001Got it. Right. So, I have um >> All right. Thank you. >> Good evening. Uh welcome to the March 31st, 2026 meeting of the school committee. My name is Loiser and I call this meeting to order at uh 6:25. Um, our item on the agenda is to for um to approve the outofstate uh field trip for fourth graders. Do I have a motion um to move the approval of the out of the strip field trip for the fourth graders? >> Jesse Hall. So, >> thanks Jesse. Do I have a second? >> K. Second. >> Thank all in favor. >> Thank you. So, motion move. >> Thank you. Um, now I'm going to call uh call the meeting for adjournment at this 6:26. >> Thank you. Thanks. Happy fourth graders. >> Where are they going? >>
002Rhode Island Museum of Museum. >> It's just right over the border. >> Yeah. I'll talk good. >> That was an annual trip. I guess I have a present for you. They're reacting. That's >> good. >> So, are we ready? >> Okay. So that being said, we're going to call our re our joint school committee meeting together at what time is it now? 6:30 on Tuesday, March 31st, 2026. So first of all, do we have any community comments either in person or online? No. Okay. Seeing none, then we will move to our presentation for the AI program. >> All right. So, I'm going to turn it over to Assistant Superintendent Conlin to introduce our guests and give a little bit of context if that's okay. >> Right. >> As he multitasks here, >> Super Conlin is
003getting this together. We could do need a robot to do this for me. All right. So uh we have been talking as a district I feel like for four five years the coming of AI um doing professional learning and development with our teachers and um we've gotten to a point now where we felt like we needed some firmer guidelines in place. Um, so our wonderful man, our >> Do you want me to manage us? >> I just need to let in whoever that >> Oh, it's more Kimberly G. >> Um, so our wonderful director of educational technology, Brendon Hall, who's here tonight, who you've met before. Um he told us that there was a great opportunity this year to go to a conference where districts would be gathering and having some time to learn from
004some of the experts on AI uh to bring a team of teachers with us and to actually have some time to not only become educated more on AI in education but to have some time to put together a road map and a set of guidelines for both our students and our educators. Um so we had a wonderful group of teachers that was there uh Mr. Scratch down who's over here, our high school English department head and wonderful teacher extraordinaire was part of that group. Um so together Brandon, her myself are going to give you an update on what we learned about and on how we're going to move forward as a district with our vision for using AI. Uh so Mr. Hall, thanks. Uh so the one of the first tasks that was um sort
005of presented to me when I started last year uh was to figure out AI um and we we have a small tech department. There's four of us uh that are in the building here uh most days um and across the district. And it became pretty obvious that we were being asked the same thing that a lot of other districts were being asked uh the tech departments were. And uh in looking at it, it became not just a technology department problem but a school district uh issue that we wanted to we wanted to resolve and we wanted to do it with voices of teachers involved. Um we wanted to do it with um with students involved and the the conference that we went to the co uh Kosen which is the consortium of uh school network
006school networking uh which is a national and international organization put on a conference in NIC in February. Um so we were fortunate to be able to attend that. Uh there were six of us that were able to go and at the end of it we came out with a pretty good rough draft of some guidelines that we felt comfortable moving forward with and sharing with staff. Um we further polished that and that's the document that you'll see tonight. Uh this document has already been presented to middle school and high school faculty. Uh we've asked for feedback. Um the feedback that we've received from folks was of the graphic design nature where they said, you know, this is green. can you make this blue? Uh and and that was the extent of it. We were really
007really pleased with uh how on board people were when they when they received the presentation. Um so uh the three of us are going to share we've kind of broken the presentation up into three parts uh to share with you. Uh the first bit is that when we created this presentation and we we started our work at Kosen in NATIC in February, we did it um with our our DS documents kind of guiding our purpose there. So we used um you know our our district mission, our vision, uh the nine best practices, the portrait of a graduate. We used all of those as as the basis for anything that we were trying to accomplish throughout the course of of um the two days in NATIC. So uh looking at that um we tried to create
008something that was a human human centered approach to AI. Uh the next slide uh these are the folks that uh if we go back one please. >> Yeah. Uh these folks um all had something to do with this presentation whether it was proofreading or editing or um you know uh we had meetings. Gretchen and I sat down last February, February 2025 with Keith Kaplan who's the social studies department chair. Uh the three of us started brainstorming back then and we were excited that we were able to in February of 2026 h have a finished product. Um others that helped along the way, Amanda Brown, the new high school librarian. Uh Dan Carol who joined us on the committee at the conference. Um Denny, myself and Gretchen were there at the conference as well as Rick
009Grey and Natalie Nahabian. Um Dan Carol and Natalie are both uh middle school teachers. Um and then Nick Route is the technology department head. um who's given us quite a bit of good feedback on on the creation of this. So really thankful for that group. The uh the road map here is sort of the things that have happened prior to my appearance here at Dober Sherborn and and kind of where we're at right now. You can see we're at the green stop there. uh but we went through uh four stops before that of learning the basics of AI, assessing the tech capacity of our district, uh assessing the potential impact on teaching and learning, understanding privacy and data governance, and there's been a lot of talk about that on my end uh as we've introduced
010staff to the student data privacy agreements and the student data privacy consortium through tech. Uh and and then finally landing at step five of strategic alignment and guideline development. And that was getting that group together, going to the Kosen conference, building something together there and then bringing it to faculty that we could share. um using AI sort of as the catalyst for our portrait of a graduate and and three pieces uh in particular and those were uh innovation, critical thinking and empathy and citizenship and trying to think while we talk about AI as this sort of um disembodied voice that speaks to us through the computer putting um the human in the center of the loop and and anything that happens that while the innovation can exist through the AI tools um the human is
011the one that's going to start and end the process. Um that using critical thinking and and developing AI um intelligence as a human being um being able to to gain those AI literacy skills in every class, not just in a technology class, but for for an English teacher to say, you know, uh here's this tool that we're going to try out. Um, we wouldn't just hand you, if this were a technology class, we wouldn't just hand you a saw and let you go to work on some wood. Uh, we're going to go over the safety precautions, etc. before we go any further. So, um, that's where the critical thinking piece comes in in AI literacy. And then lastly, the empathy and citizenship piece, understanding that there is ethical considerations to to consider. um that some
012of the boards of these companies are all white men, that um some of these companies, the algorithms are designed with bias. Um that bias does exist in in some of these products. Um and that we need to make sure that we raise good digital citizens and that our students are um only using tools that have been vetted by student data privacy consortium um groups. And of course that uh that center the human in the center of the loop centering the expertise the the core here the core principle is that AI is a tool uh that it's not going to be a replacement for human judgment or for instruction uh or for student engagement and that people should be aware of potential environmental impacts that AI may may have. Uh we spend a lot of time
013at the high school department at the high school faculty meeting talking about the impact of the technology that we use on the environment. um that as a tech department, we have a recycling plan that we work on um that all of our devices when they've reached their useful age uh that they're no longer useful, um we strip them down and break them uh out for the parts that we can continue to reuse uh ourselves. And then anything that's left over goes to an electronics recycling company who further breaks down those products and uh and moves on from them so that they're not just being thrown in a landfill. Um and the rule of thumb that we came up with was that AI generated materials should never be given to students or colleagues without being vetted
014by a human. So you see the loop there. Human intent the AI draft the human uh vet vets and edits the product. And then lastly for me I'm sorry I have one more after this. Um understanding the scope of the AI iceberg that there are things that we're going to look at as as a staff and as students. um the generative AI tools like Gemini, like notebook LM um that those are going to be the focus of our academic guidelines. Uh at the same time, there are other tools that have AI built into them that we may or may not realize. If you go back all the way to the '90s and think about Microsoft Word 95 and our friend Clippy, who I think is on here somewhere, >> right? The sort of the first
015AI tool, right? You're writing in Word and it says, it looks like you're trying to draft a letter. Can I help you? Right? So we're going way back to that point even and saying that AI has been included in parts of education. Um we have early warning systems um you know for for our uh our math and our English assessments that we do where we can say you know a child is struggling in this particular area. But that's machine learning that's helping us with those things. Um so there's that there's our budgeting tools. um our rostering, we're able to build our classes in our elementary schools with software that helps um guide the creation of those. Um and the reality, this is from Desi, the reality is that AI is not just a future concept.
016It's already embedded in our systems. The guard rails are are ethical and legal foundations that we that we really have to focus on. um privac privacy and security being number one. Compliance with the student data privacy alliance and as we say to our staff uh over and over and over and over and over again um no student PII which is private uh personally identifiable information. No student PII inbots ever. Never ever ever cuz we don't know where it's going. We don't know if it's being used to create something bigger. We don't know if um that data can be accessed by others. So it's easier just to not share it ever. any personally identifiable information. Um, being aware of bias, uh, that the biases can impact certain groups. Transparency that educators and families deserve to know
017when AI is involved. And academic integrity, um, we're using AI to reinforce learning, not to short circuit it. And those were sort of our guiding principles that we came up with um, throughout the the work that we did at NATIC. >> All right. Hey, I decided I wasn't going to stand up. That feels too weird. So, I'm going to sit here. Um, so the the traffic light system was something that we borrowed from Whand High School or Wayland Public School and we thought it was the clearest way for teachers and students to understand kind of what we're talking about with the levels of AI. Um, so with things that are read, you know, prohibited, totally unsafe, unethical, academically dishonest, you know, in teacher speak of using AI as a substitute. Um, and so for example,
018the other day I was talking to my students about chat GBT and I said, "I prefer you don't use it for this because they haven't signed that privacy agreement and they were like, "What are you talking about?" So I gave a quick, you know, spiel and I said, "So we're going to use Google Gemini because they've signed the um so they they were like, "Oh, so that's like really unsafe." And they were really creeped out by it. So I was like, "Good, red, not um so yellow, caution. um things that require disclosure, citation or specific permission using AI as a collaborator or coach. And then green is, you know, it's approved for use, enhances productivity or learning without replacing critical thought. Kind of thinking of AI as a tutor or maybe a personal assistant. Um
019shout out to Brandon in this whole process, but especially providing this framework that is flexible enough, you know, as the technology evolves. So in terms of staff guidelines, so things that would be uh in the green would be lesson and unit planning um creating drafts of worksheets, differentiating reading materials, especially as our population continues to diversify in terms of reading levels um and in terms of our MLL students, being able to use it to uh differentiate those reading materials and drafting parent emails. Of course, review would be required for that. So those are not things that you have to do with AI, but those are things that would be okay to do. Um, in the yellow, things that you would either disclose and or verify formative feedback drafts. So uh I haven't tried this yet,
020but there are teachers who are um using a program called Brisk, which I think is approved. Um, and you can uh in other schools, not our school, you can have your students submit a draft, submit the rubric, and it will give them feedback. So that would be a yellow um thing. If I wanted to try it out, of course, I would be, if I was doing it, I would probably have the students do it. I would disclose it to them. It would just be formative feedback not going in my grade book. Um, HR, job descriptions, data analysis, and anonymized uh only and let letters of recommendation drafts. So, those would be things that you would disclose it, you verify. Um, read prohibited giving teacher feedback on final grades. I never want robots to replace me.
021Um, so I would never just feed papers in and say there's your grade. Um, so that is definitely a no no. IEP generation. Um, human oversight required like Brandon was saying, no PII. So being really careful about that and uploading student records PII into public models. So those would be totally prohibited. So student guidelines um we worked a lot on the language of this because we really want our students at the high school and the middle school to understand sort of these um tools. So the golden rule is unless explicitly permitted by a teacher student should assume that AI tools are not allowed for assignments. So that's kind of the bottom line. Um, in terms of what would be green, the student would be using using AI as a tutor, getting unstuck after a productive
022struggle, asking AI to explain a concept, or quizzing oneself on material. We have some really um kind of advanced AI student users. They'll put in study guides, make me flashcards, make me a podcast, lots of cool things. They know more uh often than we do in terms of how to use it. Um, in terms of yellow, thinking of AI as a collaborator still requires permission um, and citation. So, drafting support and outlining um, checking for grammar. A lot of our students have uh, basic Grammarly and some of them have the more advanced Grammarly. Um, so that would be yellow and then image generation for slides. So, those would all be things that um, you know require permission from the teacher and then you'd have to site how you used it. And then in terms of
023for the students, what we don't want them to do is use AI as a substitute which would be a violation of the academic um integrity policy. So full generation of essays or reports uh copy and pasting solutions like in science and math really anytime that you're bypassing thought processes. So those would be things that we want them to know that they cannot do. And then of course context matters. Um and in terms of departments, it sort of depends on what you are assessing. So the humanities you know we may with permission uh once we know kids can already outline or already brainstorm maybe we would say okay so you can use this as an assistant to get your ideas out there but we wouldn't want them to generate essays you know write me an essay
024about this book um or even uh generating you know full summaries. We really want them to still engage with the text. Uh math, you know, with permission, generating practice problems, but obviously not solving assigned problems directly. Science summarizing research, not just generating a lab report or conclusions. And world language, you know, sort of defeating the purpose of language acquisition if you're just translating like full sentences. So, what I like about this slide is it kind of shows that we have this district policy, we have a schoolwide policy, but then in departments, we're having some really good discussions about what what we're assessing, what is the purpose of our assignments so we can all get on the same page. >> And if I could just interrupt for one second, um the process focused ideas permitted versus
025product focus prohibited. If you're using it for the process, great. If you're using it to create the product, not great. Yeah. >> Um and then the the last uh slide that I'll talk about is redefining academic integrity. Um so it's really shifting from did you use it to how did you use it? So um asking students and teaching students really how to disclose the ML MLA just came out with new guidelines of how to site AI usage. Um hiding it uh obviously is a type of academic dishonesty. Um, one of the things that I talked to Brandon about last year was AI detection tools because there's teachers talking about them all the time in my job like and they're really not reliable. Um, and a lot of false positives, a lot of potential for bias.
026It will flag um, our MLL students. We have some tremendously talented writers. So like professors are like if you use moreover, you're using AI. Like we have students who use moreover. We have students that use semicolons. We have students that use m dashes. So so I'm I was happy to have that affirmed. So really what we focus on is the process of the writing. And so um in English we have in history as well we have something called revision history. So I can see uh in real time or like a like a video clip uh you know keystrokes. So I can actually help students when they get stuck. I can see where did you get stuck and how can I help you? Um, so we look at revision history not as uh necessarily as AI
027detection, but more like process like a process summary. Um, and that oftentimes will allow us to help sort of encourage students to make sure the learning is their own and that it's not just like all of a sudden three paragraphs show up in two seconds, right? So, I think just showing the kids revision history um and explaining how we use it and we use it as a way to help them with the writing process um I think has been really helpful. And some teachers may ask students, you know, if >> if there's any question about authorship um they may say like can you explain this paper to me? Um, I don't think that happens very much to be honest, but that would be something that we would definitely want students to know that it's not
028just like to Brandon's point, here's my product, but you might also have to explain it. Um, you know, a little bit more than just turning it in. Um, before I start, I just really want to applaud Gretchen, your colleagues, our educators at the middle school and the high school because they're having really hard discussions with each other as not only colleagues but human beings living in this world. Then they're having these discussions with students and students are asking really interesting questions like if of their teachers like if you make slides of AI are you going to tell us like if this worksheet was like they they want to know they're very curious about how teachers >> are using it as well. So, it's just been really really good discourse I feel like at all the
029levels. Um, and Brandon has been a really good steward of leading that discourse as well. >> Yeah. And one of the things that my students were horrified about is that teachers might use AI to draft parts of a letter of recommendation. And I said, "Okay, so we all agree." It was actually helpful to me that they freaked out a little bit. And I said, "I'm certainly not going to do that." I said, "But you know, like I'm glad that we all now recognize there are certain things you write. Like I would want it to be my authentic writing voice and you want it to be yours." So to your point, you had a really good discussion about >> um you know, just why you might use that tool in your professional life and why you
030might not. >> Um and it's been so interesting to see the ways that AI is being used in education. This is a really interesting example of the University of Michigan for their honors program for the essay that they gave potential applicants. Um, so the assignment for admissions was to take any AI text generator and to write an essay on why the University of Michigan honors program would be a good fit for me. And then they had to copy and paste that AI generated essay into a document and then basically critique what the AI uh text generator produced. Um I've heard of a high school Massachusetts where they had students, it was an English class, they had students look um go into three different AI generated chat bots and asked the question, should cell phones be
031banned in Massachusetts high schools? And then students analyzed each of the three AI generated pieces of writing. They looked at the tone. They looked for differences. They looked for inaccuracies. Um so it's interesting to see the way that critical thinking is being is being redefined and changed a little bit um with some of these AI tools and that um we're starting to see ways that educators um do Sherborn and you know throughout Massachusetts and the United States are utilizing some of these tools in their classroom. Um so obviously we have the two pieces of AI literacy. There's teaching with AI. So what our educators are doing and they're using it uh in some really clever ways um helping design personalized learning for students. Um so it is really neat that if you are having a
032student maybe that you're having trouble connecting with you find out what one of their interests is, you can throw in the state framework, the content objective, the language objective and say they're really interested in Pokémon and it'll help you develop something. It could be a reading, it could be an activity that's going to engage them some places where you might get stuck with ideas now as an educator. Um, it can become a really good thought partner. Um, especially for differentiation as we're seeing greater and greater differences in our students within one classroom. Um, it can give really great ideas and tools that teachers can use to make sure that we are reaching all students, you know, struggling learners or students that need enrichment. Um, so it's been a great tool for that as well. Um,
033and then obviously not just teaching with AI, but teaching about AI and that piece of digital citizenship. Um, you know, there's a whole I've learned this within the past year. There's a whole vocabulary that comes with AI. Uh, so thinking about what an LLM is, AI hallucinations, a new one that I learned about as well. Um, so making sure that our students are going in and they're having knowledge of this terminology so that they can um, be good digital citizens. Um, obviously knowing that there's operational responsibility, like Brandon mentioned, there's some hidden AI. Um, so just thinking we're in the middle of our middle school assistant principal search. Um, and just knowing that we have to be cognizant of any type of AI that might be used, not things that we're using ourselves, but could
034be used in advance in the programs that's built in that might have bias or might be filtering candidates in and out in different ways. Um, so like Brandon said, that human- centered approach is really, really important. Um, so these slides, you know, it's not a policy, it's a set of guidelines. Um, the goal is for this to really be living, uh, because we know how fast this is all changing. Um, so making sure that we kind of make this promise that we're going to continue to adapt, educate ourselves, um, and knowing that all of these things that we just talked about are going to continue to grow and evolve. Um, so kind of our next steps with this, uh, you know, kind of rolling this out for students and educating them more about all of
035these guidelines and guardrails that are into place. Um, a lot of students are becoming familiar with the green light, yellow light, red light system. Um, so rolling it out to students, you know, having this live on our website, so it's a public document, but again with that disclaimer that it is going to change, it is going to evolve. Um, and making sure that we're updating people when there are changes and evolutions in it. Um, any closing words, Director Hall? >> No, I think that hits it. Um, I mean, it's changing quickly. We are trying to stay in front of it. Uh, as are the other districts in Massachusetts and we're we're all learning on the fly. There's no there we we created a road map, but there is no road map. >> Can I ask
036a question? Um, so I love this. I think this is great to have the guidelines. Is there a plan for governance around this just as far as like if we are seeing a lot of utilization or since it's changing not even recognizing utilization what is the governance around kind of talking to students about it and being it being more structured? >> Sure. Our our our main focus is that students are using tools that are safe. Um right now the stu the tools that we know that are safe are Gemini from Google uh Notebook LM which is another Google product that will summarize research and things like that. Uh it's got a lot of it's kind of a Swiss Army knife. um and and focusing on those two tools and encouraging students to that if again
037the golden rule piece, right? If the teacher says that it's okay to point them in that direction. Um and that, you know, um make adjustments on the fly, right? Use professional responsibility as a teacher and say, you know, we want to work on these particular skills. We don't want them to use AI to do those particular skills. We feel like there's mastery in these skills. we can we can use the AI to to kind of speed up the process and that so we can really focus on something else. >> And I think that um for the academic integrity policy we just added >> using AI with without permission is kind of just another like buying a paper online, using your brother's paper, having your tutor write a paper. This is just another author. >> Um
038but I think that's a good question because that's what the students want to know. I feel like with academic integrity, at least in the English department, I think in all the departments, it's a conversation. It's never like I look at revision history and I'm like, you know, zero, right? Like it's always a conversation because ultimately I care about students showing mastery of these skills, you know? So oftentimes it'll be a conversation and then like, okay, so let's talk about this evolving technology. What happened? Let's try again. you know, so that we're trying to, I think, make sure that we're having good relationships with our kids so we can have a conversation about it. Yeah. >> Rather than have this be yet another like, you know, I this this machine told me this and and now,
039>> you know, now you're in trouble. So that that's the way that we kind of approach it. >> Thank you. So >> Jeff, >> yes, question. So I love the governance and everything is changing as we every every day there's something new coming out. And from say middle school down through elementary school, like a lot of this makes complete sense. Like at what point do we start looking deeper into the actual curriculum and how we're actually fully embedding some of these workflow processes like into into what we're doing. So I think this is a great like guard rails and like how to start, but at some point like our juniors and seniors like they need to actually know the relevant tools of the day. Um, and so I would just put that ask out there
040that we like keep pushing the envelope there um of of how to make sure our kids are ready for it because I've seen it left, right, and center uh in the corporate world like jobs are gone. Like tons of jobs going away. So how do we just make sure they stay relevant and want to keep learning the new stuff? >> Yeah. our our thought process is that this is a 6 to2 document um and that we would have a separate document for elementary school students um similar for staff but separate for uh definitely separate and I think our nine best practices and our our district um vision and mission really help us challenge students and make sure that they're ready for those types of of things. I I mean I think about my own job
041didn't exist when I went to college. Um and I would imagine that there are going to be a lot of kids that are going to feel the same way and there are jobs that exist right now that won't because like you said because of AI. >> Yeah. >> So just being able to be nimble and make changes on the fly. Yeah. I think keeping that culture of constant learning and it's not just memorize this biology book and that's going to help you become a doctor. >> Absolutely. And I think to Brandon's credit is, you know, he's really pushed out like Desi has like this module like AI learning system, right? So he's pushed that out. I took a class on AI two years ago, like a grad class. It was sort of, you know, just
042getting my feet wet. But I think um the good news is that the admins in the middle and high school encourage us to try things. So, like I tried something with my seniors because like you said, my husband's in data analysis and people are, you know, left, right, and center losing their jobs. So, I had my poetry students use a gem, which is like a series of prompts from Gemini. Brandon helped me find a good one to plan a lesson plan for the class. It was fantastic. Except then when I said turn and talk to each other about your lesson plans, it planned the same lesson plan for pretty much all of them. But it was good. Like I was like think you know thank goodness I thought of this because I was like what
043if it's just doing the same one and so then one group was very different and it was because they said we want ours to be fun. We wanted to have a game and so I so the other groups I said okay so don't say fun and game because that's already taken but try and think about and so like perfect yeah not fun right so I think that was really helpful because I work in a building that like allowed me to do that you know and to not be like whoops because you know it could have been 12 lessons of the same thing but luckily I was thinking about it um and thinking well like what if it's just turning out the same lesson plan which is what it was doing. So that was like a
044really good example I think of Brandon helping me find the right tool, the kids using it and then the kid said, "Okay, so like if we were in college, the professor would know that we used AI if we did the same lesson." I said, "Right, so this is like a good, it wasn't really a hallucination, but it was a good check for them." >> Yeah. >> MIT has also partnered with Desi to they are have already created K to2 frameworks in terms of lessons of like this is what you can teach a third grade. This is what 11th graders should know and be able to do. this is what 12th graders I mean the minute they put that online it was history right >> yeah I think elementary school >> they committed to like keeping
045up with it so I think you know as we do our curriculum planning and our curriculum mapping and now that we have a curriculum coordinator coming on board um we'll be able to keep an eye on that and make sure that the kids are getting the various units plugged in to their required classes throughout >> yeah I think it's just staying nimble because to your point like anything that has been vetted through a system and comes out it's obsolete like you already don't need to learn that anymore And so how do we keep up with that? I know Boston just partnered. I think they're rolling out a AI curriculum. I have no idea if it's what what's uh involved in it, but just yeah, keeping on top of it and not waiting for like the
046mandates that come. There's good technologies that we're seeing and again safety and security first. But >> I also wonder if that's less like here's the curriculum that we're going to teach and more like guided learning. How do we learn together? How do you learn from each other? Like probably like coding was in the '9s, right? The kids are probably going to lead all of us in a lot of ways, right? >> Have have the kids signed anything to acknowledge the updated policy? So, if there's run into an issue like governance where they kid up using AI inappropriately that there's sort of an understood a mutual understanding that they understood the the guidelines, the principles. >> Yeah. So, it's in it's already in the academic integrity policy. I think I probably I think we probably said
047generative AI tools because we were reading it last year. >> Um so I think that they already signed off on that in the student handbook. >> Kids have >> Yeah. >> And I I know too as a a high school parent I'm you know in the first day of school always signing things and I know that individual teachers have especially in the humanities have started to build it into their expectations. >> Yeah. Yeah. So I don't just say to the kids like oh you signed it you know but I think embedding a discussion about it. >> No it's great that there's individual sign up. I was just curious if there was ever a situation where the kid would say, "I don't I didn't I didn't know about this." >> Totally. Sort of. >> Yeah. I
048think that's what we're running into now, you know, where kids will be like, "Oh, well, I didn't I didn't know." And um and then that becomes like a conversation and like a kind of a redo, you know, once they understand like, "Okay, so the point of this was to test, can you brainstorm?" So if you outsource the brainstorming, I don't know if you could brainstorm. So like, let's try it again. You know, I think eventually just like using Spark Notes, you know, or or copying and pasting from something online, eventually the kids will get it. But right now, we're in this weird >> Yeah. >> exciting but like murky place. >> Got it. >> Yeah. We kind of saw this as the coming out party tonight for this for this for these guidelines that um
049after tonight we can kind of share them more widely. >> They're sort of in draft form here. Um, but to be able to share them with students and say, uh, the quick use guidelines, the the two stoplight posters, um, I'm not sure if you have that available that we could show. >> Um, not this computer. >> Uh, but there's a there we we can send it out via email, but there's a a stoplight document that we created while we were there that would be like student use. um like that could go in Google Classroom and the student would say, "Oh, here's like examples of of exactly what they're they're telling me I should, can't, or can't use use it for." >> That's great. >> You'll go ahead. These are more observational. First one's kind of
050comical, I think. What did First of all, Great job. What did Jeb and I say when you loaded it back in and evaluated it? I'm assuming you guys did, if not just for laughs. What did they say about the presentation, the proposal, or what did it say? >> They love us. >> Yeah, >> this is an excellent >> Yeah, I'm sure. >> Keep up the good work. >> I hope to tell it to be >> No, but jumping on what Jeff said, I I really agree. Like, you know, we're talking about mastery of curriculum and different topics, but AI will be one of those pieces of curriculum. And I think um we probably have to be uncomfortable a little bit and understand that there will be a segment of students that that will be their
051future and and if we're not um allowing them outside of maybe certain guard rails um we're maybe doing a little disservice to them. Um my other one is how far ahead are the students to the to this to the policy or to the proposal? Um because again, not to keep quoting Jeff, but he just happened to beat me on the raised hand. Like I I I agree. Like it's awesome. You got to start somewhere. And please, I'm not taking anything away from that. >> Um how do you plan on keeping up because that's a full-time job basically. >> Yeah. So the the the lifelong learner piece, right? Um I'm presenting at a conference uh next Monday and next Wednesday, two different AI conferences. Uh but I'm also going to attend them. >> Yeah. >> Right.
052um the the contacts that we have with DESIE um with the office of edtech. Um the relationship we have uh with Google for education um and and Gemini in particular. Um the looking at what students are doing online in looking at our content filter and seeing times where they hit the the firewall and times where they get through um and then kind of guiding our our decision- making process on that. >> Yeah. Great. And I think we have a whole bunch of teachers like not just people that were at the conference who were like very interested >> like Anita Lahi is super interested >> um and has created a tool that essentially when her kids come to extra help it can like while they're waiting for her it can sort of be her in terms
053of asking them questions so they're not just sitting and waiting for her attention. So I think that again I think we're lucky that we have um administrators that are willing and brain and guidance to to push us a little bit and I think for the people who are a little bit like or like a little bit worried about the environmental impact I think we'll just be the pioneers like when I was telling people about you know having the students teach a lesson plan that's something that lots of classes do and so I was sort of like softballing it at lunch you know like sort of talking about it talking about how it's all the same lesson and so I think I hope that I can keep finding my people and then people who are a
054little nervous um will be like oh okay I can try that you know like try that little thing it doesn't have to like take over um I think that will be really important that we keep sort of encouraging each other to try new things >> thank you guys >> I think students are still also kind of spread out in their use and what they want to do I will say it's some my conversation with students we have a lot of very conscientious students or maybe it's because they're talking to the assistant superintendent and I'm asking them like would you ever use this to solve a math problem in like algebra 2 and they're like we would never do that like that would be they would learn if we did that and I honestly believe that
055that's how they felt and that we do have a lot of students that just wouldn't conceive it >> and then we have some that would quickly go to it. So I think there is still a wide range of students >> and I can just add in too I have you know a sample size of two officially at home but I drive a lot of other samples around town um and I so I hear about these things and I think um what AI has done is it's reinforced all of the work we've done with educators around the portrait of a graduate skills and really focusing on skills versus content which goes to Jeff's point is really about the skills to adapt versus learning a certain tool because that tool is not going to be there tomorrow.
056Um, it also I think has pushed our educators to continue to take risks. So, thank you for doing that. And I just lost my last point. Oh, which is, you know, the whole idea around challenge success of busy work. And I will hear the kids say, "If you give me busy work for homework, I'm going to use AI. Sorry, but if you give me something creative that you really want my voice, then I'm going to I'll give you that." >> Okay. >> Yeah. I think um as a recurring topic, this is a good to the point of governance, probably one to like add as a recurring topic. Um, I agree with Jeff's point, especially juniors and seniors. I mean, in the workforce, it's like expected that you're using these tools to be as productive as
057you can. So, definitely for that older cohort. My question was actually flipped more for the educator side, like where you've seen it as a co-pilot to drive productivity so that time can be reinvested back in the face-to-face one-on-one um time just as a like a metric or a data point. >> Yeah. Yeah. I think that the way that I hope to continue to use AI um you know this is like I'm still in the piloting phase in my own thinking is like what Anita is doing where it's giving students support through the writing process for example when they can't come to see me. So, one of the ways that I have talked about AI in the English department is an equity uh solution because some kids go home and they work and some kids are
058babysitting and some kids are playing sports and then some kids have a professor for a parent and so that if I can use the right tools and show them how to use them, then that just lessens the burden on them trying to squeeze into their schedule between driving hours and all the things to get face to face time with me. So, I don't want to replace myself, but I also want them to have equitable access to helpful guidance. >> Yep. >> I don't know if that totally answered your question. >> No, it's good. >> And I think one of the rules of edtech um is looking at how can we enhance the the the at the end of the day, how can we enhance the learning process? And the SAMR model, S AMR, it's substitution,
059augmentation, modification, and redefinition. And they sort of go up, right? So, we're trying to be at modification and redefinition when we you in include edtech in a lesson plan. Uh, and I think about what Sarah Collins, who's a middle school social studies teacher, did um she created a gem. Uh, gem is like a little bot within Gemini. She created a gem um that will act as uh a choose your own adventure in the life of a trader in Africa. So you act as a merchant um and then you start and it prompts back to you. So you say like like I type in hello and it spits back and this can all be read aloud to me too by the computer um the generation of the text. Greetings traveler. I am a guide and game
060designer and I'm here to help you step back in time to explore the vast and wealthy trade networks um of ancient Africa. And it will give you the vocabulary. uh you can then choose the level you want to be read at. So based on your reading level, you're an expert reader, you can get um the the expert piece and then which part of the trade route that you wanted to go through. Um and then it guides you through this whole process. Now, she built this using the curriculum that she already had um her her knowledge of Gemini um and uh the the um what she wanted the end result to be, which was the students to be able to give feedback on what the experience was like as a trader in Africa. Um her kids
061did this in class. >> That's really cool. >> In sixth grade. >> Yeah. >> It's the Oregon Trail over >> It's Oregon Trail, right? And it's funny that you say it's absolutely true because when I emailed her, I said, "It's unbelievable. Can I put this in our newsletter?" Um, and she said um something to the effect of like it's it's like going to the elementary school computer lab and not getting dysentery. >> Um, which was I mean it's it's such a good it's such a cool little tool that she built and you can do it for anything. >> How are you guys facilitating crosspollination of stuff like that? Like I would imagine just like the students are at different levels of the spectrum, your teachers are at different levels of the spectrum and I mean
062something like that is such an incredible way to meet students where they are and engage them and like how is that information getting spread throughout the building throughout the the organization? >> Uh depending on who you ask I I have either a widely read or widely deleted email that comes out once a week. Thank you. >> Can I follow up on that too? Is there is there any PD days next year to get those teachers that aren't really on board yet like into this to make sure that we can move along teachers? >> Yeah. >> Advancement. >> Yeah. >> I think I mean because that's what everybody is saying about AI, right? Like the the content, the technology is is there the the limit to adoption is the human and the change management, right? >>
063And obviously, you know, doing it intentionally and thoughtfully, but what a cool way to, >> you know, leverage it in different ways. >> Yeah. meeting with staff, um going to department meetings myself or faculty meetings, um meeting with staff individually, the newsletter once a week. Um there there's lots of ways that we're building relationships with staff and trying to get some of these AI tools out and then having staff come to me like Sarah did um last week and say, I want to show you this really cool thing that I did in my class, which was amazing. >> Yeah, that's great. >> If you think back to the theme of this year around, you know, sharing knowledge and the candle idea, it's it's really an opportunity. I know our departments uh have been working together
064just to carve out time to share ideas and you know the full day of professional development it's not enough but it's great um you know after Thanksgiving so that that work will continue. >> So uh question comment so we're purchasing laptops for all and coming nth graders can can you speak to how the new a policy will affect the new computers and help limit uh misuse? So our our these guidelines will help uh our students stay within the guard rails of AI use when they go off to use their own personal device at home. All bets are off on what websites they go to, right? Um so they could be using chat GBT. They could be inputting personal identifiable information and not really realizing it. Um, at at the very least with the programs that
065we have like linewise and classwise, uh, when they're on those devices that we own and doing their their work on those devices, they're limited to the tools that we share with them. >> Um, and th those guardrails are important. >> Yeah. Because they they do. But yeah, so some some of these different like Gemini, we prefer one be in there. >> Yep. And then uh this is just in my field the AI models have an unacceptable uh incorrect answering a lot of issues in medicine. It's it's not it's it's unacceptably high. So I I'm just other industries it's correlating that data but it's not there for medicine right now. And it's just more like and it's gonna be a contrarian take, but like you just have to sh it's a kind of spin on the
066Hangingham thing, right? Someone used AI and they got sued, but Johnny was failed by AI and that's why Johnny didn't get to this college and didn't do this. The information that was in that program was wrong. So your policy needs to also defend against those types of things because we're all jumping in the deep end that it's AI. >> What one fails you? fails the students, not their aptitude, >> but the information you ask. So, you just have to think about that. >> Yeah. And that's what the guidelines are really good where they they show that the human loop is important that someone has to vet what is coming out of it, right? That like I'm not going to it to get answers um because I don't know what the answer is. Um and I
067don't I I can't just take its word for it. That's where the AI literacy comes in. I think about early on, you know, some of these models were trained by uh by Reddit posts. Yeah. >> Right. And if you're if you're basing your your knowledge base on Reddit posts, you might find out that Airbud would played in the NBA. Airbud's a golden retriever, right? Um and but one of the models spit out that there was an a famous NBA player named Airbud and he was in all these movies and all this stuff, but but that's where the AI literacy piece comes in. And and you know, it's funny to joke about it, but like in coming in a medical background, there's you if you're asking like these are my symptoms and this is what do
068you think it is? You can't go then to a doctor and say you're wrong. >> New version of WebMD. >> Yeah. Right. The web effect, right? Right. >> You cannot It's not there yet. Yeah. >> Mhm. >> And I remember, you know, talking to former colleagues in my old district about math. Um and and you know, they would joke. I was a social studies teacher and they would say, "Oh, the internet's taking over your job. You guys don't have anything left." Um and now that you know, we have things like photo math. You can take a picture of the math problem. It gives you all the step-by-step instructions on how to solve brainw the new division. I don't know, you know. So, if you guys make me a gem that's like, "How do you help
069your fourth grader with math?" That would be great. Just saying. >> Yeah. But to Kevin's point, I feel like that's such a big part of the curriculum discussion of when to question AI, >> right? Because it's very easy to be like, "Okay, I'm just going to take this and and plop it here, but how do you become more critical about that?" And I think the more opportunities we give students, I had them, I said, you know, try to find a good poem about childhood from a published poet about um that would pair well with this published poem that we had analyzed. And they didn't. It would just make stuff up. Like it would just be like Bill Smith wrote a poem like I love childhood. And they were so mad. So I said, "So you
070have to fact check that." I said, "To like try to actually find that poem." And sometimes it was like Bill Smith's poetry world blog from the 80s. And I was like, "Okay." But, you know, if it's on the American Academy of Poets or Poets, you know, like so I try to teach them like similar to when I, you know, dating myself like learned Google, you know, like Google wasn't always right in the beginning either. Um, I think the more we experiment with it, the more students in real time will see, oh, that just made up the title of a poem and a poet that doesn't exist and I have to do another step because that poem doesn't exist anywhere or it exists somewhere, but like it's not really what my teacher's asking for. Anything else?
071I feel so far behind. So, thank you all because now the information is super highway. I've crashed. I'm on the offramp. I don't know. There we go. >> It has passed the far. >> Yeah. It's it's it's not good. Okay. So, superintendent comments. >> All right. Thank you. Good evening, everyone. Um, first I want to thank Brandon for coming and Gretchen and the team who worked on this and Denny for for spearheading the work. Um, >> thank you so you know, and I'm just so impressed that you came up with a model that's adaptable, you know, and can move forward regardless of what happens. Um, and I love that you're starting. I remember we had a PD, I think, two or three years ago, and it was, you know, uh, a speaker in the auditorium
072and the teachers in the audience, and it's like, how many people think you're using AI is cheating? And it was like 80% of the faculty. And now I love that we've turned the question to not like if >> are you using it, but how are you using it? Um, so lots of progress and thank you to our pioneers and to our leaders for making that happen. >> We have 83 MCAST tomorrow. So I got to get the Jolly Ranchers. >> Thank you very much. >> Um, okay. Um, I also want to just do a little celebrating. Um, you know, Denny and I continue to visit classrooms. Um, side story, Denny and I in our world of teaching and learning get to visit classrooms and and be on the ground where the magic happens. I just
073want to call out Don who has been in buildings lately and who has been on the ground doing the facility work to the point where she was at Pine Hill School when one of the water um pipes broke and guess who was doing the mopping and the or Denny do walkthroughs. I'm like exactly sure. >> Yeah. And then I went and did a lunch duty. >> Oh. >> Yeah. So I was actually really sweaty and I don't really like sweat. >> So we all do walkroughs. Speaking of teaching and learning walkthroughs, um most recently I was in the um I was at Chering and I got to go through second grade and third grade classes and it was neat uh because in some cases they were both doing math where they were both doing literacy
074and I got to see how they built on each other. You know, I got to see how second graders were working on topic sentences and then I went to third grade and they were working on like the next level. I was like, "Oh, this is so great to see the progression." Um, and in math too, looking at uh their new ways of doing math and how they subtract three-digit numbers from each other. And I was like, isn't this just easier if you do it this way? But I kept my mouth shut. Working on that math number sense. I get it. Um, so our kids are doing amazing things things. Um, as you know, MCATs are well underway. The 10th grade of English tomorrow. Um, I want to thank um the cast and crew of the
075Prince of Egypt um for their amazing performance, awesome songs, incredible dancing, just so fun to watch. Um our physics Olympiad team at the high school um is led by uh Dr. Josh Bridger. Um and he said that the teams won collectively five individual event trophies at the physical physics Olympiads um this past weekend as well as the overall championship trophy. They competed with maturity, intelligence, humor, and poise. So congratulations to our kids. They continue to make us look good. Um the MAC trial team, for those of you who don't know, went to the state finals in Boston and competed against Newton South. Unfortunately, they didn't win. Um but that was an incredible feat for our for our students. Um and especially for Tom Bourke, who is a esteemed um history teacher who has been leading
076the mock trial team for years and is um retiring at the end of this year. So, what a nice thing to say that they made it to the the state finals. Um, and our DECA team, which focuses on business, um, had their, um, state competition in Boston a couple weekends ago, and now we have eight of our DS kids going to the nationals, um, in Atlanta in April. So, our kids shine in the classroom and they shine out of the classroom, they shine in the field, as you know. So, just so proud to be working in a district where our students shine. I also want to mention that um, our teachers shine as well. I'll be sending you a memo. So as you know um we belong to two collaboratives. The tech collaborative in Walpool
077and the accept collaborative in NIT where some of our students with um special needs go to to be with stu uh other students like themselves. The tech collaborative decided to start the first annual tech celebrates teaching um opportunity for all 19 districts to name teachers who shine in a variety of areas. Um and so we submit the names and we get a little program and we have a little celebration. Um so we there are five categories. It's how the magic happens. Um a deep knowledge of um and commitment to learning through teaching and leadership. Everybody is welcome here. Building that um sense of belonging in the classroom. Let's see what happens if as Gretchen was saying like let's try this and if it goes well great and if it fails let's learn from it. Um
078brick by brick is just making sure that um students are really um building those fundamental skills and teachers are really looking at data to make sure that everybody's making progress. and then miles along the way. People who continue to evolve even as veteran teachers and give back to the newer teachers so that they can evolve too. Um so each of the four schools nominated five educators. Um so I will share their names with you in a memo once I share them with the rest of the district. Um and Denny and I got to select two of them to take to the tech teaching breakfast uh where we celebrated with the other 18 districts. Um and it was super powerful. So so much to celebrate in this district. And the whole idea here too is that
079um at least at the breakfast uh educators from different schools got to interact with each other. So if there is something interesting that they're doing, they now have contact information to share those ideas. So little bit of highlights there. Um a highlight in some ways um budget is now at the town level. So many thanks to you and and to Don for leading us through the school committee based process. um they are now through um town hearings and they will go to um town meetings and then to a vote. So fingers crossed that we'll be able to open the doors um with all of our amazing resources in August. Um negotiations, we now have a number of tenative agreements thanks to our negotiation team. So I believe that we'll be having an executive session after
080this meeting or the end of this meeting to share details of that. But many thanks um to Mary and to Jeff and to Mega and to Becca and to um Jesse. Thank you. And Kate um for serving on that committee. More to come on that. Um and lastly, we actually finalized our first hire for next year already today on March 31st, which might be a record. Great. >> Um so we did the interview, we did the sample lesson, we provided the offer, they signed it, and done deal as of today. So, we're already planning for next year. So, the budget is is ready to go and now are hiring um and we'll have a full roster of educators for next year. Um that said, >> um for those of you who are fifth grade parents
081or middle school parents, you know that we have um named Jen Santiso, our middle school assistant principal, to be principal for middle school next year. Um which is fantastic. She's coming to an upcoming meeting. Um she'll get to meet you all um and say hello and talk about changes to the handbook for next year and the program of studies. um that opens up a middle school principal slot as she's moving to the principal role. So Denny's in the process. He met with his committee today. They've chosen six people to interview. >> vice principal. Thank you. Um assistant principal. Um and so that's underway and we are so excited. Um I haven't had this much joy in a long time. Well, I have more joy in the classroom, but my second um um ground of joy
082has been looking at the resumes and cover letters for the applicants for our curriculum coordinator position. We have such amazing talented people applying for this. Denny are like, "My goodness, like are they gonna take over our jobs?" They might. Um, but it's so exciting. And I have um our first meeting tomorrow afternoon with our screening committee to look at um there was like 27 applicants. >> 29. Um and decide who to bring in for interviews and then who to bring in for a finalist. Um okay. >> Um a day where we will have them do classroom walkthroughs with us. We're going to have do some performance tasks of looking at data, doing some coaching. Um, and of course meet with all of our instructional leaders. So, so excited about that. In fact, I think we'll
083probably be back, you know, if everything goes well next year to say we definitely want a second one. Um, I wish we could take two out of this pool, but we'll start with one. >> So, thank you for that opportunity. >> That's great. >> And I will add because superintendent is very humble. Another very successful event that we had in community was our third annual battle of the bands. was two weeks ago. Um, and it was my favorite one out of the three that I've attended. Um, there were 47 students that participated, not just from Dover Sherborn, but from Stratton Towns, 11 bands. Um, it raised money for JB's Keys. Very successful. >> That's great. >> Organized by one Kaden McCoy. Um, and it was fun too cuz my son Roman came with me and
084>> he was just like I didn't know that there were this many instruments that you could play and it really kind of like sparked something in him. So seeing other kids there and seeing the way that it inspired them to see all these amazing student musicians up on stage doing their thing and there's such a range from country music to heavy metal to more kind of soul rock music. Um, it was a really wonderful night. Um, and the set decorations were fantastic. Somebody might have had something to do with them sitting next to me, but it was a great event. >> Sounds fantastic. >> My family loved it. And I think Kaden was robbed of the trophy. >> Oh, thank you. Yeah, thank you. So, yeah, thank you. And and just to note, um, Kaden
085started this when he was a sophomore in honor of JB. He wanted to use his talent in a way to to raise money for JB's organization after he passed. Um, and it looks like there are juniors and sophomores who are interested in carrying on the tradition. Um, the first two years they gave out gift cards as awards to the winning bands, which is great. Um, but it's also hard to plan because some bands are two and some bands are 13. So, how many gift cards do you buy and what do you do with the extras? Um, so Kaden and his team decided to um, as Mr. Smith is looking at the front lobby of the high school, which is covered in sports trophies, which is amazing, but they're also looking to add art and music
086so that when you walk in the high school, you know, we appreciate all the talents. So this year they bought a electric guitar and the winning bands get to sign the guitar and then it's gonna hang in the high school with a picture of the winning band each year and then the signatures will get added every year. So >> that's awesome. >> Proud mom. >> Very nice. >> Thank you for that. >> For that. >> Okay. And so our discussion items do >> we have any? >> Okay. So then we move on to um confirmation for the last day of school. So, as you know in Dover Sherburn, um we like to to go above and beyond. Um so, our students and our staff are expected to go to school 181 days. The state requires
087180. So, if you think about the three snow days we had, that brings us to Monday, June 22nd. >> Um which is after a 3-day weekend because Friday is Junth. Um so, it is within your purview if you decide to um stick with the state expectation of 180 days for students. You could identify Thursday the uh June 18th as the last day of school if you wish or if you'd like the students to come on that Monday. Uh it could be June 22nd. That's up for you to decide. >> Driving around town. >> Keep in mind that Monday will be a half day. >> Oh my god. >> Educators will be here on Monday because their contract is 184 days. Um so they'll either be with students or it'll be an opportunity for them to
088do some pre-planning and professional development to get ready for next year. So that's up for you to discuss and decide and and call a vote. >> So that being said, does anybody have anything to discuss? I know I have gotten a lot of emails and inquiries from >> people within >> my district, text messages, etc. So does anybody have any questions about it or >> put it to a vote? >> Can can I make a motion? >> So we do it by um committee would be the easiest way to do it. So, um, do you want to start with Sure, Chairman? >> Absolutely. So, we will do a roll call vote. Um, so >> what's that? >> What's your motion? >> Uh, well, I'm just stating we'll do a roll call vote. Um, we're going
089to now take a vote of the Sherburn School Committee to confirm the last day of school as June 18th. May I have a motion uh to confirm? >> What do you What do you have your motion be? You You're going to amend the school calendar. >> Okay. Can someone make may I have a motion to amend the school calendar to have the last day as June 18th, >> which is an early release day. >> as an early release day. So moved. >> May I have a second? >> Mayor Kadella second. >> Any further discussion? Okay, let's take a roll call vote. Nathaniel, how do you vote? >> I. >> Bill, how do you vote? >> I. >> Kate, how do you vote? >> Hi. >> Mega, how do you vote? I >> and Becca Hammond.
090I uh the motion carries. >> Thank you. >> All right. Now on to Chicking School Committee. >> Um do I have a motion to amend the school calendar um for the end date of June 18th as a early release? >> Kate Cook. So moved. >> Thanks. Do I have a second? >> Second. Thank you. All in favor? Uh motion carries. Okay. So, for the region, we'll do a roll call vote because we have one remote. Um, do I have a motion to confirm that the last day of school be reflected as the school calendar is amended to June 18th and that day will be an early release day. >> Very louder. So, move. >> Second. >> All right. So, I'll do a roll call vote. I'll start with Lindsay. Lindsay. >> Lindsay Knight. Yes. >>
091Kevin. Yes. >> Mary Louder. Yes. Jeff >> Jeff. Yes. >> And Angie Johnson. Yes. >> Just procedural question. What would happen if we said that Sherburn said yay and Dober said no or vice versa? What what does happen in that case? >> I think in that case then it doesn't move forward because I think it because we do it as a district that >> yeah you would hopefully come to a K. I was just kind of more curious. I mean there there have been I will say there have been times where um like one year the boiler broke at Pine Hill so they did have a slightly different schedule. >> Um there has been things that come up that but we tried not to do that because it messed up everybody the schools um the
092buses. >> I remember one year not too long ago too like Pine Hill didn't go to school. Remember we had that whole incident where >> Oh yeah. And so they couldn't go. So you know technically were they in school for that? They really weren't, but we kind of folded it all in. But, you know, arguably it was it was all different things. >> Yeah. >> So, I remember that. It's >> It's always fun. It's entertaining, isn't it? Keeps us on our toes. >> Okay. So, that'll be nice. So, when you um get these emails now, we can just put it out there that it's all official. There we go. That's great. >> Students and staff get a blizzard tonight. Oh, no. It's April 1st. We're fine. >> Yeah. The end date can't change. Well, it
093doesn't. >> Yeah. As of tomorrow. We don't owe time. It's >> data. >> There we go. Okay. >> Great. Got it. >> So, finally, we have um the consent agenda, which is just the approval of the joint school committee minutes from January 13, 2026. I didn't see anything out of line. Did anyone else notice anything where you were counted not here when you were here or vice, you know, something else? Um it seemed straightforward to me. So, that being said, we'll do this again by We have to do it by committee again, don't we? Yeah, we do. Okay. So, we'll start with short again. >> All right. Next on the agenda are the consent items. And the only consent item are the approval of joint school committee minutes January 13th, 2026. May I have a
094motion to impro to AP? Oh my gosh. To approve the consent agenda. >> Mayor Piala. So moved. >> May I have a second? >> On a second. >> Any further discussion? >> Okay, let's do a roll call vote. Uh Nathaniel, how do you vote? I vote in favor. >> Bill, how do you vote? >> Yes. >> Kate, >> yes. >> Mega, >> yes. >> Back at him, yes. The motion carries. >> And for um do I have a motion for approval of joint school committee uh minutes of January 13 of 2026. >> J Cook. So moved. Thanks. Do I have a second? >> Second. All in favor? And for the region, do I have a motion to approve the minutes from January 13, 2026 of the joint school committee? >> Have a second. >> Second.
095>> And we'll do a roll call vote. Um Lindsay >> Lindsay. Yes. >> Kevin. Yes. >> Mary Louder. Yes. >> Jeff. Yes. >> Angie Johnson. Yes. So that is done. So then theformational items. Seth, is there anything that you want to call out on these? I read through them and I actually did have one question which I know is weird. Um, so except when it has in there the paragraph that they've not received the new special education director leadership institute and it's going to have a something out of Louisiana from a private company. Does that affect us in any way for our driving? I I didn't know. >> No, it's just unfortunate because um Except has been such a a strong leader in in providing support especially to Kate McCarthy. went through the program and
096and had a mentor and now um the state instead of investing in our local town has decided to out outsource it to a company in Louisiana. So now everything will be virtual people with >> people who aren't necessarily local. >> That's what because I read it and I thought this is very strange for me and I I just wondered like how it did affect Okay. Well, that's not fantastic. No, >> but it did say they were going to still try to resolve or something. I don't know. >> I don't know. It made me It It gave me pause. Yes. I'll just say that. >> Thank you for noticing that. I noticed that and it jumped out to me and I thought why why would we do that when we have the local I don't know.
097Okay, >> that's neither here nor there, I guess. Okay, so um the other thing to take note of is on April 28th, 2026. Um I think our original start time was was not was it 5:30 all along or is it just that we want to make sure? >> I think because there's a meeting that night, isn't it? >> Yeah, it's um meeting for Sher. So we meet earlier so that >> get so we can back up. >> Okay. So just everyone take note that we're here a bit early an hour earlier >> so we can all be together. Um hopefully not longer just earlier. >> Okay. So with that being said now we will take a motion to move uh to close this session and we move into executive session um not to return to
098open session. So with that being said, can I start with the Sherburn School Committee for that? >> May I have a motion to >> just roll call to go into exe? >> Thank you. Roll call to go into executive session. >> Mayor Kella. So moved. >> Bill. >> Oh, sorry. May I have a second? Yes. Thank you. >> Nathaniel, how do you vote? >> I vote in favor. >> Bill. >> Uh, Bill, yes. >> Kate, >> yes. Mega, >> yes. >> And Becca, yes. The motion passes. and for the over. >> Okay. Do I have a motion to uh move uh to the executive session >> not to return >> and not to return to the over meeting? >> Jesse also moved. >> Thanks, Jesse. Do I have a second? >> Kate Cook second. >>
099All in favor? >> And for the region, do I have a motion to end our regular session and to go into executive session, not to return to open session? >> Mary Louder. So moved. Do >> I have a second? >> Kevin. >> And I'll do a roll call. Lindsay. >> Lindsay. I Yes. >> Kevin. Yes. >> Mary Louderder. Yes. Jeff. >> Jeff. Yes. And >> Angie Johnson. Yes. And with that being said, then we are closing this meeting at 7:40.