001Mr. Eckie >> here. >> Dr. Harrian >> here. >> Mr. Kauer >> here. >> Mr. Chairman, you have a quorum. >> Thank you. Stand for the pledge. You got the flag. >> I do. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you. Sure. Um, I don't believe we have any audience. >> No comment either from email or anything like that. >> Awesome. Uh, okay. So, we'll jump right into second reading of protection of undocumented students. Have we gotten any feedback from anybody else on the board? >> Um, no other feedback from other board members. The question was raised in a previous meeting about, you know, who has this policy, you
002know, who doesn't or whatever. And we looked around all the surrounding towns, Southernington, Wilk, Wallingford, Meridan, Hamen, Bethany, Prospect, region 16, and Waterberry. None of those districts have that policy. Um, CRE has it, Stratford has it, and Meridan has it. Um, so, you know, majority of our neighbors do not have it. Um, and I did not hear other feedback from other uh any other members of the board. So, I can put it on the screen if we want to take another look at it. I don't know if you guys have any additional questions. Well, it sounds like if I I'm just going off the top of my head, but it sounds like the communities that the districts that do have it have higher percentages of um maybe Hispanic families in their districts >> at least
003demographically different. >> Yeah. Yeah, I mean I would I don't know. I I certainly, you know, um Meridan um the Wallingford doesn't have the policy and they have um the Spanish community. Wallingford, I know I work there, I live there. Um Waterberry does not have the policy. >> So, it's kind of variable, I guess. Could you remind me could you remind me then I what prompted putting this on to the agenda? I do remember hearing that it has been something that has come up in the past. It's been tabled. Um you know why now if not the obvious answer that how top of mind this is in the news every day for everybody? Well, I think that's it, Matt. That um you know, uh the incidents in Minnesota, I think just made it fresh, uh
004for people and there was a request to the chair to put it on the uh the agenda >> from the chair or to the chair. >> To the chair. Mark. >> So, somebody asked Mark to reconsider this on our policy agenda. >> Yeah. I don't think it's fair to just take a look at it only because I know you you're drinking water by the way. The green bottle when you lifted it up the the background uh blurred out to for the >> record somebody could get the wrong impression and emotional you know the social media world we live in that wow those are I gotta join the policy committee. >> It's good times. Um, okay. Yeah. I mean, this this one still for me concerns me about its existence. You know, I I did between
005the last policy committee meeting and this one start researching like, you know, when and why are boards sued just for the existence of a policy, right? Like it's it's one thing if something happens in the district that somebody disagrees with, you know, that on any topic and for me this is like, you know, uh a charged issue for everyone. It's very topical. It's very political. And that's not to say I come to this with an idea one way or the other, but it sounds like, if I recall from the last meeting, you said to us, "We do all of this stuff anyway. like this this is how we operate. This is how we would operate. Um there are numerous examples out there of boards of ed being sued for policies just because they exist with
006with nothing actually happening to ex like precipitate the event just that somebody doesn't like the policy and like I said the the legal references here I am in no position to be able to say that I understand all of these. Um can you talk a little bit about um the second page? It says that the general policy of the district not to allow any individual organization to enter school site if the educational setting would be disrupted by that visit. Believe that the ICE activities in and around schools so on and so forth would constitute a severe disruption to the learning envir environment and educational setting for students. To me, that's like the crux of this policy, right? Is like the justification for that position. Not that I agree or disagree with either one. I'm just
007like that's what this hinges on is whether or not like our policy is substantiated to be able to say like sorry this is the disruption. >> Just a couple of thoughts. Um the first is that um I want to be clear because we've had conversations about uh the prevailing wisdom being that districts uh are being advised to reduce policies to those that reflect the law. Not because you could be sued by simply having the policy, but more often it's a case of somebody suing you for not following a policy that is that you didn't even need to have in the first place. Um, so that I I just want to be clear about that. Not necessarily that I'm concerned or that anybody's concerned that if we adopted this policy, somebody would sue us. Um it's
008the prerogative of the board to adopt the policy uh good, bad or otherwise sued or otherwise. Um with respect to the um crux of this policy, I would argue first of all, you know, as the constitution stands now, we are required to educate all students regardless of their citizenship. Um, and that I think there therein to your point lies the concern about ICE being in the building creates a disruption um into the educational process. Uh, frankly, I wouldn't want any law enforcement agency going into our schools um to conduct business absent an emergency um or um court order that requires it and um you know the that is part of what we have now and that's how we follow the law now. So um we do address that. Um, if I could respond, my thoughts
009on this are if it if one family feels a little bit better and a little more secure because we have a policy, I think it's worth it to have that statement codified as a policy. >> So, do do we know that that would be the case? I don't know if anyone will write us and thank us for instituting it, but they might be feeling it. I I to be honest with you, I I go back and forth on this one myself. Um just you know and as we uh I believe Matt before you got on we took some stuff out that I really wasn't comfortable with about the board or the superintendent having a responsibility to supply information for undocumented families and and and I didn't think that that's our job to do. You know,
010I think it was focusing for to me it would be focusing on the kids in school and and not allowing uh that disruption of the educational process. The um but at the same time I don't you know more is not always a good thing. You know, I I'm just I think it I don't know. It's if it's something we have something in place, you know, just god forbid something happened and we didn't we chose not to have something in place to fall back on and this is just something that the superintendent has trained the administration on how to deal with the situation, but we don't have a set policy on it. I you know I don't I think in this case it might be better to have something in writing. >> Is this the going
011for a third reading? >> Second second you know maybe it's worth more discussion with the broader level because ultimately all seven people are going to have to vote on it. I think we could probably push it through for a second reading and then bring it back up at our next meeting and say, "Hey, take take it take some time out and review this thing and think if think about whether we want to push this forward again." >> Yeah. I mean, if we if we can agree to have that robust discussion with the full board for the second reading, I I can support putting it to a second reading. Um, you know, I with a nuclear regulatory background on this, writing something down and not complying with it opens yourself to liability versus not having it
012written down. It's not required. Our neighbors don't have it. And then Jeff or the town or not the town, the school system handled the situation the exact same way. and now the policy doesn't exist and our neighbors don't have it. It's no longer a liability in that sense, right? Like as long as we're following the law. But, you know, to to your point, I there's seven of us and it's probably worth a discussion for all seven of us. But, you know, I I would I would ask for a robust discussion around that. >> That makes sense. All right. So, that's the plan. Okay, >> the next item we have tonight is these are items for third readings. So these things were probably a bit more familiar with these are new policies that were legislatively driven.
013Um, I'm sorry. I'll share screen here. And you know, Matt talked about, you know, the contemporary nature of uh things and uh maybe people trying to get ahead or whatever. The the state adopted a law that requires us to adopt policies around the library collection development and maintenance policy. Um you'll be happy to know that nothing in here is um stuff that we don't already engage in. Basically it recognizes the professional capacity of the library to select uh materials for people and uh can you guys see that? Okay. Should I make the screen larger or you can just >> I'm pretty familiar with it. I don't need to read it again. Really? >> Is that easier for folks? >> Yes. >> Yeah. Because I be hard. >> Is this Remind me, Jeff, is this the
014one I I recall my first policy meeting where I was still figuring everything out, but starting to feel better. everybody. >> Yeah. >> Let me know when you got it all figured out because I'm I'm >> I think it's the green bottle, man. >> Um >> where I had mentioned like consistency between the terminology, right? Was it these two items under the third reading agenda where one said like based on a diverse set of uh Let me pull up the second one. >> Yeah. Yeah. So the the library dis and program policy has words in there about recognizes that library displays are provided for the interest information and enlightenment of all students represent a wide range of varied and diverging viewpoints and provide access to content that is relevant. Whereas this one, you know, I
015would love to represent a wide range of varied and diverging viewpoints to be part of this library collection development. Is that what this policy is? Like how will like the materials that we put into our libraries? >> Yes. >> Or do I have that totally wrong? Okay. >> No, no, you're right. And um I don't see why it couldn't be woven in. Actually, um, if we took these in a different order, I have the note on here about weaving it into the 31 because I'm looking at the other one too, the other doc, which if you're you're in that dock now, too, Matt, or aren't you? I don't care. >> My my Jeff, my mistake. I was looking at paragraph number two. Paragraph number one that you're sharing incorporates that and represent a wide range
016of varied and diverging viewpoints. I'm all good. Yeah, first paragraph. >> Yeah. Yeah. Yep. My bad. >> Yeah. >> Skip skipped right over it. So, I don't know if there's any if there are any questions on this item. I mean, I don't think that there's anybody in anything in this um policy that anybody would bristle at >> or if they do, they need to let us know. >> Speak now. I mean, this is the third reading, right? Okay. All right. In that case, we'll go on to 31. Uh, excuse me 13. Uh, no, actually, let me hit the regulation for you. 61 61.13. Uh, and this just goes into detail about the selection of the materials and it's really um meant to be developmentally appropriate materials for kids that go back to what Matt was
017saying before, diverse interests and uh perspectives at a developmentally appropriate level. that one there. C for example, age appropriate grade level material evaluate whether the new material's treatment of difficult or sensitive subjects such as death or mental health is is de developmentally appropriate. Um and then we consistently evaluate if this is contemporary or not. You know, it's hard to find the old school encyclopedia Britannica in a library anymore. Nothing's relevant anymore. I, you know, a lot of it get rid of it. So, that's what our the regulation um addresses. um the the policy I I want after we hit this policy, I just want to um show you what our existing because we talked about this at the last meeting and I wanted to show you what our existing policy is for people who challenge
018materials that are in our libraries and in schools. So this is the display policy. Uh, this is more or less a complement to the actual materials policy, but I think the legislature felt compelled that they had to address not just the books in the library, but the, you know, whatever um, displays on top of shelving units or, um, posters and whatnot. bulletin boards and knock >> knock on wood. We've never had a complaint about anything in our displays. Correct. >> I wouldn't say never. Um but I'll show you. That's why I wanted to talk about this Mark. This is our policy um that I'll share the screen on this one. Carol, do you know how to collapse this like to squeeze it? This is a new um program that Cab is using. Nice. I feel
019like I was in here recently and it was those double left arrows. >> Yeah, I was going to say try the arrows, Jeff. To the left. >> It goes to the next track. >> All it does is collapse the folders. Yeah, I just kind of wanted to make it a little easier to read, but um without half the screen being eaten up by these. But anyway, um so people can make complaints about anything in the schools really. The um the uh materials in the library certainly among them. The point is there's a process for us to resolve the complaints. These are for the instructional materials which we would include um books. It's a little bit different in a library in the sense that um there's a difference between a a material that's compulsory that we're
020you know making everybody read versus materials that are elective in the library that you don't have to check out. But um there is a a process that we guide our parents through that starts with talking to the person at the center of that instructional material. So do you have a problem with something your math teacher handed out? Okay. Did you talk to the math teacher? um and that's where it starts and we have those and it often gets resolved at that level. If it does not get resolved at that level, it goes to the principal for discussion. Um they present the complaint in writing and I'll scroll down so you can actually see the actual form. Um what is the concern? They meet with the principal. Um and if that's not satisfactory, it goes to
021the assistant superintendent. Again, it's really super rare to get to that level because nine times out of 10, 99 times out of 100 actually, we resolve it before it gets too far. Ultimately, the assistant superintendent will meet with the parties involved. If that's not um successful, it comes to a meeting with the superintendent. And again, I mean, this is where we're getting into really rare air that um it's it it's not apt to happen um for us. So, that's all the material stuff. And if you scroll down, so here's the for re-evaluation of a text. Um, so you know, parents, community members, whatever, fill this out. Um, then you have different instructional materials, same sort of questioning. And here's the you know the path of people to meet with methods used in the classroom. So
022when these things arise we um direct them here. This is again 1312 is the policy number. And um so going back to the policies that we've been reviewing this evening uh you know the there is this provides structure or these policies provide structure about how the library uh the library media specialist should go about selecting materials and curating materials. and selecting and curating displays. As a a supplement to that, I just wanted you to take a look at and know that there is a process that if you don't like some of the materials and displays and whatnot, there's a process to have that addressed. Um, so I just wanted you to be aware of that, too. >> Thank you. >> Any questions on that stuff? Okay, the next item which um we you know we're
023taking a look at is uh this is our policy on suicide prevention and intervention. Um if you recall this, this was last reviewed in 1996. It was initially adopted and uh the revision for this came out of conversation that I had with u both Robin and Carrie and our attorneys that we use uh and we thought that it was important to update it to to have a contemporary policy on the matter. Oh, I'm sorry. I'm looking at the policy and you're not. I just realized I was sharing in the Oh, the screen. And really what this does is um direct staff and inform the community about when a student uh has significant has made significant threats to self or others. We move through the process of evaluating students uh and their threats to self and
024we can make uh triage decisions to determine whether or not the student needs more substantial evaluation or not. Um what this policy does is provide structure to that process about the referral um and how then the student must be evaluated. So we have a a full document uh about managing threats against self and others um that's available to our our faculty. Um really it's our PPS staff that navigate that. Jeeoff, this seems like a an appropriate forum to touch on something I talked to you after our last reading of these uh because if I'm reading this right with the strikethroughs below, uh the the board wasn't mentioned in the previous version of this other than recognizing the risk and >> yeah, >> you know, counseling and referring personnel. Um, and then that paragraph about any
025board employee. Um, are I I should probably know the answer to this, but are we we're not mandated reporters in the way that teachers are when they're at school, right? >> No, I don't believe that board members are mandated reporters, but I I will double check that. Um, >> because for Ann and Mark, one thing I brought up here is like, you know, I have three kids in the school system. We're always hosting. We're always entertaining. you know, where is the line here on our kids, friends of our kids, our, you know, grandkids in the district, you know, whatever it is hearing something here where this second paragraph, like when do I have to do that and when do I not? >> I think that's entirely up to you. Uses, you know, as school employees,
026we're mandated you. It would be an option. They're not going to come after you if you don't because you're not trained in it. >> Yeah. Even if you are, it's often, you know, my understanding and the reason I my visceral response was no is because as is as Mark was saying, even if you had the training, whether or not you're mandated is by um profession, but I think it's in your professional capacity. Um, so even if I'm at home, I don't know if that makes me a mandated reporter if my neighbor is doing something. >> Okay. And now reading this again, it's a board employee, which we are not, >> right? That's why I was saying >> I feel like I feel like Yeah, it's in the mail. Uh, I feel like this said member
027at one point, but um, all right. I would I withdraw my question and concern because I'm not that paragraph doesn't apply to us. Yeah. >> Yeah. So, I'm I'm I'm on board with this. This is a good change. Yeah, I'm I'm taking a quick look at uh the updated and only I only see references to and you know is is by virtue of the fact that you're an employee but Um but law certain professions and occupations that have contact with children whose primary focus is children must report suspected abuse or neglect. Mandated reporters must make the report when in ordinary course of their employment or profession they have reasonable cause. So, I think my gut was right even, you know, double-checking it, but you know, I certainly have people I can check it with, but
028I think we're on the right course here. >> Okay. Yeah. I mean, because even like we have a lot of teachers in the district with kids in the district, right? So, >> Yeah. I mean, I think there's a probably a moral obligation that student or an adult um is in, you know, in need of service because they they might be a threat to themselves that we should report it. But that's that's different than being a mandated reporter. >> Okay. Thanks, Any questions on this? Uh okay. Um, then we had the bylaws uh going, this goes back to our summer retreat that we wanted to tweak a couple things um that we were working on. This is uh this is really what the law is for the board. And we just added a couple of highlights
029there in red. The the um newly elected members of the board have to complete a training which I know Matt and Heather went to uh workshop in the fall and and we already met. Oh, was it the fall or winter? I guess, huh? You guys were elected in the fall. So any questions on the board related responsibilities. Okay, we're good. >> Then finally monitoring products and processes. This is the board's self evaluation. Um so we adopted this self-evaluation policy. You know, we talked about, you know, this piece here that it be re, you know, that the evaluation be followed up with a um retreat facilitated by a kid or some other duly qualified individual. A lot of this is this is derived from best practices. We're coming up on this guy here. The cave recognition
030guidance. >> You're uh you're not sharing screen. >> Oh. so helpful. >> I'm watching you highlighted all those >> screen. Yeah, you're already in the document. I see other people in the document. >> Look, I got 42 tabs, I swear, open on my computer right now, too. >> The color coding is better than it was last meeting. Yeah, I like the uh features on the Google Meet where I can, you know, do this sort of stuff which we have a personal committee meeting of the whole Wednesday virtually to review my evaluation. So, we'll take a quick look at that. Just reminder, any questions on that bylaw now that you actually can see it? >> You've seen it before. >> Yeah. >> Couple of times, but I still feel bad I wasn't sharing screen. This is
031what I was talking about before. Strongly recommended. evaluation could be completed and reviewed in a retreat. >> Yep. >> Okay, >> cool. >> No questions on that one. >> All right. >> And all of those are coming up for a third reading. Correct. >> Right. >> And a vote. >> So, I'll show you the uh so it makes it easier to make a motion. Throw that up there. Um, can I just clarify? So, the second reading is a new policy, the protection of undocumented students. Is that correct? >> Yes. Yes. >> And we've just agreed that we're going to have a full board discussion of it at the next full board meeting, general meeting. >> Yeah. >> Business meeting. I think that's the the conclusion of the that conversation was that we'll move it forward
032to have a a you know robust conversation about the necessity and and value of the policy and then you know we'll come back for the third reading and determine whether or not you guys actually want to adopt it or make adjustments based on that conversation anyway. And that conversation though will be in the board meeting this month, right? >> Later this month. Yeah, we have a board meeting Thursday. That's actually um the showcase, >> but the in the business meeting. Yeah, we'll discuss it. >> When is that business meeting? Like the third week. >> Yeah. Um so the board meeting this Thursday the 5th is the um >> it's on the 19th is the business meeting. >> Is the business Thank you, Carol. >> There's a planning committee meeting at six o'clock that night as
033well. >> Our next policy meeting um was scheduled to be the 6th, but that is not going to happen. We had to move it to the 13th because of spring break on the 6th. >> I will not be in attendance on the 13th. >> Okay. Okay. Can we do this all in one motion? >> The second one and then the the third one can be its own motion. Yeah. >> Okay. Um, I move that we send policy 511.3 um, protection of undocumented students to the full board for a second reading. >> Second. >> Can I second it? >> Sure. Any discussion? Any discussion? >> All in favor? >> I was I was just waiting. All in favor? >> Good wait time, Mark. I've had had to really tax my wait time tonight. >> And I
034will move that the following policies and regulations be moved to a third reading for the full board of ed 1312.4. Four, library collection de development and maintenance regulations 6161.13. Policy 1312.5 library display and program policy with regulation 6161.14. Policy 5141.5 suicide prevention and intervention bylaw 90040 board related responsibilities and bylaw 9400 monitoring products and processes. >> Second. >> Sure. >> Uh any discussion? Any further discussion? All in favor? All right. Motion to adjurnn. >> Second or first, whatever you need. Jump right to two. >> All right. All in favor? >> All right, we are journed. Thanks, guys. Thanks everybody. Have a great night. See you Wednesday.