001[Music] Hello and good evening. Welcome to tonight's uh board of education meeting. We just came from our district celebrations celebrating some of our favorite people, our educators of the year and our retirees. So now I'd like to officially uh call the meeting to order. In accordance with the state sunshine law, adequate notice of this meeting was provided by sending a notice of the time, date, location, and to the extent known. The agenda of this meeting on January 10th, 2025, and June 6, 2025 to the home news tribute and the times posted on the district website, placed in the board office and in each of the district schools, and sent to Plansboro and West Windsor public libraries and Plainsboro and West Windsor township clerks. Uh, now I'd like to ask for a roll call. Okay. Okay.
002We'll we'll start with Miss Bonsel here. Miss Chenier here. Miss Hoe here. Miss Krug here. Miss Mcuan here. Miss Maliga here. Miss Shaw. Miss Shetty. Yes. Okay. All right. We have a quorum. Thank you. Um Dr. Arrol, do you have any comments? Good evening, everyone. Uh this evening uh we had our district celebration for our retirees and teachers of the year. Uh tonight we're graduating uh 49 retirees serving uh 1221 years of service to West Windsor Plainsboro. Um a beautiful send off and thank you to our HR team for all the work they did in preparation for this evening and putting on the uh show for tonight. Um again congrats to both our retirees but also to our teachers of the year. uh one uh teacher educator from each of our uh 10 schools. Um
003and they were also recognized this evening. Um I'm going to take something out of order and just um mention that this evening uh we have um an appointment for our high school south principal position. Um it's unique that tonight we happen to be at South due to um uh the election happening, the primary elections happening this evening. So, um, we're we're appointing the next principal of South at South. Um, and the appointment comes due to the promotion and opportunity for Jessica Sakata to come to central office as the assistant superintendent for pupil services and planning. And this evening, I'm very pleased to bring forth the recommendation to the board of education um of of Valerie Rodriguez, uh, who's in the audience this evening with her family. Uh, Val's been with us for the last three
004years as the assistant principal here at High School South. Prior to that, she was a 14-year uh mathematics teacher at Princeton High School as well as coach. So, a wonderful member of our administrative team and we're thrilled to have her uh be on the agenda tonight as a recommendation. Thank you. Um and a round of applause. [Applause] Um so, Madam President, just procedurally, what we would first need is a motion uh to go out of order to consider the appointment uh for the new principal of High School South. Perfect. Can I get a motion to uh go out of order to take us to the personnel items? Uh Louisa and Puja. Um so that means that's just an all in favor. All in favor say I. I. I. Okay. Then now take the motion. Okay.
005Now, can I get a motion to approve personnel items numbers one through three as well as the personnel addendum in green? Uh, Liz and Schwatha. Uh, any questions or comments? Okay, we'll we'll start with Miss Chenhera. Yes. Miss Shetty, yes. Miss Hoe, yes. Miss Krug, yes. Miss Maliga, yes. Miss Bonsel. Yes. Miss Mcuan. Yes. Um, and since we are on personnel, I would also like to recognize uh another retirement this evening. Uh, Don Pintamali. Uh, she is our teacher resource specialist for curriculum and instruction at both middle schools, Community Grover. uh after 26 years of dedicated to service to WWP, uh she's retiring and we wish her well and uh thank you so much for your uh years of service here. And now we will return to our regularly scheduled agenda. And I would like
006us to get to uh the special public hearing and presentation on policy uh 2361, acceptable use of computer networks, computers, and resources. And we'll hear from Peter James, our director of technology. If we didn't have technical difficulty right now, what would we have? I haven't logged into this device before. It's going to take a minute. So, thank you everyone. I I think uh I'm Peter James, director of technology. You know, we're going to get into the acceptable use policy. I think it's good to kind of just start off with this policy is about how our students, how our staff interact with different devices and the school network. It doesn't necessarily go into um curricular components of our of our technology program. Those are many and those are are amazing. uh this is much more about
007just the the governing relationship between students devices our onetoone um and how staff and students would interact with the network and computers and internet. So just kind of giving that overview as we get logged in here. So one moment please It will likely ask me to two-factor. And this is just an example of Google two-factor authentication security. Okay. Yes, this meeting will be over early enough that you will make you home. I won't have to twofactor for that long. Okay. Almost there. Thanks. Was that the clicking was quick enough? Excellent. So again, we're going to talk about the acceptable use of computer networks um and our computer resources for staff uh students. These are evolving systems now, right? Like as as we're watching society shift, the idea of I'm sorry, I just had a an
008Apple advertisement from like 1980 run through my head was actually a gentleman on a bicycle with an Apple 2e computer, one of the big massive boxes strapped to the back of the device saying it's portable. So when you think of that now and you start to think of the cell phones, the eyeglasses, the the wristwatches, everything else that we have, this is changing rapidly and we need to remember like this policy was written in a very specific time and place and and so I think keep that in mind as the language of the specific policy. Um maybe drives it at some older uh times, but but that it's intent is very very much up to date. And I think that's a lot of what we're going to talk about. So acceptable use, right, is doing
009school work with a school device or on a school network for school purposes to better your education. Unacceptable use is everything else. So that's the basic kind of key simple component of this that I want to keep in in mind because that's the intent, right? doing this for school work is and and that's that's not to say that life doesn't happen or there aren't things where you need to to use the network to get to something, but the idea of what we're aiming for and what we're what the guiding principles are are about school use and and furthering one's education. Uh furthering one's ability to provide an education to help students engage learning goals, those sorts of things. So the policy itself gets broken up into purpose, responsibilities, standards, the system, parent notification and our
010responsibility in that as well as liability, due process and the rights of students and parents and staff. This is going to kind of give the high level again the purpose is of of an acceptable use policy is to provide access to district devices and accounts. So those accounts are designed to support student success. Right. We we want to make sure they have access to the internet. We want to make sure they have access to the applications, be it software or hardware, um that would support their learning, that would support the objectives of of helping them become the global citizens that we talk about, of of being the best version of themselves that they can be. Um the internet that we use at a school because we're a public institution is protected and filtered as identified
011in the Children's Internet Protection Act. We do monitor and ensure that this is used as as appropriate. Filtering of an internet, blocking of websites, it it's harder in today's world. It changes very quickly, very rapidly, and we have policies in place that if it's unknown, we block it, right? Um it's definitely looking at categories and trying to filter off of the various categories that would be important to learning. Um at the same time the more that reputable sites uh still put up like the big one is museums and gift shops right that once that gift shop shows up on a museum site it becomes sales and selling things and it gets blocked instead of learning and knowledge of a museum. So then it's a process that we have in place and our technicians and our
012our support team works to make sure that students have access, teachers have access, and it's unblocked once we're made aware when there's an educational purpose involved. What we then get into is the responsibility of the district. Um again, it's to provide an individual account for staff and students. This is what allows us to have the oversight, the administration and monitor and and um track communication, but to ensure that it's being used for school work, for school purposes, for all the things that we value and and to to showcase those. We provide storage for digital work. Um that's a variation of on premises and in the cloud storage of local and and cloud-based storage. uh depending on the various applications and what they're doing. You know, your Google Drive being in the cloud. Uh a file
013you may be working on locally. Our staff have H drives which we refer to as our on-prem storage form. Uh we comply with federal and state laws. Uh this gets us into child online protection act copa uh compliance. It also talks about just the various state laws and regulations, filtered internet uh blocking of sites, those sorts of things that are that are wrapped up in those. We take steps to protect the school networks from attackers and cyber attacks. Uh our our network team is second to none. You know, as I work with directors in the county um and across the state, uh there are things that our team is doing and on top of that just blow others away. And I I I don't want to go into the details of all of those, but
014it's a matter of um for example, the internet filtering that we use is a three- tiered system. some of them coming down to industry standards of what a a corporation would use as well as then the educational standards and what you would use in education to make sure it's tailored towards learning instruction and the categories that go with that. Um and the management of that is is time inensive and our team is amazing at at keeping up with everything. Uh then again to go on educating students and staff of our safe practices, a lot of that now does lean into our curricular programs, the sixth and seventh grade computer literacy. um really appreciate how so much of what we're doing focuses on literacy because it's it's more than just pushing keys on a keyboard and
015a mouse because you know as we think forward the the edges between like keyboards and keys turning into spoken to a computer and providing instructions in other ways will soften and this is going to change. So it becomes much more about being literate in the digital age, being literate with with our work and not so much how to. The school will educate students on safe practices in evaluating information, foster appropriate use of student technology, and enforce the code of conduct. Uh again, this couldn't be more paramount than to right now when we start to speak about identifying whether the information you're receiving that you're finding in your searches that you're getting from a chatbot that you might be getting is is valid, is accurate, has a a a place where you can reference where it
016came from, what you're doing with it. So again, those are practices that are beyond just a technology teacher in a classroom. And it's beyond just the tech curriculum and it goes into all of the work that we do in many of the courses, social studies, language arts, even in mathematics courses when you start to analyze whether that that feedback you received was accurate or inaccurate. Um, and again, it's it's the fostering appropriate use. We were joking a little bit about my modeling of the two-factor to get into multiple systems tonight, but it's important that our staff is even doing that as we're going through so that students can see I'm not just using a cell phone to Snapchat and talk with my friends, but it also has a purpose in in the work that I
017do and and in what moves us forward. And then again, it gets back to we have a code of conduct for students. when the acceptable use policy or an academic integrity policy or another use of device policy is broken. We work with school administration very closely to make sure that they have the information that they need that we're communicating with families and that enforcement of a code of conduct is not about you broke the rules in your bed. It's about how do we help you learn from this mistake? How do we help guide you to the right things to do? How do we get you into um the mindset of of really correcting that action so that you don't put yourself at risk, you don't put your data at risk, you don't put your friends
018at risk. So the responsibility for the user though, just to kind of spell this out, the acceptable use policy is simple and clear on this. The student user, the staff user will maintain the security of their individual credentials and not share with any other user. That goes into why we ask for two-factor. That goes into why we ask for um you accounts to be kept secure. And if you feel that your account may be compromised, we have a process for making sure that that gets addressed. It's it's that's paramount to what we do. Keeping our data secure, keeping our staff accounts secure, keeping our students protected. The user will abide by the laws standards governing uh the use of publicly owned and operated networks. You know, for our students, that's when they run into the
019filtering and it blocks the site and they can't do that. for the for staff. It's more about when designing lessons, when designing uh instructional strategies that they are thinking of, do we need a site or an application for our students to use? Do we have the appropriate accounts? Is it compliant with the COPA um regulations of Child Online Protection Act? Um and again, working then with the technology department, working with their supervisor to make sure that a we're meeting instructional goals and b that we're following up on COPA compliance and and those legislation parts. Um and again that we're utilizing the network to advance the educational purpose of the district system access all employees and students have access to the internet through the district networks. Uh we have two different networks that we run on
020the wireless and a secured one that's hardwired. One is open. It's where our students are travel flowing. It's where the information from a guest to the the network would be. And then the second one is the secure where you have a higher level of credentials. staff can access more because the secure network knows who they are. It knows who they when they log in their credentials will provide further access. Personal devices only connect as I mentioned on that open network that guest network that allows for things to come through. And then the the last part of this is that uh staff may create user accounts for students. Again, that falls into working closely with supervisors to make sure it aligns to instructional purpose as well as technology staff to ensure that, you know, we are
021thinking through the Copa compliance and and making sure we're not putting student information out there in ways that we should not. Parent notification and responsibility. Uh the acceptable use policy outlines that the district will notify parents about the policy through public hearing tonight, the student handbook, which the acceptable use policy is attached in, and also in the code of conduct with the various um regulations that that follow there. We also work with parents to ensure student safety while using the internet. Um, this gets into some of our not I've been talking a fair amount about our blocking, but we also have a monitoring application that will allow us if there's dangerous behavior, harm to self, harm to others, we are monitoring our student accounts for any behaviors like that. And that's when we start working
022with families to make sure we're getting support in the right places and and helping students through times of distress or making better decisions when when searching for or creating content online. Liability and due process. The district assumes no liability for personal electronic devices. Pretty standard. Um, pretty much follows with everyone. We provide students with Chromebooks. We provide staff with laptops. We make sure we have the internet. Um, so there's no no educational need that drives the personal device must be used. Personal devices can be used, but it's not a requirement. It's not needed. Therefore, we're accepting no liability for it. The district will coop cooperate fully with local um and state and federal officers for any reasonable investigation. Uh that goes back to just our memorandum of agreement with law enforcement and really the work
023that our admin team does with law enforcement in any case that's again reasonable investigation. Student infractions, as we've discussed before, handled by the code of conduct and working with administration and technology. And then employee violations are handled in accordance with district policy, labor relations, human resources, as well as technology to support with information about any kind of electronic or use violation online. The district retains the right to access um files and emails that are created or stored in district accounts and devices to ensure compliance with use for educational purposes stated in this policy. Again, that just goes back to if it's a work account, if it's a school account, if it's a student account, they're using that for school, for work. If something comes up and there's a question, yes, we have access and yes,
024we're going to go through that and work with them. Educational materials and products created by users are subject to the same freedom of speech and guidelines as any other print materials. Students do have those rights. Staff do have those rights to write those things, to create that documentation. Again, they're still working and this is for school work and it has to then fall in the guidelines of district policy. Thank you. I know I moved quickly, but I know it's been a relatively long evening and I didn't know how long it took me to get set up here. So, with that, I do want to open up to to questions as we might need or or follow up from how we would like to question. Sure thing. Do we want to bring the screen back up
025then now? Yep. Thank you. Thank you, Peter, for that uh presentation on acceptable use. Uh we're opening it up to the board for any questions for you. Uh go ahead. Uh Dana, Dana, that stops. Okay. um as we start getting into discussions about AI and how that affects um education of our students and how staff uses it as well. Can I know there's something you you are working on called the um AI think tank. Can you just talk about that a little bit and how that might feed into the acceptable use policy? Absolutely. Sorry, it's just going to be easier for me to hold it here. Um, so yes, we've been working with the AI think tank, a group of administrators, teachers, staff, um, to get our heads around really providing them some information on
026what is artificial intelligence. Um, it's been evolving so quickly that a lot of things that were out there two years ago are now gone by the wayside and and everything's getting a new overhaul each day. So the first part the AI think tank I'm going to speak about it in three parts which follow along with some meetings that we had run. So the first one was just building what is this what's coming at us what can we really do and trying to understand the difference between a large language model um versus other things of just you know uh completion versus actual task oriented artificial intelligences. Uh we then took the that group through uh some information on building their literacy using various platforms and programs. uh the difference between chat GPT versus a notebook LM,
027the idea that you can provide sources and have it reference sources, the difference between free versions and paid versions, the differences that you're seeing within a school AI or a magic school um which are really targeted towards children um have p privacy policies that are aligned with COPA and do not collect information um and allow for student use uh that would really feature more of a chatbot to talk to a historical figure or take a reading element and turn it from a 12th grade reading uh text and give maybe feedback that an eighth grader could use or a ninth grader might be able to engage easier and help getting ideas like that um to start thinking through lessons that would be in their classroom and what learning goals could look like that would involve either
028teacher use or student use of artificial intelligence. From there, after taking uh uh you know, kind of a fair amount of time with those two topics, we then moved into a review of the specific lines of our acceptable use policy, the specific lines of our academic integrity policy um to really prepare resources and uh guidance that we can bring back to central office to potentially bring forward at a later time. So, um, really a lot of a lot of work going into building our collective knowledge with the the leaders within our schools, within our departments, um, and within our administrative team to help provide guidance and documents for the district as well as to bring back, uh, to Dr. Aderhold for the board. Just to build on uh, Peter's comments there. So our current thinking
029is not to have a separate standalone AI policy but to integrate into existing policies. Um and that that will at some point as we get closer. We just had the AI think tank last week. Yes. And got feedback on those two policies the acceptable use and the academic integrity. You know as we work to solidify recommendations u we'll bring that to the ANF committee at some point whether over the summer or early next school year. Thank you. And Lloyd, did you have a question? No. You just mentioned that when there are um accounts that are compromised, there's a process in terms of how that's dealt with. If you could just talk a little bit about what that process is like for students if they come across as suspicious, I don't email or something like that
030or even with staff. Sure. Great question. And I think we are all well aware that the proliferation of fishing emails is just absolutely overboard. Um, first I think the the good thing to think about is that our kindergarten um through fifth grade any email is completely internal only. There is no external email and access to that. Um, and even six through eight, I'm sorry, is is also in an internal setup. So the first part of that is compromised. If if a student feels their credentials are compromised, it goes at those levels back to the teacher for a tech ticket. at the high schools. Um it would go through the student going to the media center putting in a tech ticket to then have the tech team start to address. Updating credentials has to happen in
031a specific order because we want to share them securely. We do not email passwords to people. We do not exchange them you know over a text message, a phone call. It so we do use our secure Genesis system. You know I encourage all students and staff and well staff is required. I encourage all students and families to be setting up two factor on their their Genesis accounts. Um, if there's questions about that, please send it to WWPsis at wwwpprsd.org. Uh, we'll make sure I get that to Bonnie for the notes. But but please, that is our our parent support for the student information system, but that is the system we use to secure student passwords and exchange with parents and students when something would need to be changed. If we have a breach that is,
032you know, um, specific to credentials from one of our vendors being shared, we would then work with that vendor to provide that list back. We haven't had anything at that level at this time. Oh, uh, Liz, thank you for your presentation. Um, I just have general concerns about um the the increase of exploitation of children online and uh you know intimidation uh blackmailing, threats of exploitation, all of that. So I'm just wondering like what efforts is the district taking with children to make them aware so that they can you know not take those act you know take it very as seriously and learn to report and at what age level or grade level would that be addressed? Sure. So I'm taking the question kind of in twofold. I think I'm hearing a lot of the
033exploitation that I've at least of what I've seen come across is is a fishing email looking for kind of saying that they've got pictures in a certain compromising way and and requesting information from that that individual child adult to provide back to them to prevent the the release of those pictures. That goes back in just to our our full-blown fishing campaign commu communicating out to students, to staff, to families about the dangers of what fishing are, of what a fishing email is, of what to do should you see something because reporting is the most important thing. We've got components built into our email system that will when reported start to pick up and block additional emails that are are deemed or identified as fishing or or compromised. Then we get into maybe even just some
034of the the behaviors or or students who, you know, things have come across my desk as more of an assistant principal when, you know, there's a specific behavior that might be inappropriate. Um, and those are those are then handled really with our monitoring system um that those would come through which we call gaggle. Am I answering your question? I'm sorry. I I was also thinking of like chat rooms that children may be on while they're playing video games or whatever else social media. Sure. Um so uh good good question. Um I think some of that so let me go back to when it's on a school device when it's on the school network. This is where a gaggle software which does monitor those accounts comes into play. that would give us as an administrative team
035an alert to say that there's and this is what I was trying to speak of before of something in their behavior, something in their search, something in their um chats uh that are being done on a school device or on school information that would give us a window into that where admin then can work with the student. Um the technology department works with the admin and the student to address those behaviors. Um and a lot of times then we're also working with families right at that point and it becomes a yes this is what came up this is what came across this is the search and really working through with students to better understand their family's values the school's values and really better choices that they could make in their internet searches and behaviors. If
036those things are done outside of the school network, then we don't have that vision, right? And so that comes back to much more of what values have we taught our children? How have we instructed as a school, as a community, as a family um to really work with our children in making good decisions about how they engage when they're online and in chat rooms and and that those pieces that is part of some of our curricular program in the computer literacy and online safety and and components that are throughout our curriculum. Um that really, you know, again, I didn't get into the details of tonight, but that's part of the program in just building computer literacy, digital literacy, and living in the online age. Um, you know, I some for some of that I'm speaking
037to you as the father of a seventh grader, right? He's going into seventh grade next year. And it's a whole world of chat rooms and cell phones and text messages and all of those things where you're trying to keep on top of of what's happening. And I don't have a magic, you know, scenario for everybody, but that's it really comes back to the working with the individual students, making sure they have a clear understanding of our family values, of our school's values, of our community's values, and and really helping them make better decisions. um if it happens on the school network and school devices, we have some insight and we will always work with the families to make sure they're making the right choices. Right. Thank you. Uh anybody else on the board with questions?
038Go ahead. Um you mentioned that the gaggle alerts come through when the students use the school computer. what is the time frame of when you when the student types that to you getting notification and then the next steps following and then also the second part of that is with a magic school AI if a student types something in there does the same type of gaggle alert come through to you great questions so let me start with the first part of the gaggle alerts a lot of that depends on the level the severity the details of the plan right or the details of the act or the action um gaggle one they have flags in their system that alert then those flags get reviewed by humans and then if it reach reaches a certain level that
039then either triggles phone calls to our district admin and if for whatever reason which I haven't come across this yet our district administration doesn't answer they will call the police and that will get to a well visit so that somebody is going. So that's the the first part of the liability that I want to make sure we know that that's our contract with Gaggle that should nobody answer, which that hasn't happened with us, the police will get that call. The followup to that is is and and so timing on something that's detailed or has activity is is minutes, right? because if it's flagged for that level of severity at Gaggle, it's reviewed immediately by people and we will get calls and and Dave and and our other administrators in the room who I see heads
040nodding um can attest to those calls will come in at any time and when that happens and you go right that's because it it's um I've talked with other districts that aren't doing that and and I just share with them the importance and the the the value that you feel after you've made that call, worked with that family, and help them through something that was pretty challenging, but now we have a plan and we have support and that's really where this comes from. Um, and so if we can the second part was was yes with Magic School. Thank you. So at this time we do not have a contract with Magic School. We do not have a contract with school AI. So at this time this is really within their privacy policies. The way it's
041written for them is that it is not reshared into the internet. It's not put out there. It's not sold to other vendors and it's not for those platforms. They're not necessarily using that to train more large language models, but we don't have alerts on that because it's outside of our domain. It's going to another another vendor. Um, we are reviewing right now what what the next steps forward will need to be um with various platforms. Uh, for exactly what you just shared, may be a really good reason for us to invest in a paid version of that for staff or students at some time. I don't have a recommendation to make to any in the immediate of this. Um, but because if we were to purchase a contract with then it would integrate with our
042Google domain. Once it integrates with our Google domain, it becomes visible by Gaggle. Once it's visible by Gaggle, everything is in play again. So, I know it's a layered approach to this. Um, at this time, you know, we were still on the the the products were moving so fast. Um, you know, school AI is not as old as chat GPT, but it's it's staying power has been good. Um, so those are some of the things we've been monitoring just because I don't want to sign up with a company and get into a contract and then they're gone. So, we're we're being careful, but we're trying to be, you know, respectful of the the community's dollars as well as the community's needs. Thank you. Did Did you want to add something? Yeah, just to to build
043on two two parts. Uh to with respect to Gaggle, um so GA gaggle runs an algorithm across all Google based products, right? So Gaggle monitors Google, right? So students have a calendar, they have a shared drive, they have a chat room, they right the their their docs, right? All their email, anything that's in the district's Google, we can we can monitor and essentially we can see. So if a student writes in a chat to their friend that they're gaming at the same time, but they're using the chat function of Google or Google so that they can talk. So because their parents told them not to use their phone and they curse, we the principles get an alert. Okay. If they make a threat, the principles, assistant principles of the building get it, but so does
044Harry Doctor, our network administrator, Jessica Smemedley, our director of counseling. um our assistant superintendent of pupil services. So Jessica will get it, Peter gets it, and I get it for all 10 schools. So five of us get it for all 10 schools. So between the building administration and then the five of us, there's there's like cloud cover, right? So we're we're we're constantly and then if there's something that requires an immediate response, one of us is e either texting or jumping directly on the phone with either police for a safety check and to the family. So depending on the severity of and we've had suicidal ideiation and then we've had someone writing in a journal or to a teacher that just says can I talk to you tomorrow because I don't like how someone treated
045me in class right so we this the severity not everything requires an immediate phone call home most of the things can be responded to the next morning but if you don't look and there's a cry for help right so we've given them Google we feel a responsibility to monitor and gaggle's the tool. Yeah. Um and and they come in all the time. So, um and we get them all weekend and we get them all and those of us that are on all 10 schools, the reality is it's really the upper elementaryaries, it's really six schools, right, that we're really getting them from. We're not getting them from the the K3s or preK2s. Um but we are getting them from the six upper. They come in day and night. Um, that being said, then there's a
046relationship aspect that Peter talked about with the families and reaching out to make sure that they're aware. And sometimes they're aware their child might be having some difficulties or struggling with a friend. And other times now there's other times they're they're flying blind. if there's imagery that's shared and this gets into Liz's question. Um, if someone has uploaded photos, if someone has computerenerated photos that may have nudity or cartoons or you get the idea that flags as well. So, anything from alcohol and drugs to nudity to threats of violence to sexual harassment to something that could be considered bullying to aggressive language that could be either sexual in nature or other. This is not an all the time type of thing, but this is things that show up occasionally and that require react a reaction
047um and an intervention and support to a family. Um so that that is a constant ongoing uh tool that we utilize in order to support with respect to AI platforms. Uh Peter's right these are moving fast but what's not moving fast is the access to like district lensure and like the pricing model around these things. So right now um there's this is still an evolving this part of the side is evolving. Right now it's a lot of one user license groups of 20 user licenses getting a district-wide account for something is still an evolution. And then the agreements when you start thinking about an agreement let's say Gemini because we're a Googlebased district Gemini would be a tool because it's Google Gemini that that idea of putting that like what's the compliance for Gemini with
048the age and how does that play into the copa compliance and how does that play into the acceptable use policy a lot of these platforms are still at 18 versus 13 or 14 right so giving a light you can't necessarily you can't give a license to a middle schooler when the age compliance is 18. So, we're still sort of wrestling with uh the industry's evolution to to our to policies and to law. Um, but this is evolving. So, chances are in the next 6 months, 3 months, 12 months. And then the training side of the house is still, you know, there's a there's a lot of um components of these practices of these of these tools that could save time for staff. Could save time with thinking about modification of resources. could be valuable tools
049with lesson planning or thinking about modification of instructional or could be useful for students about editing and drafting and getting feedback and building a bot over time. And there's all these conversations that the think tank is thinking through. Um, so we know that this is going to be the conversation around like the internet 20 25 years ago, 30 years ago conversation about like this is going to become something commonplace for our students. They're already dabbling. They're already using free versions. Some families are doing paid versions, right? So we know this is going to become integrated. The question is like how do we then adapt to this new modality? This is not going to replace educators, but it is going to become a tool. But then there's also privacy components that we have to constantly think
050about because some of these uh platforms have open models of of uh the LLMs or the language learning models. So you know if I wanted to modify an IEP and I was to put that into chat GPT that goes into an open and now I have a FURPA violation like the right the student records violation. Um but if you now were using maybe a closed system or a district sponsored system um that could be closed and that wouldn't be sharing it out to the larger database that feeds and creates the language learn. So it's it's and it's evolving faster than than we can even understand. Um so so like we're proud of the work that the task force and the the um think tank is doing. Um, and we're looking to bring forward some more
051public facing documents and uh public facing in the in the future and making some modifications in the next couple months to some policies, but we're we're we're right at the cusp of sort of all of it right now. So, Peter's um and Sue have been very actively leading that work. Thank you guys for the the great questions from the board and the thoughtful responses from you uh Peter and uh thank you for the presentation. Um, I think part of um what was enlightening for me in your presentation was um understanding that we're technology is evolving so rapidly and we're you're going from the how to to the how to use it appropriately and um to its full advantage while keeping everyone safe. Um, so with how rapidly it's evolving, um, what are some ways you
052and your team are, um, trying to get ahead of the curve in terms of students who may be trying to get around the acceptable use policy. Uh, good question. And and I think first and foremost goes back to instruction and and really hitting home the using this device for school work, using the device and the network for school projects, for furthering your education. Um, you we are spoiled. Our community, our families, our students really do want to do those things and they're great about doing that. So the the because of the work that our families have done, because of the work that our teachers have done, we do have really great students who are really the violations are not massive, right? That they don't drive everything that we have to do. That said, um, when
053they do come up, it does go back to that process of teaching, of really trying to guide students through making better choices, of doing the right things, of looking at it as not just a you broke the rules, but here's how you can make better choices, here's how we can do this in the right way. Um, and then from the network side, I talked a little bit about our network team and the the different pieces in place for filtering, blocking, evolving that. Um that is a constant you know uh shift in in protecting us from traffic on the internet from areas of the world as well as protecting us from traffic to places that are not trustworthy. um you know certificates and making sure that all site sites that are coming in are secure and
054exchanging credentials properly is again constant and um it it's it's fortunate because we're sure that when they come through we're getting valid and verified information and and sites that have updated and kept their certificates up to date. But it's also frustrating because those certificates expire so quickly that there are sites that worked yesterday that then don't work today and there's no real way to predict when it's not on our network what's happening. So there's a lot that goes into that and again I can't thank our network team enough for for all that they do to make sure that we are as upto-date as we need to be to keep us protected and also opening up as many options for students and staff as we can. Thank you so much. Uh so now I'd like to
055open it up for a uh special opportunity for public comment on policy 2361, acceptable use of computer networks, computers, and resources. The board invites thoughts and reactions on policy 2361 for members of our community who are present. Each participant is asked to give his or her name and address prior to making a statement, which will be limited to three minutes in accordance with board policy 0167. All statements shall be made to the presiding officer. This public comment period shall be limited to 15 minutes. Do we have any public comment for this special section? Okay, seeing none, I'll move to uh close to adjourn this special public comment period. And uh brings us to the first opportunity for public comments. The board invites thoughts and reactions on agenda items and items of concern from members of
056our community who are present. Each participant is asked to give his or her name and address prior to making a statement which will be limited to three minutes in accordance with board policy 0167. All statements shall be directed to the presiding officer. This public comment period shall be limited to 60 minutes. Um any general comments at this time? Nope. Seeing none, uh I'll close this first opportunity for public comments and move to our committee report. So I'd like to ask Ly to give us a rundown of Franklin committee. Thank you, Grayen. Uh the curriculum committee met on June 3rd. We began with a discussion on the school performance report. Dr. Christine Capacity uh the director of data assessment and accountability provided the committee with an overview of the school performance report released by the department
057of education with data for the 2023 2024 school year. Uh next we discussed uh our summer meeting dates for the um curriculum committee uh with some tenative dates on July 15th at 12 virtually and August 12th at 7 uh p.m. also tenative date and then we discussed the uh new teacher orientation. Dr. Gold um provided an overview of the 4-day engaging new teacher orientation planned for new educators annually by uh equity officer Sue Duro and uh supervisor and um supervisor of instruction Mark Weise and Carl Cooper. On the agenda to vote on tonight, uh first the Monmouth Ocean Educational Services Commission. The committee authorizes a one-year agreement with the Mammoth Ocean Education Services Commission to provide administration of non-public funds for non-public school students within the district in accordance with the state board of education
058guidelines as required. um chapters 1929 193 services for non-public instructional services to non-public schools students within the district accordance with the state board of education guidelines under public law 1977 again chapters 1921 193 um non-public nursing services in accordance with the New Jersey non-public nursing law guidelines under public law 1991 and chapter 226 non-public technology initiative program pursuant to the requirement of the New Jersey nonpublic school technology initiative program non-public textbook services in accordance with the requirement of the New Jersey textbook law NJSA18A col58-37.1 um non-public title 3 and title 3 immigrant funds administration pursuant to the requirements of the No Child Left Behind Act of 2001 and non-public security aid programs program funds um administration pursuant to the uh requirements of the New Jersey nonpublic public security aid program. Last but not least, the
059nonpublic uh IDAB funds administration in accordance with the individuals with disabilities uh the IDA um part B. Next, the technology. The curriculum committee recommends um approval of a one-year agreement with Renaissance uh learning to provide my own digital reading platform for grades K through 5 from July 1st of this year through June 30th of 2026 at a cost not to exceed $26,15 and change. Um, and then also one-year agreement with Discovery Education, the Otis platform to provide data warehousing analytics, a data warehousing analytics assessment solutions and a 6-h hour on-site professional development from June 12th of this year through June 30th of 2026 at a cost not to exceed $96,340. Uh next, the curriculum committee recommends approval of the following revised curriculum, the Southern curriculum for discrete math uh discrete mathematics part two, marine science
060and Asian-American Pacific Islander studies. And last but not least, professional development. The committee recommends approval of the following. one AP social study social studies teacher to attend APSI, AP African-American studies at East Carolina University virtually from June 30th of this year through July 4th of this year at a cost not to exceed $700. one AP calculus teacher to attend APSI AP calculus AB at um Rutgers University virtually from July 14th through the 17th of this year at a cost not to exceed $975. And last one AP biology teacher to attend APSI AP biology at the University of Texas virtually from June 24th through the 27th of this year at a cost not to exceed $595. The curriculum committee will next meet tentatively um planned for Tuesday, July 15th. Thank you, Loy. Do we have any
061questions or comments from the board? Okay, then next I would like to move on to the voting portion of our meeting. So, can I get a motion for administration items numbers 1 through 13? Dana and Liz, any questions or concerns? Okay, we'll start with Miss Krug. Yes, Miss Chenera. Yes, yes, Miss Maliga. Yes, Miss Shetty. Yes, Miss Bonsel. Yes, Miss Mcuan. Yes. Um, next, can I get a motion for uh curriculum and instruction items numbers 1 through four? Uh, Ly and uh, Schwatha, any questions or comments? Okay, we'll start we'll start with Miss Maliga. Yes. Miss Shetty, yes. Miss Chinier, yes. Miss Ho, yes. Miss Krug, yes. Miss Bonsel, yes. Miss Mcuan, yes. Can I get a motion for finance items numbers 1 through 15? Uh, Louisa and Puya. Any questions or comments? Okay. So,
062I think I have a verbal correction uh because the packet didn't make it to you. So for number seven uh instead of the number being 25,000 25,388 as a not to exceed it'll be 27,5001.97 not to exceed. Okay. Thank you. All right. We'll start with we'll start with Miss Hoe. Yes. Miss Bonsel. Yes. Miss Chenier. Yes. Miss Krug. Yes. Miss Maliga. Yes. Miss Shetty. Yes. Miss McKon. Yes. Um, we did personnel already. So, um, and we don't have any board of education minutes to approve. So, I'd like to ask if we have any board leaison reports, any new business? Okay, that then takes us to the second opportunity for public comments. The board invites comments from members of our community who are present. Each participant is asked to give his or her name and address
063prior to making a statement which will be limited to three minutes in accordance with board policy 0167. All statements shall be made directed to the presiding officer. This public comment period shall be limited to 15 minutes. Uh any public comments for this second opportunity? Seeing none, I'll move to close this um this section and move to adjourn. Um can I get a motion to adjourn tonight's meeting? Uh, Puja and Ly. Uh, all those in favor say I. I. I. Uh, thank you and have a great night. [Music]