001Um, and thank you guys, everybody, for being here. Um, and I will turn it over to Dr. Newton to get us kicked off. >> Thank you, Madam Chair. Um, very pleased that we have a lot of talent assembled in the room this evening to help us through our conversations that we uh questions that we may have regarding potential policy change on to our um cell phone policy. Um, I know that we have some guests from the community in here as well, but um, perhaps just to relevel the playing field for everyone and not just pick on a select few, if we all district employees who are attending tonight's meeting, if we could go around and um, briefly just your name and the current role you'll now be in in this coming school year. So, Steve
002Newton, super superintendent of schools. Dr. Kern, you want to take a stand? Uh Steve Kern, director of special services. >> Uh Jen Srilly, CFO. >> Jeff Lewis, executive director of student services. >> Amy, general counsel, executive director technology. >> Andy, executive director sport operations. Jeff, principal, principal east. Taran Delbridge, principal of Kerry. >> Chuck Curry, director of secondary, community relations director. >> Shat, executive principal of >> Mike Maloney, principal at Trial at Johnson. Tom Jones, MTSS coordinator. >> Well, thank you everybody. Thank you for being here to share some of your expertise as it comes up in the conversation. We may have to have you tag in and tag out and join the table if a question is posed to your area of expertise. I did ask a few of our folks to sit at
003the table uh perhaps anticipating that they may u receive a few more questions than others but maybe I'm wrong. Um, couple of things just to level the conversation. Uh, and I did print off some copies here if I could pass those around to trustees. First page is the actual policy that um talks about our electronic devices and pages 2, three, and four is the associated admin rag. And just to remind the board that um normal procedure is uh the first page if you contemplated changing policy that would be this page that would form um include the normal language change that goes out to 45day review and then the board votes on it. Um the pages 2, three, and four, the admin rag as long as it wasn't contrary to policy. The typical procedure for adjustments
004there are um the cabinet to receive very much what the will of the board is and then you would task it back to us to propose admin rag changes that are ultimately approved by cabinet which are then shared back with the board. So, some of what um procedurally the next steps would be may have to do with whether you would like to see one or the other or both potentially changed. Um I um would like to um say just one last thing and that is we did not have any folks in the room come with any sort of prepared presentation which would suggest that they have a direction that they would like the board to move on and instead they are just making themselves available as a resource to answer any question from their area
005of expertise. So, the the the outcome of this work session will likely have to do with the kinds of conversation or questions that uh individual board members pose. And so, uh with that, I'll turn it back over to you, Madam Chair, to get us started. >> Thank you, Dr. Newton. So, I think to start, I'd just like to lead off with um and board, just so everybody we're on the same page, we're just asking questions tonight. Like Dr. Newton said no one has a presentation or a you know something they're just coming dying to tell us. Um but we can we can fire away with questions and then um for our administrators as you you know as you have something that you want to weigh in, we'll just take turns and go through and let
006all of you speak to whatever questions the board of has asked. Um but we're really grateful you're here. Um, I want to start off with um just a a higher level question. I think we have some some things that we'll want to maybe get into the weeds about. Um, but in terms of a cell phone policy, as Steve pointed out, the the policy itself is very very short. Um, we do have three pages of admin right though that deal with how cell phones are um or electronic devices should be used or not used in our district. So, as we as a board consider possibly tightening things up and asking you and your schools and in programs to um really kind of rein it in and you know maybe maybe cell phones are a big distraction.
007That's what we hear and that that's our concern. Um and we hear from a lot of community members, but from your areas of expertise, what are what are some problems we need to look for? What are some things that maybe we're not, you know, as we look at the bigger picture that this might be a problem? What are some things you need us to know um that that we should take into consideration before we make any highle changes to the use of these devices in the district? Does that make sense what I'm asking? So, I'll just I'll start here. If you don't I mean if or just if you have a thought or something that goes to that I guess just let us know you want to talk and we'll just go around the room.
008Anybody? >> So what I hear you saying is first would you like to know if we have a policy at our school? >> No. If if we are looking to tighten up on cell phone usage in our district or electronic device usage, I know some of the schools are have really kind of rain this in already, but are there things we need to know with special ed? Are there are there considerations for students who might use it as a I mean, if a child has a medical issue or and needs it or are there I I don't I don't know. Um, if you have concerns, higher level concerns about unintended consequences that us tightening up on this might have, I'd love to hear those. Does that make sense? So, I know some of you have
009really already tightened up on this, but are there things we need to be thinking about as we work on policy? I'll start off with the special education component and I think it is addressed in our current policy that for individual students per their IEP, they may have the right to and absolutely need some type of assisted technology in order to access the education. And so as we look at possibly revising the policy or or clarifying and adding to it, whatever, it's just important to ensure that we don't write a policy that is in conflict with um what we are required to provide for us. >> What are the pros and cons of having an actual cell phone in the IEP? I mean, obviously before phones were we never had them in >> um IPs or
010504s and I've heard pros and cons. So, I'd love to know your thoughts on pros and cons of having an actual cell phone accommodation. >> I think one of the really neat things about assisted technology is that there are multiple different devices that do the same thing for a student. So, it would probably be fairly rare that we would need to write in specifically that a student needs their cell phone. >> Um, but we can we can write IEPs in a way that gets to the heart of what the assisted technology needs to provide to the student and but leave it leave the IEP language flexible. Now, there might be individual students who would need, you know, a medical monitoring device that is their cell their cell phone. That there aren't any other options. Um,
011but that what we write in the IEP has to be required and necessary in order for the student to access their education. But we often do not write it's so specific that it is one one type of device >> because I would be concerned that if a child had their cell phone due to say a glucose meeting and not every teacher in the building knew that that child needed that cell phone. Um that would be my biggest concern is you know besides the kids saying hey that kid has a cell phone. Tell me how I mean is it as simple as administration saying this child can carry their home? >> It would be concerning if the teacher didn't know that accommodation. That is that student the teacher's job to know what's and what a student
012needs in the classroom. So that would be concerning if a teacher didn't know. Um, and we are supposed to train folks on what is written in mind and that includes the student as well. So oftent times we need to do some training of the student on how to appropriately use the assisted technology, not just give it to them and assume they know how to use it correctly. But but do to follow on with what she was asking like I mean I would assume the classroom teacher would know or your high school you know their six or eight teachers would know. Um but what if the kiddo is in first grade? Does the sixth grade do the sixth grade teachers know that this kiddo's I mean does the entire staff in the entire building know that
013you know student X has a glucose monitoring >> on their phone >> that they might not but then being able to teach the student how to privately advocate that this is my medical monitoring device. >> Madam Chair, may I clarify your question? >> Sure. >> And I apologize Dr. Kern, this I didn't I didn't didn't tell you I might ask this because it just occurred to me. Um, we're talking an awful lot about cell phones, but I think there's some concerns about electronic devices beyond just cell phones that could distract. Um, would you imagine that we might have more um need in your world or at least for health reasons with some of the smart watches that might be measuring pulse and some of those things? >> Absolutely. Yep. all of the I mean not
014the devices there's so much biometric data nowadays that are gathered through the devices so for sure the smart rings nowadays that that are being used yeah >> absolutely >> Dr. Dr. Kern, are there um are there privacy issues that that we would need to worry about for a child if if they're allowed to have their device or their watch and be monitoring it when if other children are not allowed to? I mean, are we disclosing anything that we're not that we should not be implying about a child? >> I think potentially, and I don't know. I honestly don't have the best answer. I think Amy might be able to but for sure >> right so I don't know of any kind recently but you have to you know if you do have privacy rights of
015student or student and so when we kind of not advocate but when when it becomes obvious um we do have some privacy concerns about why you're asking question that they're getting into um singling out a student because of an accommodation that issues there. It's it's kind of a I think as states and as districts are moving toward um modifying cell phone policies, those are concerns that it's no one has any clear answers right now, but it's definitely an issue, right? We know that they can very easily identify students. I don't know exactly how we deal with it yet, but and not a full story at all, right? But just something we should think about as we're tweaking things so that we're making sure that that doesn't shift. I think one of the additional with you
016know not singling out a student but also going into search and seizure type of of you know if a student's using their cell phone and the teacher wants to verify and search the phone that they were using it for glucose monitoring I would imagine we would have some sticky situations with that. Okay. Any other questions? Thinking about special life. >> Does anybody else have anything higher level you'd like to tell us we should keep in mind as we're working on this policy or any changes? >> Well, I'll I'll just attack the element. Just if you're going to write a policy about cell phones, please write it very very specific and not leave it up for interpretation. not leave it up to where somehow one school can have a different policy than another school because of
017some ambiguous language in the policy. No sh and and may but lots of wills in your language. So there's just no interpretation. >> I totally agree with that. I' I've spoken with numerous teachers, parents, grandparents, and some of you and I've been you guys have been kind enough to call me back when I've asked the question. Um, it seems like unless we do something really strong, those cell phones will still be uh the kids will still have access to them. And I've had um a lot of time to think about this and I'm almost I talked to a gal from Glenrock. She knew you and um they've gone with those yonder pouches and initially I thought I don't think we can do that. But I don't know if those cell phones are on those children
018anyhow they're going to use them. And so I think one strict policy and I don't know how hard or how expensive it's going to be, but I would be a proponent of because it it one teacher doesn't enforce it, another teacher will, it makes it hard for everybody. And um >> the challenge is when we have those those situations, you know, where the parent says, "Well, we have an emergency in our family and I told my kid to keep their phone on them and I told them I was going to text them or call them about what was, you know, what happened. Call the school. >> Exactly. And when they when the kid gets their consequence because they have their phone out and then they call the central admin or they call their local school
019person. We need everybody on the same page and say >> we have a policy that says you're not allowed to have problem. >> And and this one gal said, "Don't say you're making your policy stricter. Turn it around and say we are giving kids more time on task. We are giving teachers more attention with their students. We are helping the mental health of of students. We are helping with behaviors because I think cell phones um aid in in misbehavior. Hey, let's meet up at this place for a fight for this. So, I think that if we had one strong policy and so a sub would go into this building and know it's the same policy if it went into that building. And um I'm I would am a strong proponent of it. They lock those
020funds up. I think the junior high has really got it kind of under control, at least Johnson, but now there's new uh administration. And no offense to anybody that's doing that, but um and I talked to the librarian at Johnson. She said it's taken four years to get this. So kids get it if they don't have their cell phones. I think McCormack is pretty strong about um I talked to students that I have, they said those cell phones go in their lockers and they don't come out until the end of the day. Um, so I'd be a proponent of if we have no phones, then teachers don't have to interpret anything. They just don't have phones. And that's our policy. And it's a positive thing because we're giving teachers, staff more time with their students
021and kids would actually have to talk to each other. So I'm a proponent of that. manager. Um, Trusty Cook brought up the the cost question and I could definitely fill in the blanks. Um, >> as far as restricting access, there's well, there's two main options. It's the pouches that you explained. There's only a few vendors in that marketplace right now. Um, within that kind of two vendor option, um, there's the opportunity to lease those pouches. Um, it still comes with a a fairly scalable cost. Um, we have roughly 6,200 students at the secondary level. Um, that lease would be about $155,000 a year for those devices. Then you have to pay for the locking stations and we would need at least one in every classroom. Um, those are about $550. >> Every classroom. I had
022heard that you could do one at the entry entryways in the office, but not every classroom. kind of depends on how they're how they're structured and what that policy might look like. Um there'll be a little bit of training in your set up, but the recurring cost for that lease would be a minimum 50 $55,000. >> Could we ever start with high school? >> There's certainly a way to scale it however necessary. Um the other option is more secure lockers. Um now that would require probably in the secondary level at least with high school uh lockers in various classrooms. Um so you have the onetime cost for those less recurring. Um you'll have some install costs. Um and that would be a little bit more upfront. Um you'd have to pay for each of the
023the lock boxes and the install but less recurring cost. Um those would that option um again just kind of using the secondary level as a as a benchmark would be onetime cost of about $240,000. Please be honest, guys. Tell me. I mean, I taught five-year-olds, but I know that this is a problem. So, tell me if this is like, "No, Barb, stop. I'm I'm I'm open to honesty." So, I'd love to hear if you think this would be horrible to implement or you think it's not a bad idea. >> Well, um I I would caution on the yonder boxes. Um I've done research on that. The kids have already figured out how to get them open within five seconds. Um, so it's not something and there's not like a alert or anything that tells you
024that it's open >> even with the magnet >> and so they figured it out. Um, we did a lot of research on YouTube about it and so something that would pursue that. >> Okay. Beyond bosses or which option >> correct or they can be purchased outright but they're >> they were like $30. I mean, I've even had somebody say, "I'll get you in charge, you know, with somebody that I also had this one gal took the yonder box and she said, "And you can't open them." And she hid it and it opened. >> So then they took this company took them all back and redid them all for free because they and she never said that they misfired. But I want to know I mean I don't want I don't want to add any more
025to your rights but I think in the long run it might I mean I'm concerned about the mental health. I'm concerned about the addiction. I'm concerned about so many things. I'm concerned about the kids are no longer doing tests. I had a little girl when I got my haircut. This little girl said uh we used our cell phones in such and such a school for tests. And I'm thinking what? So if they didn't have them at all, then they wouldn't have access, you know. So please address that. I I would just add um this policy was created in 2020 and we didn't have onetoone devices. So, um, needing the the device for alerting has changed since that because we have the one that might be something to think about in that. Um, also the ambiguity
026of teachers having choice to use in the classroom. I think it's a different time because we have the onetoone devices. So, that might be some input for that policy. Um, but I think you nailed it. I think we can't talk about this without talking about the fact that our kids are addicted. We even have some kids that are having addiction problems with those cell phones. And even if they're on silent, you hear the buzzing and the buzzing is a distraction within itself as well. So, um I think those are all things we're going to have to try to work through. Um but because the policy was created prior to the one device, that might be something. >> I'm sorry. And are you saying that because you not have to go into one device, cell phones
027aren't necessarily needed for education? Are you >> right? I mean, they could use the the iPads for video recording like some different things in classes like the theater productions. They have a device that we're providing and have some lockown pieces to help monitor. So if a teacher wants to do a survey in class, they can do it all. >> I think that's a great point. That's why the board when in 2020 left that language in that the schools will create guidelines limiting. I wasn't crazy about that word, but it was argued at the time that cell phones could be used for teaching purposes. I think you're making an excellent point that that's no longer the case. Yeah. So, I've heard that with the one to one devices, does it mean there are kids at preschool
028without their then they're allowed to have access to their cell phone because some they don't have their iPad. If that happens, could there be a rule or something in place that says, "Sorry, forgot you're being turned off from site." But I mean, I feel like if we're just saying, "Oh, yeah, that's fine. Don't need your phone." like who's going to bring their iPads. So, I think if we're going to focus on the one to one, we have to limit like you can use your iPad even though like teachers cannot permit students to use their phone if they're going to forget their iPad and then they fall behind and maybe they learn the consequence of shoot maybe I should bring my iPad not fall behind. That makes sense. Do uh do we have extras in classrooms
029or in the library for those kinds of scenarios? >> Extra iPads. >> No. Well, schools have done different things. I think some of them made available some iPads or in some cases laptops, some of the old laptops the first run through. I don't >> there still >> they're still >> Yeah. So there's there's an option for them if that's what it's up to the school kind of to decide how to either accommodate those students or >> at a large high school with 1500ish students there could be a lot of iPads that kids would need to check out for a day because they left it at home maybe. >> But an iPad may not be necessary for learning. >> That's true. for every important to remember is that we don't want the iPad to replace the
030cell phone >> in terms of that screen time. So learning can still happen. >> Hey um let me see if any of the other trustees have questions because we're just have about 30 more minutes maybe a little less. Trusty Hinkle. >> Um I guess I guess for us, you know, because this was something that some of us feel very strongly about is the general consensus among the principles that you guys would love to see no problems. >> I I would love to see no cell phones in the classroom. I don't have strong, but I would love to see no cell phones in the classroom. Is it enough to say I mean I have kids at different low my my youngest just finished elementary school but in elementary school you just didn't take your phone out
031of the backpack and that seemed to work in the elementary schools. Can you do that at the junior high or high school? I mean I have a high schooler too and I think if you told her don't get your phone out of your backpack or you're going to see Mr. Kersner. I mean, I don't I I think could you would that be enough with kids to just say it can't be out during class time? Do we have to invest in very expensive pouches that apparently we can break or hack into for secondary principles? I mean, >> with with the teachers that are very consistent, it works. That works. If the policy at East is we shouldn't hear or see your cell phone during class and a teacher is consistent about that and starts off the
032year enforcing that expectation consistently, I think it works. We have a core set of teachers who make it a priority, spend some time and energy up front making sure that they enforce that right away and they would be that they don't have many issues as the year progresses. >> What about other secondary principles? What do you think? >> I would agree. I would agree with that in terms of teachers who stay on top of it inside of the classroom. I still think during passing period, lunchtime, um, advice method happens. And I think when we go to the bathroom, we use those cell phones, too. Um, and I think that kind of creates something. I think it I think your comment was like, you know, if you're going to use your cell phone, you're going to
033see Mr. Kersner. To me, that works for 85% of the kids. with the rest of the kids that that we're trying to convince to have their cell phones. I think that we have a policy, whatever that policy is, one of the things that we have to do, I would hope, is really get out in front of that because I think that other 10 to 15% um that don't support that policy, their parents don't support that policy either. And that's really where principles um speaking for myself, I guess, that's that's kind of where I get beat up a lot is when a parent says, "No, you're not taking my kids cell phone. I told them they can have it. That's absolutely in their prerogative. you're not taking their property that I support having that cell phone.
034Um, and so when you have 15% of 1500 children, that's a lot of lot of kids that are, you know, you're working with every day. So I I think a a strong policy that that absolutely nowhere inside the building, you know, in the classroom, the bathroom hallways makes makes a lot less sense to me and that's easier to enforce than get out of here. And speaking from experience trying to have stronger cell phone on policy last year we had we were met with a lot of resistance um whether it was from students or from staff over time just because we have to consider there's that human piece and that desire to be on it and the desire to deflect um to that as well. Um and there was a relationship piece. I met with every
035staff member at the end of the school year and I said how did it go? And the biggest barrier was they got tired of fighting it and said that it started to become a relationship issue between you and the student to the point that they would the student completely disengage because of the constant fight. So I think there's something to consider in that as well. Um, and we have to take that human piece um into that thought process. And for I'll just say that I mean the studies have shown that even if you don't look at the phone just having it there and you know there's probably enough of a sound that most of them can hear it and just that distraction is enough to distract from the lumin. So that's but I would you
036know I I think this is good for us because what we want those of us who are really for this and I think most of us are um is we want to take that burden off of you guys and say no the board has said this is the way it's going to be and this is our policy and this is what we're in that way gets all upset they don't get upset at you guys they have to say no this is this is the when thinking about having cell phones in the classroom or not in the classroom but in the hallways, the bathroom, lunch, like that's when a lot of the bullying happens and that's when a lot of the social media crap blows up and pictures are shared or texts are shared. Like if
037we just have no cell phones during the school day at all, I mean I feel as someone who has a little sister in high school, like I would love to see no cell phones. No cell phones at all. And I think the same thing like if we're going to have it'd be so much harder to enforce, okay, not in the classroom, but anywhere else is fine. which I I get I get the human piece and I as someone who has her phone right here, I get how hard that would be. But if our if we can teach our kids young that we don't need to be attached to this stupid thing. I mean, how old are they going to middle school? Like 13, 14 years old, >> 12? Really? >> They're already addicted. >> By
038middle school? >> Yeah. I mean, they like >> it's too late. if they can like just showing them as kids that you don't need this thing all day. I think they're going to be shocked at how I mean if they're old enough to comprehend how addicted they are to their phone. I know I mean I would be honestly and so I and again just seeing like how much bullying happens during the testing periods during lunch I would be a proponent of just no cell phones out during the day. I would love that as well. I don't know that it would be practiced at our families. >> So, at Central, we've had some conversations about having a slogan, no cell, bail to bail, um to be really clear about what we mean by that because they
039inch out, you know. So, I think it would be amazing to do that. I just don't know if we could. Why? Why? What what what would be >> to ensure that there's no cell usage the entire day in the building? >> Oh, is that what you're saying? >> Yeah. So, we wrote a policy that said no cells in the building. >> Then we would need to know how to enforce that >> and they would have to is it locked up in the morning? They don't have access because some of our students have off hours so they would have to go get it if they were going to leave campus. We have the lunchtime. We would just have to know how that would be enforced. I think it'd be ideal. I mean, we know that cell
040phone usage is not good for students and their brains. I'm just not sure about how we would enforce it. We'd have to think. >> It's tricky, too, because there there's always a replacement device. There's there's a bit of a black market for prepaid devices at any high school, probably. And then kids are pretty pretty clever about figuring out ways to use their school issued iPad as a replacement too. So >> just my question, can kids call their parents via their iPads? Because I could I have heard that they maybe could do that. So if there was ever an emergency and they had their iPads, they could call their parents, contact them through their iPads. all the tax >> not uh sanctioned but somehow they they're probably >> they could last year and we had snow
041but now that snow's gone. >> Yes. Yeah. Usually things that and that's part of the issue with tools that they can communicate. They'll find ways to each other. >> That's texting each other on iPads. Yeah. So, we've got them pretty well locked down again. It's a diagnos situation. >> Oh, go ahead. >> Can they use parent >> square? Parent square. I'm like, but whatever the new one used. >> Can they access that on their iPads? >> They they can they can get to it on their iPad. I don't know that they can communicate with their parents actually. Um I know that seems strange. >> I don't think you can district. >> Yeah, it's it's employee to student or that's enable employee to parents. >> So along those lines, Madam Chair, um this is one thought
042I had in thinking through this. What kind of problems because I just have no idea what the volume would be if you took the option of reaching mom. I forgot my socks for soccer, which happens to me a lot, or my iPad or whatever, iPad. Um, what is the volume you would expect for students coming to the office to make those phone calls home? Is that going to be a hectic thing or is that not concerning at all? >> I don't think they'll in every classroom. >> Okay. So, they could just call from a classroom. >> Yes. So old school. >> Well, as I was reading through, you know, there was like, well, you know, where you can use it in an emergency. Um, if we took all the cell phones out, I do know
043that there is a a a landline in every classroom, but these kiddos need some input on how to use a landline. I mean, it's not super hard. You pick it up and dial the number and um anyway, I mean, you could literally teach them in five minutes because they're all smart enough to figure it out. But um >> I wonder if I may disenter real quick. sounds like, you know, the path um is moving toward maybe not having my just want to share a couple things like responding to that that comment right there if I made which is during an emergency probably the last thing that we're going to have folks doing if they're in a lockdown or if they're evacuating or whatnot is be able to call you know their parents because that's not
044the priority at that time right um as things settle down they they definitely I think they could and I think there could be other means made possible often times um the sense of urgency is there for parents right and being a parent I fully understand that what's a sense of urgency versus what's an emergency and the kids are first and foremost the priority for for that um so that that can be worked out through another process I believe with a phone and getting them to a phone or getting a cell phone handed out one of the things that we train for lockdown is to turn off all your phones except one and put it on vibrator because if you have to call 911 because someone's outside your door, we want you to be able to
045do that. We want the 911 operator to be able to call you back and saying there's an officer at the door now. What we don't want is 24 cell phones going off simultaneously and illuminating the room. Right? So um but again understanding the parent side I will share with you that the bomb threat that we had three years ago at South was initiated within the school on a cell phone and that drug deals are being done via cell phones and I give you an example right now vapes I think everyone agree kind of given up on vapes vapes you know it's it's a hard thing to chase but the way the kids are getting around it is they're texting and saying locker 122 so the kids go into the boys' room during passing period They
046go to locker 122 and there's a THC bait. They go ahead and pay their money via Venmo for their hits and then they go back to class. So the phones are more than just, you know, the communication device for, you know, getting the parents and whatnot. They're being used for a lot of different ways. You mentioned bullying, same thing. So um I just wanted to share that with you because the the standard for security in schools is if you don't have to have cell phones, don't have it. there's other means to meet what the community is asking for. Then there's also that expectations management of what we can do regardless if that helps. >> Thank you. >> I was hoping um Mr. Chairman, I have just I've heard great things about what Johnson has done
047with cell phones. Can you just speak to kind of what that has looked like in your building and how it's working? >> Yeah, sure. So uh one thing of course any policy is only as good as enforcing right. So one of the keys is our uh staff leadership team has really taken on cell phones as well. So monthly we it comes up in our staff meetings and we talk about where we're at with it still. So seeing it over and over talking about it. We also have kiddos put their things in their locker first period and they can't access their lockers again until lunch and they only access their lockers at lunch and not again through the rest of the day. Um, so if their phone is in their locker, if you see them at
048their locker, you know, they're probably there for their so just not even having the access to it. Their virtual lock box, if you will, the free lock box, it's in our hallways. So we do that and then it's been a lot of just vigilance on our our half part of saying, hey, see that's out kind of follow through with the consequences. um where the first time we've taken the phone the second time we call the parents they get the phone subsequent times same things further consequences >> have your parents been receptive to that like we're going to call you and you come together all kinds of people >> okay other questions sorry >> I have a question >> yeah um thank you madam chair so I've heard a lot that I mean the policy is
049only as good as the enforcers and a lot of that is a teacher in the classroom. Um so Mr. Ply like yeah our teachers are good about it at the beginning of the year lays that foundation by the middle end of the year they understand. So how do we as a district approach equipping our teachers to want to do the hard work of laying that foundation so that maybe it's a little difficult in the beginning of the year by the middle end of the year they get the expectation of that ease to ensure that >> so we we have pockets right pockets that worked well and then pockets that we were locked in. Um, but I think some like just a consistent and supportive message that like this is how we're going to enforce this,
050this is what we expect from everyone. Um, goes a long way and and sometimes pairing a teacher who's struggling with enforcing it with somebody who got it nailed down pretty impactful. Um, part of part of the issue is teachers have the option to say you can have a phone in my room because it's for an instructional purpose. That caused some issues where, you know, there was wildly different expectations for a kid throughout the day depending on which teacher they to teach. >> Well, I think part of our success too has been our willingness to go get the phone from the classroom and then take care of so that the staff knows that if they call for this event, it's going to be dealt with. It's not just one more thing for them that doesn't happen.
051So that part is helpful for us to support the teachers. We're asking for your support there. They ask for our respect >> and we confiscate phones as well as sometimes you get overwhelmed by all the phone calls. It takes the backseat and one negative staff voice that they weren't supported turned into a wildfire of non-support as well. So those things that you have to consider as far as culture and climate go. um we started off really strong itself and we did really great till the semester but again it it fizzled out because they were just so tired of having to fight and it was a consistent one every single day in every single class and it was it was hard on them um and I heard them and we're we're adding another layer to remove
052the cell phones and um pockets in the classroom right when they enter and so because just even having it on them was just too much to fight so we're trying to remove it now from their person is it ideal probably not but that's the next layer that we're going to do until a stronger policy comes out. >> Um, can I ask would it be harder to do the every classroom has their own pocket or lock box or whatever as opposed to you don't have your cell phone from the beginning of the day to the end of the day. >> I think what it turns into is just a classroom management thing, right? So teachers, for example, newer teachers, one to three year teachers, they're not as strong in their classroom management and they're not as
053confident yet. Yeah. >> And so at South, we have a lot of teachers. And so that you're over 50% of my staff is new. So you're going to see a lot more problems, right? Versus um in a school that has more veteran staff. And so we have to go over what does it look like about classroom management and how do you do that? How do you educate? How do you retach and how do you have policies and procedures in place? And it's a lot. It's it's texting on the teacher to teach that all the time every single day until it gets it. And some have that great personality and kids just buy in and others it's very resistant. And so >> so I'll speak up for McCormick. I mean obviously being new still learning stuff.
054Um they went from 7:15 that first basically they could go to a classroom until 2:45. Cell phones were not allowed. That included lunch, that included outside time, that included everything. And I think that went really well because it's across the board across the whole school. Every teacher, every staff member knows um from your parents to your SRO to anybody in there that from that time frame they're not allowed and it didn't allow it up to a teacher to say well in my classroom. It wasn't allowed from that time period. Very clear. But Jeff, are you aware was that from those time periods deep in the backpack or in a pouch? it could not be out. So if it was in the backpack, fine, but it could not be seen, not visible. >> But the kids
055may still have had it just not seen as opposed to locked up in a pouch or a lock box. >> And then to answer somebody else's court, like they had to come to the office to make a phone call. I was there a few days last spring witness and so yeah, secondary have to teach the kid how to dial 9 and write number. >> But I I'll also say that was very kids had to come to the office to make that phone call. That's completion, but permission was always created. Hey, I need to call moms to drop off my track clothes or whatever it was. I think that system throughout the year by the time I got there at the end of the year and saw that um they have it laid out pretty >>
056to learn how to do a voice. >> Yeah, that's I think you had a question. Um, what else can we as a board with this policy do to help you be more successful at what you do? Like, how can we support you and all of us be working as a team on this? So, is there any verbiage in here that we need to take a look at? Um, one of you did say use will versus may or shall. Um, and then as a former substitute, I I would appreciate the, you know, every building has different policies and, oh, my teacher lets me use it and the kids tell you all the all the lies. Um, you know, so if it was a district-wide as a substitute teacher, it'd be easier to go, no phones, bell
057to bell, like, and it doesn't matter if I'm teaching elementary or junior high or high school. Um so anyway what what else can how can we help you and what in this policy has been successful >> policy or the right >> um I don't know >> the policies actually >> oh the regulations okay so >> oh the policyy's very short okay in the regulations like yeah >> we're running into some smart watch issues. So while they so while they may not have the phone, they can still get phone calls and text on their Apple watches. So that's something about how they handle. I would say the earbuds too. I don't know if you are familiar with teenagers and earbuds. They all of their messages from their earbuds from their phone. So even if their phone
058is in their backpack, it's they're still listening to all their text messages and can respond. And so there's there's other things to just take into consideration as well. The other thing we notice is that sometimes we don't have enough um devices for the iPads to plug in to do some of the testing and so teachers will let them use their own AirPods for testing. And so and it kind of that's hard to mitigate as well. I have a question. I'd love just your kind of your quick thoughts on it. Would it make sense in a policy? I We're really just brainstorming, right? And trying to figure out the best way to tackle this, but would it make sense to have maybe it's a no, different expectations at different levels of school? I mean, for an
059elementary kiddo, don't want to see it junior high. Well, maybe we don't want to see it at junior high, but high school bell to bell. I mean, would it with my own children as they've gotten bigger, they get bigger responsibilities, right? As they age and they they have um different privileges at different ages. Is that would it make sense to do tiers at all or or no? Or just same thing for K through 12. >> I like that idea. I think if you can't have it during passing time, you can't have it at lunchtime, you can't have it, you know, during our intervention time. That's awfully awfully restrictive for kids that are transitioning into adulthood here. But, you know, it's the instructional time that we're so concerned about it interfering with instruction. So, I think
060we should really focus on instruction. And, you know, if we offer them a place to put it or we let them know that it needs to be turned off, if they're going to keep it on them, then it's to me it's pretty cut and dry. If the phone is on in the classroom in violation of policy, we have a and I know it's not the same. We have policy. You can't have a pocket knife in school, but I guarantee you we have kids that carry a pocketk knife. And the only time that it's an issue is when suddenly somebody sees it because they just keep it put away until I don't know, hopefully they don't ever need it in school. But if they're going to go do something after school or they forget and they
061leave it in their jeans and they put those jeans on, we have kids that sometimes have pocket knives in their pockets when we never know because they they know that they can't help them out. So I would encourage you to if you're going to do that I like that idea and allow the high school to be in structural time. >> Madam chair is Yeah absolutely. So if you did bail the bell classroom to classroom, you know, um where would the teach is it better to have the teacher collect the the the phone at that point because I think I heard that oh I think it was from south if you're late and getting there because you've got other things going on the teacher feels unsupported. So, does that create any problems? Like, this is a
062time to sort of flesh it all out. Do you have you feel like your teachers would enforce it with fidelity regardless of the teacher's perspective on their cell phone? If that were the case, would it be the teacher that's best to collect that phone or is it better to call and have someone come in and connect? Um, I know my teachers have said they would prefer not to collect a cell phone just because it's a it's a relationship battle. It becomes a power struggle >> and that's not and then it escalates after that. >> Okay. >> I've been in that struggle by the way as a sub. So I know what you're talking about. So I'm unclear about that. So, if they don't want to touch the cell phone, tell me what they would want
063instead of that. >> An administrator can grab it. >> Cuz I have in my possession, I think it was uh Johnson, one of the schools that I've been to, they have a sheet of paper and it goes with the cell phone. So, and the kids just drop it in, goes with the and then somebody comes to pick it up and gets locked in the office until child picks it up or a parent picks it up or whatever. So it's there's some accountability to >> what is good about doing that though this class is that it minimizes when kids are in the hallway during instruction who are on this. So the student goes to the restroom do they have it on them and they're in the restroom using during class time. So that would help maybe
064with that. I'm not sure. That's a good >> And I wonder too, and I mean you're on the ground, so I don't mean any disrespect, but if everyone is collecting them, then I wonder if that doesn't help that relational piece a little bit. This is my job. I got to do it. So, so guys, we're we're getting super close to six and we might need just a few minutes to take a take a break before we start out here, but I just I I think I can speak for all of us. We're so grateful that you took the time to be here and to share with us and to to give us your thoughts and your suggestions and your input. Um, would it be okay to ask if if you have more thoughts or as
065you leave and you're kind of tuned on it if you have suggestions for us or things that you think we we probably should pay attention to as we are looking at admin rag and policy. Would you email the board? Would you mind to just email us copy Dr. Newton so so he knows too? But just we we really you guys are you're on the ground and making magic happen and if if we can incorporate what's going to work best um in your schools. I I think we we all would would want this to be very workable in your schools. So um as you leave and you have thoughts, please share with us everybody. We'd appreciate it. Um okay, but thank you for your time. Dr. Newton, I'll turn it back over to you if is
066there anything else or >> Madam Chair, that uh concludes our work session topic for the evening. Thank you. >> All right. Well, I will call us out of our work session then and we'll meet again in five minutes. >> Thank you. It's 6:01. Sorry, we're late. And I'd like to call this meeting of the Laramie County School District number one board of trustees to order. Um, Dr. Newton, do we have any Actually, we're going to start with the pledge of allegiance. I'm sorry. Please stand and join us. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> All right, Dr. Newton, do we have any adjustments to the agenda tonight? >> Madam Chair,
067there are no adjustments to this evening's agenda. Madam chair, I move to adopt the agenda and I second. >> We have a motion and a second to adopt the agenda. All in favor, please say I. >> I opposed. >> All right, we have adopted the agenda. The first item tonight is um under our recognition of staff and students and we have a special recognition tonight for our community relations department. Um, so I'm going to actually go down to the front just for a minute to lose recognition. The Laram County School District number one is proud to announce that it has earned a national honor in the 2025 National School Public Relations Association Publications and Digital Media Experience Awards. LCSD1's community relations office received an award of merit in the magazine category for the district's 2023
06820245 edition of the elevate annual magazine. Um so I'd like to call the community relations department up. Um and that would be Mary Quas the director, Brad White, Megan Casease, and Lindseay Hubert. >> Thank you. Congratulations. >> I just on behalf of the board and the district, you guys are amazing and you every day I mean you all are everywhere. You can't escape the camera. I tell you what, every time you turn around, these these guys are they're you guys are there. You're covering things and you are helping the district shine in everything that we do. I think we shine in a lot of ways and you all are just amazing at letting our community know um all the good things happen and we're so grateful for each of you. Um but Mary, do you
069want to talk at all about the award and this organization and >> Oh yeah. I mean gosh it was uh it was such an honor to receive this award. It's the National School Public Relations Association and for um many years I have not submitted um an application for the award just because it's usually super large districts and um you know they they hire ad agencies to put their magazines and and things together. But we have such a talented group of writers, photographers, videographers, and graphic designers that were able to do that and get a national award. And I mean truly this team is amazing. So just brings this makes me so happy. >> Take your picture. Usually you all are taking pictures. Another roast. >> Good job. Thank you. Congratulations. >> Congratulations again. >> You
070guys are all coordinated. That's very You filed all in. >> That's impressive. >> It's very It's very coloring. Yeah. >> Okay. The next um section of our agenda is um public comment from visitors concerning agenda topics and non-aggenda topics. Just was trying to pull this up on my computer. Uh really quick, I believe we have one comment um concerning an agenda item. There's a little text I'd like to uh read before we start. I'm sorry I'm not able to pull it up. Um the purpose of the board meeting is to conduct the business of the district publicly. The board sincerely values community input and feedback on school operations and welcomes public comment on both agenda and non-aggenda items. Individuals wishing to comment during a board meeting must sign up by 5:45 p.m. on the day
071of the meeting. Signups for public comment can be done electronically by accessing the form available on board docs under the public comment portion of the meeting agenda. Alternatively, individuals may contact Darlene Davis to be added to the electronic signup sheet. We begin each meeting by hearing public comment on agenda items followed by public comment on non-aggenda items. Please keep in mind that this is a time for board members to listen and consider, but not to comment or debate. The board ask that all speakers state your first and last name. Keep your comments to 3 minutes or less. And note that if you wish to discuss matters pertaining to the employment of a district staff member, such as the appointment, employment, evaluation, reassignment, duties, investigation, discipline, or dismissal of an employee. This will not be done
072during the public comment portion of the meeting. Such comments should be directed to the assistant superintendent of human resources or you may request to meet with the board during executive session. So to start off with um comments concerning agenda topics. I I saw it earlier so I think I remember but I believe we have one person signed up and that is Miss Patricia McCoy. Is she here or online? >> I'm sure she's online by Zoom. Okay, great. Thank you. Can you hear me? >> Barely. >> Can you try again real quick? Just want to make sure we have loud enough. >> Can you hear me now? >> Yes. >> Perfect. Good evening, trustees. My name is Patricia McCoy and I'm here to discuss the district's seclusion and restraint policy. While this draft aligns with Wyoming
073statutes and chapter 42 of the Wyoming Department of Education rules, I have serious concerns about its clarity and transparency, specifically regarding who is authorized to perform restraints, what qualifies them, and what program is being used to train them. First, who is tasked with restraining students? The policy refers broadly to district employees but does not specify roles. Are these teachers, aids, or specialized staff? Without clear definitions, how can parents trust that only trained qualified individuals are intervening? Chapter 42 requires a balance of trained classified and non-classified staff, but the policy seems to omit this. Will every school have a certain number of certified staff available? How will parents know whether there are enough trained individuals in their child's school? I asked the board to clarify not only which roles are designated for this training, but also
074to explain what the required staffing ratio is per school and how that will be communicated to the public. Second, what training and certifications make staff qualified to safely restrain students? The policy references an evidence-based training program but gives no details. Does this program include deescalation techniques least to most restrictive interventions, safe reintegration methods? Chapter 42 mandates these components. Without clarity, how can we be confident that staff are equipped to handle these sensitive situations safely? I asked the board to outline the scope of required training to ensure compliance and build parent trust. Third, what is the name of this evidence-based training program? The policy does not state it. Is it crisis prevention institute, safety care, or another program? Transparency is essential. Chapter 42 implies that this information should be publicly accessible. I respectfully request that the
075board either name the training program and policy and ensure it's clearly available in the district's handbook or website. I understand this policy is required by Wyoming law and I recognize the desire to avoid rewriting it every time a training program changes. However, parents need assurance that elected board members, not just administrators, are setting the standards for how our children are handled in crisis situations. We also need a clear Oh. >> Oh, can you hear me? >> Yeah. >> I'm so sorry. My screen just blanked out. So, I guess I will just finish there. >> Thank you, Miss McCoy. The next section on our agenda is board communications and reports. Um, first with upcoming meetings. Um we have scheduled um I think everybody's aware but next Monday August 11th from 4:30 to 8 we will be
076doing a board governance learning session. Um it will be in the executive boardroom. Uh we will have dinner for the board members and any staff that are um at that but um if everyone I know that um at least one board member will be traveling but um hopefully everyone can make plans to attend that. Um we have Sue Bellish who works with WSBA coming in to facilitate our discussions that night. Um so that's next Monday, August 11th. Uh, next Wednesday, August 13th at 100 pm, um, we have it down as executive trustees with superintendent, but we will be doing a board planning meeting for our August 18th meeting. Um, I wanted to first ask to see if trustee Hinkle or Trusty Humphrey might be able to attend that. Um, would like to spread the love
077in terms of who's able to attend. >> I can't at one. >> You're not able that day. Okay, good. Trusty Humphrey can be there. Um my understanding um Trusty Plen and um Ashby, you're not available that day. Is that right? Okay. So Barb or Marilyn, would one of you like to attend with Trusty Humphrey and I >> on the 13th? >> Yeah, I could. She can. Okay, it's okay. All right, we'll put Trusty Burden down on that and Trusty Humphrey. And so that meeting is Wednesday, August 13th. Um then our next uh general meeting of the board is Monday, August 18th, two weeks from tonight. Um we'll be holding a work session at 5:00 p.m. that night. Um, we typically only do those on the first meeting of the month, but um, we have moved
078the what would have been a September 8th work session time. We're going to move it and do it August 18th. Um, so on September 8th, we will not have a work session, but so for our next meeting, we'll have a 5:00 p.m. work session and a 6 p.m. regular board meeting. And then on August 22nd, um, as folks are, our staff is back in action and before our kiddos come back, um, from 11 a.m. to 100 p.m., um, trustes were invited to join in for the LCSD1 all staff picnic. So, if you are available to attend uh that day, that'd be great. And that is all we have for upcoming meetings at this point in time. Do we have any individual board communications or reports? Jesse Burton. >> Um something kind of exciting. We have
079a former uh Cheyenne High School graduate that um just last week or the week before signed with the Memphis Grizzlies professional basketball. That would be uh Lawson Lovering. Um and the only reason I know is because it's my best friend's kid. Oh, and his mom works for the district. Um, >> Fox. >> Miss Fox. Is that right? >> Lynn Fox. >> Lynn. Yes. >> Awesome. >> Anybody else? Trusty Cook. >> Yes. Thank you, Madam Chair. Um, I had the privilege of participating in the challenge rodeo and I'd heard about it as a teacher, but I'd never seen it. So, it was interesting to be paired with a child. It was pretty fun. But I wanted to draw attention to three people. Holly Burningham, principal at Pioner Park. Janet Maxwell, she's an OT and Tammy Schlaggo,
080OT in the district. And they were so organized with this whole thing. So, you know, summer and that was their thing. They It was well well done. And then Beth, likewise, a friend of mine, she was a fellow uh volunteer. She's a sped teacher in the district. So, it was wellrun. I think the kids had a ball. parents had a ball. They got to experience a lot of cool things. Petting a sheep, um riding a horse, and as well as eating, they had lunch, too. So, and then I think they could enjoy the carnival during Frontier Day. So, a thanks to the Frontier Days people, too, for allowing that to happen. So, that was really good. >> Thank you for sharing about that. That's something I've always hoped to do and it has not quite
081worked with family obligations or things, but I'm so glad you were able to participate. Anybody else? All right. Well, that will wrap up our board communications and reports and Dr. Newton, we'll turn it over to you. >> Yeah, thank you, Madam Chair. Just a couple of um highlights. this past week late uh starting last Wednesday, our administrators uh not only were back on contract, but we're kneedeep in meetings um trying to get all of the very important things we'll be focusing on this coming year um in front of them. And so I'm very appreciative of their hard work and focus um we all get a taste of what it's like to be a student having to sit still in a chair for hours on end. And so maybe my apologies to both the adults and
082the students when we do that to them. Um but the meetings were were very successful. We just finished them up today. Um on the um as Madam Chair mentioned our upcoming work session on August 18th just to provide a little bit of context there. In the same way the board approves like the district calendar last spring, um they the board will be contemplating passing the behavior matrix. Tonight, we will have a work session in it in advance of a potential vote by the board on um the 2526 facility use fees um for Larmy 1. And so there will be that work session on August 18th where we'll try to walk through any questions or um or discussion you would like to have on that in advance of uh the vote on August 18th. Um the
083the other thing I often do in this in this moment is to talk about any clarifications on consent agenda items. We have um there might be some questions as well on our regular items, but we always have the ability to discuss those to get questions answered. But on the consent agendum agenda, I might point to uh item D1.6, the concurrent enrollment, just to get our bearings. It was the last couple of meetings where you uh approved the payment of the bills for that relationship that we have where kids can get college credit while they're still in high school. The uh consent agenda motion tonight is to enter into theou with a couple of our community colleges for the coming year. Most of our work is indeed done with LC. However, you'll also notice there is
084a reference to Western Wyoming community college. That's just at this point for um world history course. And the reason we sometimes enter into relationships with other community colleges are just in those moments where LC is not able to um offer that to our kids. So one of our other community colleges um steps into play. So just a clarification on that and with that madam chair that's the end of my reports. >> Thank you. We'll move now to consent agenda. All agenda items listed with the designation of CA are considered to be routine items by the governing body and will be enacted by one motion. There will be no separate discussion on these items. Any item removed from the consent agenda will be considered in its normal sequence on the agenda. Does any board member request
085to remove a motion from the consent agenda? Seeing none, do we have a motion? Madam chair, I move to approve all motions listed as consent agenda. and I second. >> So we have a motion and a second to approve all motions listed as consent agenda. All in favor say I. I. >> Opposed. >> Thanks. Those have been approved. Moving into new business. Um we'll just start with some motions. Madam Chair, I move to approve a fee proposal with Knife River in amount of $498,690,000 including 10% contingency for associated governmental fees and requirements for the replacement of Ulta Vista parking lot. >> And I second. >> We have a motion and a second to approve uh fee proposal with Knife River. Um do we have any questions or clarification on that? Yes, Trusty Ashby. >> When
086are we doing that? >> Madam Chair, Trusty Ashby, that's going to start probably late September. Um, 1 of October. >> Okay. Is that going to be a problem with >> No. Uh, we'll have to we'll have to change parking a little bit over there in the bus route. Um, that had to be pushed from last spring to fall, but it needs to be done. So, and we had it in design already and and have a contractor on board for this fall. It'll take probably about five weeks, four to five weeks. >> Wow. >> Other questions. >> And and and why was it delayed? >> Um because major maintenance money ran out. We had too many projects. Okay. >> Any other questions? Trusty Cook. >> Um, when will it start? Right. Immediately or September. >> Is
087it September? >> Trusty Cook. Yes. It's not immediate. It'll be about mid to late September before they're able to mobilize over there. >> Thank you, >> Mr. Nap. Just out of curiosity, do they do they do part of the parking lot and then keep other parts available for parking or everything just shuts down? >> Madam Chair, they'll shut the whole parking lot down. >> Okay. We'll reroute the buses. Um, probably. I don't know. That'll be up to principal where that's the best place to bring them in, but I think they'll come in on the north side there along the sidewalk most likely. >> Okay. >> Well, thank you. Oh, Trusty Cook. >> Yeah, I'm sorry. One more thing, Madam Chair. Will the neighbors be notified that teachers will be parking in the neighborhood? >> Uh,
088Madam Chair, Trusty Cook, we probably will not notify the neighbors. Um, there will be signs up, the construction starting, but I don't know how I would exactly notify all the neighbors on that. >> Thank you. >> Anybody else? >> All right. Thank you, Mr. N. >> Okay, so we have a motion and a second. Um, and we've had discussion. All in favor of approving the fee proposal with Knife River, please say I. I. >> Opposed. That has been approved. We have another motion. >> Madam Chair, I move to approve placing the proposed amend rule related to seclusion, restraint, forcible physical contact, and corporal corporal punishment out for 45day public review and comment. The proposed amended rule brings our policy up to date with Wyoming statute 21-3-110 and the Wyoming chapter 4 rule, seclusion and restraint
089in schools. The proposed rule will be available for review from August 5th, 2025 through September 19th, 2025 at 4M on the district website, www.larammy1.org in the board of trustees link to board docs or in the administration building at door number one. Address is 2810 House Avenue. Comments may be submitted directly online at the district website www.larme.org or via email to rebecca.gillarme.org. I second. >> We have a motion and a second to approve placing the amended rule um out for 45day review. Do we have questions or discussion on this one? Trusty Hinkle. >> Um couple things. One is can we re before we send it out, can we reletter the paragraphs because they're not correct because they got rid of B, but now it says CD, so it needs to go ab, >> right? Um, and
090then I would assume that the information that Miss McCoy was talking about in her um, discussion is in the uh, regulations that are attached with this. >> Madam Chair, Trusty Hinkle. Um, they are, but perhaps I could call up Dr. Kern and she might be able to address and even anticipate some questions. >> Thank you, Madam Chair. at trustees. Dr. Newton, yes, we a lot of the details that are required for us to have in policy based on chapter Wyoming chapter 42 are found in the admin rags and we are currently updating those as well because there are some key things that are not in in the regs that should be. So, some of the clarifying concerns and questions will be addressed in the admin rags. And is that sign is that allowable by the
091stat by the statute by the statute. >> I madam chair trusty hingle I believe. So that is how our policy has been our current policy is is the policy is a little more vague and the admin rags clarify. So, I believe it will be and I did uh I I sent our current proposed policy and rags to WDE and they said that they did not need to approve them as is. So, I I believe it will be allowed. Yes. >> Thank you. >> Trust. >> Thank you, Madam Chair. Um can you give me an example of what secluding a child a student what that looks like or >> Madam Chair? Trusty Cook. Absolutely. We It can look quite a few different ways, but with our district uh chosen um evidence-based program, there are different types
092of holds that we train only a certain number of staff um get trained on the on the different restraints. So there I probably would forget if I tried to name them all but uh there are um restraints that we train that we definitely train on that ensure that we take care of students in the process. >> So again madam chair I was talking specifically about secluding. So >> Oh sorry no that's okay. So restraining I get I know there's different methods but I was curious about the seclusion of >> my apologies. Uh any time that we remove a student from their learning environment and they are to a space. It could be within an enclosed space. It could be off to the side. Any type of a space where they are not allowed to willingly
093leave that space that is deemed seclusion. >> Thank you. Any other questions? >> Trusty class. >> I was just following up on Trusty Dinkle's question because I wrote on a few things that Miss McCoy mentioned, but um uh Miss Miss Kern, would the training involved be outlined in the regs then? Madams um chair and trusty class. Yes, absolutely. That is all in there. >> And even though I mean I can see where we might not name the evidence-based training program, but if someone were to request to know what it is, I'm sure it would be available. Is that correct? >> Absolutely. It's not a secret. We have been using the Mant system in the past. I'm not sure for how many years, but this year we have transitioned to CPI's non-violent crisis intervention. Uh our
094principles actually just went through the training themselves last week and we have a plan to roll that the training out districtwide over the next two years in a two-year cycle. Absolutely. >> Thank you. >> Anybody else? Thank you very much. Appreciate you coming up. All right. Well, all in favor of approving um this amended rule for um 45day review, please say I. >> I. >> Opposed? That will go up for 45day review. And I'd like to remind um the folks listening or listening later on um with that 45day review time, if you have questions, if you're have concerns, if you have maybe not, I guess not so much questions, but if you have concerns about the policy, um please take part in that opportunity to publicly or to comment publicly. The board will see that
095and we'll review it. Um, and if there are things that the district has missed in in tweaking that policy from what it's been, um, you know, the board would love to hear about that and consider that before we vote on this in about six weeks. All right, we have another motion. Madam Chair, I move to adopt the proposed behavior matrix for the 2025 2026 school year for the Laram County School District number one. >> I second. So, we have a motion and a second to adopt the proposed behavior matrix for the 2025 2026 school year. Um, I imagine we have some questions and some conversation on this. So, who would like to start? >> Trusty classes. >> Madam Chair, I have to apologize. We have a new way of looking at our our uh documents
096and I'm looking at the public version on my laptop. So, I'm going to go from memory, but I did look this afternoon at the um the version that I could link into, and I spoke to the superintendent last week, and I did not see the changes incorporated. Um, so I'm just curious if it was not updated on the link that was available to our board or um, specifically I think in just the back and forth on the I don't know if it was tier three, but I think it was tier three for drug and alcohol use. um the the drugs part was left out of the the explanatory language and I just want to make sure that was included before it goes out. >> Madam Chair, Trusty Clawson, um all updates were made and whether
097or not they appeared on the document that you were looking at, I'm uncertain, but our most recent version of those documents do include the the those changes. Okay. >> Thank you. Who else? Best secret. >> That's almost a question. Can you can you explain tier one, tier two, tier three, please? And I think level one, level two, level three must mean the times that kids, you know, if they do it once, this is the response. If they do it twice, this is the response. But I'm unclear about tears. Please. Um, Madam Chair, Trusty Cook, there's um a little bit of nuance and if the board will indulge me, maybe I'll let um Mr. Lewis walk us through um the way to view those documents. Mr. Lewis. >> Thank you. Um Madame Chair, um all the
098trustees, Dr. Newton, uh first and foremost, uh I want to say what a pleasure it's been to work, uh not only with the the the team of uh student services. I know that that title has changed, but also this past week being able to visit uh and collaborate with the principles amongst the district. Uh being new to Laramie County 1, it's uh it's really been a great opportunity and exciting to work with with such a group of professionals. uh prior to coming on board in July, um really the the the team uh of student services started to put together a framework to really look at uh behavior and create those behavior matrixes. Uh I want to thank that team, all of the members of the team of student services, especially uh Miss Amanda Hall for
099really starting that work uh and putting it together. Um, initially when we first saw the document itself, we thought to create a discipline matrix. Um, and then starting to pour through different versions of it, really focusing on is it appropriate to have an elementary and a secondary. Uh, and and really as we started to get in the weeds, really trying to identify how to best create a document that focused on district level consistency, but at the same time giving um giving enough opportunity for building administrators uh to appropriately address situations with context that they know best about. Um to answer the initial question, um going from that traditional discipline, progressive discipline plan where you have an infraction or a behavior that's identified and then it's their first offense um and then you make that correlation
100and assign. Uh something we started to look at was instead of just progressively going through first offense, second offense, third offense is try to try to try to identify levels. Um, so even if a a behavior were to take place and it was a severe behavior, uh, to make sure that we're addressing it appropriately, not just because it's a first offense or on the other side, if it's something that has substantial context to it, how are we how are we genuinely treating the behavior? Now, what I mean by that is by going through the matrix itself, tier one, uh, just to address tier one are would be you're considered your pretty low-level behaviors. um things that can be addressed in the classroom in some situations, focusing on reteing, making sure that we're we're supporting students
101through that behavior. Tier two is more severe and tier three would be your most severe behaviors uh in what we see and those are the tiers that are identified associated with each tier would be the criteria. So if it was an offense like um a situation with inappropriate language or profanity, then we would look to the criteria to see how frequently is the student doing it. What's the severity? What's the impact that it genuinely had in the classroom environment? How does the what was the intent? Was it maliciously done? Was it accidental? What we're truly getting a pinpoint of what the incident is. And after using the criteria, that lets us determine what the level of intervention is. If it's all pretty benign and something that really focuses on that reteing component, that would be
102more of your level one versus something that was pretty intentional, pretty outrageous, pretty um disruptive. That would be more on your your higher level. So the traditional framework of first offense, second offense, third offense, uh that's something that we're trying to move away from simply for the fact to allow administrators in the buildings that ability and that autonomy to genuinely address behaviors uh with whatever redirection is most appropriate for that. Um, also I I apologize and I'll I'll make sure that the uh corrections were done um as we went through the process um in really trying to to think about as many things as possible. Is it necessarily appropriate for a 17-year-old and a seven-year-old to have the same level of expectations? That's something I I would tell you professionally and personally. I think I
103hold a little bit higher standard as someone who has a driver's license versus somebody who got out of a car seat a couple years prior. So to make sure that we're we're trying to trying to support our district as as widely as it can, but at the same time understanding that grade levels, communities, schools themselves, um making sure that they have I'm not going to say the autonomy, but the ability to see all of that context that really is involved in a situation and let our principles make sure that they can use that discretion within that framework. Um after that was established uh again being the new guy going through and making sure that they're aligned to statute and then also aligned to policies as best I could find. Um and then Thursday afternoon being
104having the opportunity to present it to all of our principles and building leaders within the building. um really good conversation uh allowing for them to pour into the document uh working amongst groups um and really starting to walk through scenarios, walk through ideas, uh and walk through how this fits in. Uh I would tell you the feedback that I got back from principles uh is is optimistic. Um where I think the biggest concern lies is is we don't know how this car is going to drive yet. uh and holding that into account of a lot of things here of we really won't be able to identify what we missed until the school year started and an application begins. And that's something that principles did ask uh really for that grace and leniency that as we
105move through this process again the ability to to make changes and make sure that we're fixing things uh as they're identified. Um during Thursday afternoon, um principles provided me with with quite a bit of feedback. Um a lot of that feedback came into the the areas of making sure at the elementary level that we're really focusing on rethinking intentions, uh and making sure that that for our younger students that they have a opportunity to really learn and engage in conversation about the behaviors they that that they were engaged in. Um secondary had a lot of questions p primarily in the tier three area those more severe areas looking and making sure that um if substantial things are done um that they are addressed at that level and making sure that there is support to doing
106that. Um, another part of that feedback and there was some components of feedback that we couldn't necessarily implement on this goound just because they were um they were definitely conversation pieces. Uh for example, when we start talking about attendance and tardies at the elementary level, there was a concern of, you know, when we had students that might be tardy to class, um that we're going to discipline and provide p punitive uh punitive measures when that might not necessarily be their fault. Um parents are running around, things are happening, life happens, and it's not necessarily the student. So making sure that we're addressing that whereas the context of maybe a student who finds himself a little bit longer on the playground or hanging out in the halls a little bit where maybe that context would uh
107involve parental contact and also some sort of consequence moving forward. Um so really good feedback from principles um also with the the optimism but at the same time uh making sure that uh things are being approached and looked at uh under under scrutiny um with the creation of behavior council which will be a meeting that we'll be doing throughout the course of the year to review not only this but also student behaviors throughout the district to try to identify are we seeing trends are we seeing things and at the same time. Does this document is it accurately reflecting how we're best supporting kids um and holding them accountable for specific behaviors we're looking for in school? Um that work will continue. I think it's really important that something to this level of of what we're
108trying to do to support not just the principles but the teachers, the students, and our community members uh who are at school. It's a document that has to continually revise to make sure that we're addressing what needs to be addressed. Um I I hope I answered part of that question. Be happy to answer any other. >> That's great. What other questions? Trusty Hum. >> Um that brings up a good point. Thank you, Madam Chairman. Um so we're approving this um today. I think we're going to approve this today, but we're voting on it. um if it gets approved, how will changes be made as those come up? Will that be something that we have to approve later or will this be a dynamic document that we would just then reapprove next year with those changes?
109>> Madame Chair, Trusty Hinkle, it's a it it turns out that that might be the million-dollar question right now. Um, I think what makes it a little tricky to answer is we could imagine um a wide variety of changes we may want to make. If it's a language substitution or clarification that feels like we're not changing the intent of what the document is, but to the degree that we may wildly readress how we respond to a certain discipline um consequence, um it would be my belief that cleaning up language um we might be able to update the board on. But if we're substantively changing the direction of the matrix, I would anticipate maybe and and I'm I'm waiting for um Miss Paulie to to um to weigh in here. Um maybe a little bit like
110when we have to make uh calendar revisions, it comes before the board again and we explain exactly the change that we're making and then we um vote that through. Again, I would hope that there's a bit of grace to clean up. Uh, for example, the the one um example that Trustee Clawson mentioned really was uh an oversight just grammatical oversight that we could clean those up without coming before the board saying, "Can we re um adopt the matrix? We fixed a grammatical error." So, I think it will depend on the nature of the changes we want to make. But I also think we we we stand behind this document and and we stand behind any potential changes we want to make and so we will absolutely bring it before the board when it's prudent to
111do so. How do I do on that? >> Um Madam Chair, Dr. Newton, I think that that covers it. I think when you look at it, if you're if you're making substantive changes, if a you know, a tier one behavior is is um going to be elevated to a tier 2 behavior, those are the types of changes that would come back before the board for the board to approve. Um if it's a matter of clarification um you know, kind of word smithing so that it provides better clarity for for those you know, actually enforcing the behavior matrix. Those are things that might be updated to the board to let you know that it's happening, but but those more substantive will come back before the board. >> Thank you. >> Yes, trusty cut. >> Yeah, thank
112you, Madam Chair. U Mr. Lewis, can you um explain the behavior council a little bit more? Is that like a monthly meeting? And um I had spoken with a behavior specialist and she had talked about monthly meetings where teachers could come and say, "Oo, I've got this child. This is what they're doing. What would be the best practice for um helping this child?" So can you explain that a little bit, please? >> Um Madam Chair, Trusty Cook, yes. Um the behavior council would look very similar to academic counsel. That's a current practice uh where administrators do monthly uh meet with um members of the division of student services to one review major concerns that are going on behaviorally. uh two focus on changes modifications uh to the matrix that they're recommending moving forward and then
113three also I think envisioning opportunity for scenarios to kind of calibrate um what what moving through the process looks like uh with regard to meetings where where teachers have that opportunity um that I would strongly recommend that they work through their uh leadership teams within the sites uh and then that information can come through principles Um I do know that uh at the secondary level uh we're looking to bring back a meeting where uh counselors and building administrators would meet um to to try to address supports that may border on behavioral concerns and also any mental health concerns that are out there as well. >> Thank you CO mad madam chair. Thank you. I forgot to mention this when I spoke earlier, but I wanted to just say thank you and I I'm probably speaking
114for a lot of us on the board for the work that's been done here. Um, we we really have come together on a lot of issues, important ones, and this, I think, is is one of them. And so, thank you for the work. Thank you, Mr. Lewis, for coming on and hitting the hitting the ground running on this. Um, we're really hopeful that it'll be something that principles can can point to when they have um situations with belligerent behavior or with outside, you know, in our communities, our parents or others that may be um not wanting to agree with the decision that our building leaders might make, but they can point to this and say, "Listen, this is our district. This is how we're going to be handling behavior." And um hopefully that will be
115helpful to the folks in our buildings. But I just wanted to say thank you and um thank the superintendent for being so diligent to follow up on this issue. >> Anybody else? >> I just had a couple of things if I could just take a minute. And the first was to um I wanted to say much of what Trusty Clawson said, but um at the beginning of January, I asked this board to um just get back to me and let me know what some of their top priorities were for us as a board and things that we might look into or really try to help laser in on as a district this year. Um, and I can tell you that from the seven of us who very individually put together our short list of our
116top priorities, behavior and addressing behavior behavior and equipping our educators and our administrators out in the district was on the list of every single board member. So this is um there were there were couple of issues on there that we almost all agreed upon, but um really digging in and addressing behavior and equipping our folks in the district to um to have a leg to stand on and maybe something to fall back on when um and trying to be consistent from school to school. Um this was this was a huge thing for us and so I do Dr. Newton, you have spearheaded it and I know your team has worked um for months on this and so we we really are incredibly grateful and we hope it's a useful tool and do know that it's
117a dynamic document and if we need to revisit something I think we all are incredibly open to doing that um just because we we want to be a great tool and something that is is helpful um out in the district. So I I did have a question though and I'm sorry Mr. Lewis if you if you said this and I missed it but so you the principles are back and we've been working with them. What are what are the next steps with teachers? Because I would hope that this is also a document that is in every classroom and that teachers feel confident in relying on as they're dealing with sometimes kind of crazy behaviors. >> Thank you, Madam Chair. Yes. Um in part of the uh as teachers come back uh and we have their
118end services prepared moving forward. Um there there was a huge component in the district-wide training uh where we are focusing on verbal deescalation and making sure that we're we're trying to help support students. Um and then other things that were expected when teachers come back into the building is to make sure that the discipline matrix is put into place that the majors and minors within the elementarymentaries are very clearly established uh how to best support some of that tier one support through the MTSS process. Um so through uh teacher professional development as they come back one to make sure that they're aware that this document is there uh and also to to help principles be able to work through that with teachers um as far as where is where is appropriate classroom management uh and
119really trying to delineate that line between uh how do we best support teachers in the classroom and when has a behavior escalated past that where now we've got to get um building administration in involved. Absolutely. Thank you. Um my next question probably is more for Dr. Newton. Um but now that if if this is passes tonight, um we've got this great document, how how do we get the word out? What are what are the next steps? Because they I think as a parent, it would be nice to know that this is in place. And um you know it might even be nice for a parent to know before their child's in trouble that there's something um you know in place of how we react to things. So what are what are the steps with getting
120the word out? >> Madam chair uh thank you for that question. I think uh um that's a very good point whether we we can call this a behavior matrix but if we really think of it as a teaching tool it really clarifies to families and to kids and everyone within our system what does it look like to be a good student and what does it look like when we fall short of that and um we all fall short in many ways and how can we use this as a document to teach rather than just a punitive document. Um I would say that um this document is the beginning of many conversations. It's not the end of the conversation. Um to the degree we would use it to just point to the cell and that this
121is where your kid is landing today. Um that's completely contrary to our one our desire to work with families and work with kids so they don't offend. Um but also to help really paint the picture. what does it look like to get back on track to be in class to be good students? And so I think there is absolutely a um parent piece to this. I will be sending out um a district-wide message that talks about um safe and orderly environments in our schools. That means a whole lot of things. This is one piece in that conversation directing them um to this new work. Uh but but I would also say that those um conversations are kind of going to come alive as they talk with both their principles and their teachers in things like
122um when when we welcome students back in the open houses in all of those uh opportunities that that buildings will have to visit with um with their families on what this looks like. So, I will hopefully um u bring an awareness through a message from my office um to parents, but then I think the the nuts and bolts of it will really play out in those great healthy conversations that uh principles and teachers have every day with families. >> Thank you. Any other questions, comments, concerns? All right. Well, we have a motion and a second on the behavior matrix and adopting that. So all in favor say I. >> I opposed. >> All right, that has been approved. Thank you again to everybody who worked on that. >> The next regular board meeting will be
123held on Monday, August 18th at 6:00 p.m. A work session will begin at 5:00 p.m. The district business of the district is now done. Do we have a motion to go into executive session? Madame Chair, I move to go into executive session prior to adjournment for the purpose of personnel and legal advice. >> I second. >> So we have a motion and a second to go into executive session at this time. All in favor say I. >> I. >> Opposed. All right. We will reach to guinea in the secondary session.