001We're live. of the Board of Education to order. The next regular meeting of the Board of Education is on Tuesday, May 12th at 7:30 p.m. May I have a motion to amend the agenda to add a contemplated gift from the Darien Foundation in the amount of $172,000 to the consent agenda. Joanna, seconded by Sarah. All in favor? That is unanimous. Okay, moving on. Um to Uh there's no chairperson's report for tonight. We'll move on to public comment. There are no members of the public present for public comment. Moving on to the the superintendent's report, Eric. Good evening and thank you for joining us for the April 28th Board of Education meeting. Thank you to the members of the community and the board that attended last week's Parent University on executive functions and the spring fireside
002chat. Over the weekend, I attended the Darien Foundation's Yacht Rock benefit on Saturday evening. Many thanks to the foundation for their support of a very generous grant that the board just added to the agenda for this evening. The grant will support the purchase of interactive flat panels, also known as ViewSonic, at Darien High School. On Sunday, I attended the Out of Darkness Walk at Darien High School. I walked the path with First Selectman John Sgratzky and I was incredibly impressed by the number of students who came out to join the walk. Thank you, Joanna, for also joining. As we look ahead to next week, May 6th is School Nurses Day and I would like to express our deepest gratitude to our dedicated school nurses whose clinical expertise and compassionate care serves as the vital backbone
003of our students' health and academic success. Teacher Appreciation Week is also next week and I want to recognize the extraordinary passion and tireless dedication of our educators who do far more than teach lessons. They ignite curiosity, build character, and shape the future of our community one student at a time. Uh lastly, well not lastly, but please join me for our last um book club on Tuesday, May 5th at 7:00 p.m. in the Middlesex Library. It's the final book club meeting of the year and we'll be discussing Dream School by Jeff Selingo and it offers an insightful look at navigating the complexities of the modern college search. And I'm very pleased that the uh RTM will be voting on the town budget, which includes our budget, on Monday, May 11th. And I'd also, just as a
004final note, um yesterday, the Connecticut General Assembly approved the uh bipartisan approval for the legislation that Tracy Marra brought forward as a partner with us in working to improve disclosure when hiring teachers and I we have Tracy and I have been strategically working across uh the Senate to try and work to get support to ensure that this bill makes it to the next step. So, um thank you for all of you that have been uh working on this as well. Um it was very exciting to see that pass with such a majority yesterday. And that concludes my report for this evening. Thank you. Uh now for the student representative reports. Yes, so our student government is hosting their bonfire tonight where I heard there was free food, a a DJ, and uh many outdoor games
005for the students to enjoy. Along with that, tonight, our girls and boys lacrosse, our girls and boys tennis, our boys volleyball, girls golf, and our sailing team all have their respective competitions and their games and other events tonight. So, hoping for a lot of wins there. And that's all I have. Um we just had our Out of the Darkness Walk where the Darien community basically met for a group walk to support suicide prevention and spread mental health awareness. So, that was very powerful and moving. Um and also, we have the AP season coming up starting next week. So, wish all students studying luck. Peace. Thank you both. Uh we will move on to presentation, discussion, and possible action starting with review of the 2025 and 2026 Board of Education goals. So, we don't have a
006formal presentation here, but I did include a memo in the packet to the board just uh restating the six goals that the board set out at the beginning of the year. These were from the work out of the retreat. Um and uh I think it's just a a good time and open conversation around those goals and how the board is feeling at this point in the year. We're getting close to the end of the school year and this would be a good conversation to have. The the first goal, as it's stated up there, is complete the successful super a successful superintendent search resulting in the appointment of a new superintendent. Uh I think we've got that covered. That happened a while ago. Um Goal two is complete successful and timely contract negotiations resulting in approved
007contracts for each bargaining unit. Uh as the board is fully aware, the negotiations with the teachers, a quite a number of you were involved, was very successful for new contract with our largest bargaining unit. Um we are making steady progress with uh in March. Just if you can add a little bit here, we are with in negotiating with the secretaries. The paraprofessionals. Making good progress. The paraprofessionals and And the nurses. The nurses. Yeah. And and we feel confident that those will continue on a a good path for the school year. So, thoughts, questions, comments. >> [clears throat] >> Uh I will first of all, thank you, Dr. Byrne, and we are all also very appreciative of our [clears throat] personnel search committee co-chairs, Dennis and Sarah, for your work on the interim superintendent as well
008as helping us to get Dr. Byrne to agree to be the formal superintendent uh formally starting in July of this year. So, thank you, Dr. Byrne. Um and also to all the board members that were involved in the DEA contract negotiation team and for successful contract negotiation. I think that went extremely smoothly. It did not go to arbitration and we were able to achieve a lot of goals that were of mutual benefit to the teachers and also to the district. Um Dr. Byrne did not mention goal number three, the fiscally responsible budget, and I would like to commend the administration and Dr. Byrne on your budget proposal and the very smooth process. And I think um I would speak personally that as the board, I thought it was very helpful and very it was a
009great budget process to be able to focus on the strategic piece of the budget and how we can ensure that the budget that we pass is really fully fulfills and meets the needs of our students and our schools and felt that the conversation was [clears throat] was elevated to a level where I thought that that really happened and it was very [clears throat] helpful both on in both sides. So, um thank you for all of that work. And as Dr. Byrne said, we are waiting for the um May 11th when the RTM will do the final vote on the budget. Um Are there other comments on the first few goals we can or we can go on to the other ones. >> Four out of five, that's like a quadruple booyah. >> [laughter] >> Are
010there other comments on the first few that we've talked about? We did not mention the overseeing the HHR building project. So, Dennis is currently serving as the Board of Ed rep on the town building committee and is actively involved in the HHR oversight. I would comment that um we're really appreciative and happy that that project is is progressing very smoothly, on time, and on budget with >> Under budget. Under budget with an additional surplus forecast at the end of um the summer. I believe they expect the completion to be at the end of the summer. Um I will Yeah. >> the capital items from the our initial capital budget, which was about an additional a million dollars for um mostly blacktop paving and some gymnasium stores at the uh new floors at the >> So,
011that came out of a conversation with the Board of Finance when we presented our budget, um they made the suggestion that the paving that was included, and Rich, I believe it was the high school. No, it was Hindley Holmes and Royal, the three uh uh project schools that we that the town consider and and they asked for a lot of research from us, which we provided, and a decision was made to include the paving work for those three schools in the project itself. So, that came out of the capital budget and moved into there. Um because they had escrow, they had additional funds that they could cover that and still end up with a surplus. So, um we're very appreciative to the town committee for allowing us to do that and for the Board of
012Finance to make that suggestion. Um on the other oversight of the other projects, we did complete the facilities study for Middlesex. However, we are Dr. Byrne can Yeah, I would say that the first draft was completed. There is additional information requested from the facilities committee that we are working on with the architects and that will be coming back at a later point. Um there was some very helpful questions that um are we're now involved in a data collection process uh and looking at some other pieces to that. So, um that will move forward. That will be a piece the we will somehow have to build in the Middlesex uh project or the Middlesex study into next year's goals. >> Right. Okay. Um on goal five, enhancing engagement and communication, I would like to commend Dr.
013Byrne and all of your efforts with the Darien difference newsletter, the different parent universities fireside chats, book clubs, our updated website, and also the new Instagram. And I feel that overall and and the weekly emails which have been really comprehensive to all school parents every week about the goings-on in the district. Um So, I think there's been a great response from the community with the enhanced kind of communication. And we're looking forward to having our new communications coordinator start. And and our our new platform for communication. So, one of things I've talked with folks today about here is that when we send emails out and you have to click to get to the email that in our new Parent Square platform, that won't be necessary, thankfully. Um but there and with the addition of the
014communications professional, I think it will be very helpful to us. When [clears throat] are we adopting the new platform? Um it's we've already adopted it. So, we're in the process of doing all of the setup on our end to make that happen. Yeah. Thank you. And additionally, I would note that EduPlanet and the continued population of EduPlanet also will continue to increase transparency around our curriculum so that parents are able to see all of that information for their students. So, that is still ongoing and we're excited [clears throat] about that as well. Are there other board comments on goals four or five? My question was just there, are we you're on track for a July 1 start for the communications coordinator? Yes. Perfect. Other questions on those? So, goal six is the establishing a culture
015of strategic oversight to ensure the board remains focused on governance rather than management. And um I I'd like to thank Dr. Byrne for helping us to make sure that we are streamlining our meeting agendas, presentations, and discussion. Um the move to a consent agenda to help consolidate vote discussion and voting, I think has been also helpful. Um As I mentioned in the budget process, I do believe that we're able to maintain more of a strategic kind of a mindset as opposed to getting into the level of details that we have had happen in the past years. So, I think that was also helpful just for the overall process. Um And as I said, the weekly communications to with Dr. Byrne to the Board of Ed, we have our govern- governance book discussion that happened a
016couple times, which I think was helpful. And then we'll have a retreat coming up in July for the board. Um So, I think we're making good progress in those areas. Is there discussion on I I think I think there's just to add a few comments. I I think the work of governance is ongoing and that's something we'll always be coming back to. Um I do appreciate the time that the board has dedicated to this. Um we have a weekly leadership meeting with me that is not something that existed before and that's a lot of time that the board leadership team is taking out of your personal lives to meet and I think that's been very helpful in communicating what's happening in the district and and the the challenges, the good, the bad, the ugly, and
017the things we need to work on. And then the ability and the openness for individual board members to communicate and share things that they're thinking about, things they're wondering about, bring their questions forward. I really appreciate all of that. And and I think that's important in being an effective governance team. And thank you for your openness to having those kinds of conversations with board members. And I think that has been really helpful to us as a group. Are there other board comments on goal six or any of the others? Okay. Well, thank you to everyone who is all we've all been involved in all of this over the course of this past year. So, I think I'm happy to report that we've I think made good tracks on almost all of these at this point.
018So, if there are no other questions on that, we will move on to um further discussion on proposed changes to the 2026-2027 district school calendar. Dr. Byrne. Okay. So, um we sort of ripped apart the existing calendar and started fresh. So, I don't know if you've had a chance to review the first run-through or the revisions to the calendar that was approved last year. Um One, we started with the layout. We wanted it to be a more uh easily read and easy to access document for our community. And I think we've accomplished that based on the feedback I've heard so far. Um we've done a few things like putting we built in two snow days into the calendar this year. So, you'll see that um instead of the ever ongoing question of when is the
019last day of school, we know we've built in two snow days, the last day of school is the 15th of June. That will enable us to not be panicked about when graduation is and things like that. Um we've looked at the typical schedule of athletics and when playoffs happen in in that piece. We've also made some significant changes. Um really thinking a lot about kids time in seats in school and uninterrupted time. So, you'll see that there are many fewer early dismissals on this calendar than we've had in past years. Um there is a restructuring of the um parent-teacher conferences. So, in the past, we have had uh either three or four early dismissals in the fall, four in the fall, and three in the spring. Um and in the spring had one batch of
020evening conferences. Moving forward, and we've worked with the teachers association on this, there will be two early dismissals, no longer having the four, two early dismissals in the fall with a set of evening conferences for parents. And then we'll repeat that same structure in the spring with two early dismissals and one set of evening conferences. We do and this is inherited and I don't think it's a bad idea. We we also have one snow day identified for parent conferences um in both October and March. So, when you look at the calendar, I was doing the math today from this year and the schedule we have to next year, it it's it's about six full days of instruction that our elementary students will have this year next year that they did not have this year. Um
021with those changes and it's pretty significant. Um We made a strategic decision to move two of the professional development days. Um this year we had a professional professional development day right after the February break. And then we had another one a bit later. We've identified for 26-27 um March 29th and May 28th as professional development days. And that will enable us and well, we we are very committed to professional learning. If in the event we have a difficult winter and we need more than the two snow days, we could always look to turning because of when we put those those into student days. Um we do value the professional development and want to keep those, but that's if that, you know, if we end up in that situation. I think I covered most of the
022changes on there. Questions, comments, thoughts? Go ahead, Joanna. Thank you for making this much easier on the eyes, much easier to understand. Um my question is so, thank you for that. Thank you for also um making the amount of days for conferences shorter. Um I I think parents will really appreciate not having to find child care as much as well. Um November 3rd is a staff professional development day. It's election day. Um and I thought it was always a professional development day because the schools were used for voting. But I don't think in this town any school is used anymore. Have we thought about um shifting that date or do is Family not using it? No. It is a valuable day for professional development. We a fall professional development day is really important. Um We
023hadn't didn't talk about it not being that day. Okay. But it's a common in this region. Yeah. Um it's a common day for professional development in most school districts. Are there other board questions? John. I was going to go with what Joanna said. I think definitely message this to elementary school parents cuz as a dad of elementary school kids, so many parents have been frustrated about all these half days with professional development days. So, that's a huge win. So, make sure everyone knows it. And I'm getting a lot of goodwill as a result of that. We certainly will. I I met with quite a number of parents about it as recently as today. And then just just as a kind of small point of constructive constructive criticism, channeling my old man here. These calendar little
024calendar here is too damn small. And so we do have a lot of white space on this page. I know a lot of parents always complain but they were squinting at looking at the calendar. And so more visually we could make it a little bit bigger. That would be We could certainly take a look at and see what we could fit within the margins. Yeah. Yeah. Are there board comments, questions? I just want to say thank you for taking into consideration these building and the equity days as we've been asking for that for years and years and years. And this is again one of those examples of just getting things done. So appreciate it. It It's been a group effort. So a lot of folks at this table have been in a lot of conversations
025about calendar. Cass, we've had principals, a lot of discussion about calendar, a lot of meetings about this. It's appreciated. Thank you for all of them. Did you want to focus on the next year too or not this Yeah, I'm I mean we certainly can. I You know, we took a similar approach. So one of the things you'll see like the elementary parent conference is already on the calendar. So when I looked at what we've done in the past, I think we we've got most of what will end up on the calendar is on the calendar already. So the PLC's at the high school, the conference dates, and we use the same strategic approach in looking at this. Are there board questions on 2027-28? This is our first reading and then the plan would be we
026would be voting It It comes back in May. May 12th. For both years or just for the new year? For both years. Okay. Are there other board questions or comments? Okay. Seeing none, we will move on um to further discussion Uh I'm sorry. First reading and discussion on 2027 and 28. Uh we did the 27 school calendar. Sorry. Uh first reading and discussion on proposed Board of Education Policy Policy number 6950 policy regarding library collection development and maintenance, library displays and programs, and library material review and reconsideration. Um Is that Okay. Marge, do you want to start off with this? Thank you. So um this policy went to the policy committee um last week and um the administration is recommending that the board consider um adoption of the policy. This of course is a first
027reading. Connecticut General Statutes 10-221b b requires Boards of Education to adopt a policy. Um this policy tracks the statutory language pretty much verbatim. We did make a change that was suggested by Mrs. Walsh at the um at the policy committee meeting. In the regulations, we added the term recent in the um and it's redlined in your copy in the um standards for collection for collection maintenance just to track language that was used in other places in the statute. We did do a little bit of renumbering and cited the statute instead of the public act. Other than that, this is what was presented at the policy committee. Thank you for this work. I did have um one comment that was more getting things kind of consistent throughout the document. So in on page 13 as it's
028numbered in the printout >> [clears throat] >> under library collection development and maintenance section two um in the last paragraph where it talks about using professionally accepted standards which shall include but need not include and it's it's kind of that section um right before the availability of more recent age appropriate or grade level appropriate material, would it make sense to add um >> [clears throat] >> age appropriateness or grade appropriateness as its own separate category, not just more recent but actually that the material is age appropriate and grade appropriate. Because part of the reconsideration and review process talks about these specific kind of parameters and I think it might be important to just be aware >> enough tweak to Um so it's not you know, just making sure that all of the material in the
029libraries is age appropriate and grade appropriate. And then potentially also considering more recent age appropriate and grade appropriate material. And then after that where it says and continued demand for the material the later section which is on page 18 says and continued demand and need for the material which I would propose adding just so that it's consistent language. Um And then also you had in on page 18 had added and the material's educational value which I would think is an important part of this. But that was on page 18 and it just did not appear here in this section. I'm sorry, Robin. I'm having trouble following. >> I know. It's hard Okay. So if you looked at page 18 which is the printout Yeah, I So I'm looking on the computer and Right. Okay. So
030slide 18 is it? >> So on the bottom of On the computer, it was um page 17 I believe of the document. Is the 17 in the packet? 17 in the in the packet? In the packet. >> 17 of 87? Yes. Correct. I believe that's correct. And Joanna, I don't have it open right now but I Okay. And so it was the change It had to do with library collection and development and maintenance. >> Okay. And so if you're looking online on page 17 it was um the last paragraph of that library and collection maintenance where it's talking about whether the materials, you know, the duplicate copies or the physical condition. It's kind of all of those pieces. And in the language on page 17 online, it said and continued demand and need for the
031material. And that didn't that language and need for did not appear in the initial version on that was on page 12. And then also it ended with um and the material's educational value as one of the reasons that you would consider adding it you're removing it. You're recommending we take something out of the paragraph No. No, that we would make it consistent in in the different places where this language appeared. So it just be the same in both places. Correct. And the only thing that I added was that the age appropriateness and grade appropriateness as its own separate kind of you know, not just more recent but making sure the material is age appropriate and grade appropriate. Which occurs throughout the document. Because this becomes part of what they look at as part of a
032reconsideration and a review process which is noted later. >> Yeah, that consistency is important. That was that was the only comment that I had but I thought that educational value is of particular importance. Um which you had mentioned and that was on page 18 or 17, whatever copy we're looking at. Yeah, if if it's possible in the future to make sure that everything has page numbers, I think that would eliminate a lot of confusion. I Well, the unfortunately the printed version has different page numbers than the online version right now. So it it will I'm sorry. >> if we put it on the printed version and when it goes on it would show on The page numbers come after the materials are published to the website. So when I send them Friday, it doesn't have
033the page numbers because it's not published to the website. But I can add page numbers to the PDF. But they will be different. But if we if we numbered the policy >> The policy document. Oh, got it. Yeah. The policy document. Yeah, that would be helpful. Yeah. Yeah. Uh I'm sorry that was confusing. Um Are there other board comments? Um John. So we reference age appropriate and grade appropriate a lot in this document but there's actually no definition that I could find here of what that means. So could someone please just give me an explanation? So there is no definition in the statute or in the policy. That is left to the discretion of the library media specialist and the assistant superintendent for curriculum. But the some of the resources that are cited in the
034um regulation are resources that make recommendations for grade level and age level of the reader based on the reading levels of the books and the content of the books. So in identifying those sources, um that will be a tool for us to determine that. And that was a Common Sense Media and some other resources that were listed, John, and I don't remember exactly >> It was in the regulations in that >> page 19 in our packets. So we we've seen books in our libraries where there's very sexually explicit content, right? Both almost like how-to guides to it. Um content that, you know, would would go against any type of safe sex type guidelines that we would have. So like how My question becomes how do we define what's age appropriate and have a an understanding
035of that as a community and as a board? So when we we look at this, we know like what will qualify and what wouldn't. I I think it's a good question. I think that when we look up a book on one of these websites, it gives us those recommendations. So I think we we test them out and see if they're consistent with what we believe. Um and I think we we have for that once we have this policy set. I I would add on to that just after this list of resources, there are two paragraphs that talk about um if [clears throat] there's agreement as to appropriateness from at least two of the resources, the process that would be followed. And then in the paragraph after that, it says if there is not agreement as
036to the appropriateness from at least two of the library review resources that are listed, then there are other ways that they would then I believe it would go to a building administrator and assistant superintendent of curriculum to make a determination of the appropriateness. So, it's not just based on those listed resources if there was a conflict in what one of them said versus another, which I think gives you a little bit more leeway than just a flat kind of I don't know, Amy, if you want to talk about that a little bit. Yes, and just the the only other thing that I would add to what Dr. Byrne just said is that certainly we've expressed an interest to communicate the list that are the primary resources and the list that are in the library. So,
037we want to make sure that parents have access to Destiny so that there there is an ability for parents to look up titles and indicate if there might be something of concern. And then we've also mentioned that we are looking into and um figuring out right now how we're going to implement Destiny Follett in the classroom so that classroom libraries will be able to have a list and make that clear to parents what those books are at the beginning of the year. So, if a parent has an objection to something that's not a required curriculum material, um that would be something that could be communicated to the teacher and building principal. And then as well, um in Eduplanet, we've talked about this before, with the scope and sequences, the curriculum maps stage one documents, we'll
038be making sure that those primary resources are listed right there on the website for parents. So, I think a lot of this has to do with increasing transparency and encouraging communication between home and school when we're thinking about what's appropriate from an educator's lens and a parent's lens. And so that we all know what's happening in our in our classrooms. Can you just repeat the Follett Destiny What is that exactly? >> Right. So, we have um the school libraries have a program that is run through um Destinet, which is Destiny, I'm sorry, run through Follett. That's the actual company. And so, that is a a computer software platform so that the librarians can catalog all of their materials. And so that teachers can quickly find what's there for reference material, fiction materials. They can look
039up by genre for kids. Um and so parents can access using going on to the school websites to Destiny um software program. What we're looking to do is because there's a difference between the school library and then classroom libraries, we want to make sure that we have a clear inventory of what's in classroom libraries for a few reasons. One, because we know that buying these classroom libraries is a big investment for the Board of Education and the community. We want to make sure that we know what's in our classrooms, that we have robust libraries for our kids that meet their reading levels and and um areas of interest. And we also again want to make sure that we have clear communication about what's in our in our classroom libraries. So, um we have kind of
040some details to figure out how we would launch that at the beginning of the year. And Dr. Byrne and I talked about the fact that we would want to start with fifth grade, you know, fifth and fourth where the texts are a little bit more robust, there's a little bit maybe more challenging content potentially. Certainly there are different things that fifth graders can read and are reading compared to K and one. So, we would start at those grades and then work back. Um and so we're figuring out an implementation plan for that. And the idea would be as we open the school year um in August into September when they're having um open houses, that we would be able to share that information parents so they know how to access it. Again, the aim it's
041there to be fiscally responsible and to increase communication between home and school. Okay. And and is the current Destiny Follett program to look up the school library books available now to parents through the website? >> Yes, you can go on through on through the website. Okay. And maybe in an update we can share how to do that. Okay. Thank you. >> would be clear. Are there other board questions? Bill. I I have to say I'm I'm just not a fan of a lot of things in the policy. I I feel like it's being uh forced on us by the by the state. And a particular concern to me is the the delegation to non-community members of some of our decisions. And whether that's the school library journal, Kirkus, Booklist, all those listed uh on page
042beginning of page 19 for appropriateness. If two agree, if two disagree, there's a procedure for that. I just They're not members of our community. And that's my biggest concern with that. Uh Sorry, just for clarification, I thought the agreeing or not agreeing are our library media specialists who review these things and then decide together and then that's how it's accelerated. So, while they are using uh an outside source like Kirkus or um Common Sense Media, it is our employees that that are deciding whether or not. >> And and and my point on on that would be my concern particularly for that would be we're asked to acknowledge that library specialists are trained and certified. And and okay, I give you all that. Uh But I think there needs to be more uh uh trained and
043certified for selection of materials in compliance with the board policy. And and our hands are kind of tied on on some of these policy. In particular, you know, quality and standards. I am really going to watch what comes in right on this existing policy, it mentions material that meets high standards in literary literary, artistic, and aesthetic quality as well as technical aspects and physical format. I I that I am for one going to watch extremely closely. Uh and then the other thing I have a real heartburn with is um for challenging a book, no book may be challenged simply because uh a member of uh the affected class finds material objection. Well, that's kind of that that doesn't make any sense to And and John gave an example here today of, you know, some very
044explicit material that was part of some textbooks. I find that objectionable, but according to the policy, I can't use that as a reason or maybe I can find another reason in the ones mentioned. I I would think that if it would the reason potentially would be whether it's grade appropriate or age appropriate, I would think in terms of the >> Removal, exclusion, or censoring of any book on the sole basis that a person with a vested interest finds a book offensive is prohibited. I think I think on the sole basis as Robin saying there are other ways that you can, but again, it's the statute. So, following the statute, but having it the [clears throat] ability to use other possible questions about the text. >> I I I I I get I I do understand.
045I'm a little I I I remain skeptical. And that was language from the state in the statute. I I I would also like to point out that it's important to remember that this is a library policy. So, one person objecting to materials, I my understanding that the spirit of why that would be included is so that one person is not making a determination for the entire community. >> Oh, I would agree. Right? So, this is not Yeah, this So, I think it's really important to look at like what the spirit and intention is and and that's how we would read it and apply it so that, you know, hopefully we live in a diverse community where there's a lot of difference of opinions, right? We have richness and robustness. So, it shouldn't be that just
046one single person is able to have something completely removed from a library. Now, >> I I don't think the policy permits that. And and I wouldn't want it to. So, don't don't get me wrong in that respect. I think to to your point, Bill, there is the the process that's laid out here. Anyone who does find something objectionable can go through that process and there's free text area for them to fill in exactly what they find object objectionable and they can use the you know, the the criteria which are age appropriateness, grade appropriateness, you know, all the other things that are listed here as part of their reasoning which would then be reviewed. and the And then the review committee is a little bit cumbersome with with eight people. But that's the state requiring that
047specifically. We're asked that we're being asked to swallow. Another mandate from the state. Yes. Um and I'm not disagreeing with you because I personally feel that board policy should be formed by the community where the board is that's our actual duty. So, um there are lots of things happening here that Thank you. It's now state statute. Are there other board comments? Greg. Yeah, I'm I would just reiterate I think like the whole idea that the folks up in Hartford are dictating Darien, Connecticut's local Board of Ed policies is alarming. In particular in the context of the of the sequence of events that led up to this, which is as John alluded to, a lot of problematic books that ended up in these libraries and now it seems like they have implemented that locks them in
048place. That is highly problematic from my perspective and I don't know what's going on up in Hartford, but it seems like there's some sinister people up there. In terms of the actual document itself, I have some pretty big fundamental questions. I mean, there's a I could go through a laundry list of issues, specific issues with exactly what's in there and how it's written. There's no consequences for media library, media specialist whatsoever. I think all of our collect of many of our collective um trust in that person has been eroded as a result of the books that have been put in that place and our trust in their judgment is somewhat gone and lost as a result of that. We have no ability to remove books from circulation while they're being reviewed. What if it is
049a book that is really problematic. I mean, I can think of books that could end up in the library that we would want to be have removed immediately. So, we're sort of handcuffing ourselves in that perspective. Um I agree with Bill, there's a long list of people that are required to be part of this review process. It puts a lot of onus on our superintendent to go find these people. It's parents in the community, it's students, it's How do we pick those people? Can they be on multiple review processes? Like administratively, how exactly are we going to effectuate this? I don't know. Um and it doesn't seem like there's anything in this policy about how the books get into the library. It's just about how we can't get them out. So, what is our review
050process and what is our policy for books going into the library? Because what if a student brings in a book? I can make up a million examples that every single person in this room would be saying, "That cannot be in there. We need to remove it immediately." For example, book on building a bomb. Student put that in the library. This policy says we can't remove it without some extension extended circumstance. >> I'm sorry, what do you mean by a student puts in the library? Like physically brings the book in and puts it in the library? No, no, no, no, no. This is about the collection. This is about the collection. There's a lot of parameters Okay, yeah. Nonetheless, there's all kinds of all kinds of issues with some of the actual mechanics around this that
051I have a problem with it, and especially how the books get into the library, which I think is what ended up with a lot of folks in this room having a problem in the first place. How did those books get here? What is the review process for books going into the library? So, I my fundamental questions on this is, if this is a law, number one, are we allowed to make any changes? Right, so we did make changes. This this is not word-for-verbatim verbatim. It's very minor. Very minor changes. >> changes are still changes. Are we allowed to make minor changes? That is a fundamental question. I think it's for an attorney. Changes that you want to make, I assume are not minor. I'm asking >> is a change. If we can't change it, we
052can't change it. >> If we can't change it, why are we making minor >> follow the law of the statute, and that was the discussion we had with the attorney. >> is I could certainly ask We can ask if she could be here for the second reading at the next meeting. >> would be helpful to have the attorney present so we can ask the question. >> think I thought because of the conversation at and I I apologize at the policy committee that we didn't need to ask her to be here tonight. >> Like my question is like should should we not just be pointing this right back at the state and say, "Our policy is to follow the state policy." >> So, that's a really good that question was asked. So, because the statute dictates
053all these different components that have to be in it, that's what's in there. So, it can't just be we follow the the law. It has to it makes it clear that you have to include all these different sections. >> So, it shouldn't just be an actual literal like copy and paste. If it's a law. That's that's a fundamental question for me for an attorney. And then um I guess my my last question related to that is So, that's a fundamental question related to to whether we can have that in there or not, whether we actually have this whole thing. And then um I lost my train of thought. I think that's it. Well, yeah. I'm just Greg, I would just note on and again, I'm looking at the hard copy, but the page 19 where
054it says collection development where they list out it would be about This is for adding, purchasing or accepting as a gift or donation to the library, so to add material. The way that the material would be evaluated um includes curriculum support, quality and standards, which gets to Bill's point about meeting high standards in literary literary, artistic, aesthetic quality, etc. Accuracy, professional infuse, user appeal, viewpoint representation, format, digital resources, and appropriateness. So, all of those Not all Not everything will you I mean, it does say not all the criteria may apply in all circumstances. I do think that this list generally would be what I would expect and want to have as part of it a review of what would be appropriate in the library, but I you know, one question I do have is do
055we The state said, you know, at a minimum you need to have this language. And we add additional parameters in it if we wanted to to say this is also something that we would look at. And I mean, I don't We'll bring Jessica We'll bring Jessica to the next Oh, and then what Sorry, one other question was uh in terms of the books that are currently in the library, are we able to take inventory on that and make sure that it's all good before this goes into place? I don't see why not. It just then that would just trigger the review. It's [clears throat] part of Well, it's part of the review and inventory process, which is noted. Amy. Yeah. Thank you. So, I want to start by saying that I recognize that um this
056is a sensitive topic and um and that I think that people are coming from a place that they care so much about their children and and what their children are exposed to. So, I want to recognize that. I also want to um you know, gently and respectfully remind the board of um our roles and our responsibility. Um I think language really matters and we need to be quite careful with um the word choices that we use, the positions and the people that we speak about, and when we are talking about our own opinions versus on behalf of a board. So, a couple of things that I heard tonight that I I think um I at least want to state my opinion on the record. Um I do not believe there are sinister people in Hartford
057um and I think we need to be careful about um recognizing the role that we play in government and how, you know, the different channels of local and state and federal work together. Um and if we if we I I think it's important for us to recognize what we have the power to enact, things that we're unhappy with and what the proper channels are to make changes about things that we don't like. Um Erosion of trust in library media specialists. Um I do not personally have that. I um think that a lot of our library media specialists, I don't know them all, the ones that I've come across are a wealth of knowledge. Um and they are really caring people. Um it's incredible to talk to a librarian who can talk to you in depth
058about first grade books and about young adult books and who are not just checking out books and managing card catalogs anymore, but have really become media specialists and can, you know, go into technology and into really creative spheres. And I'm quite excited about the path of our library reimagines that we've been talking about for a long time, and so much of that comes down to these really dedicated people who are in a bit of a hot seat because this is a very sensitive topical topic across our nation. Um I also wanted to say that um in that vein, I think we need to be quite careful about not oversimplifying the issues. That there's not one person generally who is responsible for choosing a book and putting a book, right? There's We are very much our
059an interconnected with oversight and a lot of hands. So, yes, we have conversations to have about curriculum just as we always do. We're constantly reviewing it. Um but to simplify and point fingers that someone is bad and place something harmful in front of a child, I think um just indicates that maybe as a board we have a bit more work to do to understanding the infrastructure of our district. Thank you, Katie. Um I agree we we need to be sensitive here, but I Who? John? No, go ahead. It's your turn, Amy. Um This is a first reading of the policy. Everyone's input and feedback is really valuable and important, and I want to make sure everyone has their voices heard. Um but again, when it does involve our staff, we do need to be respectful
060of the roles that they play and their very hard work that all of our staff um And I know that they they value our students and their education very much as well. So, I think we we need to take that into consideration um because they do have a tough job in this day and time. So, are there other comments from board members? John, did you >> I was just going to say looking at you we talked about like hypothetical, but looking at specific tax. So, for example, there's a book in the Darien High School library that's available for checkout. It's called Beyond Magenta, and part of that book talks about a 6-year-old from the age six and up performing oral sex on other people in the neighborhood. So, when you when you hear about things
061like that in the library, like my instant question is what of what age is this appropriate for? Right? At what grade is that appropriate for? Right? And I think that's a very valuable question, and that is something that we as a district should be looking into. Yeah, I just need to be really rather than just relying on, you know, third parties to do this, we need to have some ownership of what we believe should be acceptable and appropriate content in our school libraries. And that's my comment around the media specialist. It's not to a specific person, it's around the process, and accountability is critical. If you don't have accountability, what do we have? I mean, it just means that no one is responsible for any of the books that are there, and no one's going
062to take ownership of what's in those books. So, you can't point the finger at any one person because no one's accountable. You know, on on that note, and Dr. Dr. Byrne, maybe again, this is on page 20 of the printout where we were talking, it's right beneath where those resources are listed. The way that I read these two paragraphs about if there's an agreement or if there's not agreement between those list of resources, um it it's not it's not an either or, it's kind of confusing in some ways because it says if at least two resources agree, then the the library media specialist may follow the recommendation, but then it says if there is not agreement from at least two, then we would potentially take steps where Dr. Fettigan would be the ultimate arbiter of
063it. But there are, I think, six or seven resources listed. So, if only two of them agree on something, and there are and there's maybe one or two that disagree, who's making the choice about whether the library media specialist decides to use it because according to the first paragraph, they can do that, versus do the second paragraph because two disagreed, and then take it to the level that uh Dr. Fettigan >> multiple resources, but not every book is in all resources, so we try to be uh mindful to have enough resources that we could I like the spirit of it, but on the first glance of it, it's not completely intuitive. >> can't find everything everywhere. So, >> And yeah, I just to make sure that there if there's a discrepancy between what one, you
064know, Dave, do you have a comment? >> Yeah, I just uh I think, you know, Greg raised a very interesting threshold question, and we've had this with uh outside counsel, and we've we've touched on it. Like if we have to adopt this word for word, or being asked to adopt it word for word, that's fine. I think some of the changes that have been proposed here are helpful, but if we can make any changes, like I could think of a lot more helpful changes we can make to this. So, I really like to know, are do we are we forced to you know, swallow this, as Bill said, as is, or if we're allowed to make changes, then that's a whole different situation. I'd love clarity on that. We will we'll get that answer at
065the next meeting. >> Appreciate it. Joanna, I would just like to point out that this is actually a very useful, in my opinion, policy and law because I can guarantee you that there will be books in any library that some parents will appreciate, and some will not appreciate. And I don't without a a process to uh it it's more objective than just a bunch of people talking about their own opinions. If there's other resources, there's multiple people that have studied pedagogy, studied child development, you know, uh it and you're and it's a um it's a text that someone might not want in, or somebody might want in. I don't think it's appropriate that we sit around as board members or as parents or community members and say this book has to go, that book has
066to go. I think this gives us a process whereby, you know, it can be viewed uh through multiple lenses, uh and even though it is a I agree large and onerous number of people on this review committee, there really is someone from every walk of life in our community that would be there to discuss a book that might rise to the level of needing a full review. So, I think the fact that we're even having this conversation about how we don't like this policy is why we need this policy. Joanna, do you appreciate books about 6-year-olds performing oral sex? Have you read the book? Okay. In its entirety? >> That's not the point of this conversation tonight. >> that. Madam Chair, um I would ask you to please keep us on topic. >> we're we're
067not talking about individual books right now, but but your point is taken, and in this policy, there is a way to actually go through a review process, and and explicitly note what areas are objectionable, and then it would be reviewed by a committee. And so, with a lack of process right now for library books, we only have a process that applies to books that are in our curriculum that can be challenged, this alone sets a it sets a process and a standard and a list of criteria that we currently do not have, and I think that the administration does need some kind of a tool, and we can, I believe, add various pieces to it that the state has allowed us to. They they basically said, "Here's at a minimum what you need to include."
068And then there are, I think, ways that we could maybe adapt it a little bit more toward what all the different points are being So, so to Dave's point and my earlier point, I think we really need direct explicit feedback on what we are allowed to add. If we are allowed to make changes and add, I have a long list. So, we'll we'll get a legal opinion written for the board prior to the meeting, and we'll ask uh the attorney to be here. And I may just suggest, I know this is on where it will will be on for second reading soon, we just may want to be flexible when you guys are planning as to the timelines, and whether that is just stretch out. March since you have I would just like to make
069one comment, not on the pros and cons of the particular policy or whatever, but for the staff members who are listening tonight, I want to assure the library media specialist that the law specifically says that if they are following following whatever policy this board adopts in good faith, that they're immune from civil and criminal liability. I don't want anyone to be more nervous than they already are. So, I just wanted to make that clear. Thank you for that clarification. Um are there any other comments or questions before we move on? And this will then um I believe it would go back to policy committee next, or would it go to the full >> No, it it would come here for this We're going to get the advice and the memo first, and then go from
070there. So, >> Okay. we'll certainly follow up with discussion and board leadership about the next steps. Thank you. Um so, we will move on now to the consent agenda, and I'm going to read out the various parts of the consent agenda. The approval of minutes from the special board meeting April 8th, special board meeting April 8th, 26th. I believe there is an executive session and a regular session. Um March 26th financial report and proposed budget transfers, contemplated gift from the Darien Foundation for 40 DHS ViewSonic's, and committee reports. And um I first need to ask for a motion to approve the consent agenda. Sarah. Seconded by Joanna. So, um I would like to, for discussion purposes, um actually, there was one note on the minutes on the executive session to note the absence, I believe
071it was Sure. Um so, in the um the minutes that are attached for review and adoption today, um both of them were special meetings, so apologies for the the trickiness of it, but in the executive session, um there members present are listed, but it's not specifically called out two members who are absent. So, that um that has been amended. Um so, just noting that um what we passed tonight will be inclusion inclusive of specifically calling out the absent members for clarification. >> just for the executive session that we were noted, and and that was on April 8th. Um and then on the budget transfers, Rich, could you just give an overview of the proposed transfers? Uh so, there's one transfer recommendation. It is for $75,000, uh $15,000 per elementary school for decodables, and the money
072coming from uh public uh tuition savings. Thank you. And that's for decodable books that would go into our classroom libraries at the elementary schools. Which grades? >> the the new reading resource. It's K to 2 resources. They're phonics-based texts that are repetitious, so they're important in the program. Thank you. Um and then I also just want to take a time to thank the Darien Foundation for the very generous gift of the 40 ViewSonic's that will go into the Darien High School to replace the old versions that we have had. So, thank you for that support. Um And are there any other comment or questions, discussion on the consent agenda items? Okay. All in favor of approving the consent agenda. That is unanimous. May I have a motion to or actually, do we have We've got
073the follow-up. Oh, are there any follow-up I don't believe there are any follow-up action items other than following up on the policy with um the attorney to come back to the board with the policy for the second reading. Um, is there public comment? Good evening. If you would like to participate in public comment, please approach the podium and wait to be recognized. Once recognized, please state your name and town of residence and note that you'll have up to 3 minutes to comment. Sure. Uh, my name is Dyer. I'm on two McLaren South. Hi, Amy. Hi. So, I just had a couple comments. I've I've observed this body for years as sort of a passive participant mostly, but first thing I want to say is um, that Dr. Byrne, Amy, that the transparency and the effort
074for transparency that you guys are putting a lot of time and effort and thinking in is critically important to this town. I did we didn't realize how much of it we didn't have. Okay? And so, I think that that's ultimately the the secret to all of the things we're talking about. We've got great people here, diverse views, smart people, and it's going to work out. But, I think through the process of trust and and and transparency, we're we're going to rely on reasonable debates where consensus can be reached. And so, I had a couple comments. Uh, my takeaway on this this policy. Do I have a minute left? Um, there was a comment made in the special meeting on Friday, trust the experts. And and and that comment didn't sit with me well. And it
075didn't sit with me well because we have a lot of reasons why our prior trust of expertise has has been violated, let's say. That's a strong word. Um, it Darien parents remember Ellen Dunn giving us a letter to educate us on systemic racism and advising us to go to the experts, which was the Southern Law Poverty Center, right? And so, that's not going to age well. There's other reasons, but the material in question has come through experts. And yet, it's here. And so, I think this process is going to be great. I don't know where it ends up. I don't think I'm going to get what I want if I had control or vice versa, but I think it's a great process. I'm very concerned about the standards by which we make the decision when
076it's still pretty vague. In this town, I've observed people have specific, explicit problems with content as age-appropriate, curriculum, or educational value, etc. And the responses are generally vague. There's no affirmative There's no affirmative stance for why explicit material's in the book. There's a lot of mirrors and windows. There's a lot of safe places. There's a lot of diverse diverse children and needs, which we all sympathize and empathize with. We have to, right? So, I'm I'm worried that this process will will not get to consensus because these things are still pretty difficult to debate and and achieve consensus. So, I would just I would just say one last thing, and that is does it apply to existing books that have already been challenged in whatever way the prior administration allowed them to? Do those need to
077be reset into this new process, which is of course been law since last year? And um, and what books are covered? And what I I don't know what library books are. Is that the library? Is that books in the back of the class? Is that books that are selected for reading? So, maybe some clarifications on what is covered so that we know. But, I wish you luck. We'll get there. >> Thank you. Thank you for your comment. Would anybody else like to participate? We have no further comment at this time. Thank you. Uh, may I have a motion to adjourn this meeting?