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Board reviews Student & Family Handbook updates, flags AI guidelines and attendance changes
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Summary
District staff presented annual Student & Family Handbook revisions including clarified transfer procedures, updated attendance definitions, expanded device/cell-phone rules and a placeholder for AI guidelines; the board was told the AI policy will return for approval after statewide guidance.
District staff (S6) presented the 2026–27 Student & Family Handbook updates and explained substantive changes for families and staff. The revisions include clearer language on K–12 transfer requests, updated daily and half‑day attendance definitions, new guidance for makeup work by grade band, alignment of discipline referral language with classroom-managed behaviors, and an expanded list and definition of electronic devices covered by the district’s cell-phone policy.
S6 emphasized attendance changes intended to reduce confusion about how daily and half-day attendance is calculated and told trustees the handbook now includes an hourly dismissal chart for clarity. S6 also said the handbook clarifies chi ldcare-transfer and minority-to-majority transfer descriptions and will include restorative-practices language to show how discipline resolutions and consequences are handled.
On technology and AI: the handbook now contains expanded electronic-device definitions (headphones, wearable tech, personal computers, and gaming devices). S6 said the district has assembled a team led by Dr. Filipiak to draft AI usage guidelines; four meetings had been held and the guidelines will come to the board for approval before they are linked to the handbook. S6 noted these guidelines are a placeholder pending the governor’s forthcoming guidance and potential state mandates on cell-phone and technology policies.
On attendance and truancy: staff and board members tied handbook changes to the district’s work with the Sangamon County truancy review committee and the recently reactivated truancy court. S6 and committee member (S6) described a focus on elementary (K–5) students as an early-intervention priority and explained coordination with ROE truancy caseworkers, face liaisons, and community partners to engage families and improve attendance outcomes.
Ending: The board was asked to consider the handbook for approval at a future meeting after reviews; the handbook edits will be available for trustees to vote on at a subsequent board meeting.
