001I'd like to uh call to order the policy committee ma meeting. Please rise for the pledge of allegiance. Okay. So, our first agenda item tonight is approval of our meeting minutes for February 11th, 2026. And I have a motion. >> So moved. >> Second. Any discussion, corrections, abstensions? Hearing none. All those in favor? >> I I >> Minutes are passed. Um, have we received any public comment this evening? >> No public comment this evening. >> Thank you. Um, so I'd like to make a motion to change our agenda. Um, the order of our agenda just a little bit. Um, like to make a motion to move 4.11, 4.12, and 4.13 to the top of our agenda. >> So moved. >> Second. >> Discussion, questions, hearing none. All those in favor? >> I Okay, motion passes.
002So that means we'll start with 4.11 which is policy 6161.1413125 library display and program. Thank you so much for allowing us to bring these policies forward. Uh you know that I typically like to recognize the people who have done the work on these policies and take a moment to do so. And I think one of the smaller groups across our staff who doesn't quite get enough recognition are our library media specialists. So I know that Miss Janet Kenny is here with us and I'm not certain because I can't see who's online but I'm presuming that we might have quite a few of our library media specialists online too and so if you don't mind if I could just highlight some of the good work that they're doing in addition to the policies. If you'll just
003give me a moment to maybe share some of that. We have a strong library media specialist team who work across our K12 schools. And just to highlight some of the work that they do, most of us when we think about a library media specialist are picturing the quiet librarian behind the desk. Uh, and if I remember correctly on the Bristol Eastern web page, there might have been a picture of Mrs. Ms. Kenny uh pretending to be that type of library or media specialist. And that's so far beyond uh what they do now. Uh our elementary library media specialists teach just as any other special. Our teaching students six classes of students a day, ensuring that our students have not only uh a love for reading, a knowledge of how to access information that's housed both
004within a library and outside in the wide in the wider world as well. uh but they're really some of the first individuals who teach our children how to work and engage with technology in a way that's productive and safe for them. And that work continues all the way through our middle school and high school programs as well. And so it's fitting that the first policy that we have to talk today uh talk about tonight is uh 6161.14. Uh they're slightly out of order. I think this is just in reverse, but that's good. it fits uh what I would like to say because one of the things especially at our secondary level uh is that our our library media specialists do develop many displays and programs to support and acknowledge uh the great diversity that we
005have in not only in our schools but in the wider world as well. Uh and so I wanted to acknowledge some of the work that's been happening this year uh programmatic work at Bristol Eastern. They have band book awareness month in September. They have um they also had the African-American poetry slam uh during the month of February. We had at the middle level uh Michelle Barry the author of Moon Garden of which is one of our intermediate nutmeg books come to speak at the schools that might have been Stafford. We also had another author um Matt Heggerty uh the author of Lumberjacula was a program that Shippen sponsored. Okay, I did mix this up for a minute. Stafford's the one that had Michelle Barry for Moon Garden. Um and also at Stafford they had Blind
006Date with a book. So their programs that they're building have the desire to encourage students to be readers, but also to represent uh the wide background and appreciation for the diversity of ideas and people that uh certainly our text and our libraries represent. So the library uh display and program policy outlines the characteristics both well both first it starts with the definition of program and display. It outlines the criteria by which we're considering uh the factors for an appropriate library program or display. This is a required state policy and the language that you see within our policy was first informed by the Connecticut Association of School Libraries. Uh the Castle policy later produced a policy and our library media specialist teams have evaluated both of those and uh made some adjustments. So combining the best
007of both of those policies to what you have in front of you today. So it certainly represents their intent in designing a robust comprehensive display of program policy that certainly protects our students and their ability to uh see the wide diverse perspectives that we want to highlight in such programs. Thank you so much. So, the policy that we're looking at, I just want to make sure uh I'm thinking about this correctly. So, it's a cave mandated policy and it's um a mix of EPS and CA that we're looking at right here. >> So, it's a state legislative. uh we have to have the policy for state legislation this year. >> It was there was a policy that was drafted by Kate. There was also a policy put forward by the Connecticut Association of School Libraries.
008Uh our team evaluated both and looked to see if there were any differences and then created the policy that you see before you and forked by both of those sources. >> Thank you. Said it much much more than I did. Thank you very much. Not a question so much but just uh informational is that library media specialists are certified teachers. So they are really skilled in um teaching all of our students and that they're very thoughtful in the the um lessons that they're developing. Um, so it's it's a very skilled very skilled profession, if you will. Just fun to make sure that was understood. It makes me think too on the back where it says the um library display and where it's continued or like the potential to foster collaboration with school departments, community organizations
009or guest presenters. It makes me see a connection with our school community community partnerships. That's a great thought. Yes, I think it is. And even in the design of some of our buildings, as you could think about where the library is located at Bristol Central and Bristol Eastern, the intent was that it be a community space as well. Certainly, we I mean, there's some complications of that. Now, as we think about school security and safety and access after hours, but it is that is the intent of a space such as that is that it is an opportunity for Natalya students to be working together with each other, with their teachers, and then with outside individuals as well. And knowing our especially in the six through 12 are because of their scheduling, they have a little
010bit of more flexibility within their in their schedules to look for those opportunities to be more interdisciplinary and working with different teachers and different classes as well as seeking outside uh community presenters. I'd like to make a motion to move policy 61 61.1413125 library display and program as presented to the full board. >> So moved second further discussion hearing none. All those in favor >> I motion passes. I did just have a question for Sydney maybe because it could fall under a 6,000 series for students or a 1000 series for community relations. That's why you see both of those numbers. Do they have to identify one that it should fall under or can it be found in both? It can be dual coded. >> So that brings us to agenda item 4.12. library collection and
011development. A little tricky as I said. So, we're kind of working a little bit backward from uh the smaller display and program policy to the the policies that are a little bit more complex. Uh this policy 6161.13 uh is about how the library uh materials themselves are collected, developed, reviewed, and maintained. Uh, one of the most important factors is that we want our library collection to be relevant, age appropriate, and in good physical condition to meet our student uh, student instructional needs. This policy highlights a systematic procedure for our library media specialists to continue continually review and maintain these educational materials. With the opening of our uh new middle school at Northeast Middle School, our middle school library media specialists have really uh taken to heart reviewing their collections and making sure that what our
012students are going to have access to is equitable across the middle school experience now and really of books that are engaging to students, relevant during this time period, have an instructional purpose, really making sure that it's meeting the characteristics that are within this policy. So, it's great to see that um we're also codifying that practice in this policy. This policy is another one that is legislated by the state of Connecticut. Uh the revisions here, the creation here is really again to relevance that our library media specialists must continue to consult the staff to ensure that the information is up to date, that they're looking at usage data, add some usage data to them share. Uh for example, we've had 14,116 books checked out this year already from West Bristol School as so they're definitely keeping
013track of the materials not only in count but the types of materials that students are showing an interest in. The policy also uh goes over the physical conditions of the materials that are in the book. making sure that uh we're our library materials are worthy of our students that we don't want anything that's too worn or too damaged. We also want to make sure that we're really thinking about if there are multiple copies. An example of this might be our net bag books. It is because they're serving a special purpose. So, we're not hosting any of our public funds. Uh and that we're also looking at any potential uh things that are current and up to date. Again, a nut bag would be a good example of that. So, our entire again, our entire library
014media specialist department has worked together on the policy. Um, I do want to recognize Chris Woods who was the department leader for uh, library media before she's taken uh, she's moved out of uh, the state and so she's no longer in that role, but she did take the lead on a lot of this work and was supported specifically by Miss Guinea and Mrs. M Miss Mrs. Crystal Russ. Is there any sharing between schools? If there was um a specific like more interest in one school over a particular topic and another school had either multiple duplicates or a lot of books within that category. So I think that's true of all library systems, but for us here in Bristol, we have we do use Destiny as our platform for one of the tools that we use
015to analyze the student usage, the types of text that does allow our library media specialists to see if books are currently available in another library space. Uh there are other systems that I can't speak specifically to but talk about that uh because I think they could even loan books between school systems. >> Yes, >> feel free. Yeah, if you're comfortable, feel free. >> All right. All right. So, um, typically the requests we have are between the schools that that like if Crystal at Central needs particular books or teachers do, I check them out to her. I just put them in an office mail. But yeah, we can check her catalog and vice versa. So, we usually just lend out like that. In terms of participating in um the larger consortium, that's more of the public
016library that does I think from polls from other libraries and other towns. Um, but yeah, between schools we really share Yeah, for the chair. It's a question about how we engage students in the process um with maybe finding certain genres of books or specific books themselves. Um what does student voice look like in the process? >> That's a great question. Um I'm going to probably ask our library media specialist to answer that as well. I could say um again I think that some of the special programming that they've done in the past uh I know >> well and I think the elementary and that it is in their curriculum since they do teach lessons to the classes regularly that is part of their curriculum is to teach them how to use the library how to
017look through Destiny to find things. Um and they've spent a lot of time I think genreing their collections at the lower levels which just means if you want a book and it has to do with sports it doesn't matter if it's biography or fiction whatever like it's all sort of together. So if somebody is interested in sports, they can go to a sports section. At high school, I do try to teach them more about um subject headings, which I tell them. I said, "It's called like hashtags, but for books, we've been using them for over a hundred years of libraries. We're cooler than you think. If you want to find a book about relationships, then we search for relationships." Or if you want to find about this, you search under this subject heading. Um >>
018so if students wanted to recommend, do you what I think commit? >> Oh, recommending books. Sure. Um I keep a form on our website that I just send students who like if you have a title or whatever just send me and I get an alert whenever a title is submitted if students interested in a particular book we're talking >> and I do think many of our libraries run student uh facing book clubs or the nutmeg reads and so a lot of our students will be making recommendations based on what they're already engaging with in these library programs. So maybe it wasn't a reverse order. Maybe it does work. But the library programs does inspire students to search out and seek new reading material and then our library media specialist or book. >> Can I add
019also >> what? Oh, sure. Yes. >> Sorry, Sarah Lewis. I'm at Stafford Elementary. Um I know that a lot of times we get recommendations while students are just >> Hold on one second Sarah. Okay. I'm glad she's don't want to speak for the Go ahead now. Okay. Sorry. Can you hear me now? >> Can you hear me? Is it working? Miss Lewis. >> Yeah. Can you hear me? >> Now we can. >> Okay. Sorry. Um I I was just gonna say so I'm at Stafford Elementary School. So speaking from the elementary level, we often get uh book recommendations, genre recommendations, while students are browsing for books. A lot of times it just comes in organically like, "Hey, can you get a book on this?" or "Where do where's their books on volcanoes?" Um I, for
020example, get a lot of animal requests. I've recently got a lot of Capiara books because students wanted those axelottals because we had read one and they all wanted more. timing. >> Um, so that comes there. I know that I also have, um, usually about once a year I ask students, you know, what books would you want me to get? You know, if I could get anything. And so I get recommendations that way, too. And I have a feeling that a lot of the the elementary LMS get book recommendations and general recommendations in the same type of way. >> Thank you so much. And I just have like a shameless plug for summer reading. I don't know if there's been consideration about having like I would recommend it be mandated so that I could tell my
021boys you have to read over the summer and these books are what are being mandated. Um but any consideration to I don't want to say resurrecting because some schools might be doing summer reads. Um but I I love the idea of having you know summer reads even if it were by school or districtwide. So we do have we do publish summer reading lists. Uh but we tend to want to create a sense of community around that reading. Uh one of the reasons why we have moved away from mandated summer reading is some students may not have access or may not be able to complete that and we don't want any students starting off the school year feeling as though they're already behind. And so some of the discussions that have been happening with our library
022media specialists as well just like all of us who want to be part of a book club and talk about the books that we've just read. How can we encourage that type of an atmosphere around summer reading? That's why you'll see many of the texts that are being recommended on our summer reading list or some of the notebooks, but in addition some of the uh uh the governor's reading challenge list as well. We know that students other students uh will be reading those in addition to just our vers. And so it's an opportunity to build that sound. Mary, did you have some say? >> Um, yeah. I'd also just like to add that at the elementary schools, the principles tend to be, let's just say, very, very competitive and the library does a summer reading
023program. And like at Mountain View, we had like three-foot trophies for the, you know, the top readers and we had medals and certificates. And so there there is especially at the elementary school level I think a recognition that there is a summer slide. And so anything that we can do to kind of promote that um competitiveness within the the kids uh the um elementary school principles do a really nice job of. >> Thank you. Are there any summer book clubs clubs for the kids over the summer? >> It would be mainly arranged at the school level where if they're all reading the same kind of text, uh we've seen some schools that will have students create a group kind of project to represent or talk about what they're reading. >> I don't know of a
024formal kind of structure that's done through public schools. some of the programming that WC Hawk was mentioning is done through our Bristol Pout libraries and they certainly have that kind of they're not just >> and I know finances are taboo especially in budget season um but to your point about making sure that all else the students have access to the resources I would love to that there to be a time um maybe even my during my tenure on this board where we're able to have make sure that every child has reading materials for the summer and that there we could build a sense of community around that. I know we have a wonderful public library. Um they do a great job, but I even think about access challenges there if if kids can't get to
025the library or you know parents don't have transportation or they're working or you know whatever whatever it is. Um because I know many schools do you know one school one book um which which is fantastic. I love when those books come home and I read them >> with my my children. And we have the Wonder Mobile that actually grant funded and as another way that we bring books to neighborhoods. >> Yes. At Greater. >> We have such a great district. >> Do they ever part Does the Wonder Mobile ever partner with the camps? >> So we do. So we do identify the locations of our visits based on where we know where students will be. >> Yeah. So yes, uh we will look for example, we'll have it where our extended school year uh classes
026will be held. So formerly it was at West Bristol. This year upcoming year will be at Green Hills. We have it right outside of Bristol Eastern because they have a lot of our parks and Rex amps there. Rockwell Park has been a stop. We look at just like our library media specialist Sue uh the driver of the Wondermobile uh also keeps track of where she's seeing and greatest involvement of students. them go to those locations. They will even come to uh some of our school properties because we know that students can walk to their schools as part of a schedule. That's awesome. So, I'd like to make a motion to pass or to move policy 61 61.1312.4 Four, library collection development and maintenance as review as presented to the full board. So moved second. Any
027further discussion? >> The only question I had the first page is the policy. The rest of it is the regulation. Is that what it is? Do we need to add the regulate? Are we adopting the regulation? >> So, that's a great question because that h that that practice has varied over the years. Yeah. Uh and the most recently we've been seeing many of the just the policies being adopted. Uh we did have this discussion I did talk to our some of our library and media specialists about oh um they felt if the regulation should also be approved by the board of education uh because we know that there's a desire for flexibility and judgment but there's also for some of these particular policies these this policy and the policy that's to come where I think
028there would it does make sense for there to be a uniform informed uh practice that we can go back to that is codified in such a way So it felt that something was appropriate to bring regulations forward >> and if I remember correctly when this came before the board previously um should the regulations change because that's at the disc this discretion of the superintendent that the regulations could change without board approval. So even if we're um sort of voting this in codifying it the way it is should the superintendent make modifications in the future that can be done without it having to come back to the board. So I'd like to amend policy >> with accompanying regulation. >> Yeah, >> with accompanying regulation added to the motion. Um, so, so what I think probably um,
029so I'd like to amend the motion that was just made to so I'd like to to include just amend it by adding the the regulation. I'll note it. Thank you. I'd like to amend the motion just to add the regulation forward. >> So moved. Second. Any discussion? >> All those in favor? >> I I motion passes. Um so that brings us to number 4.13 um which is library material review and consideration. So this policy establishes a formal process for individuals who have a vested interest to request the review and reconsideration of school library and educational materials. It aims to ensure materials are evaluated based on pedagogical merit and professional standards rather than personal offense. And it also ensures uh that we're protecting against discrimination. This is a policy that's mandated uh this year for boards
030of education to consider to adopt. Uh what you're seeing again is uh the work of our library media specialists as they reviewed the policy that was put forth by the Connecticut Association of School Libraries. In addition to the cave policy, the key uh ideas within this policy is that are that materials cannot be removed solely because someone finds them offensive or based on the creator's background or viewpoints. And you'll hear me say creators, not just authors, because this policy can extend beyond just text and can also be things like video or audio. Uh the policy also talks about uh and ensures that materials are only excluded if they lack legitimate pedagogical purpose or fail to meet professional collection maintenance standards. That's why you just approved the former policy to establish those standards. that also ensures
031that materials are evaluated in accordance with Connecticut state law protecting against discrimination based on race, gender, religion or other protected classes. And then uh another important piece is that the policy ensures that challenged materials remain available for checkout and use while the review process is underway. This uh policy itself identifies specific steps for that review process that begin with an initial request. The individual must submit a formal request for reconsideration form. And you'll see that in your packet. The superintendent appoints a district's library review committee that includes administrators, a board representative, teachers, parents, a certified school librarian, and if appropriate, a student uh at of the age where that text would be included generally at high school. Uh and there establishes timelines around when that decision would need to be made by that uh library
032review committee. And then once the decision is made uh it also outlines that the material cannot be challenged again for it. The policy outlines an appeal process and uh for that decisions can be appealed to the board of education and the appeals are really based on whether this reconsideration process was followed by board of education as explained within this policy. This one's a little bit lengthier, so I'll give you some time to review after I've shared those highlights. And I can talk a little bit more about any specific implications for our implementation. this statutoily mandated as well. A number of different libraries across the state of Connecticut that had some challenges to materials included and this policy helps to identify how those the request for reconsideration could be made. One of it I think an
033important term that's used within this policy is the vested interest. So call your attention to that. that it isn't um just someone who has no connection to the school district. It has to be a student or a family member of a student who's attending Bristol public schools, any school staff member uh that could also request a reconsideration. I think there were some just reading the news there were some requests to eliminate library materials really from an email that's sent from someone out of state. So I think this is really allowing local boards of education, local library media specialists, those of us that are really to what our students needs understand why those materials are at the library to begin with support or even weigh out what what those choices were or the two forms designed
034in district. Those were recommended by KUS. What's the current um the current practice now if there isn't? So, we do have a policy that addresses general um should have looked up what policy number was. Uh >> is it it's >> Yeah, it's a general unstructured a novel that Yeah, it's going to be in the 6,000 series. >> Um >> and it is it would address like if we if there's a novel that's challenged in an English language arts class. We've used that practice in the past. If there were any books that were challenged in the library um in general instructional material, it's it does it's very similar. The individual has to have a vested interest. They have to review that material in its entirety. Uh it's then brought forward to a committee who reviews that
035and provides information. >> No, that's 6141's graduation. Sorry, >> I think 6141's graduation. I looked I thought it was 6161 selected material I will say I believe the policy now is that you have to like send a letter or write to the principal that there's not this form There's not a form. No, >> right. There is a form. >> There's a form. >> It's similar. It's similar. >> Um I think that one. >> There we go. Um >> Okay. That's what I had seen when I was Okay. >> I think some of the process for that is spelled out more and our district processes are uh each year. I will say that we don't typically have any materials that are challenged for general instructional use because of approaches to meet with any family uh and
036discuss what their parents are and alternative. And so we found that to be a really useful way to meet the needs both of our instructional goals and what students need. Uh you'll see students here that uh one of the the ways in which we inform our families about what our students are going to read or letters uh to family board identifying where they go. That was a shift in our practice because sometimes we would find that students would start reading a text and then um we get some feedback that that might not be appropriate from a particular family's point of view and so we would adjust and now I think we're finding much greater success in having letting families know what students are about to read addressing there. It's a little bit different in a
037library because it the purpose is is different, right? The purpose of a library really is for students to be able to explore a wide variety of materials available to them versus a curricular need that we might have as general instructional policy. And so slightly different but like the similar form similar process. Thank you. >> The plate goes to first. So it is uh submitted to the superintendent likely it's going to be first brought forward to the principal. Principal is going to inform superintendent. I did mention that I was going to talk a little bit about what the um steps for implementation would be. I do think one of the things that we're going to want to do is have Superintendent White identify who could potentially be on that district library review committee should there be
038any kinds of questions because we'd want to follow up with those individuals to ensure that they're aware of the policy and the steps within it. Uh we do recognize that depending upon the text or the type of complaint that the members of that committee may include additional individuals, but on a minimum we'd like to identify a group. I also think that one of the upcoming steps is to ensure that our staff knows this information. So we'll have to provide an update for our administr administrators in addition to the library media specialist so that they know what the steps would be to tape should there be a complaint about a text um offered by someone with a vested interest and even if it was offered by someone without a vested interest, what to do then as
039well. Um, and then finally, I think uh we would like to identify a place where not only are the forms available online for people to be able to access, but we also have a record of that has been challenged, especially because there are some specific timelines for both of them just approved about when those collections need to be reviewed um and when they can then be reconsidered. I mean in the event though that it's a community member who let's say is not necessarily associated with so I know we've had people from the community come speak about topics and they were not um parents or maybe even guardians or grandparents of children in the district. In that case, I don't know if it just would be fasttracked to the superintendent or if they would be considered
040somebody with a vested interest. We wouldn't an individual such as you're describing wouldn't be considered an individual with a vested interest, which means they couldn't formally make the request that the text be removed from a library. Now, that doesn't mean that we would ignore any community member who has a concern. So, I think it could go to the superintendent, but I would also, you know, they could also speak with me or they could speak with uh Mrs. Vitali who can be here tonight is the supervisor for all of our special she's my 24 math event for all of our elementary students that's why she's not here presenting the policy uh but I would encourage future communication just so that they understand we understand where they're coming from and they understand right like to make a
041motion to move policy A 6161.121312.3 library material review and reconsideration to the full board. So move >> any further discussion that includes the forms. >> Hearing no more discussion. All those in favor I >> motion passes. Okay. just thank again all of the library media specialists who uh worked on the policies but also gave up some time in the city both in person and online. I would like to thank you. Thank you. Thank you for taking Go ahead. >> Um I'd also just like to echo what Carly said about Chris Woods. Um so sad that she's moved out of district, out of state. Um, but just to talk to her level of professionalism when I brought this policy to her back in October, she was like, "Oh, no. All summer I I went to a
042few seminars already. I I've already been researching this." And um, she said, "I I hope you don't mind, but I I just came out of surgery. Can Can I put this off for a week or two?" So, I mean, that that's just the quality of the library media centers throughout the entire district. But um I had the opportunity to work with Chris at Chippens Hill and and she's she was just such an impressive person for sharing that Mary. Okay. So, that brings us we're going to go back to the top of our agenda um and start with 4.1 which is bylaw 9132.8 a school board leaison to local school and okay and our focus for this is to look at the cave model bylaw um see if it's something that we would like to adopt
043um and it was last updated in 2025 This is great. I think it adds some structure um and clear guidance as to our goal as a a school. I wonder if um underwear reads assignment of liaison be consideration shall be given to board members interests geographic proximity prior to the relationship to interest. Wonder if it would be skillful to add experience as well, like they're um I know that's something that we've looked at in the past and somebody may have um in when if this passes to be examined at the board, there might be some conversation about whether or not that's relevant. But just that popped up in me because I know in my experience on the board that's been something that the chairs have looked towards to see um try to match experience as
044well. That speaks a little bit there. When you're looking at interests, you could say that experience goes into interests. Is it similar to prior school relationships or are you thinking different? Um, for example, let's say I'm a I'm a high school science teacher. I don't know, maybe it would be skillful that my experience as a high school science teacher would be well served if I was a ladies on to a high school. >> Oh, okay. So, like professional could be professional experience. Um, or if I'm an elementary school teacher, maybe it would be good to have me at, you know, an elementary school or that type of thing. Like how it best serves the board >> and the schools and the community. I think that's a a valid suggestion. And I think I mean it
045falls in line with uh the ones that are listed. It could be interest as well considering, you know, if I'm a a high school science teacher, my interest might be wanting to be paired with a science I mean, excuse me, with a with a high school. Um, but I don't know, it's just just a thought that came to me based on what our practices have been of late. So interesting that we're looking at Bless. It's interesting the way it reads um because I could see it actually being interpreted a different way as well. Um what's throwing me off is to avoid conflicts of interest, right? It almost sounds like porative as if we're doing this because we anticipate conflicts of interest. The hope is that we are pairing people with the so they will have
046the best liaison experience, >> you know, to maximize opportunities to serve the community. Yeah, I I'm feeling you on that as well. That language so it sounds more like positive instead of something right like as you say there's something going on. So could we consider even omitting that language that it was it? Yeah, it's just interesting. It's kind of throwing me off. But I'm curious kind of from that administrative perspective um are there any thoughts or suggestions when it comes to that the one one being say um I think it uh your relationship for personal experience, professional experience, the both to serve or serve against what the individual's goals are. So know that the language yeah speaks to anything specific. I you know honestly I'm indifferent I'm good with it or without it. Um I
047think a bit of getting rid of that last part of the sentence might still I don't know that's I do think that it the underlying message is like let's do all this because they're going to be a conflict of interest. I mean we could even consider adding something a little more optimistic at the end you know in an effort to engender the greatest outcomes to benefit for the community you know some because that's I think that right yeah >> so whatever precedes it is already going to be more positive >> um okay so consideration what about consideration shall be given to board members interests geographic vaccinating higher school relationships. Experience experience to create positive something um collaboration. Yeah. updated relationship partnership. Yeah. Uh the lean's role aims to foster improve relationships among we could use
048very we could use that same language essentially shall be given to board members interests relationships and experience to foster improve their positive relationships among the board staff. This is about first in the work. >> I was I was you know I love the idea of going back to the the intent of of the policy itself. Um I mean if we consider what the outcomes are what's the real purpose of leaison are we trying to establish like collaboration and connection are we trying to effective regular communication you know to to what end what are we looking for to happen. So my suggestion would be uh personable relationships and experience to foster positive relationships and collabor Um with the modification to one B to read as consideration shall be given to board members interests, geographic proximity, prior
049school relationship and experience to foster positive relationships, collaboration Sure. >> So moved. >> Second. >> Any discussion? >> I had one question. What about um the representatives for key? Do we have to include that in there? But no, I know we're not there yet. And then 913 leaison. So it's um the second recommended to the capital regional education council association of education. add that share on 9140 our current policy. It also >> how does it read on 914? I just so it says appointments to town city boards committees and commissions number three but not liing this one too. No, but I just pulled this up. We're gonna resend the other one. This still talks about that. So, I'm sorry, just for my client, is this policy going to remain active even after we adopt this
050new language? there I mean there's you I mean there's there's parallel language here so it when chair pon had asked for this to come to the committee it was that we would adopt the 91 32.8 eight and reync the 913 that's in your packet. So I just looked on our policies to see if there was any other language about a requ33. So 9140 to me reads like it encompasses some different things. Uh to me it reads a little different. It definitely does. Like there's Yeah. Right. There's 932 focused on but there's definitely cross Yeah. crossover. Um like number three this is but this is very specific to appointments to town city boards committees and or commissions >> but if I'm looking at number three that's correct and it is mentioned in and leaison is on
051votes. All right. So we we have 9133 and 9140 already. >> So So >> can we keep 9140 and adopt 92.8 eight and resend 983 and on the policy audit I want for zero is based off >> okay we can eventually bring 9140 before the committee and make sure that any language that speaks to the other policies that we might be moving to the for tonight like for example part three. >> So you could just use use that as yeah as a guide um and add to this policy the chairperson shall appoint representatives to the board and to the committees. Well, we just include the part about correcting speed. I think it would fit where under two. Okay. So my suggestion would be to um add under number two, the chair of the Bristol Board
052of Education shall assign each member to serve as a leazison to one or more districts. >> Yes, that sounds good. I'm just thinking I'm just thinking about uh how for example I'm on the Salvation Army's advisory board. I'm just seeing if that fits there because the way that our current policy reads is that in point representative from the board to leazison committee such as but not limited to you know so it's keeping it open. I think one thing that's really standing out to me is that this policy is very specific to is it school board leaders on local >> right >> and the 9133 was not based on it was a little broader it's liaison representatives right so this reads on to then that doesn't but do do we know if there's polic that includes
053I guess >> yeah that so if it's so if are included in this policy that I have to go with as long as it's yes okay >> so yeah and that's really good. That was a really good >> gave a lot of clarity about how it's organized. Okay. So motion was >> further discussion. All those in favor >> I motion passes. So 4.2 two bylaw 91338. Um this would be for us to resend one. Yes. So um by approving 9132.8 we would need to resend uh policy 9133. Um so I'd like to make a motion to resend uh policy 9133. uh leaison and representatives and we'll be moving that to the so move second discussion >> all those in favor >> I motion passes started in the conversation. Um, okay. So, four, um, 4.3, 4.4
054and 4.5 are and actually I think 46 are all related. They're all inter. Um, okay. So, and we've talked about these at past community meetings. We had moved it originally to the full board and we realized that there was an existing policy that we really needed to consider in our conversation. So, we will get back to the committee, talk about that and just ensure that we're doing our due diligence. Uh, okay. So starting with 4.3 policy 5090.9. Okay. So adopt the language in 5090.9 in regulation as revised to current policy. So that would be one of our discussions for tonight. >> Is this the policy that has the different number? >> Yes. So 5090.9 was Madison's number that they adopt that you guys like their policy and you want to adopt their policy. So we
055want our current policy is the 5131.84. So it should really be that we utilize the language in the sample of 509.9 and revise 5131.81 >> because it's really identical. >> Yes, >> it's that. So that's what was brought up that we're adopting a whole number but we had an existing policy and paid number is the 5131.81. >> Yes, Mary. Thank you. Um, just in regards to this policy, I've I've recently um been doing some research on the meta glasses that are becoming more and more popular. So, they look like reading glasses, but they can start recording at any time. There's also a meta watch and there's um a meta necklace. Uh some school districts are already starting to have um problems and concerns with students using these types of electronic devices to record teachers. Um
056so I just like to uh move to put meta language into this uh policy as well as um eyewatches. That's a great suggestion, Mary, that is popping up >> quite a bit. >> Once a year, I have a good suggestion. That's it. I'm done. >> I didn't even know these things were a thing. >> Yeah. So, they look they can either look like sunglasses or just reading glasses. But if there's a blue glow on the right hand corner, it's a small small dot. Um then it's recording. >> All right. Uh good evening, Mayor. Just so you know, this is Jeff Telki. I'm here uh tonight. >> Good. Great. >> I' I'd love to >> Yeah. I'd love to help uh talk about this a little more as well being the director of technology uh sharing
057some of my experiences. Um I agree that the Madison policy does cover a lot of the similar language that our existing policy does. Uh but similar to what Mary was just saying um is that the the terms right now for privately owned technology devices for instance that are provided in there are really um sort of specific still uh where the technology in our modern era is changing and flowing. We don't know to be honest what the next new craze is going to be that that our uh population takes on and and you know runs with. Um, in that in that regard, I would love to see things like uh more general terms like wearable technology or quote unquote smart technology. I think that might be more advantageous because that does encompass the larger scope of
058these technology devices that are being used when they're not appropriate necessarily uh or used out of the scope of what their intended purpose really is. I think that's really helpful as we develop policies that we know could um become outdated if we specify too much >> uh the the language, but we want to leave it broad. So your recommendation is we leave it broad enough where it includes it's under the umbrella. Um these devices are covered under the umbrella of the way we were. >> Exactly. I mean, there are things that we just that that exist out there that weren't even covered already tonight, like uh wearable rings or other such smart devices that exist out there that people can actually communicate through. Um there are they they link to their their phones that are
059hidden far away somewhere else or they even have their own cell phone signal attached to them. um times are changing drastically and we just want to make sure we're we're accounting for uh those those changes without having to come back and adjust this policy on a yearly basis for us. We don't have to >> just just some input from me. >> Oh, that was really helpful. >> That's really helpful. I like I like that wearable technology or smart technology or smart devices. I think that is broad that will encompass a lot of so where would that fit best in the policy you think? Um um think you're like there's a definition. Yeah, the third talking about the third paragraph or where it says private technological devices and there's a number of different things that you
060would add. Therefore, smart racist. >> Sorry if I if I could just chime in. One more thing. And I I could talk for hours and hours about this stuff. Um, but I'll try to to keep it short and sweet. Um, the these smart devices and whatnot, there are there are other devices that exist out there that aren't necessarily considered they don't fall in that smart device category. If anybody has heard of a a device called like a flipper zero that that's been in the news over the past couple of years. um basically allows anybody who has one of these $100 devices that you could buy online to um replicate things like RFID badges and be able to get in to places maybe they shouldn't. Allows them to do a whole bunch of things in this
061in this unified device. So making sure that our language covers that larger scope is I feel would be would be very important for us. Um hopefully to to mitigate I mean we can't outright stop these sorts of things but to at least help mitigate and have people think twice uh before you know acting sometimes. How is that frame? How does that language because it's it's it is a technology device. Correct. >> It is and and in this language it does say that this these include devices but are not limited to them. So it does kind of already cover that. Um but since there are some very specific things in here already mentioned beyond just that very very general term. Um, >> so we would include wearable technology, smart technology. I mean, we could we could
062easily put that in there, correct? Into that >> or any devices that may be used to um circumvent the board's systems or anything like that. So that on the screen is sample >> um other electronic signaling devices that covers >> now that I can see. >> Yeah, this I'm going >> that that's in. >> Is it? >> Oh, it is on the Thank you. >> Good catch. And that's the one we have. >> Yeah. So some of that language is already in 53. >> Okay. >> So that may be encompassing already. So would we want to use the paragraph from the existing 5131 for one suggestion. What if we used paragraphic or private legal technology devices? We could even add wearable wearable and smart technology or any device that would circumvent the decision. Well, let
063let's ask this. Um, that paragraph there, does that cover >> uh it in in those simple terms, it's somewhat similar to this where it is that does have uh wiggle room for broader generalizations that would encapsulate essentially um all these technology items that I have been mentioning. That language right there. >> That language there. It it would um >> do you make any further recommendations without it being too >> too specific or lengthy? >> Yes. I was going to say forot, but I didn't mean for it to sound, you know, but so it's so it's a common language. >> Yeah. Uh keeping it toward the realm of generalization may be advantageous. things like Kindles and Nooks are more specific products. Those are actually brand names of products for instance. Um whereas um electronic signaling devices
064or um smart phones or smart devices as a as a whole may better encapsulate those other items. That makes sense. >> So instead of smartphones, you mean smart devices? >> Um again, yeah, smartphones. um or smart devices. I I would suggest potentially both the smartones devices to >> but yeah our modern era is broadening out beyond just the realm of phones for these intelligent devices. I think the piece of that definition that's very useful is that it described the function the first sentence really describing the function of the technology and so that ultimately as technology changes it's really about well is this personally owned tech >> storing information so transmitting information so receiving information that language is not helpful >> I would agree Yes. >> So, it sounds like what uh we what we would
065like to do for our district to meet the needs would be to um adopt the language with the exception of um the paragraph that private technology devices. Currently, that's under the 509 policy. uh use the cave model paragraph for privatelyowned technology devices with the addition of where it says smartphones comma smart devices adopt it under policy number 5131.81 are we being Kindle and I'm just saying >> yeah uh they they are considered tablets e-readers is a more specific niche term for them just not brand name but they are of the tablet form factor right >> um so we would also would then take out candles, nooks and it t is that vernacular like understood in the community. It might be understood like for educators, but if somebody were to rethink tablet, they would think like
066their their 5-year-old has a tablet. They might not consider that to be the same thing as a Kindle. Like I wouldn't I I I personally wouldn't consider a Kindle a a tablet. But I this is not you know I I'm just thinking remember we have a community at large that we're considering >> um yeah as far as in terms of um from a community standpoint it is it is a is a mixed bag. Um the e-readers that we're thinking thinking of the Kindles that were just the screen with a little flashing text every now and then that had the great battery life. Um those are few and far between. Uh Kindle has rebranded to the Kindle Fire, for instance, which is actually a full-fledged tablet device. Uh >> oh. Uh >> oh. >> I give
067you kudos to that. Yeah. So, we we can encompass uh e-readers still. Absolutely. Absolutely can. >> Absolutely can. >> I'm not trying to leave any any technology out of this at all or any people, any group, >> please. Um, but >> I I wonder if it would behoove us to use a general term and then in parentheses say for example such as but not limited to and then give a few examples >> sort of yeah like a blend of what we have now and this language. we could and that would that would provide us the the the broader the broader coverage yet also provide some examples for people who may be questioning some of those topics. >> Um so it could read so we're going to take out Kindles and Nooks. It's going to be
068smart devices, tablet, and then in parentheses, for example, Kindles, Nooks, e-reader. >> I I feel Yeah. >> Or or is is is e-reader like is it e-reader, the Kindle, the tablet, and e-reader separ's going to go before the other, right? Is it even >> different variance? Yes. >> And I I think it's important to say for example but not limited to and then your examples because next week four other systems are going to be coming out but at least gives a reference like you were saying for somebody um who may relate more with examples. >> Exactly. And if we're going to go down that route, we want we definitely want to make sure we include wearable technology uh in in this if we were going to look at adopting this because that is one of
069the most prominent things that is happening in schools these days that's being used. will smart devices wearable technology. Um the electronic health equipment, port of electronic health equipment that encompasses what you were talking about like something that could be bad or whatever. >> Correct. Something that could be used for nefarious purposes. Absolutely. >> Perfect. Um, so that an image factor that's Yeah. And these devices being not too >> um Yeah. I' I'd be doing a disservice if I didn't at least mention this uh to the committee since it would uh maybe have something to do with policy. I'm not entirely sure, but I just want to make sure I'm I'm covering all my bases. Um so, as far as this policy is concerned, it is around the bring your own device policy where um with
070teacher permission uh that is actually allowed according to this policy's guidelines. Um what I've been hearing from the schools, from our staff, um from our library, library media staff as well, for instance, is that um these personally privately owned technology devices are being brought in. Um and it is getting harder and harder to to manage them in the classroom because more and more students are are bringing them in. um they're they're trying to say they're abiding by the rules, but what we're finding is that um these students are actually not connecting to our board's network as stated in the policy. They're actually connecting to outside internet resources. And I know the policy already states not connecting to 3G and 4G. Um I just wanted to make sure that, you know, we we had our bases
071covered there as well. um so that we could properly enforce and and try to pull in the reins on that. I don't want to say an outright ban on um privately owned technology. I feel like that is doing a disservice in the other direction. Although we do provide a onetoone technology device to every student. Um there are times where a kid might a student might need to bring a device in for a project or something like that for a presentation where it would fully be warranted. Um but we just want to make sure that we are continuing to empower our staff to be able to have a little more granular control over um when it is and isn't appropriate. Uh for instance um these privately owned devices again what we're finding is that when they're
072connecting to their own network they're not under any of our filtering protocols. These students can do anything and everything they want as long as the teacher of course is not seeing what's on their screen. Um teachers are bitching teaching. So if a student has that out there is an opportunity for um less than ideal things to to occur. Now we we trust our students. We want to make sure that you know we provide them the best opportunity to be model citizens. Um but it does happen from from time to time as we have documented throughout the schools and >> yes you you understand. >> Yeah. >> Um so the language is in there. I just wanted to stress that and bring bring that forth to to help empower our our staff in the district to
073know that they would have more uh they do have more control over what technology devices are allowed to be used in the classroom especially during during the instructional time frames. Um so teachers do have the ability to move as do uh building administrators. Do you have any recommendations based on your review of the policy? Speaking to this topic um on on the existing policy, not the 5090.9, but on the 5131.81 um the actually I don't think it's this one. I think it's >> the six >> 6141 328. There is language again that is very specific around um in the operating principles for use of personal devices on school campus section. Item number five um they will not attempt to bypass network restrictions by using 3G or 4G network. Uh again times are changing. Those are
074antiquated networks now and they're very specifically mentioned. We're on 5G now, ultra wideband, etc. that that they simply are not breaking rules technically right now by >> because there's by doing that for >> right >> so how we re how would we word that to meet intended >> by using an external or cellular network is something I would suggest a cellular cellular or alternative external Thank you so much. That's really a good >> No, I don't have a high schooler yet, but I'm just And I don't know how it works in practice in the high schools like in practice. We know how we want it to be designed to work. But in practice, if students have their cell phones um and they all connect to our to the district's network, will it work? >> Uh
075>> will it be moving so glacially that you can't, you know, get the work done in the classroom even if we wanted to? So that is that is kind of I when I came into the Bristol public schools that was sort of uh the design to limit the congestion on our network because so many people would have the ability to connect to it. Uh that is something I'm working with our city network team uh and IT staff to try to find the best solution to that. Right now technically yes it is almost unusable in no simple terms. If you try to connect to our BYOD network, it will take you upwards of two minutes just to load a website. Um, so it is kind of prohibitive and that is causing students to go through alternative
076measures with their personal devices, right? Are we setting them up to violate a policy by default because we can't expect them to use their devices efficiently without I'm just wondering you know >> that that is part of it but on the flip side um students using personal devices still will not be filtered even if they are on our network because the devices themselves don't have the filtering technology >> in no control that's obviously >> um >> they're using their Chromebooks then they're on the fast Wi-Fi. >> If they're on their MacBooks, then they're not. >> So, that's the idea. >> Yeah. >> Well, I'm thinking too if students who might have their own personal devices and it's something that's in their IEP or 504 plan. Um, >> yes. If if they are if they're explicitly
077written into an IEP or a 504, we do make accommodations. We do have a special network just for those specific places that has no restrictions >> and still the filters there keep it safe. >> So I'm hoping we'll get this motion right. >> Sorry. >> No. Was there any was there anything else? Because I know you you know the 3D or 4D network that language is you know archaic. I just want to point out that there's a regulation as well to 509, >> right? And that y that was kind of like it's >> Yes. >> Right. >> Uh nothing nothing really tonight. I just wanted to just share my knowledge and what I've been hearing throughout the schools to at least help um guide our decision as to adopting >> We're glad you did. >>
078It was really really helpful. All right. >> Thank you. >> If you need anything at all, feel free to Thank you. >> Thank you so much. >> Okay. Anyone missing the thing? Okay. So, okay. So, I just wanted to double check. We don't have to resend 5131 to use that number. We just revise it. Okay. Um, so I'd like to make a motion to revise policy 5131.81 with the language in policy 50 90.9 with the exception of paragraph the third paragraph under definitions. where it says the use of privately owned technology devices. The paragraph that we will be inputting is from wave model policy and it will read privatelyowned technology devices. For the purposes of this policy, privatelyowned technology devices refers to privatelyowned wireless and forable electronic handheld equipment that can be used for word
079processing, wireless internet access, image capture and reporting, sound reporting, information, information transmitting, and or receiving storing, etc. These devices may include, but are not limited to, personal laptops, smartphones, smart devices, wearable technology, Chromebooks, tablets in in parentheses, for example, but not limited to Kindles. You know, this e-readers close closing the parentheses and then cellular devices, radios and walkie-talkies. So, personal data assistance, iPhones and other electronic signaling devices with the regulation like and I wouldn't if it if I didn't think it could potentially be an issue I would bring it up but is in the personal gaming devices I think that could be an issue it was in this the 5090 language personal gaming systems that wasn't part of the list that you just So, not to make it blonder, but I do think that that
080one particular >> um iPhone and personal personal gaming systems because you don't want to hear that again in other electronics. that was let into and that will all and that motion is so it all falls under 513. Okay, just to clarify. So we're we're keeping 5131.81 one and just fixing that language and then also adopting the regulation 50 90 so 50 yes so 50 90.9 the Madison policy has a a number correct so we're taking their language with the exception of the paragraph under that I just read um we're going to make the 509 one 5090.9 to be 5131.81 under our policy really changing and we're using model policy language for just that paragraph which says use of technological with the conditions that we have discussed. So that I think all I want to say
081is when it's close to the board, please please help me to explain. Did we address the other concerns that had come up from other commissioners? Um, so from what I can recall, the other concerns really fall under the 6141.328 policy. So we can if after we vote, we'll close that out knowing that there were no no pending concerns that could complicate things when that goes to the board. >> Not that I'm aware. >> Okay. Um, I know one of the main reasons for bringing it back to committee was to really consider the language in this pol, the one that we would like to adopt, the one that we just moved to the board, how that relates to the current policy that EPS has, the 6141.328. And then, uh, we just want to make sure that
082we're not duplicating, the language is consistent. And then, I think we heard some great suggestions tonight that we would want to consider. um regarding um the cellular or uh external network. >> Okay. Okay. So, >> and I just want to do a check in on time. I know it's past what we usually do, but I want to make sure everyone's still opening because I know there's some pressing. We did the mo we motion second discussion >> discussion. Yeah. All those in favor? >> I motion pass. I promise I'm I'm your present. Um and then I wanted to check in on time because I know we went we usually try and keep it to an hour. There are a couple press a items that we do have to get to and I just wanted to make
083sure that hopefully with that power through. Um so that brings us to 6141.328. Uh the instruction bring your own device. Um, I think some discussion points that were brought brought up from commissioners on this was just how this relates to policy we just moved to the board. Is there to get language? Is it, you know, if we're keeping things, is it consistent? Do we need both? I don't know if we want to tap into one of our experts in the room to see if there are any duplicative things we might want to consider. Um so in in looking at this policy um the again the definition of device is all-encompassing as well here but again is very uh general but has some antiquated specifics. Um my suggestion would be to maybe take some notes of
084what that uh device is uh from a previous policy that we had just worked on. that could be useful for us to have similar language across the board to encapsulate. Um as far as this policy as a whole is concerned, uh there isn't any explicitly duplicative um content in it that hasn't that was already in another policy. Uh but it does touch on the appropriate usage of devices used within the the bring your own device policy. Um that includes uh the different devices such as laptops uh and smartphones and whatnot. Um, it does already explicitly state that these devices are not to be used during instructional times unless they have the explicit permission from the classroom teacher. >> A quick question. It references um bring your own technology device or deviceology program. Um, it's on
085the second page under That's >> is what what's that referencing? Uh I have a strange feeling this this policy because this policy existed before a onetoone technology uh policy came out. This was just an offering that the district provided uh to families so that students could use technology uh in the classroom where it may not have been accessible for them readily at that given moment. So uh being that the last time this policy was revised was over 10 years ago, that is kind of my assumption. >> Um yeah, is there anything specific in that in that regard? I feel like I remember when this was written and put out. We were really excited because like oh if they just want to look something up really quick and their teacher says it's okay they can get
086out their phone and look it up because they didn't all have computers in the classroom or couldn't put down computer lab. It was just sort of allowing for that whereas before it was like you weren't supposed to do that at all. Um and so it sort of gave permission and >> for that to happen. Um yeah before that he's had the technology >> right of course times have changed as we're all aware social media has evolved beyond what we ever thought it would be. Um as far as uh additional language in here uh the recommendations of the cellular network piece. Um again I just wanted to share because this has been something that I've that has been brought forth to me. um because of the the way the policy is written, I don't necessarily have
087solution for our our staff in the district. Um but they have been we have been uh struggling with uh student use of devices throughout the the school day when they even when they may not uh be necessarily allowed to. Um we've gone so far as to look at incorporating yonder pouches uh for the coming school year, but the budget is not looking ideal for that. unfortunately. So, that's something that is being tabled. Um, this is a a more of a contentious thing. If it were to go one way or another, the community would either praise or lash back out toward us on that. So, we do have to be careful with how we how we word this or what stance we take as a district. Um but the the goal I I feel that this
088policy should should promote again is um empowering our staff uh more so to ensure that these devices are not being used during this bill. I believe it does in many cases, but we just need to make sure um that it is explicitly mentioned that they are not to be used. Um and and again, I believe it all does. But again, this is more of a reinforcement thing in our schools where that may have fallen into the fray in years past. And I believe there was a question Carly of if this entire policy item is actually needed. Well, that's I think was initially the question was there uh any kind of duplication and I do I do think it is it will be tricky because I don't think there's anything distinguishing between your private technology device
089versus personal technology device and I do see quite a bit of overlap in the language. So for example, the definition of device that's a BYOD policy to me is what you just created through the revision that you have referenced. The internet and software paragraphs there now they're worded differently, but the intent is very similar to the access to board technology resources from that policy 5090.9 language that section because they do talk about how students might be able to access the infinite. I think we would want to revisit maybe that paragraph even though you just wanted to move it to the board only because it does say the board may permit students using their privately owned technological devices to access the board's computers and instructional technologies, communications, data management systems, information tech, and the internet. So
090if you wanted that to be more specific to address some of what Mr. Telki has just said, I think that would be the place to do it. But access both to internet and software is addressed in that access to board technology resources. It's just framed in a in broader terms. Uh I also saw in no I'm just wait I just am seeing these tonight. So that's why I'm kind of um the the security and damages piece of that 6141 BYOD policy is the same language that's under responsibility for privatelyowned technological devices. So students are responsible for the safety and use of their privately owned devices. And so that kind of intent of that paragraph matches that one. So I think looking side by side, the only piece that I couldn't really find in the policy
091that you have just approved is about power cords. And so that is a particular issue. Uh power cords stretching across the classrooms. I don't see that in the 5090. I I I do think that could be a real thing and charging your devices. Um and maybe that's the only piece that I I didn't see, but I think that there is a lot of >> Yeah. And pardon my lack familiarity with the whole policy procedure here. Um but my my I guess my question here is around uh which section of our board policies these two are in. One of them is under students, the other is under instruction. And the wording yes while similar I feel on the instruction side is oriented toward instructional side of things and the student side is framed with the mindset
092that it's for the students. So I could see certainly what is is talking about. Um but again with the the differentiation of what sections they are in um that's again not not necessarily a decision for for me to make but I I do see the other side where there is the delineation between the two categories. I'm not sure if we are obligated to if there's any requirements to have >> an item in both sections. >> Recommended >> not today. >> Okay. >> Yeah. The 61 recommended It looks like K blast updated a 614. I think we have ours is 2015. I was with November 17th. I don't know what the last updated on and that like they said agree the live mandated policies. Now current policy number of the 61 was based off policy was
093adopted. July 1st, 20 I say your point about the instructional, but it I think that's also clarified under the students degrees 501 new number 5181 under the use of privately owned technological devices because it does allow permission to be for the devices to be used by instructional staff. Okay. So, if if it's not mandated and just recommended, um I do see where that that could be uh viable to where one policy put in couples um be be used in place of two >> uh >> which policy. >> So, the >> would it be the >> uh sorry >> 5131.81. Yes. >> But what if we just adopted? >> Yeah, the one we just adopted would be viable one. you know, and that's kind of what I was considering when I, you know, I was thinking,
094are we including kind of all the concerns of and and it and probably it's not easy to answer that question until we flush it out until we really start to look at each of these policies and then which I know we've looked at before, but to see what's duplicative where what where it belongs and if we have to take small pieces of language out of the and put it into the policy if we should adopt it and you know if that's a way to streamline it and make it make the most sense then we can do that. um but then I would ask the same question of any other uh technology policy that we might have before us. I mean the regulation I mean >> in the world of chat GPT or Gemini or what
095>> yeah these combine that >> so it says while the 6000 series policies focus on technology for instruction filtering and curricula 5000 series covers the student use of the device and electronic course >> that's an important the those policies when you frame it they serve different purposes. >> Yes. And the only thing I would say is that we have consistency in the language and application across those so that you know we can say this language is framed this way because it's due to use and this way is framed this way but it's still the same we're sharing a common language. Yeah. Now, correct me if I'm wrong, but in um 513.81, um I'm just trying to skim through it again. Is there anything explicitly noting our uh the board's filtering systems? It is, isn't there?
096This might be unpopular, but I'm wondering even though we've voted to move these policies to the to the full board that and and they could still stay in that way, but that maybe we table some of this so that we can have some additional eyes on it like the experts experts in the field that speak of, you know, the language better than us lay people. Um, so that when we do present it to the board, it can be comprehensive and succinct and really inclusive of current day practice while being mindful of why we have policies and the categories which we have policies. I don't know. That's just a thought. Are you see go back to >> I guess it depends on how quickly we move. I mean just because we voted to move it to
097the next to the board doesn't mean it has to go in the next meeting. I mean, um, I think it's important to get it. >> Yes. Because even though it's going to the next board, we could all when it gets to the board, we can, you know, recommend that the language certain language be included or updated. I mean, I'm I'm I just think we need to have better set of eyes on it. I'm I'm processing while Because what do we have? We have what's left before us. That's 3291. Right, Maria? Would it work if we said that um the regulations will be created by the tech team for these policies? Well, I think we want I So, it's it's not just the regulations though, right? It's the what policy are we looking at now? And
098we want to integrate feedback from the, you know, the experts in our district, but the regulations would always be at the discretion of the superintendent. Um, >> okay, I gotcha. >> Yeah. I'm just >> now this isn't a mandated one, correct? This was one that kind of came out of a situation in Bristol. >> Am I recommended but recommended? >> Recommended but not mandated. So we also have the um May and June board meeting. Um the only mandated ones we have for that one, we have two special education and one military family. Um and then this one that's on the agenda for today, the suspension and expulsion, that's also mandated because we spent so much of this year doing back work on mandated ones that we are out of compliance with. And then we shifted
099into the armed guards, the wands, and um it's all super important work. Uh and I'm so proud of everything that we've accomplished, but this particular topic isn't um mandated. May maybe we should just bring it back to committee. >> Right. Right. Well, and I think, you know, be because we voted to move those policies to the board and we we've voted on that and we haven't voted on on these, we could vote to table these and work on the language, bring it back to committee before it goes to the board. Make a motion or uh it could be >> Yes, >> it could be. Um uh and and then if any If any language does need to change in what we've already voted to go to the board, then we could do that at the
100board meeting. Um, okay. So, I make a motion. Which one are we? Which one are we working? >> Yeah. I just, you know, I vote to to table policy 6141 that uh 328. >> Motion passes. >> I guess we're all in favor. I >> I think Yeah, I think that's great. >> And I I apologize. I didn't mean to offiscate this anymore than it needed to be. >> It needed to be offiscated and I just again needed to say the part of on behalf of the administration and the staff and what I've been hearing for the district. We need to make sure we get this right for now and the future. >> And I think this is also um important for us to do. We I think we need to be mindful of engaging the
101people who speak this language far better than we do, you know, as as a way to inform us. We have experts in the district and which is why we have, you know, Carly when it comes to curriculum, we have our expert, you're our tech expert and we want to tap into that. So >> I'll start work on that right away. >> Oh, even better. >> Oh, thank you. >> Okay. So that brings us to policy 6141.329 onetoone device program. Now this is a also we might even consider having a special meeting sometime soon. Just throwing that out there. Yes, too. >> We can be at our best for some of these mandated ones as well. How many are mandated that we have left? >> Just the suspension and expulsion. >> Okay. Is that the one?
102>> But we I mean it doesn't have to be done until July 1. So, um, if you want more time with it, >> are we as a as a group, are we feeling that we want to schedule a special meeting to all these items? Think we could schedule schedule a special Oh, so attendance and excuses is also a mandated policy that needs update to legal references and the truency one is also Are there any that we have missed the implementation date? >> They are existing policies that are part of the audit. So essentially there may be some basic like if we're sequencing most important what do we what do we need to do for compliance like right away and then do we want instruments we have this the special meeting option or if there are
103none that if there are some that have a July July 1st 2026 um implementation date then we have more time in the upcoming meetings but if we have to do a special meeting that as well actually in the equation we have is it just this month May >> and June. >> Yeah. >> Um I have I believe May 27th and June 24th >> or is that wrong? >> This might be the calendar that we made Sydney and then it got changed. >> Yeah. So they made So May 13. >> Yep. May 13, June 10. >> Yeah. I thought we had two left. does seem like they probably have to schedule. So the reason why focused on mandated ones was because I have to update the student admitted parent handbook we to ensure that we have
104those policies updated our parents are signing most accurate the most accurate policies. So, I'm hoping that the handbook would be ready for August um to provide to all families. Good plan. total are there that are that are manifest my notes all over. >> So on this agenda four and those are thicker packets. So, my suggestion would be to table these and schedule a special policy meeting so you can really tackle them. Uh, but I'm open to other what everyone is what the majority is on board with. I think tableabling is probably skillful because we're all probably a little bit tired. Um but also if the what would seal a decision would you know for special meeting versus moving things to the next policy meeting or how many other mandated ones do we have that are
105timesensitive because if we're pushing these off does that does that encroach on um other ones that we might have come or also time. So what I did share with Jill was about set of policies that are part of the hand that might be a special situation I guess. >> Yes. >> All day. Right. >> Right. That would be fun. It's the policy policy forum of person public school and many of those do fallion system. >> Okay. So we'll leave that chair to decide how he wants to handle that. >> So I'd like to make a motion to table um agenda items 4.6 4.7 4.8 8 4.9 and 4.10 there any policies in new business for new business. Is there anything timesensitive under that? >> Um, so it was just more to bring those to your
106attention. uh that they do, you know, send out these quarterly updates. Actually, and second quarter uh the first quarterly update actually passed them to the whole board for the library. Those are justformational. You made a motion to table. So move any discussion. All those in favor I passes. went under new business. Spend a couple brief moments uh discussing a policy update number one and number two which we all have copies in our on. Thank you for these policy updates. said, you know, these are helpful tools that get sent out um pretty regularly by Cave. I think we're going to be getting another one in July. Um and they, you know, update us on anything that we we should bring attention to, we should discuss. Um, so it's just a helpful resource to keep us on
107track with updates. And I think it's important to kind of think about how we would want to integrate these updates into our regularly scheduled meetings so we stay on top of all the policies and updates and really integrate them into our discussions. Yeah, maybe we could take these home, kind of take a look at them and um we could have it as our uh an agenda item on our next agenda just to like revisit it, see if there's any thoughts, suggestions book, >> right? Our new book. >> Okay. 9:03 meeting adjourned. >> Thank you. >> Thanks everyone. Thanks, Mary. >> We're crushing it. We're crushing policy. I'm going to be back after April break. A well, it was