001Good morning. Today is two is Thursday, December 4th, 2025. I would like to call this special meeting of the Board of Education Policy Committee to order. The next special meeting of the Board of Education Policy Committee is on Thursday, March 5th at 8:00 a.m. for the election of the committee chair. May I have nominations for chair or actually I'm going to nominate Dennis as chair of the policy committee. Is there a second bill? Are there any other nominations? There are no other nominations. All those in favor of electing Dennis Moroni for the position of chair of the policy committee, please indicate by raising your hand. >> That is unanimous. Dennis Moroni is elected as chair of the policy committee. Congratulations, Dennis. >> Thank you very much for your support. >> There. Thank you very much.
002Um, so moving on to our agenda. Our first our first we have a bunch of policies to go through. Our first one is board of education policy 6950 policy regarding library collection development and maintenance. I guess I throw that to Jessica >> or Marge. >> I I just wanted to give context. We are through with the policy audit. We've been through all of the existing policies once. So the policies for today are either changes in the the law or new policies. And Jessica, I'm going to defer to Jessica on the library policy. >> Sure. Good morning everybody. So the library policy is a policy that comes from a statute that was passed in this most recent legislative session. Um, as you probably all know, maybe some of you who are new to the committee don't
003know, Shipman and Goodwin has a model policy service that you all subscribe to. And the philosophy of our model policies is that we create policies that are either required by statute or that we recommend for best practice. This is a policy that is required by statute. The statute that the public act specifically requires that all boards of education adopt. They actually call it three policies, but we put together an omnibus policy combining all three recommended or required policies. So, we developed a policy that um comes directly from the statute. If you read the public act, you won't see it's lifted that it's lifted line for line. And that's simply because the statute itself is um for lack of a better explanation, it's not very clearly written. It's repetitive. There are a number of provisions in
004there that apply to all three policies. So we combined them. We kind of sliced and diceed the language to capture everything that's required but in a way that is more reader friendly. So um there's really nothing in our model policy that does not come directly from the statute which means that boards of education don't really have any discretion to to change the requirements in the statute. Um, somebody might have written it differently. Um, you know, they might have put things in different places, but the language itself comes from the statute. And I'll just stop there to see if there are any questions, >> Dave. So, what happens if we don't adopt it? >> So, couple things. Um, why why do you have to follow the law? Number one, the superintendent has to certify under a
005form um every year that the district is in compliance with all state statutes. And so if he falsely certifies that, then he's at risk of losing his superintendent's license, among other things. Number two, um section 104A of the Connecticut General Statutes identifies the educational interests of the state. Boards of education are required to implement the educational interests of the state. And one of the educational interests of the state is Connecticut state statutes. So if you don't implement Connecticut law, then you have not implemented the educational interests of the state. What does that mean? That means that the Connecticut State Department of Education or any complainant could file a complaint under section 104B um arguing that the board of education has failed to implement the educational interests of the state. Um there would be an investigative
006process forcing you to come into compliance. If you did not come into compliance, they could take it to the superior court. The last reason why you have to adopt it is that um there's a liability issue. So here, um, you know, I'm not quite sure how to articulate what harm might result if you don't adopt a library policy. Probably emotional harm or somebody could make any argument about um, you know, what harm could could result. But if you don't adopt a required policy and harm results, then the board could be liable for having failed to adopt the required policy. Yeah. >> Why are you doing something? Thanks, Bill. So, um I see I I read through our policy carefully and uh I I see where we start out with should the the library materials should
007represent a wide range of varied and diverging viewpoints in the collection as a whole and then the following paragraph mentions educational needs of the student and based on grade level. So my question would be do we need to be specific or should we in the policy address for example sexually explicit material is banned grades five and below in our elementary schools. Would that be appropriate and meet the grade level? Do we have the authority to to do that under the statute? So what I would say is those types of issues would be addressed in the appendix to the policy. So the under this policy requires that the board delegate responsibility to the superintendent to establish a procedure by which a certified school library specialist will continually review library and other educational material within the library
008using professionally accepted standards. You are working to develop that procedure. that those types of nitty-gritty details would be appropriate to include in that procedure. I would not recommend putting it in the policy. Um, first of all, because the policy, as I said, really comes directly from the statute. And second of all, I I think that procedure need requires flexibility to be developed and updated as appropriate by the appropriate professionals. I don't disagree with that on purely academic materials which will which will lead into my second point. So you're saying that we're not free to add to the policy is a policy in my view I would think it's a minimum floor to meet and that we are free to uh put that are our imperture on it. >> [clears throat] >> It's um I have
009to look at the language of the public act to see if it says shall adopt a policy that says the following things. The question would be is it additive or is it modifying the language of the statute. So for any change that you might consider, we would have to carefully analyze whether it changes the fundamental meaning of the statute or whether it adds to it. Um or whether it takes away from it. So the answer to your question is maybe. >> Okay. Um but but the further furthermore the other point I want to make is that um in general our philosophy about policies is that they should stick as closely to the statutory language as possible. Um and and should delegate appropriately discretion to the administration to comply with the the language and spirit of
010the policy but to operationalize it and implement it. And that ad administrative flexibility um allows for uh the implementation of the policy to evolve with the times and the professional standards. I I >> I understand that. I I'm I'm just honing in on grade level appropriate and and whether it's within our purview to explic explicitly define what grade level appropriate should be for our district. But I I I take your point and I don't want to belabor it. Um, the other question I had was um, and maybe this goes to uh, uh, legitimate pedological purposes is mentioned in the policy and and I I I fully agree with that and I think that question should be asked before or guide us as we build out our our library system. And and just in general, I
011just wanted to state more specifically that I think we should look at it as does the material support the curriculum and what are we trying to impart to our students? Uh somehow weaving that into policy and and I I don't have fully formed thought on that other than I would like to see the curriculum uh drive a lot of the process. >> I think so. All those questions are really good questions and they all really do relate to the library review procedure as defined on page two of the policy. >> I just didn't want to I don't mean to cut you my knife. I I just didn't want to get I don't want us to get caught on the back foot >> with a policy >> in terms of >> I I don't want to
012have to be defending on review procedure if we can get ahead of it and and say, "Hey, you know, in in elementary school, sexually explicit materials are not appropriate or if we bring a book into our system or any instructional materials, whatever, do they support the curriculum that the superintendent and his staff have developed uh more from that perspective instead of trying to get caught on the back foot and defend or or go through a a contentious procedure if we could get ahead of it. That's that's one basic point, >> right? I I I agree with that. I I do think that that belongs in appendix A rather than in the policy. And I think your administration is working on a procedure to develop the specifics of appendix A and maybe at a certain at
013a later date they can share with you that or or now. >> Yeah. Yes. So um Tim Maguire the director of instructional technology is leading that committee with library media specialists from multiple levels additional faculty members um and also one of the library media specialists from the Darianne public library. He's also reached out to the state library association and to the Connecticut association of schools to see if they have any guidance. So it's an inclusive process. >> Is it why is the Darian public library librarian involved? >> Right. We wanted to make it as inclusive as possible and get multiple points of view from people with expertise in curating a selection. >> Okay. I I I would because I would look to to you and and the rest of the staff as our in in-house
014experts, but I I will defer to the judgment of the professional staff. >> Joanna, >> thank you. [clears throat] So this might sort of the answer might be maybe it might go along to what you were saying earlier but one thing I noticed about this is that um the idea of a uh individuals with a vested interest um it seems very vague uh who you know who decides who has a vested interest who doesn't um but more importantly in our other our policy 6220 the challenges to instructional materials we specify that the person who's challenging um if they are not staff or students that they need to be related to a student in the same grade level building. And I was wondering why that was not um applied here. So actually individual with a vested
015interest is defined in the statute and it's in the policy. It's defined as any school staff member employed by the board, the parent or guardian of a student currently enrolled in a school operated by the board at this time a request for reconsideration is filed and any student currently enrolled in a school operated by the board at the time a request for reconsideration is filed and if that definition is it is in the policy. So whenever you see that term it relates to that definition. >> Jessica just just one comment on that. It says a a parent or guardian of a student in a school, but it does not say a parent or guardian of a student in the specific school or grade where the book might or curriculum material might. And our current procedure
016does say it's the specific school, which I think is more appropriate because you might have a high school parent >> or an elementary school parent saying that something doesn't belong in a high school library. And and that really was the point that this doesn't actually talk about. >> Yeah, it it's a good point. I put this in the category of this is what the legislature has given us, right? And I don't believe that we have the power to modify that um because that comes directly from the statute >> even in our appendix or procedures to implement it operationally. >> Correct. Um I just a secondary clarifying question sorry about this policy as well. Um and at the end it says uh if the individual with a vested interest uh you know doesn't like the decision
017and appeals it. Um he appeals to the board. I'm wondering if the board is deciding the merits of the argument or if they're just making sure that proper that policy has been properly followed. Really good question. The latter. Okay. Yeah, >> Dave. Yeah. So, I I know we have this on, this is just the first read today, right? And seems like we're going to have some questions. Seems like we have some other policies and amendments and things that are out there that'll guide our decision here. Um, the reason I asked the first question as it seems like we really don't have a decision here. We have to take it or leave it, which kind of gets weird like why are we even here? Why are we even mo voting? What's the purpose of having a
018board if the state can just jam stuff down our throat? Um, so, you know, not sure how how much we're going to get to in detail. Um, just a nitpicky point. You said employees of the board that I think to my knowledge we have one doesn't include teachers. That's employees of the district. So, I'm not sure about the drafting there. So, I guess my question is um what's the process here, Dennis? How are we thinking of working through this? Because there's a lot of stuff here. There's a lot on our plate. There's a lot to go through. We're going to have a lot of questions. just how are we going to work with the board in full and how are we going to work as a subcommittee to get this addressed because it seems like
019our chances of getting this done today are not great. >> Yeah, I would agree. Um and I think we going to have to um well let's let's continue to work through this a little bit more and then >> and then we'll see where we are and we can decide. But I think we may have to go back and and because I have a question on I have two two big questions. one and Joanna kind of brought it up with our our policy. Well, first off, I I guess my first question is how do you define library versus curriculum and what is is there a difference between those library versus curriculum? >> So, is a book found in a library different than a book that's found in a classroom? >> Oh, yes. >> Yes. This is
020this speaks only to the books found in um I mean actually if you look at the definition of library and other educational material in the statute it means any material belonging to on loan to or otherwise in the custody of a district school library media center. >> Okay. So then I guess the question and Joanna was raising it. Our policy on classroom books doesn't seem to follow the same policy here. So are we in And what's the word? Contrast or or >> conflict. >> Sorry, >> they conflicting. >> Conflicting. That's the word. >> View the materials in the classroom as being part of the the curriculum policy of challenging materials that are in the classroom. >> Okay. So, we can have we can have conflicting or or differing policies between the two. >> You can
021Yes. This is this pertains only to library material. >> Okay. I mean, you could argue that definition of library with the library media center as it's written in there. I believe you said. I mean, we don't have a library media center, so this doesn't apply to us. We have libraries like I mean, it's it's poorly written. >> I our libraries are considered library media centers, >> but we don't have a library media center. We have multiple. So, it does apply, right? It doesn't say any. >> So, And does that include if we have a library section, somebody has a bookshelf within the classroom, is that encompassed or is that separate? I don't know. >> Well, that's what I was just saying to Dennis. I see the classroom materials as classroom materials or curricular materials, not
022as a library. >> I would agree with that. Yeah. So, going back to your point, Dave, I think there's there's important parts that I think sounds like the committee may want to see in appendixes. And do we want to wait until we have those before we present this to the board? >> I mean, if there's a policy being developed, it would make sense to me we wait until we have the guidance coming from Tim and we get that back and see how that's drafted and then we can move forward. It's kind of hard to move forward with language on this one until you see that fully mapped out. That would be my thought. I I would tend to agree but >> yeah to see the appendix. >> So just it'll be ready by March. >>
023Yeah. >> Okay. So can we punt on this or do we need to adopt this immediately or >> what I'll say is that there are many policies that are required that Fords take their time to adopt. So >> I can't advise you that you should punt but it happens. >> Okay. So I think we may table this one for a while. Our next policy is policy 4250 employment and student teacher checks steer student and teacher check student teacher checks >> March sorry >> again these are legal updates that happened and in the policy memo it talks about um a determination by DCF that has been overturned and that should not be used in an employment decision. I don't know Jessica probably she's the actually the partner who's in charge of the policy committee at Jman
024and Goodman so she may have some more color on that as well. >> Uh this one is um not very um significant. It's just cleaning up based upon changes that the general assembly made every year. Just so you understand our process. Every year we review the legislative changes and the the legislative changes that affect education policy and law. Then we go through our model policies to see if any updates are required based on those changes and we push out all those updates. So a lot of these are really in the nature of cleaning up our existing policies to make sure that they're updated in accordance with the latest versions of the law. And I would put this in that category. Yeah. Any questions on this one? >> No. Okay. So, do we want to recom
025we'll bring this to the board and prove that? I was going to even go so far as to recommend may maybe some of these on the next board meeting could be considered part of the consent agenda since they're routine housekeeping type issues. Okay. And I didn't I I read through them all of them and I didn't have any issues with uh agree. Dennis, I think it would be the first read though for when it's presented to the board. So the vote would not be on Tuesday. It would be the present is just more my to get it off our plate and we're done. So >> okay, our next policy is 4450 policy regarding employees in section 504, the rehabilitation act of 1973 and title two of the Americans with Disabilities Act of 1990. This is
026again cleaning up um I think it's the title 9 policy that requires that you have similar appeals process. So we're cleaning up the 504 policy um to be in line. So really just technical changes. >> Okay. Any questions on this one? Maybe we can do this. I mean I kind of felt the same way as Bill. The rest of these are all fairly well except for the last one for me. um fairly simple but we can go through them again. Policy uh 5010 of admission to the public schools at or before age five. >> So this is this has been a law for a while um and so we developed administrative regulations about the assessment that's used to determine um whether a child can enter earlier than the statute. Um, we also included some guidance
027on students from other districts and where they should be placed as far as grade level. It's just nice to give parents notice of what they can expect. There are always exceptions to the rules, but it it's helpful to everyone to have some expectations. >> Questions on this? Oh, uh, policy 5125, students in section 504 of the Rehabitation Act. >> That's the same as Sorry, did that one. 5,200 homeless students and youth. >> Again, I don't the changes are technical and it's just really cleaning up what the legislature did. >> Okay. And then 5300 students use of the district computer system and internet safety. >> So, we postponed proposing this policy until we had guidelines in place for students and teachers about um artificial intelligence. And so that's why you're seeing it now because we do
028have those guidelines in place. >> Joanna, >> um the one thing I noticed in this is that um besides the AI stuff, um it points out specifically that if a student is using social media in the building that it's prohibited and I think we just maybe had that blocked. Um, you know, I remember I used to be able to even >> on our network. Yeah. But students can still on their own. Um, >> like if they have a VPN, it's okay. So, if a student is because, you know, social media is pretty hard to turn down when you're a teenager. Um, what happens if a student is found using social media in the building? >> Um, it would go according to the disciplinary code. So they would probably be, you know, most likely be on
029a cell phone and there is a progressive discipline pol, you know, practice that goes in place with the with the cell phone. >> And do the students know >> and it depends on what they're doing in social media. So you could have a student that does something um that's illegal that becomes a police matter by use of social media and then could end up as a Title N investigation or a sexual harassment investigation. It's really dependent on what the content is and the impact on the school environment. >> Okay. So, do the students have they I mean I know they they do uh probably when they talked about the new cell phone policy, they also went over all this, but I just wanted to double check that they understand what the implications are. >> They
030do they're shared that's all shared in the beginning of the year. >> Thank you. >> Any other questions on this? uh policies 1300411 5710 non-discriminatory non-discrimination community personnel and students another revision. >> So again there were changes in the law to include um sexual assault victims and human trafficking victims as protected classes and so the policy was revised. >> Okay, questions. and our last policy 1400 policy regarding signs, symbols, flags, and advertising on school property. >> So, I think I'll defer to Dr. Yeah, this came as a result of earlier in the school year um groups from inside and outside of Darianne placing signs on school property and the practice has been not to so different organizations, businesses um and just codifying it in a policy so that it's clear uh that the only signage
031that can be on school property are signs related to school programs. Any questions on this? >> Um, looks like you have one here. >> Um, I'm just >> No, no, it's fine. >> Yeah, >> Dennis >> join. Sorry. >> Yeah. So, um, when you say related to school, that means like student clubs, students can put up things, staff can put up things. Just No more putting up like the >> staff can put if they're related if they're school organizations. >> Okay. So, but but I know like a lot of times in the past other um you know like preschools have a family funday, you know, they would put their signs up as well. >> Yeah, those have historically been taken down according to the principles um you know there the YMCA they could be at
032the entrance of the schools off of the property but because if you start to allow one organization you have to allow all organizations. Thank you. >> So I I took this at least the materials in the packet pertain more to commercial advertising. Uh like say at the Turkey Bowl. Uh we play a game in what we can monetize from allowing advertising on our uh fences and so forth. Uh because then the rest of it that that's really the only subparagraph I see here is commercial advertising and posting signs with written permission and then it just goes into a service provider agreement we have with the booster club. Uh the only thing that gave me pause on that was and and I do I I do see we have leeway here. Um there were just some
033enumerated rights, constitutionally enumerated rights that we had decided not to allow. Um for example, uh uh by entities engaged in business or conduct involving blah blah blah blah religion. Uh and and my only I just have a pause. I don't really have I just wanted to get it out there. Uh like what if a local church or synagogue comes in and says uh we just want to put up a we'll pay you. We'll put up a banner at the Turkey Bowl. Come join us for um uh Shabbat on Friday or uh Easter services on Sunday. We would not allow that under our policies. U that's all I want to say. I just I that just gives me a little bit of pause and and I'll just keep an eye. Thank you, >> Dave. >> So,
034we we view this in that light as a time, place, and manner restriction. >> Yes. Well, what part of all of it is is that it speaks to the first amendment? Yeah. >> And then, um, Eric, you mentioned clubs. So, is there not a bit of a um is that not a bit of a gap? So, you could have pretty much any club and because there's a club sponsoring it, you can post any message. I'm just curious to see how that would work in practice. >> Uh I'm not sure any message. Um obviously, it has to fit with all of our other policies. >> Okay. >> But if it's a discriminatory message is not going to be allowed. Uh but but if it's a club from the town that's not affiliated with the school, they
035wouldn't be able to put a sign up. >> Got it. Okay. Thank you. >> We also had 4275, I think. Uh >> sorry, I missed that. 4275. Oh, 4275, Family and Medical Leave Act, repeal and replace. >> So, I think at the board retreat, Tom, we explained to all of you the changes in Connecticut law, which are a nightmare, but they're codified in the policy because they need to be and we are following them now. >> Okay. Question on that one. Good. >> Okay. So, do we have agreement of the committee that we can present the the all the policies except the first to the board for review? >> First reading. Yep. >> Okay. >> May May I make one point? Um the only thing I'll say about hunting on the library policy is if
036somebody decides to challenge your library material, you are obligated to comply with the law. >> And I do want to point that out. And so, as I said, boards of education take time because they have to. You all are very busy to update their policies, but you still have to comply with the laws on the books if it comes to you. >> Okay. Thank you. Um, >> well, thank you. And our last point is public comment. >> We have no members of the public in the audience. I'll take a motion to adjurnn.