'll check with Matt. >>
003It wasn't I know it wasn't live. >> On the website. >> Okay. I'll check with Matt and find out. >> Thank you, TR. Because they didn't someplace else that I didn't >> They did record it. We just get it posted to the website. >> Okay. Thank you. >> She did record it. They just we just weren't able to get it live that night. Correct. >> Is that Yeah. >> All right. Um next uh discussion information possible action policy 5121.3 academic integrity policy. And that is one that you you that's that's a K policy you guys are presenting to us. That was the one that Dr. Piaza um presented to you all like not the last meeting, the meeting before and then it didn't get brought up at last meeting um in case there were questions
004and things. So there I think Liz asked a few questions. I forwarded those on to Dr. >> the spreadsheet the >> the spreadsheet. >> I didn't get to add them into today, but one of them was one that I had brought up in that meeting >> also. Um, it still includes all of these addendums, right? >> If part of it was regulations, we wouldn't because policy or the board do not um approve regulations, >> right? Those are administration. >> Okay. So, one of the questions I have is actually contained within the regulation one. if you had any concerns, like if you see something like that, always feel free to reach out to Heather and she'll be happy to talk with you or you know. >> Well, I left I left three questions on the on
005the document. Um the first one was about that lending andor copying of another student's work. Um because I I can tell you that that the middle schoolers depend deeply on lending each other their homework to figure out what they're supposed to be doing. Um, and so I would hate for them to get in trouble for that when it is how they are learning. >> We can point out your concerns to her and I'm sure she'll be happy. >> But that is that is in the regulation part. So I don't know. >> She'll be happy to reach out to you. Um, and then also in the regulation part in the AI section. Um, number 10 says failing to disclose AI assistance when required by the instructor. Why wouldn't that just be the default? Like if you
006use AI assistance, why wouldn't you have to site it? >> If you used it, why would you have to? >> Like why wouldn't you? Like it's a re it's like a source. So why wouldn't you site it? >> I think it's justific AI. Why wouldn't you report that you used AI? >> Well, I don't know. I mean, but I think I think it was because maybe some kids use AI and don't disclose it. >> Yeah, but that's what I'm saying. Like so they're saying it's only when the instructor requires it is it necessary. But I don't see why that would be the default. Like I would think that the default is you always report that you used AI unless maybe it was part of the assignment. So you don't have to say that you used
007AI. >> Does that make sense? >> Are you are you saying the source it give it a source? >> Yeah. Like it should always be if you used AI, you should say you used AI >> or whatever sources they used. Yeah, it's a given, you know. >> So, I I find number 10 to be kind of like >> backwards. >> What page are you? >> Silly question. Where do you see number 10? >> Yeah. >> Oh, it's in the original. >> So, this is in the original one. So, like there's just this the policy is what we're voting on, but then there's this like supplemental two pages >> we have left. >> You guys should have at the not the last meeting, but the meeting before. >> Yeah. So on the next page there's like
008a students section then it has like kind of like definitions for like cheating and plagiarism and >> but you left those on the spreadsheet. Correct. >> You left those questions on the spreadsheet. I did. >> I'll share all of that with Heather and I'm sure she or Dr. Piaza will reach out. >> And then there's a third question that I think Dr. did talk about when um we spoke about this the first time, but in the fourth paragraph, which you guys do all have, um I think it says something about like uh while these tools AI offer legitimate learning support when used appropriately, there's like no definition of what we consider appropriate. >> I just think that would be something that Heather and Dr. Piaza would reach out to. I'm just wondering is that going
009to be some place where people can reference it or are we just depending on like what's not appropriate to define what is appropriate? >> I would definitely have >> appropriate is a very difficult word to use in education. >> Yes. >> Well, that's like are we just are we just depending on like the inappropriate use list that we have here and like if it doesn't fall into those categories it's okay. >> But I think I think what the pol what what Dr. Eckler is putting together is going to is going to cover that for you. I think that's what >> I mean that that the whole II program is going to is going to is going to >> illuminate the the appropriateness. >> Yeah. >> So I think I think you're on you're on to
010it. I think I think we table this >> till next month. Let let Dr. Diaz and maybe Dr. Eckler just take a look at your questions and any other questions that come up on that and we'll put in the spreadsheet. >> And have you looked on the website? I think there is an AI policy on there as well. Have you looked at that? And >> um I think did we talk did she present the AI policy or is that something else we wanted? No, that was something else. >> Yeah, that was probably last policy committee. Remember you guys ran through the AI uh policy >> that we took that she took straight from Cape, right? I think it was straight from >> I think they had a task force and everything before they put that
011policy together. >> She presented last month though if you were here. >> Yeah. >> All right. the AI policy itself. I'm trying to pull up the website. It was approved um I think toward the beginning. >> Yeah, she presented guidelines for AI use in the classroom. >> Yes, she did. >> And the the draft of the family community brochure. >> Yeah. And there was an AI task force. So that's what I would encourage read through that policy and then I'll give your questions to Heather and to Dr. Piaza. >> Okay. Then maybe this policy can have a reference of you know to clarify that question >> like you could find it here >> right refer to this AI policy >> I was just trying to find the number right I think it's in the sixes
012look >> regarding um this policy that was handed out today 5121.3 um >> yeah here it is >> that's what we're talking about right Now you think table >> you're but but what I wanted to just mention as we table and consider moving forward is that the um that it changes under why it matters it directs the students directly um it it goes to you similarly when you graduate the rest is in the third person the student and I think consistency of of um the person first second third person is important okay >> again for for the next time we review it. >> Sure. >> Is this is this one is this one of ours? Is this one of the committee members looking? This is one you guys pulled from. >> No, this is the
013one that Dr. >> This one is academic integrity. It is uh it is a cave recommended policy. That is what he based on. Uh the policy that the policy committee adopted last year was adopted in March of 2025 that I was talking about and it is the uh use of artificial intelligence. So maybe you want to, you know, take a look and read that policy. >> Okay. >> All right. So we are >> forwarding back to Dr. Piaza. >> This policy to to make it >> in the same in the same >> the languages are we can do that point out >> but also we'll have Dr. Piaza address the questions. Um >> yes, I'll send that both to he and to Heather. Perfect. So that's our >> um next. So next let's let's so
014now group reporting now number one Marina Missine and Miss Burge. We are we are done with reporting out. I think it's it had to go back to >> I think it's on I think I think some pass on first on first read and with wave first read waved and I think one I think one or two are >> coming back in two weeks to be no coming back to us. >> Going into second read for >> um for passing. >> So we're we're set. >> So you have you have nothing right now. Do you want is there is there one you're interested in? >> Um can we see what's left? There's a there's there's a lot I do. You have a copy of the the table of contents that has the most revised the most
015recent revision. >> Oh, that's the one. >> No, right on the bottom. Yeah, that's it. >> Okay. >> I think that's the one. Yeah. So, let's see what's left. Uh, how about some of the personnel in here? >> Can I ask a question? If you're going personnel, I think I'd rather that stay towards Miss Temple. She's the chair. >> I agree. >> That would be our area. >> How about if we go back to 5,000 of students? >> That would pass those. >> Yeah. >> Do you want to come back to us while you read out? So you guys can >> do you have a list of uh do you have do you have a list that has their most recent >> revisions? >> I think this is the X, right? >> That's that's a
016list of some that that were coming up. Yes, that's the one I think. >> We do probably have some more policies that'll be coming this way. So if you want to wait and for those as well and then you pick up some of those ones that are coming, >> right? >> Okay. Okay. Because we're ready to pick up. Yep. >> Uh Mr. Delpiano, Mr. Ero and Mr. >> First >> evaluation of coaches. Uh you have a copy in front of you. I apologize Susan you now have full access to edit it not just make comments but um I spoke to Dr. Graph, Mr. D'Angelo and Mr. Th. And this was a suggested language from K policy. Um very straightforward. It's very simple. It says it's evaluations required by law. Um, it does have a a
017hearing procedure listed in here. Um, this document or the language that was suggested said if a coach has been employed for three or more years, they have technically more rights. If they're going to be terminated, it has to be given in writing and they could appeal in 10 days to the superintendent in order to designate for further discussion. >> And does that come off the the teacher contract or is that is that just part of it? Is that something we've >> No, it's it's probably less stringent than the teacher contract. Um and and the the vote which was sent from the athletic review committee was that they could keep the current evaluation forms which are very similar to what came was proposed anyhow um for consistency purposes. >> Does this need to go through like
018our HR or anything like that? >> It can. I mean it's pretty solid. It's it's uh it's again it's direct from Cape. Um, but if you want to bring it to personnel, that's certainly okay. I don't think they're going to >> We think it's fine. So, >> so let's let's say let's >> I mean, I would I I say we entertain a a motion to send it to to HR, have them review it, we take it next next month, then push it to once it's been looked at, push to the board for approval. Okay. >> I'll take a motion to for that to >> someone. Does that Does that work? >> Second. >> So, Miss Temple, second by Miss >> Burge. Um, so we're going to send it to HR. Have them just review it
019and then we'll we should and and we don't need all the legal references listed at DM there, Teresa. >> We should. >> Oh, we should. I'll check out. Okay. >> Under discussion, Jack. Um it does not include assistant coaches and volunteer coaches. Is there a mechanism in place? >> So for evaluation of assistant coaches are done by the head coach. >> Okay. Okay. >> Usually what happens in the athletic realm is uh if a head coach is employed, they're responsible for their assistance. If head coach is no longer employed, the new coach will seek new assistance. Usually there's always exceptions. But the head coaches do evaluate all their assistant coaches at this time. So, anyone who's in who's an athletic coach would extend the middle schools as well. Any other discussion? All right. So, those
020in favor of sending of sending this to HR and then >> I think we >> reviewing it next month. I >> think we already did that, right? >> Well, I did. Yeah. If there discussion just vote those in favor. >> Those opposed abstain. So we'll go to HR and next month we will review it and send it to the board. Uh 4118 uh 234. >> Okay. >> Um just so you know we did also include Samuria discussions on this policy. Um and again this is direct cave language with tweaks for pronouns for Stratford but the reality is um they give you a lot of and or. So they say this language or this language or this language and reviewing them. This language is direct from CADE. Um as far as the recommendation for Strapford public
021schools to adopt just I mean pretty you can read the gist of it. It's no employee shall um say a student in order to attend school must have an evaluation or take medication. That makes it We want to take a motion to move this forward to the board. >> Okay. Okay. Five turn second. Uh discussion. >> Right. So, uh >> yes, ma'am. picky I'm sorry but but um in the in one two three paragraph um do we want to say of such child or student what what were we being consistent with um well you know what it's in child in the beginning maybe if if it's cave we should just let it be it's their language back >> it does go back and forth >> does it go back and forth if we okay if
022we could be consistent with student child >> I think I think that refct student is probably better. >> I do too. >> Thank you. >> I think yes. >> I think that's what we've been doing right now is using >> child student and the focus. >> Yeah. >> So change childish student. >> So amend amending the motion. Let's >> can we amend it the first paragraph? I believe it's a policy. it it says CGS10-212B and it that's where it says the child and then >> in the description says student. So I'm not sure what can be amended. >> Oh regard >> that's a Connecticut general statute. >> It's it's quoting that the statute. >> It's quoting the statute. That's why I'm pointing that out. So that's why I'm wondering if you you can't amend a
023statute. >> What? Yeah. We're just saying in accordance >> it says the first paragraph it says in accordance to CGS for all students and that's where it starts talking about the child and it says the child u in substance order the child to attend school. Then in the third paragraph or it starts going about the the student like it goes kind of like >> a local student. So I don't know if you can my question >> I can see why it's child in that first paragraph though because it's sort of like they are not yet students >> at that point. >> So I don't know if you can embed that paragraph that's what I was just pointing out because it is a >> do you think it's quote or just in accordance with just referencing
024I'm not sure. >> Well the first paragraph does also re relate to students who are already enrolled. >> It does. >> Yeah. So there's some So Mike Fella couldn't come out to a meeting and say Jack Delipino shouldn't be allowed to come come back to Stratford High School unless he's medicated. >> You would say that? >> I would never say such a thing again. >> Well, knowing we probably can't change student in the first >> That's what I was thinking. >> paragraph. >> See, I don't know if you can change to student in the first paragraph. That was my qu. It's just a question. >> You're saying is it a direct have they lifted it? >> Although in the third paragraph it says with the consent of the parents or legal custodians of such child.
025So that's referencing the >> Yeah. >> Well, we added in legal legal >> but in the other print it's talking about the school psychologists and different people >> in the middle of of paragraph three it says recommend that a student be evaluated. So it's just inconsistently. I what I think that I think what's happening when when it references legal custodian or parent the original language it says child >> when it's referencing >> student >> it's a different context I don't >> ask most parents it's your child they're 45 years old >> still the child of the parent >> right so now we're now we're now We're keeping it at moving it forward to the board as written. That's what our that's the motion and the second are right now. All right. Those uh discussion any
026more discussion? Those in favor of moving 4118.234 or 5141.231 to the board for first read. >> Opposed abstain. Um, so we're going to move 4118 by the to the to the board. Thank you. Great. And 6154 policy just went long. Yeah, that page was blown around before you saw. So I don't know if I have all of them here, >> too. But just so you have a little background to this um our current language was sent to um secondary principles as well as Dr. Piaza this year Dr. Dioro um both everyone was allowed to make suggestions and ideas. The what you see at that first paragraph is direct cave language. Um the immediate purpose of the specific homework is kind of a hybrid between what cave represented some of our current language and also looking
027at some policies from other districts. I apologize for that space there about how that happened. Um and again everything else is kind of a pretty much direct language with maybe a couple tweaks for strapper. Now, this is not there is a second page to this. >> The next page was the regulations and you guys don't >> Oh, the regulations. Don't go. That's what you >> We're trying to make it less confusing because you guys can't change the regulations. >> So, who changes regulations? >> The superintendent. >> Regulations are administration superintendent and you guys. >> Okay. It was a little more kind of explanation about the importance of homework at each grade level, but that's not for this policy. I apologize. Not for this. >> We were saying that could go to curriculum. >> That could
028go to curriculum. >> It could curriculum could talk about it. >> You could bring that to curriculum to have them address the regulations to have it go to the appropriate administration. >> Jack, does the regulation specify like a time frame? Does like or I just question because I don't have the second page. That was my question. Well, I mean that's an interesting question because there is a general timeline that's explained, but as we know that currently we're trying to re-evaluate our our turn in policy, our procedure, I guess you could say, because we had modified it coming out of CO to say that they work will be accepted up to the last week of the market period. >> Okay. One of the challenge with that is that there were students, believe it or not, who
029waited till the last week of the marking period that turned in a lot of work and then they're saying, "Well, why is my grade hasn't changed?" Well, you turned in 25 assignments yesterday. So, the teacher has to go through them. So, the new language or the proposed new language is going to read more like you have two weeks from the time the assignment was due to turn it in. >> Thank you for answering that question because I just >> but that was my thought process. No, we we have gone through iterations of that and um along with the reassessment policy and we realize that we while we certainly want to make sure that our kids have the ability to demonstrate past year or what they've done, we also don't want to create a a burden
030on the teachers that cause some form of resentment to them. Also, at the high school level, we noticed that with the reassessment policy is often times it turned into a battle of kids who maybe like the top 10 who want to outdo each other. So if Ivonne got a 90 and I got an 88, I'd be like, "Wait, I want to retake the test now." And I would get a 92 and I would say, "I want to retake the test now." So it created an un kind of just a a not great situation. So again, proposed language is going to include if you score below a certain >> sense >> 75% or 80% you could retake. Um but if you score above a certain amount, then you don't have that option anymore. So, in the
031middle school, I know that there's an opportunity for the students to um basically submit a corrected version of like quizzes and stuff to improve their grade. You know, it wouldn't get them all the way up, but it gives them like half a point as opposed to a point or something like that. Um, and I think that that is a really valuable instruction because it it encourages the students to revisit the work and see what was wrong and figure it out. Um, is that something that is still supported? >> Well, yes. Yes. I mean, it's it's slightly different, but at the high school level, the teacher may plan a a similar alternative assessment that they could do. So, it may not just you get your test back and you could recre you could correct it, but
032you may get a a secondary test or a secondary assignment on the same content or standards that you could redo for for credit. Now, this goes back a long way. You might have heard me say it before, I'm sure, especially when we're in our mastery based learning days a while back. The greatest example is wood shop. And I use the kids are building a nightstand. And if if I build a nightstand and it wobbles the first time, I don't fail. The teacher says, "Okay, figure out what's wrong with the nightstand." And I I measure the legs. I bought one leg shorter than the other. So I take that leg off, I recut it, I put it back together, and then my grade is now on a completed project. So the most important thing, the gift
033we have for kids is making sure they I'll say master content or standards because that's the goal. And um just like you know we differentiate learning for for adults and professional development we need to do it for kids as well because not everyone learns in the same way >> we're the same way >> and we want to make sure that we recognize that but we also want to make sure we there's that we have the academic integrity policy now we just don't want to create a situ consequence of kids just trying to outduel each other um at the expense of the teacher and might I'm sure you've done reassessments in the past you might be able to speak to it that it does get sometimes to be a little and there's also a timeline. You
034know, you can't go back three weeks later and say, "I want to redo that test now because everyone did in the class did better than me." We wanted to be more intrinsic, >> right? >> Because you've already built in that the teacher created two assessments because they know some people reassess. But if Avon reassess reassesses at two weeks and then you come back at three weeks, but I know she's gotten your test back, you know, there's like an infinite regress you can do at two and homework. And I'll be honest with you, the homework policy is is tricky, right? Because our old one says, you know, in seventh grade, you should get 90 minutes of work. Eighth grade, you should get two hours. High school should be an hour class. I don't know if that's
035realistic or reasonable anymore. Um, it has to be more meaningful and and homework shouldn't just be >> because different kids will take different amount of time to do the work. >> Three hours for me could be 30 minutes for you. Yeah, >> I might be a little more distracted. >> Um, >> so we we think this has a good mix. Um, like I said, Dr. Piazu was instrumental in it. Um, the regulations page has a little more information and that get little more detail about the grade levels and stuff, but there is no recommended minute or hour amount per night per class. Is there um any sort of uh formalization of how formal is signed or kept track of or anything like that? Because um you find with certain classes that um it's really hard
036to follow when projects are due or you know a teacher will scream at the kids on the way out of the classroom that they've got a quiz tomorrow but only half the kids heard it or something like that. Is there some sort of like formalization of that? >> No, there's not. Um, now in the middle school, I was at the middle school for eight years, it' be a little easier because the kids are on teams. So, the teachers have team meetings weekly and they could say, "Hey, listen. I'm going to give my research paper next week." So, maybe try to back off on some of the work for a week or so. going to the high school level where you may have eight different teachers and those teachers may or may not have the chance
037to collaborate or even communicate about assignments. It gets a little more tricky. So, >> I feel like that's more representative though of what will happen when you go to higher education too. >> And that's and that's what the regulations look at is just the the gradual increase of ownership and responsibility as you move from obviously first and third grade through upper elementary through middle school and high school. And I can't think of one teacher in in high school that was that if if the student went to the went to one of the teachers, listen, I got this project, it's overlapping the one you just assigned a teach one of the one of the teachers not loosening the the due date. So, >> I'm less concerned about that and more concerned about like the accountability um
038of things being due and like the communication of it cuz you do have a number of students who have time management um struggles like it's not easy for them, right? and they need support, you know, from their families or people within the school system or whatever to help them manage their time to help them make sure they're hitting their um, you know, due dates and their projects and stuff like that. And if there's no record of that, um, it's really hard to help those kids. I know at the high school most teachers have a syllabus that outlines things >> in Google classroom and class dojo is not used as it should be. >> Well, I know we were >> may not at the high school be used the way it should be at Google. >>
039But um Google Classroom is used if if I'm in, you know, Mr. Donnie's English class, I think a lot of people in Google Classroom and see every assignment that he issued for the entire year >> and but say like shouldn't that be a requirement. >> I don't know if that's my spot to answer. >> I I see middle school giving me a big stare over there. Um >> it's specifically middle school that I'm worried about. I don't have any experience at the high school level yet. So, I'm kind of assuming that they are a little bit more. >> When will you chop your high schooler? How many years? >> how long until they're high school? >> She's going to truffle next year. >> Oh, no. That's too bad. >> She'll be back. Okay. Um, you
040know, it's it's a it's an interesting topic and conversation that I that I do think Stratford needs to dig a little bit deeper in. >> I'm just, you know, we're talking about homework. I'm just wondering if there's a way to formalize the way homework is assigned or shared or >> and I don't know if that would be a >> regulation, >> part of the policy or part of the regulation. part of the regulations >> um and even how it's you know we have a 9010 grading policy in the high school which we're looking into again. So 90% of the students grade is based on their ability to demonstrate mastery of the content of the standards and 10% is kind of their the habits of work. So are you prepared for class? Is your Chromebook charged?
041Um do you turn your work in on time? And it's 10% of the grade. So it's it's not huge impact but it does have an impact. Um, you know, it's interesting though, homework, right? It's it's really, and I I've gone so back and forth on this over my, you know, 33 years. I've had a lot of opinions. Um, you my feeling is homework's assigned by the teacher with a due date. You do what you turn in at that time. I also feel though the homework should be great in a given not grade, but give feedback on. So students should know, they shouldn't be just, okay, take your homework out, you walk, okay, done, done, done, check, check, check, check, check. It should be looked at by the teacher. Um, and the student should get feedback.
042So, I know what they're doing at home or outside of the classroom is is correct. And I do think the majority of teachers do that, the vast majority of them, at least in high school. Um, I know middle school has had a little bit different application of homework over the past few years, but hopefully we can work to formalize that a little bit. It's a little uneven, you know, teacher to teacher, class to class, but I think that's kind of okay because it's sort of a little bit about how each teacher teaches, like how they prefer to cover the curriculum and stuff like that. They some of them prefer more collaborative learning and some of them are more, you know, traditional in their approach or whatever. >> Just so we know, there's one line we
043did take out from the Kate policy and I don't know verbatim, but it read along the lines of when they talked about the regulations in high school. said, um, high school teachers should expect more homework from those students who are going on to college. And we felt that we should remove that line because it just doesn't fit our expectations. >> It's just group control. >> I think that was a wise decision. >> That was a good decision. >> Well, then the question would be who decides who's going to college? >> Exactly. That's very um subjective. >> We have kids in our classes are all called college prep. We have kids who decide literally decide now that they're going to go to community college. >> They weren't going to go I'm going to go to C.
044So >> we took that line out. >> So it's not exactly I said this one's probably modified the most with all of them >> because first of all every town is unique. Um but the expectations for our student should be the same everywhere we go. So, we're looking to move this forward. >> Ideally, >> I mean, this this sheet to me is fine. I would be interested in, you know, revisiting the regulations. Maybe have Heather consider some sort of formalization of how work is assigned or tracked. I think that would probably be for another committee like curriculum or you had personal you know questions that's a conversation to have with administration. >> Okay. >> So we could we could do two separate um ideas. One we push this through for approval to >> do anything
045to the regulations. >> We could also we could also send request that the curriculum committee review >> the regulation. >> Okay. I'm fine with that. >> Does that make sense? >> Yes. Well, I can't go tomorrow night to be a concert. But >> if I don't even know it would be too late to get on the agenda for tomorrow night. >> It would be >> I will say yes for sure. So, do we have a motion? >> No. All right. Right. So I'll enter a motion to move 6154 forward to the board for first read with the with the accompanying regulation being sent to curriculum for their review and input. >> Miss Miss uh um Miss Brman. >> Yes. >> She's been trying to get one in. >> Uh any discussion? >> Those in favor?
046I >> opposed abstain. Great. So that'll go to the board. Thank you. And the next two are mine and Miss Browns. And these are these are not mine. These are this is she has been hustling these for information throughout the district. >> Um I I heard >> I know they they're deeply in in creation and revision. She's taken it and run with it. uh the the AIDS policy I um still have emails out Dr. Doro got vaccinated um Dr. Piaza has not trying to identify where um autoimmune deficiency falls in our curriculum um so that we can kind of figure out if it falls under different umbrellas of things that are already covered by um opt out letters. Uh it's also a little unclear to me whether we would need to provide an opt- out
047letter for this or we're just something in there that says if you write us a note you can not learn this but at this point in time we don't even know really what we're teaching it um in the in the secondary uh and then internet responsible use I believe >> well that's so we're we're going to we're going to table this while while more information it's in process it's being worked on still thank you and so now we're at a 61 >> I just want to give Terresa a chance to so Georgia, it's still in process >> being being worked on. And then 6141.2323 internet of responsible use. >> Um I I kind of I had sent it to Mr. Rickers and Dr. because they um expressed an interest in sort of reviewing it and
048maybe reviewing it with their um team that is working on uh you know internet use policies and stuff to see if it needs to reflect some of the things that they are concerned about um having appropriately in the policies they were working on. So that's where it is right now. I I know you I know you you followed up this week also. So >> I did I did just recently because I'm just catching up, >> but it wasn't you got a lot of you you you've been working on I know I'm just saying you >> got quite a bit. So >> the internet responsible use policy is really well. So >> I I don't know if all of it is. >> So that's the process then. >> All right. So we're going to move on
049to uh Mr. Angelo and Mr. Ryan currency 5113.2. >> You have anything cuz I got a bunch. >> So that at the last meeting um Heather Gorgeous was going to take policy and some administrators about going through some of the concerns that that I had on that other than you know. I don't know if you have anything else but um I have not gotten in touch with Heather since the last meeting to to move that forward. So, I have nothing new for TRC and in my opinion. I know that it's a cave standard policy. Um I just think it's pretty harsh and it should be looked at again. I'm not sure if anybody else gets that way, but um interested to see what Bill has. >> Yeah, I saw just all the parents that need
050legal custodians added and in number four there's a sentence there, the first sentence, a long sentence and part of it makes no sense. that needs to be looked at. >> And then from Marina and Jack, is it true now that you they don't use the terms guidance counselors anymore? Just school counselors. >> Yeah, that's the term school. >> So that could be removed from here, too. So >> yeah, even the certification has moved to school counselor. That's our certification. >> So I guess now we wait to see what Heather has. >> Yeah. So we we tailed it at the last meeting and there's those issues to go over and I think that I should go back to it again. >> So, changing the pronouns. >> Yeah. >> Um, legal to custodian. >> Um, school. >>
051School counselor from guidance counselor. >> Yeah. Remove guidance counsel. And then number four, that sentence just needs to be looked at. >> Heather stated that that um she was she was talking about a more restorative as opposed to cumulative. >> Yes. >> And she was going to circle that. Correct. Yes. >> So hope we get some hopefully she can provide some input. >> More restorative more restorative think. >> Yeah. >> Is that okay? >> Yeah. >> Yes. >> I will say we we do a lot of um attendance committee meetings and we've done I'm going to give Haley Cops the credit. She kind of chairs our committee, but we've done a lot of the work around tenants and the word trualty is very rarely ever used. >> You know, you're we we understand the meaning
052of it, but we have guidelines from the district that say if there's any absences, a letter should go home. Parents contact the parents come in for meeting and we do I think we do a really good job of it and I know Bal does too. We kind of work parallel on it, but we don't really reference truency. It's not a >> I mean there's >> accepted by DCF in the courts anymore. It's it's kind of an in-house thing that's done with the park which is the building based attendance committ. >> So the more severe cases go to SAR um but everyone is double at the building level >> and we have the attendance um specialists who come to our building on a very consistent basis meeting with our team because we do have an attendance
053committee too. Um and then in collaboration with parent meetings, home visits, all of the above. >> Well, since we've been named an alliance district, one of the successes we've touted over the years is our improvement >> Significant. So, is there any study of what works and what doesn't. I'm assuming the restorative approach rather than punitive approach is working. >> Absolutely. >> But here's what I think. >> Yeah. Not that I'm share shy about sharing opinions, but we we have an attendance policy. Now, our attendance policy in the past said you're allowed 20 days of absence, but if you're absent 20 days, you're chronically absent to the state of Connecticut. So, we were allowing kids to be chronically absent. Now, it's 18 days for a full year of course. So, in 19 days, you're chronically absent.
054It's close, but um we also have which we use pretty unfortunately, we use a lot of failure due to absence. So if I'm in Mike Fella's class, even if it's a half year course, it's 10 days. If it's a full year, it's 18. If I hit once I hit 19 days of absence, I'm notified that even if I have a B in his class, I have a failure due to absence. So now I have to make up class time. So we get pretty creative how kids make up seat time. But we do hold them accountable. It is 30 minutes per class missed. So if if I owe if I'm 10 classes over, I owe 300 minutes just to make up my time seat time in Mr. free class. Once I do that, it can be
055done through a project. It could be done through before school, after school, and I have kids sitting with me at 7 o'clock in the morning sometimes, but they're coming in to do their work to make sure that they could get that absence. And Mr. Penny, I told a story that was great. One of my assistant principles, he said, I actually hear kids in the hallway saying, "No, no, I got I don't want an FA. I got to get to class." Because it's also includes a social probation. Not that we have a ton of dances and stuff, but if you're not meeting your expectations in school attendance wise and academically. >> So, is this redundant then? Do we need this? >> I guess we need it. >> It's a mandated policy. >> I'll also ask policy.
056I'll also answer the other part of that key is that I think it's more restorative in the sense that we start having these meetings with parents or family or legal guardians very early. I think that has made them significant. >> Well, I know that's true because parents are getting those letters parents who've never gotten them before. They say, "But I had doctor's notes. They how is this a letter already?" >> So, we're we're we're hitting it much earlier with the protocols and then coming from a place of what's going on, how can we support, what do you need, is there a concern, is there an issue? and then trying to address what those concerns or issues are and obviously the various reasons behind anything. So to answer your question, I I can speak for middle
057school. We have these meetings bi-weekly um and families and gu are invited depending on their numbers obviously where they are at and it's it's very restorative in nature. It's finding out what are the needs, what are the concerns. Even before we even have those meetings, there's phone calls, conversations, discussions with the child, discussions with the parents, families, and then obviously the progression of what other support services can be put into place because we want our students to come to school to be successful um to to want to be there. So, and I think I'm going to agree. I mean, I don't the high school follows the same and I'm sure the elementary work very diligent >> on that too cuz obviously >> and I will say I was graced with a call from the state
058department of education this year about attendance. Um specifically a a guardian was concerned that um there was an FA. So they called they said we just want to understand what you do. So I explained our entire policy. at the end of the 90-minute phone call, full supportive of what we do at Stratford, congratulate us on the the decrease in chronic absenteeism. But the interesting part was she said, "So tell me why like why is 18 days your limit?" And I said, "Because we don't want to promote kids being chronically absent." Um, and I said, "Because I'm pretty sure chronically absent of the state is." I there was a little sarcasm maybe. >> Yeah. um >> because the call is from the state >> is 10% of the school year of so if a student is
059enrolled for 30 days at traffic high and they're absent three days they're chronically absent now it adjusts throughout the school year I said but I said so I'm going to ask you a question why she asked about excused and unexcused absences and I said well how does the state delineate excuse and unexcused absence or you figure out chronic absenteeism she says we don't and absence is an absence and I said well why is that and she said because we understand the value of seat time and I said well so do we and that's when she chuckled and she said understood I said but that's only the first part like >> record keeping is one thing it's I we think the magic happens after that it's getting their parents in it's talking with their parents >>
060having the students come in >> again >> projects extra seat time even if they have a study hall we sometimes we modify a lot of kids do a lot you know they work after school they're in the clubs and activities they're in sports So, we say fine, come down during your study hall. You can sit in my office. You have a Google classroom open. You do all the work you missed. When you make up your time, you go back to class, you go back to study hall. Um, then we have a contract, but you can't miss any more. You know, we say you can't miss any more days of school, but we know things come up. So, the goal is to make improvement in the attendance. So, my team does a really, they're way more
061thorough on it than I would be. They do a great job. And Mike knows we've had discussions for years about there was an attendance policy but in traffic but there was no real teeth there. So there was nothing we could do to hold kids accountable but now there is the kids know it the parents know it 98% of them understand it value it and try to work to to make >> so it's not a contradiction to say it's both restorative but it has teeth there are consequences in a restorative system sometimes >> and it and the FA only matters and again and this is a whole another philosophical discussion if you exceed the absences you're passing the class if you're not passing the class um it's a whole different story but as we know so
062now we have that's also another reason we wanted to modify the late work turning policy >> because I could have 30 absences but I could turn all my work into Mr. for your brother. Also, I'm passing the class, but now there's three days left in the school year. What do you do? >> Now, you say, well, you're not going to pass because you have 30 absences or, >> you know, then you try to work, but now we should leave eliminate that problem, too. >> Thank you. Thank you so much, Mr. >> So, can we be bold and and change the title of this policy? >> It's a mandated policy vetted through K. cannot be policies definition. >> It's just it's stigmatizing truency. I just wondered if we could >> we'd have to go with the
063state if it does say truency mandated we have to keep it as mandated policy >> state policy. >> I hear you. Okay. I just I wonder. >> So changing the pronouns, legal custodian, uh school counselor. Let's go ahead >> more and and and Heather's looking at this. So, it's more restorative instead of punitive. And we're looking to possibly have it ready for us to push forward next month. >> Makes sense. >> Okay. >> We can put it in the format, make the adjustments, and then bring it back and everyone can take a look. >> Great. That'll work. Thank you. Um and that's it. So, there that's that's out there now. Um there are no tabled items. We're going to be working to pull together some some new policies for us to to distribute if anyone's
064stepping in uh for next month and we have policies to send to the board. And uh any other discussion? Anything else anybody else wants to discuss? Yes, ma'am. >> I'm put in a request that we review the transportation policy based on something that was brought to the board in our last board meeting. So I believe that's policy 3541. >> Yes. And I know that they are planning on >> looking at that one. >> Thank you. >> Um, so we're just putting them we're just getting it on our on our radar for now. Maybe not maybe not right rewriting it this month or trying to Cool. Thank you. Thank you, Mel. Um, any others? Thank you. I'm so such a diverse group. Parents, teachers, administrators personnel. I just we have such a diverse group here that
065everybody has a >> Oh, but worked on that attendance policy and everything before she left the district. >> Did you? Okay. >> Yeah. I see. >> I have a question because I haven't policy committee before. Um let's say we review the attendance policy and we in our wisdom think it should be changed but we know there are financial implications of our changes. Captivation transportation. I'm sorry. You could put >> You got a tennis in my hand. Transportation. I'm sorry. Um >> I believe I believe we I believe we could send an opinion to the to the board >> to to to address it, but but we we can't we can't make a change to a policy that uh would would create an addition an additional cost without it being discussed in finance. That sort of
066thing. Yeah. Okay. Thanks. That makes sense. >> You you could bring a suggestion or a recommendation to the policy committee, but say for instance, if it is transportation and it might bring about some additional cost, you probably would want to invite Pam to the policy committee so that you can smooth it all out that that way. >> Thank you, M. Um, so I I guess our next meeting is June 17th. >> Wednesday, the next day. >> 18th. >> Is everybody okay? Because June get crazy. Is everybody okay with the 17th? >> I'm probably not. District school stuff. Graduation's next. >> Middle school is the 22nd versus the 20. So I'm I'm good. But >> I just want to make sure we have we would have uh quum. >> Okay. Don't want to keep it at
06717. Uh >> motion to Mr. O'Brien second by Mumble. Those in favorions. Thank you everyone. No, true.