Regular School Board meeting - July 14, 2025

001[Music] Call to order this Noa Henipin. Good evening. I would like to call to order the Senoka Henipin school board meeting for today, July 14th, 2025. Please join the board in pledging our allegiance. I allegiance 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. >> Our first order of business is to approve the board agenda. Is there a motion to approve the board agenda as presented? >> So move. >> Uh, thank you, Coacher Arco. Is there a second? Thank you, Director Langenfeld. Any discussion? Hearing none, would all in favor of approving the board agenda say, "I." >> I. >> Any opposed say nay. >> With six in favor and zero opposed, the agenda is approved. Members,

002the next item on our agenda is item four, the consent agenda. As normal, members can remove items for separate consideration and discussion if that's their desire. Is there a motion to approve or ex excuse me, accept the consent agenda as presented? Uh, thank you, Director Odette. Is there a second? >> Second. >> Thank you, Director Simon. Any discussion? Hearing none, would all those in favor say, "I." >> I. I. >> Any oppose say nay. With six in favor and zero opposed, the consent agenda is approved. Our next agenda item is communications, delegations, and petitions. This is a time for our community members to provide input directly to the school board about items that fall within the school board's authority. We plan this agenda item for 15 minutes. Our policy allows for community members to speak

003for up to five minutes, but if there are several people that want to speak, the chair has discretion to reduce the time. We have three cards, so we'll have five minutes each uh tonight for speaking. Um I'll ask Coacher Arco to monitor a timer, and if you run over the five minutes, he will ask you to wrap up your comments quickly. We do welcome your written testimony if you have more to say than the time allows. Um, if anyone else would like to speak, please complete a yellow card and provide it to Miss Kofsky here at the table so we can provide a written follow-up. A couple of quick procedural reminders. Our meeting procedures are in place to assure open and orderly public comments as well as to protect the due process of and privacy

004of individuals under the law. If speakers use specific names of students, staff, or board members, I will need to interrupt and stop the speaker. Please remember to direct your comments to the school board co-chairs and members of the audience, please listen respectfully. If the board cannot hear members, we may have to reset the timer. Uh, with that said, our first speaker is Steve Lions. >> Welcome. Thank you, dear Superintendent McIntyre and members of the school board. My name is Steve Lions and after 40 years as a public school music teacher, 33 of which were at Champlain Park High School in Minnesota, I have retired. My message tonight is simple but heartfelt. First, I would like to express my sincere gratitude as both a teacher and a parent. As a parent of two former In Noah

005Henipin students, now successful adults, I'm deeply thankful for the education and opportunities provided by this district. In addition, I would like to share a few thoughts for you to consider as you continue to guide our schools into the future. It has been a privilege to serve the students and families of the Ino Canipan School District for my 33 years in Minnesota. I'm especially grateful for my role as a member of the Champlan Park High School staff. As one of the four remaining teachers who were hired when the school was opened in 1992 and we all retired this year, it has been an honor to help build a culture of excellence where every student is encouraged to feel valued and empowered and to seek success on their own terms. The Champ Park High School community from

006the students and their families to the teaching staff, support staff, and administration has been an incredible partner in fostering human growth and education. I would like to thank you for the opportunity to be a part of that community. As a parent and a grandparent, I would also like to extend my thanks. The opportunities that my children had both inside and outside of the classroom played a significant role in shaping their success. My son is now, today's his birthday, a successful aerospace engineer as well as a 15-year veteran of the Minnesota Vikings school drum line. He's also the spouse of an In an Hannipan employee and together they have triplets who attend school in the In Noah Henipin School District. My daughter works in financial operations at a respected wealth management firm. Both of my children

007greatly benefited from their time in the In Noah Henipin schools where they were encouraged not only to grow academically but to pursue their personal passions as well. The Lions family is truly grateful for the foundation that this school district has provided. Simply put, we are allin as 30-year plus taxpayers, employees, parents, and now grandparents of an Okanipin learners. I would like to draw your attention to an article in the most recent focus on the Inocanipin Schools letter. Specifically, the school board 101, the school board election set for November 4th on page five. The article reminds readers that the noipin school board is a nonpartisan elected body in today's deeply divided political climate. I understand how difficult that must be for you. Still, I believe that the integrity and success of our school board depends on

008upholding this nonpartisan stance. Your decisions must reflect the best interests of all students free from external political agendas or pressures. I urge you to keep this principle at the heart of your work. Unfortunately, over the past year, I do not believe that the standard has been met. Rather than allowing ideology shaped by outside beliefs and emotional rhetoric to guide your actions, I encouraged that you engage directly with the schools that you serve that you serve. Visit the classrooms, witness firsthand what is being taught, take time to celebrate the remarkable educators and staff who work each day to enrich the lives of our students. In my experience, our teachers do not tell students what to think, but they do challenge them to think critically, to explore different perspectives, and to grow as independent thinkers. That same

009commitment to intellectual freedom and educational integrity should be expected of our school board as well. I've had the privilege of serving this district for 33 years, and I have the utmost respect and trust in our teachers and support staff. They have tirelessly devoted themselves to helping young children grow into thoughtful, capable young adults. Sadly, I do not share the same confidence in the board's recent direction of the past year. I hope that you will choose to set aside political motivations and instead focus on what is fair, just, and right for every student in this district. Quite frankly, the success of my grandchildren, and I have their parents' permission to share their names, Ben, Ameilia, and Josh, depends on it. Thank you. >> Thank you. >> Our next speaker is Cedar Kilby. Hi, welcome. >> Hi.

010Um, I've written nothing in advance, so I do apologize if I do end up talking in circles. Um so the first thing that I do want to touch on today is um cell phone use in uh you know the school district and our schools specifically secondary education as that is where you know I currently reside. Um so I've come to realize as I've been throughout um in schools and you know witnessing my peers and classmates and all sorts of other you know teachers and staff and how they've responded to cell phones and I've sort of come to this conclusion that integration of cell phones is the best way to sort of handle them in schools. Completely banning cell phones isn't going to aid students. it's rather going to hurt um the relations between teachers and

011staff as well as the students and uh relations between students themselves. Um with say cell phones being banned entirely, it leaves students, you know, unable to contact their parents unless through a phone call through the office, which is what's been um proposed in some situations. I don't think that that's really a good way to go about it, especially if it is say a private message or you know some important event that's happening. Um on top of that with teachers um you know being required to take students cell phones that is fine especially if they are um you know being disrespectful or disruptive with it. However, I feel that a lot of it, especially in secondary education, that is usually 14 to 18 year olds, 14 to 18 year olds, they really do need to be

012able to provide and like have this ability to make their own decisions and, you know, sort of further that with their learning in how they engage with it. So using cell phones in school in maybe an integration way instead of outright banning or only allowing in say a six minute passing period I think would really be the best for students and the relations with teachers. Students will fight staff and teachers on cell phone banning. Like I I know that some of you might not be in, you know, classrooms very often or at all, but as someone who's in high school, I see a lot of the interactions between staff and students and all sorts of things and I see that this will end up harming students relationships with staff. Um, I don't really have anything

013else to say. So, thank you. >> Thank you. >> Our next speaker is Emily McCau. Hi Emily. Welcome. Hello. Thank you. Uh good evening board and community. I come to you tonight no longer as a student as I was a part of the class of 2025 through Anoka High School. Instead, I come here tonight as just a community member. And I am proud to say that through my time with the Anoka Henipin School District, I have been given resources and opportunities that allow me to thrive and succeed now as I move on in my life. Though I am proud to say that I graduated from the Anoka Henipin School District, I cannot say the same for a couple of my peers. I knew multiple students who did not graduate due to a lack of support.

014And as you guys proceed through budget challenges in the future and currently a lot of students will fail to see high success rates due to these lack of intervention matters. Uh in a time of financial challenge to our budget, the first thing we were willing to sacrifice when it came to after essential cuts were things that brought students joy, belonging, expression, and pride. I would say that if it were not for my time through activities as well as through being on the swim and dive team, I would not have graduated myself due to a lack of motivation and support system. The most heartbreaking consequences we see at the elementary level. We are proposing to cut funding for schools such as Lincoln Elementary School for the arts, an art school. We are cutting band, orchestra, and

015choir programs. These are things that allow students to find their individuality and thrive with secondary skills that will allow them to then find success further. And cutting the arts doesn't just save you money. It sends a message, and a dangerous one, to our young learners. It tells students that they do not need to have these fun experiences that allow them to be excited when they come to school. And as we continue throughout this, this follows into middle school and high school. And it's been proven that art art and athletics are problem tools of prevention. Studies from the National Endowment of Arts and the Arts Education Partnership show that students involved in the arts are five times less likely to drop out, more likely to engage in pro-social behavior, and less likely to engage in violence

016or substance abuse. and athletic programs have similar outcomes. So when we see budget crisises, we should not cut these arts and athletics as they allow our students to become more successful. Athletic programs have similar outcomes because teens in extracurricular sports show lower rates of depression and aggression and higher rates of attendance, higher GPA, and higher emotional resilience. When you remove these programs, you aren't just cutting extracurricular extracurriculars. You're cutting pro protective factors. We see these art programs allow for students to express their emotions instead of suppressing them. Skills that will last them far beyond the workforce. And going back to cell phone use, as Cedar previously mentioned, if we do not allow cell phone integration into our classrooms, how are we setting up students for future success? Cell phones aren't going anywhere in the workforce.

017Instead, in schools, we should show them how to properly use them so that our students can be successful in the future. An NOA Henipin School District aims to set students up for success. Yet, we are taking away factors such as arts, athletics, and cell phones, things that allow students to excel in multiple ways and show that students should actually be able to succeed post school. Um, this budget doesn't affect numbers on paper. It affects the kids who found their voices in choir. The schools that help students through art manage their emotions, which then allow them to better understand curriculum. For example, my sister only attends school and only feels motivated to go to school when she knows that there are ways for her to express her emotion. She is going into fourth grade over at

018Lincoln Elementary School. And unfortunately, she was so excited to finally join the orchestra program there. Though now they do not have the funding due to staffing cuts that allow her to excel in these programs. She is being failed by our budget. >> 20 seconds. >> Thank you. Uh and this is no longer allowing her to feel excited and motivated. And what is this going to do for her when she moves on to middle school and high school? Thank you. Thank you. All right, board. That concludes our yellow cards. Our next agenda item is item six, board calendar and district update. Uh, Superintendent McIntyre. >> Thank you, co-chair Dasheen. And, uh, it is that time of year where we are ramping up our recruitment efforts. So, this is our reach out to our community members who

019want to make a difference in our schools and for our students. Um, everyone is invited to join our hiring event that is on Thursday, July 24th. This event is set for uh from 1:00 p.m. to 5:00 p.m. at the education services center in an NOA. We have many different positions that are available from working with students as a PAR educator to serving meals to working in our student transportation department and many more. So I encourage everyone to visit our website at ahschools. us backjob for more information on all the positions that are available. Also is I I hate to bring it up the summer but it is back to school time and we are um really trying to promote our uh support for parents and guardians who are looking for back to school supply lists

020and other information. And that is all available on our district website as well at at ahschools. us back slashback slbts or back to school times and dates for open uh houses start and dismissal times activity registration links and all all the other additional information including those supply lists are um at that website for our families and I would encourage our students as well to engage in that with their parents. Also, uh, parents and guardians should also remain alert for special back to school issues of, um, items in the focus e newsletter that'll be out on Wednesday, July 30th. Newsletters will be providing back to school information uh, as we approach the beginning of the school year through their buildings as well. So, we'll begin a more aggressive promotion of all those things that are needed

021for the beginning of of the school year for the 2526 school year. And then finally, board members, I'm gonna looking at Debbie Kofsky here and I'm going to ask Debbie to come up to the presentation table for just a few comments. Debbie, as many of as many of you know, is retiring at the end of the month. So, this does mark her last schoolboard meeting. And I do want to take a moment to mark a truly significant moment in the in the history of our district. Um, I guess it's with a mix of gratitude and a touch of bittersweet emotion that we recognize and celebrate uh Debbie and her remarkable career as someone who has truly been an unwavering pillar for the organization for nearly 40 decades. So, she has served in the district for

02239 years. Back in 1986, Debbie decided to take a position in our curriculum department after leaving National City Bank in Minneapolis. And um since then has dedicated her talent, her tireless work ethic, her deep commitment to student, staff, and community to the district. 23 of those years has served in either the assistant, well actually 23 years of serving in the assistant superintendent's office for a number of different leaders. And in the last nine years, Debbie has served as the executive assistant to the superintendent and the school board. In this capacity, she's been the quiet force behind so much of what we do. Uh she's been the orchestrator of our meetings and the meticulous guardian of our records. Um the first point of contact for countless inquiries and for me personally, an indispensable partner and confidant.

023We estimate that Debbie's worked with eight different superintendents, 13 schoolboard members, and has helped prepare for over 350 schoolboard meetings and work sessions. Uh, that's a lot, Debbie. So, um, and for anyone that knows Debbie, they would say her dedication extends far beyond those responsibilities. She's approached every task with professionalism, an incredible eye for detail, a calm demeanor, her famous smile, and just really a steadying presence through the countless challenges and triumphs. And we spent today going back through the timeline and all the different high moments and low moments, and there are many. So, um, Debbie has been that steady force throughout. Um, she's navigated many complex schedules with grace, managed critical information with the utmost discretion, and has always ensured that the work for the board and the superintendent has flowed seamlessly. More than

024her professional acumen, though, she's always brought that genuine warmth, as you all know, and kindness to our office. She has been a mentor to many, a friendly face to all, and a true embodiment of the spirit of service that defines our district. Her institutional knowledge is encyclopedic truly and her wis wisdom invaluable and her commitment to our mission unwavering. Debbie, you've witnessed decades of growth, change, progress, and always um taking that with grace and adapting and maintaining high standards. Your legacy is woven through the fabric of of this district and your contributions will be felt for generations to come. So on behalf of the board, the school board, the administration, our staff, students, and the community, I want to express our deepest, most heartfelt thank you for your extraordinary service. Your dedication, loyalty, and unwavering

025commitment has been a true inspiration. We will miss your presence, your expertise, your wonderful spirit. And we do wish you a retirement filled with joy, relaxation, a lot of time with those grandchildren, and the happiness that you deserve. So, may this new chapter be as fulfilling and rewarding as your incredible career has been. Congratulations. >> Thank you. [Applause] Coach Duchaine, that concludes my superintendent's report this evening. Thank you. >> Thank you, members. Any questions or comments? Uh, Director Simon. >> Thanks, Casey. I'm glad Debbie was able to leave the table, but I I would be remiss if I didn't say something. I've served with Debbie for a long time and uh Corey wrapped it up very well, but for me personally, you know, I I uh at times have been a needy board member and

026I appreciate the care and um the care you have given me over the years. And um for people who don't know, Debbie is just always ready and unbelievably happy to help in any way, always in such a positive way. And um I found it impossible not to be happy when I when I am interacting with you and working with you. So it has been an absolute pre pleasure. Um, and people maybe don't know, I know Corey mentioned this, but just the endless hours all t day, all times in the day and in the night for this board um, and working in the superintendent's office and then also um, as Corey touched on volunteering for the district like with the Ina Independent Education Foundation um, and with community organizations like Rapids Community Scholarship Association. Debbie, you

027have been invaluable to this district and this community. So, I'm happy for you. I'm gonna greatly miss you and I'm going to um hold you to the promise of barbingo after your retirement, too. So, thank you, Debbie. [Music] >> Members, anything else? Uh, Director Langenfeld, >> I'm going to keep mine short um because many wonderful things have been said about Debbie. When I think of Debbie, she is always that person on the other end of the phone who can uh help you through things, but there is also always a sense of joy. And that's the piece that um she's willing to share not only and supported us, but has also shared uh pieces of her wonderful life in terms of her grandchildren and and so we see the human side of her as well. And

028so I have been privileged to know Debbie uh before she entered the superintendent's office and worked in the office as one of the associates um at that time. But when you have someone with that much institutional knowledge, but also that passion, joy, and love for Anoka Henipin and the people inside of it, that's what matters most. And she certainly emulates and and just exudes this district. So I I wish her well and I hope to continue the joyful conversations into the future about grandchildren. It's fine. So thank you Debbie >> members anyh director Aette. >> Yeah thank you. Um so I don't know what that bank was thinking so many years ago uh because as a person who's had a a career that's getting close to 30 years myself. when you have a great employee,

029you endeavor to keep them at all costs. And so they definitely lost a great one when they lost you, Debbie. But, um, to the credit of the school district, uh, they found a great one when they hired her. And, um, I don't have, you know, dozens of years working with you, but I do have four. And, um, I would just I would just like to say uh maybe the maybe the greatest things that that I think of one just help. She is a helper. if you need help and I don't it doesn't matter what you do, where you are, whether you work here, whether you just, you know, your kids go to school here, whatever, she is always ready to help. She has helped so much. And um it's a great compliment because um sometimes

030help is hard to find. And so um I certainly appreciate that. And and I also just appreciate her kindness. And um in the last few years, I've had the chance to meet some of your grandkids and your family and uh what a wonder what a wonderful family that is. So, we certainly wish you well and I know you're going to you're going to love it. So, >> thank you. >> Yeah. Thank you. >> Anyone else uh with comments? No. Thank you, Debbie, for everything. Our next agenda item board is uh the annual radon testing update. So, we will welcome Greg Cole, chief operations officer. Welcome. >> Good evening, co-chairs, just Shane and Arco, Superintendent McIntyre, members of the school board. I do just want to start by uh thanking Debbie myself publicly. Um I'm one

031of those people that she has helped many times and uh her care for all of us um uh on the administrative team is just unbelievable. there are so many things that happen behind the scenes that nobody knows about that she takes care of that uh we've just all appreciated so much. So, thank you, Debbie. Okay. Um this evening I'm I'm here to talk to you about radon. Um as part of the district's efforts to ensure that school buildings are safe for students and staff, the district annually tests a sample of schools for radon. This is an annual cycle that ensures each district building is tested once every five years. This testing is recommended but not required by the environmental protection agency and the Minnesota Department of Health. Um, however, we decide to do that as

032a school district because we believe it is important to ensure that all our buildings are safe for our students and staff. Um, as a part of uh that process, uh, if you choose to do that testing, part of the requirement for that is at least once in that five-year cycle, we report to the school board about uh some of our findings. Um, we will from this point forward uh include this annually um on consent agenda unless the board would like to have a presentation done for that. Just for those who may not be aware, radon is a naturally occurring radioactive gas. It comes from the natural breakdown of uranium which is found in soil and rock all over the United States. Uh radon travels through the soil and enters buildings through cracks and other holes

033in the foundation. Because it is colorless, odorless, and tasteless, the only way to know whether or not a room has an elevated radon level is to test it. So, in this latest cycle um of our five-year cycle, uh of the 992 detectors analyzed throughout the eight district facilities during that testing sample, none receive levels greater than the EPA uh what they would call their action level. And in this particular round, the schools that we had tested were Champlain Park High School, Jackson Middle School, Champ Champlain Brooklyn Park Academy, Oxbow Evergreen Monroe Elementary Schools, Two Rivers, and Riverview Early Childhood Center. So again, of those, none of them had elevated levels of radar that were of concern. Um, so we're happy about that. we've had that kind of results annually. Um, if you have any questions

034about our rotation or the buildings that we'll be doing next year, but essentially we do this every year. This five fiveyear cycle is always ongoing. So with that, I would take any questions from or comments from board members. >> Thank you so much for the information board. Any questions or comments on this presentation? >> I got one. >> Uh, co-chair Arco. So in the agenda item attachment, the unit for how we measure this is pico curies per liter of air. As an engineer, I've seen a lot of units. I've never seen that one. It's just one of the more entertaining names I've ever seen. Yeah, me too. I I Yeah, it's quite an I'm not gonna pretend that I can give you a precise definition of it, but Elizabeth Pep, our IAQ uh manager, uh

035has attempted to explain it to me in great detail. I have some understanding, but you're right. It's it's definitely unique. >> Members, any other questions or comments? Okay, thank you. Thank you so much for the presentation. >> Thank you. >> All right, board. Our next item is 8A, the pay 2026 tax levy timeline. And we welcome Michelle Vargas, our chief financial officer. Welcome. >> Good evening, Chair Deshaine, members of the board, Superintendent McIntyre. I would also like to thank Debbie for our 30 years we've spent together. I will miss you. I'm here tonight with um a presentation of our truth and taxation calendar. This basically starts the whole process again for the levy in the in December. Um this is the taxes that are levied in 2025. They are collected in 2026 calendar year for

036our 2627 school year. So this just follows the the dates that were required for reporting. um we need to certify the levy on September 22nd. That is the preliminary levy between then and December. The certify levy of December 8th, which is our hearing date. So that this is letting the community know that our truth and taxation hearing will be at our regular school board on December 8th. After that certification, then it's just the timeline for myself to certify it to our county auditor to MDE and the department of revenue. So, as you can see, this really is just a timeline that starts everything, gets it out there into the public um for the process. We will start getting um information from MDE as we enter into the portal to prepare um based on our estimates.

037But as you know all of this is based on legislative calculations that are in law or voter approved referendums or bonded debt. So it's nothing that we have a choice to levy like a city or a county and make decisions but the process um that is set forth. So this is just an um information that we do annually. So to get the the December 8th board meeting out there for our truth and taxation hearing in the process. >> Any questions? >> Thank you board. Any questions for Miss Vargas? >> We appreciate you presenting that timeline. >> Thank you. >> Okay, board. Our next item is 9A labor negotiations updates. We welcome Dr. Jennifer Cherry, executive director of human resources. Welcome. >> Good evening, Chair Desaine, members of the board, and Superintendent McIntyre. Um, I too

038would like to start my presentation by uh giving a shout out to Debbie for her um tireless uh relentless caregiving that she provides as well as being just an exceptional professional. uh she truly thinks about all of the details um um that uh just make us run so well at the district office. Um so thank you Debbie and congratulations. Uh this evening I am here to provide an update on our labor negotiations. Uh this is an update that I provide at all of our uh schoolboard meetings in alignment with our negotiation code of ethics policy 209. uh which indicates that administration will review the status of negotiations at public schoolboard meetings. Uh note this is just a aformational presentation and detailed negotiation strategies discussions are um held in close session with the school board. Background

039information about our employee groups. Uh we do have uh 18 employee groups in our school district. Five of those are unaffiliated groups, uh, non-bargaining groups. 13 are collective bargaining groups. We have the collective bargaining groups, uh, with, uh, two-year contracts that are, um, divided in, uh, two separate segments. Uh so this year uh for contracts that uh were expiring as of June 30th of 2025 uh we have begun uh open uh negotiations with those groups. So as you can see on the screen in front of you, we do have one settled agreement thus far with our community school coordinators and then I'll be providing an update on uh the status of the groups with additional open contracts. Uh the two that are actively um meeting and negotiating at this time are building service employees. This

040is made up of uh approximately 200 employees are custodial uh warehouse and maintenance employees. They're represented by SEI uh U local 284. Uh we have already met with this group four times. Our last meeting was held on on July 1st and we have another meeting scheduled this week on July 16th. Uh we have had um very extensive negotiations to date. Um but uh unfortunately we are still pretty far apart in terms of uh a settlement and where we are with our our financial uh financial proposals. The second group that has just begun um our our meeting uh is with our teachers. This includes our K12 teachers as well as adult basic education, early childhood family education, and our school readiness and kindergarten readiness uh teachers. Um uh as you may recall our preschool teachers were

041separately or previously in a separate bargaining unit and um have now merged with uh the larger teacher group. They are all represented by an noa Hannipan education Minnesota local 7007. This is our largest employee group with uh just under 3,300 employees. We met for the first time last week on July 10th. had a very successful meeting. Um we were um uh able to uh talk through uh the opening uh proposals from our teachers and we will return to the bargaining table on July 23rd. I anticipate we will still continue to make um very uh successful progress in that next meeting as well. And moving on, we do have six additional groups with open contracts that are yet to be scheduled. Uh our next largest group is our child nutrition assistance. We're looking at an opening

042meeting date in September at this time. They are represented by the Minnesota School Employees Association. Uh the association there is um also representing our technical uh or the field rep for that is also representing our technical specialist. Uh but the uh unit is called the no counten school technical specialist Minnesota school employees association. Another smaller group but we try to coordinate those two at the same time. Our next uh our next largest group is our principles. And typically we start with principles uh after we've um kind of moved a little bit further along with our our teacher bargaining groups and um we expect the rest of of the groups will follow shortly thereafter. So in conclusion, we'll continue to provide uh regular updates at schoolboard meetings as requested. Um and um we will begin updating

043our web page uh for this next round of negotiations on agechools. us backnegotiation. So, at this time, I'm open to any questions uh or comments from schoolboard members. >> Thank you for the presentation. Members, any comments or questions for Dr. Cherry? >> Okay. Thank you. All right, board. Our next agenda item is uh general counsel with policy 507 prohibition on student cell phone and personal technology devices. Welcome Tim Palmir. >> Thank you Chair Duchaine uh Chair Arco and Superintendent McIntyre and school board. Um of course I'd be remiss uh if I also did not uh recognize um not only a great employee but a good friend. Um, so I've worked with Debbie for uh two over two years. Debbie, you really realize when you see someone who's uh in her role supporting the board, supporting

044the superintendent, 38,000 students, 8,000 employees. It's a really big job. And um I can't envision a person who could take it more seriously and be more dedicated. And so I think about earnest, sincere caretaker, advocate for the district, inst institutional memory for the district, remarkably hardworking. I don't know how many times I just, you know, Debbie's burning the midnight oil um and a problem solver and and again a just a just a great uh colleague to have alongside. So I really appreciate you, Debbie. Um so before us tonight is policy 507. We've had um uh some discussions in the policy committee meeting. We've actually had it before the board um for a first read. We uh most recently um I most recently actually um I should say multiple times have met with multiple administrators on

045this particular policy trying to to work with some of the concerns that were raised by the board uh the last time this came before the board on first reading. I think we're getting closer. Um I think there's um opportunity for more suggestions and changes. What I will uh say for uh tonight's discussion, I highlighted those areas that underwent kind of um significant verbiage changes. This is a new policy, so I'm not really editing an old version, and it's really hard to kind of uh show repeated uh edits. So, I just decided to highlight and uh kind of show those uh areas where there have been changes. Um I'm going to cut to the to the area where I think the there was maybe the most robust change um or discussion I should say and then

046effort to make change and that concerns uh the use of cell phones and personal technology devices in our high schools. In this regard we um we took the language that we had and we basically um stated up front that student cell phone use uh and use as we call PTD. So these are other technology devices that uh for example Bluetooth devices that connect to uh cell phones and said that use of cell phones is not permitted in the classroom or during instructional periods. And I think the importance for that is to recognize that it's not just if the student is in class but if they were to leave class and have the cell phone in their locker for example. Um those are time periods when um we would limit prevent uh cell phone use. There

047was a question or concern about what do we do? Do we have a designated um kind of um protocol or plan in place? In talking with the high school principles, um there are teachers have actually utilized different effective methods. They've used cell phone caddies. We've talked about that. Um they've also used cell phone boxes where the cell phones are are uh uh kept um for students. So what we tried to do with this policy, at least as it relates to secondary um or high school um principles, is to indicate that um instructional staff would um would provide a designated area within the classroom. Um also of course the idea that the cell phones would be uh powered off away um or in the assigned locker of the of the student. Um, this is an area

048where I guess finally we had some discussion around the use of cell phones during actual instructional time or some exceptions for uses. I had a lot of conversations um with uh with really our building principles, our high school principles, but also with Jess Leapa um at technical and um got a really a lot of good input from her in terms of how cell phones are really incorporated kind of throughout text programming during the day. So we are trying to find space for um the understanding that cell phone use would would broadly be prohibited in the classroom. Uh but also making exceptions for those situations where say for in a tech class um someone is um putting together um their portfolio for their for the work that they do whether they're in uh cosmol cosmetology or

049if they're in um construction or mechanics. oftentimes they'll take pictures, use those pictures uh to build their portfolio. Um also was indicated to me by by uh Jess Leapa that um the employers that we work with actually really encourage us to or have encouraged her or the folks at tech to figure out how are we going to um have our students actually use cell phones in a responsible manner. So uh at tech in particular where we have people offsite who are uh maybe at a construction site, people who actually are on site taking pictures with their cell phone, there is uh responsible um use that we wanted to at least be able to preserve. Um the other changes in here um really quickly uh under exceptions um there was one qualification uh or clarification that

050we put under section 6B that dealt with emergency situations. We wanted to make it clear that emergency situations really related to um actual real emergency situations where someone needed to contact the authorities rather relative or rather than um simply contacting uh perhaps a a parent and a student determining that an emergency is maybe that you know they have a minor issue um that would first be addressed by going to the school nurse or through uh administration. And then lastly, um there was uh some interest expressed around parent involvement. Um we uh added an additional um um consequence as it relates to violations which states uh the temporary confiscation uh of the phone and requirement of meeting with the student's parent or guardian um as a precondition to return to the device uh could also be

051a potential um consequence for violation. So um and then I guess lastly we did also uh in listening to the conversation um of the board and also listening quite frankly to administration um principles there's broad recognition and agreement that cell phone use um from students is in many respects can be a negative thing. Right? social media um creates its own uh issues and having a cell phone with you throughout the day is a constant reminder of of peer pressures or or issues that can come up uh that maybe are distracting to students. Um and so uh we also added uh language that that indicates um communicating with parents about how to talk with their kids about cell phone use, how to limit uh their students cell phone use or how to monitor cell phone use.

052We've actually seen a number of good examples from some of our neighboring districts. One of the examples that's been provided is the Stillwater district. So this policy is going to uh not only just um provide a mechanism for informing our parents but also giving them some tools um and some data concerning cell phone use. So with that um I'll open it up to any questions. >> Thank you. Uh board members, any discussion or questions uh about these policy revisions based on our previous discussions? Uh, Director Adet, >> thanks. Um, so I reviewed the revisions that were made and I, uh, I do I do see where, um, you know, elements of the discussion that we've had have been incorporated in there, which is of course appreciated. Um, and I I just did a, you know,

053like a full reread of the whole thing and I don't land in a new place personally, but um, my my takeaway from it is we we we're still working pretty hard to I don't know come come up with some sort of means to have the phones around even though, you know, we've in in now I guess you would say two of the settings elementary, middle school, we pretty well said definitely don't want to see them at all during the day. Um I think elementary, if I read it right, it shouldn't be there at all. Uh middle school got to be put away. Um then we get to high school and we're looking for ways to um I guess manage them because we we just acknowledge that their presence will be there. So, um, you know,

054I I've continued, so I started to get concerned with this a couple years ago, and I continued to just try to study it, um, read about it, and I have definitely come to a place where, um, it, you know, it's just it's it's unquestionable the the negative effects that phones are having on our kids. Um, and actually for myself, the more that I've looked into it, the sort of the worse it gets. So, I I just want to offer that up to people, not not as a well, as a school board member, but probably the the role that uh that I've played really as a dad. And um, you know, as I've looked into this, there's no question the link direct link of the uh the mental health crisis we're facing with our kids. the

055cell phones. I wouldn't venture to say what percent of it, you know, is a percentage is a cause, but it's a major one. It's uh without a question in my mind the biggest cause of the mental health crisis we face and that connects to the behavior problems we're seeing in schools as well. So the phones and in particularly social media um have an effect on uh brains brain development on kids uh that is um you know effectively rewiring uh the brains to to a point where uh kids brains don't they don't function the way that they once did. It's a it's a pretty devastating impact. Incidentally, it has um an especially negative impact on girls uh in particular with the mental health crisis that's been that's been found. Um and the internet itself on phones

056is not well regulated. So kids are exposed to um all kinds of things on the internet that cause them to grow up really quick. um tragically so. So, and that's all before you just get to the interruptions that uh having the phones can cause. So, I've tried to um I've engaged with a lot of people on this. People are reaching out to me. Um countless numbers of teachers who tell me, "Please don't stop. Get the phones out of our classrooms." Um so, I've heard you and I'm going to I'm going to stay on it. Um but students too, high school students who tell me the phones are not under control. We can have access to our phones anytime we want to. Um despite what's being told. So I guess I started to think about that

057myself. I have messaged my high school senior um before. Now as I think about it, I'm like, well, I wish I wouldn't have done it, but nearly instantaneous response almost every time, which tells me that the kids are right. So, I could go on all night, but I won't. But I remain committed to a total ban of phones in schools, and I would uh welcome discussion from anybody who wants to talk to me about it. I'll share with you what I've read, what I've learned, why I feel the way that I do. Uh but it's uh I think it's maybe one of the most critical uh issues facing our schools right now. I really do feel that way. So, thank you. >> Thank you. Um I think you raise a a really a really interesting

058and important piece of this. Um it's that students come to schools with the phones, right? Schools do not provide phones. We do not provide phones to students. We as a school district do not unlock social media on the phones for students. It's like the adults that are in our students life like us, right? As parents, we are, you know, we're giving our kids these phones. Um, and I think it's really helpful for us to remember that context when we're trying to talk about the policies and we're trying to talk about what influence we can have during the school day. Um, and I, you know, as you acknowledged the movement of the policy to try to reflect the realities of phones existing, right? You know, I was I was meeting with an administrator um just today

059and talking about how students who walk kind kindergarten through fifth grade students in elementary who walk to school oftentimes their parents want them to have the phone or the Apple Watch, right? So that they can communicate before and after school when they're in that space. Um you know, that's one reason to me why like a ban at school could be really difficult. um we've got protocols and like put them away, the off and away all day situations at elementary and middle school, which I think is um is a good direction for us. Uh and I welcome the continued discussion about high school and how we can balance that desire for us to set up our students for success, teach them how to be future leaders, future future contributors to society, um and focus on what

060they need to focus on at school, right? respectful engagement with their classmates, their teachers, the administrators in the building. Um, so I I think these discussions are really helpful for us as a board. Um, and I just appreciate that we've continued to come back to them and trying to work together on this on this policy and really find a place that can be a compromised position from all of the perspectives that we're we're bringing um ourselves individually and that we're hearing from students, from staff, from administrators uh in our system. Uh any other members that have comments or questions that they want to raise? >> Uh coach Argo, >> I guess kind of continuing in the discussion. What are the reasons? So I get that students bring them and we don't provide them. That's a

061given. There are other things that were students to bring them to school. Of course, we don't allow them to or we take them away or we suspend or expel them. So like the idea of not permitting students to bring something isn't a problem. We already do that. But seems like we broadly agree that there are a lot of reasons why phones I mean let's say are not useful during school or perhaps even harmful in certain ways. What is a compelling reason that we should have phones in school? Let's look at it from that lens. Can because again I sense that the board is split. For the board members who disagree with what director was saying, what is a good reason that we should keep phones in school? I'll I'll go ahead first on that. You

062know, I think I raised one, right? We've got these young learners who are walking to and from our buildings. Um that alone I think is is a valid reason that our communities and our families would like to see remain an option for them as a safety measure for their kids. Um secondly, uh Mr. Palunteer outlined in our technical high school in our career path um options for students which we support and care for and find value in and think are important at least in prior board discussions that we've had with each other. The ability to respond to that employer desire to engage responsibly with phones to have it integrated into their programming. um that that's a very valid reason I think in my mind why we should be flexible in portions of our policy to

063allow for that continued um the continued use. Uh yeah, >> one of the I mean in talking with the with principles about this, I just wanted to um try and respond a little more to um >> Querico's question. Multiple examples are provided of maybe even our coaches using phones to communicate with students about changes to practice and and uh or just kind of real time employers are uh a big part of it. So we have uh students uh we have students who are in uh some PSEO classes who uh might be leaving um school early. Um families rely upon students uh to come home and provide care for their younger siblings. So we I heard a lot of these examples. Um I think the the general notion is is that our students um our high

064school students in particular are young adults who have a lot of responsibilities that go beyond the school day. And so um whether it's it right we did this at one point um 30 years ago when cell phones weren't legion. So is there some sort of possible workaround? Uh maybe um I think the way that things have evolved in this in this country is uh the ship has sailed a little bit at least in terms of of the the amount of um dependency that that families have put on cell phones. And so um it certainly you know it it does reflect the use of cell phones for very legitimate purposes um during breaks during the school day or even before after the beginning of the school day is legion though. It's it's happening very widely. >>

065Coach Eric. >> Okay. So, I like the reasons provided. I'm just going to walk through a couple of them and then just kind of discuss something I brought up before. So, like walking to and from high school. Yep. That is important for them to be able to communicate with parents. I don't disagree there. Um engage with employers also important. I I I would perhaps add to that that um if we talk about being responsible adults, part of being a responsible adult is time management. And it would be a simple thing to just have timely kind of planned communications. If you if you know your phone's going to be inaccessible for a time, communicate in advance or let your employer know it's a pretty simple hurdle to overcome. I think um coach is communicating with students.

066We have direct control over this. We could just say, "Hey, use their school email because they do have tablets or whatever during class or or just don't do it. You know, wait until the the school day is over." And then just general communications again, yet no one's going to question. General communications are important, but there is still the element of you should be able to go at least some period of time throughout a day without a phone. So, all good reasons. I don't think any of these are deal breakers, but I I think the the solution I'd put out before, which I believe kind of addresses all this, is the uh yonder pouches. It's a weird name, but um because so it kind of addresses a variety of these things. It it allows the students

067to have their phones to and from high school. Um they're still responsible for it to the extent that they want to bring it. It's going to remain on their person just in a pouch. Um so we're not going to take responsibility for it. And then if they do need to use it in the case of an emergency or something, it is accessible. They'll have to, you know, get permission, go to a certain location in the building to unlock the pouch. That's not a big deal. But the key is then it's really only needed for emergencies, which I I would be happy to do that anyways. So like it seems like all of the concerns brought up like why we want phones versus why we don't want them. seems like if we had the yonder pouches

068and the expectation I'm talking about high school in particular right now and the expectation was essentially have two choices either don't bring your phone to school or if you do when you get here put it in a pouch and then if we see it at all it's ours or you know we're going to have a you consequences can follow at a later discussion but I guess I don't understand why the board doesn't like the yonder idea because it's kind of the sweet spot that covers everything It takes the best of what director Adet is suggesting, the best of what director Duchaine is suggesting, and kind of does all of it well in my opinion. And the only thing standing in our way perhaps is a cost. And so here's perhaps something we can even add

069to it. Um I think the price was on average 20 to $30 a pouch. Okay, it's not a staggering cost. Um I if it's really that big of a deal for us to pay that price, then perhaps we can just again put it back on the students or the parents, of course, because they have options. They don't have to bring their phone. So if for whatever reason they do want to bring their phone and not just leave it in their car or something at high school, they can just pay the $ 20 to $30 for a pouch that they're going to use all year. And then that actually has the added benefit of since they have to pay for it, they are going to take care of the pouch as opposed to us providing them

070for them and then they're probably going to get mistreated and wrecked. So again, I look at what everyone is saying and it just seems to me like these magnetically sealed pouches that it's like the sweet spot solution and there's there's a couple different ways we could do it. I just I'm just going to propose it again. I really think we should use the yonder pouches. I think it would be a great success. Director Langenfeld, >> thank you. Thanks for all the work on this and to the policy committee as well. Um, as I've done my homework on this, really looking at the role of parent. Thank you for putting language in here that focuses in on the parent and guardians responsibility because as director Duchain said, the parent is the one making the purchase. Then

071it moves into something director Arco is talking about. It's it's if you have a student who um is really in need of having that phone for whatever reason and and continuously violates the policy, particularly if we're looking at a a ban in classrooms um with a few exceptions. As as I read this statement, parents and guardians are responsible for ensuring that the students refrain from possessing or using the cell phone or the the device during the school day. So that's that's included. And then there's also a reference to parental conferences. For me, if you have a student who is having difficulty uh following the policy and many many parents um believe their children go to school and follow the policies and they do that the then I think it's really important that that step um

072isn't just the parent coming in to pick up the phone, but that there is something where that parent becomes what we expect um to helping us ensure that that student refrains from using that phone. And I think that's the intent of this language which puts it back into a partnership with parents in terms of responsibility. I think that the all the different things that have been brought up about why students should use a phone or can use a phone. I I I believe looking at um I looked at a lot of uh different school districts and states um in preparation for this to see what they were doing. Um and they'll say ban, but it's really restricting especially at your secondary schools. Um even um North Dakota calls it bellto, but they just mean in

073the classroom. And then each school district can have their own policies about what happens outside the classroom and so forth. And that was I think um probably one of the most restrictive. But I think that whole parental piece is so vitally important to this conversation. Um, I I think as parents, um, as we watch the world and how it's changing and some of the the the real, um, concerning things that can happen, um, in our environments that that didn't happen back in the day, but are happening across our country. I I can certainly understand a parent's desire to have their child have a communication device certainly nearby on their child uh, for whatever circumstance. So I understand that. I also understand that we are at a place as you talked about the ship has sailed

074um the the student who um is is really dependent and reliant on on that cell phone. Um that's going to take some work um in terms of supporting them in maybe some different ways than than just saying you can't have it. Um, so that's the other piece to keep in mind as well and that can be part of the parental conferencing that says how can we work together to support your student. One of the things I don't want to lose track of overall we're making these decisions. I don't have a lot of ana henipin data that tells me how many students are violating current policies at at the secondary level and and um how that's being addressed. Does that make sense? So, one of the things if we were to go to um this policy,

075it would be primarily a a ban in classrooms during class time. Am I interpreting that accurately? with the exception um based on approval through administration if there's any kind of reference um uh need for that. And then also then looking at um use during passing time and and before and after school um what kinds of issues, concerns, things are still bubbling up. Then I would like to if if all teachers and and everyone who is teaching has that high expectation then when we have parents come in and have those conversations and give them the resources that we're talking about I think that could be a very helpful thing. But I think as a as a board member I would want to as we move forward get some data on this to tell us how it's

076working. um whether it be um you know having kids put them in pouches or whatever that is. Um I think that having a more uniform setting for that is important as well and not just leaving it flexible and open to anything. So I I know our principles um assured us I I felt anyway um that they would have whatever is determined in their schools uh where those um uh phones are going to go if kids are bringing them in and um you know let's collect some data on that as well before we completely ban them. Um, I'd like parent voice in that information too before um we would do that. So, but I can certainly understand that I would not want them out in my classroom when I'm teaching. That relationship with that teacher and

077with their peers is very important and that's what I'm understanding is a big issue. So, >> uh, Director Simon, >> thanks Casey. Um thanks Tim for uh and I have some specific comments on the policy but um more high level to start is that um I appreciate the conversation. I think it's a really good example and illustration of continuous improvement because we were somewhere and now we're potentially going and improving and strengthening things. The current practice, we don't have a policy, but the current practice was created in 2023 um by the board in the district and pretty much says elementary and middle, no cell phones. High school, no cell phones in class except if teachers give permission, but you can use them in hallways and lunch. That's in general what our current practice is. And

078that started in 2023. Um throughout that time um just like probably every board member I heard from teachers and principles on both sides. Some have has said that the current policy works well um and some have said it doesn't right and that there are classroom battles and I personally have heard that especially in middle school not in high school but I'm sure it happens in high school also. Um, after our last meeting, and I'm sure a lot of board members did this, I um I dove in a little deeper in the research at the end of June. um spoke to many teachers, many principles, visited with four high school and middle school principles for very long conversations about um you know what the reality is in their schools. Um what enforcement currently looks like um

079the logistical what's logistically possible for a potential new policy um especially in schools that can reach up to like 3,000 plus students large populations, right? as well as um what could we do to improve things? Um and um they were not shy. They were very very um very direct and gave a lot of information. And I've mentioned this before, but um I do rely upon our experts in the buildings quite a bit. And I do think our teachers and principles in the buildings enforcing this are the experts and um they should have a voice in it. So that's that's what I did. Um, and I did it in prep not only for this meeting, but for the June 30th policy committee meeting. I wanted to make sure I got my information to the co-chairs who

080are the members on the board on the policy committee, the my feelings of what the policy was. So, um, in general, all of that information, I came to the conclusion with our experts that, um, cell phone free classrooms are essential. So, I'm what I like about this policy I'll go there then. What I like about this policy is that it did strengthen that in my opinion um on no cell phones and classrooms. Um and that the the it's written in this policy that building administration will provide classrooms with storage options. So, I do like that specifically that part of it. Um, a couple comments I'll make on things that I think may strengthen this or kind of my feelings about potential changes that I'd love people to consider is um when you talk about building

081administration providing the storage options that in my mind that says that the building currently h gets x amount of money for their building and now they're going to have another um expenditure with their current pot of money. So, I would really like that to be district provides that as opposed to building administration provides that because I don't want to take away from what the buildings need to do right now. I know those are tough discussions when you're in budget cuts, but uh this is an important topic. So, I think it um it uh deserves that. Also with the storage options, I want to make sure that there's teacher input into the storage options because um our many buildings through my discussions are currently doing things maybe not the whole buildings but specific classrooms, specific grade

082levels and they find things that work and different teachers may have different um different thoughts on what works for their specific classroom. So I think we need teacher input in that. Um and then one thing that I heard very clearly is consistency within a building is very important. If you have one classroom that kids can use cell phones and another that they can't, there is confusion about what is happening. So I I would love the policy or maybe it's an additional document on guidance um which could include that talking about consistency within a building um and also guidance on corrective action. We do have a list of corrective action may include. I personally would like that a more defined because one element that I think is very important when we talk about corrective action and

083the expectations of the district is to include strategies of enforcement or corrective action that removes the burden as much as possible from the teachers. teachers should be teaching and shouldn't have to um and schools have the good news is schools have implemented things like tech passes that removes that burden as much as possible from the teacher and puts it onto the office. So I think having a guidance on effective and expectations of uh corrective action would be pretty important. The last two things is this does talk about communication to parents and students. I don't think it's strong enough. I think it needs to be multiple touch points. I think it needs to be highlighted. I think we need to not just this just says annually and I know this is broad and I get it

084but so maybe it's a guidance document that it is a very robust communication process um to our parents and students and then the last thing again I don't think this needs to be in the policy but um I'm a believer in pilot programs many of our schools have implemented successful strategies like storage within classrooms already um and I would love schools that if there was a school like director Arco said that um wanted to pilot the yonder bags or devices, the district should support that and we should we should have a number of pilot programs if the schools really want that and can get behind it because I find pilot programs are most successful when you have energy and acceptance behind it and then we can have learning from those pilots that can inform us

085for continuous improvement on this policy. So, that's what I've got. Thank you. >> Thank you. Um, Director Hookman, thank you. Uh, there's so much on this policy and I I think it's really important. Great comments from so many um here tonight. But to remember the focus is schools are for learning, right? And if students are distracted, then learning can't happen. So, I like the idea that we're continuing to look at this not just at um as how is this an obstacle, but really how can we find a solution because we know that the majority of kids are coming to school with these devices. The question is how do we make certain that the devices are away, put away and gone so that they can be active learners. um working memory. Something between four to seven

086pieces of information is what a person can maintain at a time. And if they're using a portion of that working memory to think about the text that's coming in because it's in their pocket because it's near them, then then learning can't take place. Um along with that, um it seems like a distraction for the first step in the really limited class time is to have everyone come in the door and before we can even begin a lesson, we've got to find out something to do with the phones. That's just taking away from instructional time. So trying to keep our solutions here focused on that that primary idea that learning is what the kids are here at school for. So, how can we find solutions that support the educators in the building to maintain that focus

087on learning? And we know that students are always going to seek to be distracted. Um, back long time ago when I was in school, people were writing notes, right? People will daydream out the window if if they don't have phones. But if they do have a phone, they have so many more excuses to be distracted from their learning. So really need to find that focus to clarify this language to make certain that there is an understanding with the students that phones are always unacceptable that there is no reason. So, I would like to see some clarity um with the exceptions um for teachers, not just to have that cleared through the school administration, but that should really come from the district administration that oh, here is a course that it is very reasonable for some

088reason, which honestly I can't think of that right now. Um cuz you can take photos with other devices. You don't need to have a phone for a portfolio. it doesn't have to come from your cell phone. So, it just really seems like there has to be a higher level of clearance um to make certain that any reason that we are making exceptions to this policy um that it's really sound and thought through because again, students have to understand that the purpose for being in the building is to receive an education. And um the more that we can communicate that and to minimize any use of the phone in schools um even once they get in the door that those things just get powered off. That's really what I would like to see. Okay. Members, uh

089any other discussion about the policy edits that are before us? Uh, Coach Arco. >> So, it sounds like Director Salmon is open to using the yonder pouches. Um, I guess I almost want to flesh that out a little bit. Are there any other board members who think that might be a good idea? And then I have some follow-up thoughts just after anybody says whatever they might just on the enforcement mechanism, so to speak. >> Uh, superintendent M >> disappointed clarification. I think Director Simon, could you clarify? I I think the point in front of the board right now at least is some options. Um I've shared with the board a few times uh at Blaine High School, for example, as kids walk in the room, they don't even stop walking. They put it in the

090caddy by the door. It happens as they're finding their seats. Doesn't take away from instruction. Very efficient. Works very well. I think director Simon said it very well also that other uh schools use a box uh different tool but as you walk in it's done just as they're finding their seats. Um the the pouches may be another option u as well. So I'm looking for a point of clarification that was what you were looking for is some teacher uh voice or input into what works for them in managing their classroom. Am I capturing that correctly? >> Yes. Maybe I'll just say it in a different way to try to clarify. So I think what this what how I read this policy is that building administration I suggest it be the district will provide to the

091high school level because right no cell phones in elementary and middle in this policy. So we don't need them in middle but in the high school level we'll provide classrooms with the storage storage options. So, so that's what I read this as and that's what I think that is um one thing I heard my research uh specific to the yanderebags. That comment came as I'm a big believer in pilot programs. If there is a middle school or a high shouldn't be middle school but a high school I guess that wants to try the yandere bags um and that are really behind that with administration and teachers I think the district should sponsor as many different pilots as we can. So we can learn from those pilots to improve in the future. Does that clarify? Okay,

092>> coach. >> Okay, so good to know all that. Appreciate the comments. Um, so here's some of my big concerns that I'm still hoping to address with kind of as clear-cut language as possible in the policy. Um, I really really do not want the teachers and to the greatest extent possible even the high schools to be responsible for dealing with the phones. Now obviously to some extent they will have to be but let me kind of explain my thought process there. We're kind of starting from a paradigm of what is it that we can do? I think that's the wrong paradigm. It is what is it that we expect parents to do with their children? And when that does not occur, what are we going to do with the parents to ensure that they do

093cause their children to follow our policies? So, let me kind of spell this out as specifically as possible. I'm going to keep going back to the pouches because I think there's a lot of promise here. If just pick any high school, if the expectation was if you choose to bring a phone to school, it will be in a yonder pouch either immediately upon entering the building or even before depending on how it works. But and then until you leave the building or unless you have an emergency, it remains in the yonder pouch. And of course, if you have an emergency, you can go to wherever the designated unlock area is and unlock it. That's what I'm looking for. So if they if they choose not to do this, this is how I would envision this.

094Let's say a student just brought a cell phone, pulled it out during class. This is the extent to which a teacher would participate at all in enforcing this rule. They would just say, "Hey, you know, John Doe, I see that you brought I see you have a phone. Can I have that, please?" If the student says, "No, okay." Well, that's all the teacher has to do. Now, they just have to note it in synergy or whatever. Send a note to the principal. And then what then occurs for that student because the idea is it's still a total ban. Again, barring emergencies is that student would be suspended pending their parents coming in to have a discussion with the administrators and to like acknowledge perhaps sign a form saying, "Yes, we know our our child should

095not have brought a phone. We take responsibility for this. We're going to handle it." And so, you might think something like a suspension would be, you know, an overreaction except for the fact that it could be as little as a zeroday suspension provided the parents just come in and deal with it immediately. Essentially, the child would be suspended as long as the parents want them to be, as long as the parents choose not to do anything about it. So, it's entirely up to the parents at that point. The reason that I'm kind of spelling it out this way is because the goal is not for the principles, not for the teachers to enforce these rules. It's for parents to enforce our rules with their own children. We're not the police. This is why I think

096the under pouches are great. I don't want to be responsible for their phones. if they absolutely must have it on their person. I neither be I neither want to be responsible for the pouch nor the phone because if it gets damaged, I don't want it to be our fault. I don't want the teachers to be the police. To the absolute greatest extent possible, I want to avoid making the district or the teachers or anyone have to do anything about this. The minute the policy is violated, we kick it right back to parents and say, "Now you're going to come in and do something about it. Here's the consequence if you don't." We don't even hold the student accountable. We hold the parents accountable for their students behavior. So, the reason I keep going back to

097the honor pouches is because the one the one thing I want to touch on is I do think it would be too much to outright prohibit altogether phones even being in the building. I don't think parents would appreciate that. But I do think there is an understanding that most parents are okay with as long as they have the phone and they can use it if they absolutely have to. Like, yeah, they shouldn't be using it during school. So, that's my proposal. Um, and to just kind of go back to some of Director Adet's comments, I have and some of Director Simon's comments as well. I've made an effort to like I don't know see who would be in favor of this. I had mentioned that Next Door poll I did. Um, granted that's it's just

098a social media poll, but it's worth something. Believe that the total responses was 500. Uh, it was a majority that wanted a controlled ban or an outright ban. If you take the two sides, they lean the majority lean towards a controlled ban or outright ban. So, the community seems to want it. Um, I have heard almost universally from teachers. I can't even think of a single example otherwise. Teachers want this taken care of. They want the phones and the earbuds and all that out of classes. So, teachers, they want this taken care of. Um, parents, again, they're generally soft around this, but with the understanding that, you know, like we're not outright pulling their phones out of their hands or something. Parents are generally, my understanding is okay with having a prohibition on phones as

099well. I I'm not aware at this point of any group of people other than I guess district administrators who would be opposed to doing the outright ban with something like a yonder pouch to still allow control in the hands of the students. I'm I'm going to keep saying this because it's worth mentioning. The yonder pouch is coupled with what I've described. It puts all of the responsibility on the parents and the students, all of the cost on them. And it makes the teachers not responsible, not the phone police. like we don't want them to be. So, I think this solution is I I think it checks all the boxes. So, I really hope the board can get behind it. So, with that idea, are you looking for changes to the policy language or are you

100comfortable with the policy language and where it says we'll provide options for classroom storage? you know to Jeff's point and what I'm maybe hearing you say some edits to that to say district will provide and then that can be you know step two of this process right is figuring out implementation of the new policy and what that storage pouch or storage option could look like you know it sounds like and I I would agree with director Simon getting teacher input uh hearing what's working in some of the buildings so that we can then decide is there a pilot process with a pouch is there a different product you know I think there's some research that would have to happen on that. Um I just want to incorporate your perspective into like the language of the

101policy to see like how close are we on the policy language at this board table. So, the policy, I guess, my biggest concern is it's it's just open-ended language and it leaves a lot of discretion uh just to each school, each administrator, each teacher, and it will make certain things more uniform. But it it the real concern of mine I guess cuz I've seen this play out in other policies that we have for other things in the district is when you have the kind of the warning system like you get one warning you get two warnings whatever like that tends to get abused a lot and it because it it does take a little bit of fortitude to really follow through with it. I mean it's I do agree this would be a heavy lift.

102So the reason this is what I want to see it's as clearcut as this. You get two options in a high school. Either when you walk in the door, your phone is in a yonder pouch pending emergencies um or barring emergencies, or you just don't bring your phone with you. If your phone is out at all, you then have two more options. Either you give it to the principal or the teacher, at which point you will get it back only when your parents come to get it and not sooner. Or if you outright refuse to give it, then you will be suspended pending your parents coming in to have a discussion with the administrators. That's it. Like I I would keep the I could write that policy in like a paragraph. I don't think we

103need this entire policy. It's as clear-cut as it gets. It's easy to understand. Um it has the the mechanism of enforcement defi rigidly defined which is good because they need clear enforced boundaries. Um that's essentially what I'd go for. >> So I think um I would just offer that it's probably not in our best interest as a board to put a branded name product in our policy. Um, I, you know, I think there's probably some options, right, that we could look at if that's the direction the board wants to go is a locked pouch or a magnetized pouch solution. Like I just I wouldn't be comfortable putting a branded name in our policy. That's that's me speaking. Um, >> that yeah, that's fine. I just use that as the example. If there's other magnetized pouches,

104that's fine. But the key is it has to be something they can't open just on a whim. It has to be like locked and in order to get it open, they need to go to a specific location to open it. That that's the intent. >> Director Langenfeld. >> So what I'm hearing, if I'm accurate here, is that we need rule then to follow policy so that we can clarify more specifically and more directly um what the expectations are. having had policy and rule typically together in my experience that has always been an important part of it and how things should be done. So, um I think that the progressive discipline piece that's been referenced is um consistency that director Simon talked about and also what you're talking about director arro. I think really go to

105real specific guidelines and support um through a rule could be written in terms of to coordinate with the policy that would give that u more specific um direction um so that it doesn't appear you know ambiguous to people and up to more interpretation. Um but then within that framework uh decisions would have to be more specifically named as to what that is in terms of the progressive discipline. You talked about if it's this then that and that kind of thing. Um, and I look at it as well as that, um, when is the parent getting involved and how important it is to bring them in early in that conversation and also have those conversations about um the clear expectations. But if it's if it's muddy for parents, it'll be very difficult for them to help

106with solutions. So, I think every parent would want to be part of a solution, particularly if their child was struggling um with misuse of a phone in school, if it warranted them to keep that phone in a pouch all day. For some students, that may be an important part of their day. For other students, they may not be able to just um what do they stow it away or whatever it's called for our our middle school and elementary that it's not out. So I think that um that can be part of it but certainly rule could well be part of this as well with policy >> coach. >> Okay so I appreciate the comments director Langfeld because you're kind of making me think of this what okay going back to the whole vague language thing

107or not rigidly defined. One of the biggest concerns I hear from teachers frequently across any grade level, any school is they don't feel like they're currently being supported in the classroom that that behaviors are out of hand. They're not receiving the support that a lot of behaviors they don't even bother reporting them at a certain point because they know no one's going to assist, no one's going to help. So, I certainly believe that is the case. You can disagree with my disagree with me on that. That's fine. The issue with this is the minute you have any discretion in this policy right now. It it's it's kind of like you give an inch, you lose a mile type of thing. Like if they're already not getting support with things that we know they should be

108getting support for. And let's say they do have, you know, one or two very problematic students who never follow the rules and they keep saying, you know, put your phone away, they won't do it. They say, give me the phone, they won't do it. Well, now we're going back to that teacher has to depend on getting support, which I've heard frequently in other policies they're not getting. So to entirely bypass this, this is the whole point of of my policy. It's not about what we can do. It is about what the parents are going to do with their own students. All the teacher under what I'm proposing, all the teacher have to do is to just ask one simple question when they see a phone. Can I have that, please? If the student says no,

109all right, well, they're not going to take it from him. They're just going to send a message to the principal and then that principal is going to give a call to the parents and say, your student is suspended until you have come have a conversation with us. And then the parents come in, they're going to sign a form acknowledging that if this happens again, there's going to be further consequences. But the point is, it's the parents who are responsible for their students, not the teachers. The minute that any part of this policy puts the onus of responsibility on teachers, it's as though we won't have a policy at all. And that is not because I don't think the teachers are doing a good job. They are. It's that they're currently not getting the support they

110need for the existing policies we have. So if if those ones aren't even going that well, this one this will fall flat right out the gate. So this is why it needs to be black and white. It's clear for the students. It's clear for the parents. Teachers aren't responsible for this. They're not the phone police. If you walk in the building, you have two choices. Either you don't have a phone on you or you put it in this pouch that will be locked the entirety of the time you're in the building. That's it. And if for some reason you want to take your you take your phone out, you can give it to the teacher and they ask and then your parent can come get it from you. That's fine. But just understand that will

111be the consequence. So, my policy, like I said, I could write it in a paragraph, not four pages. It'd be a paragraph. It's clear-cut, dry, puts none of the responsibility on teachers, all the responsibility on parents. I I don't see how we could go wrong with it, to be honest. >> Well, we do have to remember our students on IEPs and health plans that would have to be incorporated into any simplified policy. >> That's fine. And I I'll state this just for clarification. It's a given that if there is some kind of medical exemption, of course, that they can use a phone, but just worth mentioning. >> Members, any other discussion about the policy before us and suggested edits? Um, you know, we agreed to have this policy come back to the full board in

112lie of a policy committee meeting so that everyone could have a chance to weigh in again, offer feedback, um, offer edits that we could discuss here as a board so that Tim and the team could know what they need to take back um, and revise further so that we can gain board support um, on the policy. uh coach Argo. >> So Tim and team can take this back and do whatever they please with it, but I'm just going to make a very simple analogy. If you draw a ven diagram of what the board wants, there is no overlap. So I'm not entirely sure what he's going to bring back that would get approved, unless somebody would like to speak to that otherwise. >> So you're saying there's no common ground here, no compromise um position

113that you can see. I mean, you tell me what what based on the conversation you've heard, what is what would gain board approval. I' I've been as specific as possible with what I'm hoping to see. And I I going to highlight this again. I if you give an inch, you lose a mile. If if we leave open-ended language, the teachers are not going to get the support they need. It needs to be very black. This policy in particular needs to be very black and white. Needs to be very parents focused. I've made comments in the past about how I want to see the mechanism of enforcement in here. I I've thrown out the idea of the magnetic pouches. You don't have to call me your under pouches. Magnetic pouches and then parents deal with it,

114not teachers. So that I'm being as specific as possible. It it sounds like you guys aren't on board with that. That's what I'm saying. I'm not entirely sure what Mr. Palmer is going to bring back. >> Yeah. I mean, you you're very clear on your individual perspective of what you would like to see. And I I think that that's the feedback that led us to this current version, right? There's been edits, there's been movement, there's been a range of changes that have moved the policy closer to the position that you're referencing. It's not all the way there. That's certainly true. But I think, you know, as we've stated right there, six of us here, we're all offering ideas. Director Simon has offered some ideas and clarification in in language that I think we could discuss

115as a board to say, "Hey, do we want to change that from the building will provide the storage option to the district will provide the storage option." um you know there's there's actually been several iterations and edits to this policy based on these exact types of discussions. So I do see um the policy moving towards a place of common ground. It's definitely not in one camp or a different camp. It's not in one board member's interest only. It's it's been a large discussion with administrators, district teams and and the board. But I guess the question remains though, I mean, you can spell it out for me if you see it. What what is it that would gain four votes from this board right now? I don't see anything. >> Yeah. I mean, that's the discussion

116I'd hope we would have, right? is should we change some of this language and where are we going to land in the wording in this policy so that it can get support so then we can actually move forward into implementation and to talking about pilots to talking about what does the building storage look like guidelines uh as director Simon mentioned you know I think we've got to land policy language before we can move into that next phase >> so director Simon had mentioned he likes the idea of pilots um how about we pilot what I'm suggesting at half or two or three of the high schools and then how about we do this? You come up with kind of the version you guys are discussing. We'll pilot that at half the high schools and we'll

117do what I'm discussing at half of the high schools and we'll see which one works best. How does that sound? >> I think that's a little different than a pilot. Just I'll just say right and Director Simon if you have anything to add about your version of a pilot that you've spoken with people about, but it sounded like it's more of a hey self- select. we would like to do this so that there's early buyin and then we can get that support to see the effect versus board says you're um doing this version and you're doing that version as a pilot um without the input received on the front end. But I'm I'm open to continued discussion about what a pilot could look like and what members would support >> coach. So, what I just

118offered is the closest thing to I know I won't use the I'll respect what you asked for, Director Simon. I not I won't use the word bipartisan, but the board is very often split on things. Whatever that split is, I've just offered a solution that can satisfy seemingly both halves. I'm not hearing any takers. I don't know how much more like I what else could I possibly offer because it seems to me like I'm being given uh my way or the highway type of choice. I'm I'm trying not to do that. That's why I'm putting forward this proposal to pilot it at a high school or two and then you can pilot this policy at a high school or two and we can compare in a year and see how it's going. That is the

119collaborative approach. That's the the non-split board approach in my opinion. So I I'm hoping another board member will I don't know agree to my proposal since you've all mentioned that you like pilots. >> Yeah. I mean I think it's important for us to keep discussing, right? If you offer an idea, the the approach and a bipartisan discussion would include other board members weighing in on that proposal and not just an acceptance of your idea, right? Like it would be a conversation to get it to land in a place that gains majority acceptance. So I I would welcome and love others to join in the discussion if they have thoughts or ideas. Director Simon. >> Um, thanks Casey. Since I was the one who mentioned a pilot, I'll just say that at least in my experience

120in in Noah Henipin pilots. Well, the only times we did pilots is when schools were interested in doing pilots, right? So, I I I think that, at least just my opinion, I think that pushing a pilot from the top down onto a school that doesn't want to do it um can potentially impact the success or failure of that pilot. So, I I'm not I'm typically not one to uh govern or this would be management manage from the top down on a on a board level. That's just my opinion. every everyone else's opinion is just as valid, but that's just my personal opinion. Um, in the discussion that I heard, I I don't know if it has four votes or not, but um I thought and and Linda, you can completely correct me, but I thought

121your comments and my comments about strengthening the policy were similar. So, I don't know if that has four votes and maybe I misunderstood what you said, but um but if that is the case, maybe um maybe some of those would get four votes. I'm not sure, but that's at least what I heard in this discussion. So, again, I could be completely wrong. >> Director Hulman. >> Yeah, I I agree. I think the language needs to be strengthened and I think that this also does require some bold leadership from the six of us to stand up and say um not we we have to work together in unison. There are three different groups here um who have different perspectives. Parents have a different perspective of the the purchase and the purpose of the cell phone that

122they give to their students every day. And students have a totally different belief of what they should be able to do with that cell phone. And teachers and administrators have a different view. It's for us to find that point at which we can say this is the right place so that we're prioritizing the learning for students. Right? we have to look at all of the interest groups and make a decision that's going to enhance learning. I mean, we've seen the the downward trend in in test scores over the years and we have to wonder or I at least wonder um how much of that is responsible from the introduction of cell phones. I mean, it kind of follows that trend of when the iPhone was introduced and where we're sitting at now. So yes, we

123need to strengthen this language, make certain that um it's clear for administrators to make um wise decisions and enforcement within the school and I hope that we can come up with a solution that will be in place for the beginning of the school year so that learning can happen. So do you have specific language updates that you are referencing when you say that just so we can see if there's a place we can all land on? Um, looking at um I think it's paragraph 5C, specific use of cell phones and PTDs in high schools. Um, use is not permitted in the classroom during instructional periods. Within the classroom during instructional periods and the school day, um, cell phones must be, and right now it says stored in lockers or powered off and placed in designated

124areas within the classroom. I think that could be cleaner and simply said are not to be present. Building administration doesn't then have to provide a storage option because the phones just shouldn't be there. Um and then use of phone for instructional purposes will be permitted in circumstances where it has board approval. So you so you're proposing that any instructional use case come before the board for a decision. Um I just threw out for board approval. I would say maybe with a superintendent approval, but I think it needs to be a high level and it has to have a really specific educational purpose. I can't really think of those reasons right now. Some were thrown out. Um, I think they could be satisfied with other electronic devices um and not personal cell phones. Thank you for

125clarifying that. Um, and it also sounds like the stored in students assigned locker and like your language like not present in the classroom. So then it would take away the need for classroom storage. So, so bringing the phone to school, putting it in the locker for the day. Um, is that am I understanding your edits correctly? Yeah, I think um what's been proposed from a lot discussion. It's been good to hear. And I think that parents and students can find a solution. Perhaps parents want to go out and purchase some sort of locking device that they have for their kids. Um, but as far as the school responsibility, it seemed to simplify things just to say we shouldn't see the phones. >> Okay. Thank you, uh, Superintendent McIntyre. >> Thank you, director. That's helpful. Um,

126because I've been wrestling with a couple pieces and that's very helpful. Uh, that's a little bit closer to the middle school like power down and put away. We can't see. We don't want to see it. Just don't want it out. Um, I've wrestled with um what I don't think we can do is somehow screen or confiscate phones from kids coming into the building all you know 3,000 kids within a 20-minute window. We don't have the personnel to to do that and take them. But if it's you might have it, I just don't want to see it. And that's the language part I think you must be getting to is tighten up very very clearly where where you can be seen versus um it's easier to manage from a we just don't have the ability to

127to somehow try to capture the phones at the start and then and then get it back at the end of the day. So what you propose I think we can work with and and tighten up and and then it's back to the parent part right when they are seen here's what's going to happen and we can strengthen that part much more descriptive um consequence section that was my beggar's hurdle is how do we manage that beginning of the day piece when everyone comes in at the same time and I'll leave at the same time other than we do have lots of kids and you've heard this we have hundreds of kids leaving during the day for PSO other things and they are coming and going. So that there are touch points throughout the day for

128multiple reasons. Even going with to our own buildings um within the district. So I'm kind of offering that that's helpful to have some clarification. I don't know if Tim you want to add anything there. We we we our goal is to bring back something we can get support with. Um we do have a work session August 11th. Ideally we're getting it done there or August 25th. that's getting close to the end of the school year. From a communication standpoint, I agree with whatever it is, we got to be really strong on informing families on whatever it is we land on. So, there's clear expectations ahead of the start of the school year. >> Director Simon, >> thanks Casey. Um, so good. I was right. You and I did have similar things on that. So, um,

129that's good. Uh, one thing I'll add, and I'm not sure if you agree on this, but um, and again, I don't know if it needs to be in the policy, but it needs I think it needs to be clear to the buildings on um, what enforcement looks like. Like one example I heard, which I think goes along with what director Arco asked for, which is currently being done in at least one building, um, maybe multiple, is that, um, removing the enforcement from the teachers is important. And in a middle school, if a student pulls out a cell phone, it's supposed to be away and in deep storage locker or bottom of a backpack, right? Not in a pocket, whatever. That's current policy. If a student uh is seen with one, a teacher may currently, I'm

130not going to say they don't. I don't know this, but they may give a warning, but um they have a tech pass, which just walk up to the student, give them a tech pass. That student gets up and goes to the office and turns in their phone, and then they can come back to the classroom. they have to pick up the phone um at the end of the day and then um I know one principal that I spoke with in depth uh I don't believe currently but used to if a student violated that policy three times that cell phone did not go home with the student and a parent and a student had to come to the principal's office after hours before the next day whenever to pick up the cell phone so um I

131think that at least for me I think that clear guidance on what the district expects for enforcement is it is important also. >> Yeah, I I agree with that and I think that tech idea is really intriguing. Um especially because it it follows other consequence models that already exist uh in the district. You know, that's one area I think probably deserves some more conversation is if we decide to implement um a entirely different consequence model for this policy like the examples that you're giving, you give the phone over or you're suspended until your parent comes back. I think that's a little different than our normal protocols for suspense. And I I' I'd want us to really examine if we think that that's appropriate for this policy. Is it appropriate for other policies? Is it not

132appropriate on just one policy because it's out of line with the rest of our consequence models? You know, I think that there's could be room for confusion uh if we make such a a detour from the normal protocols uh that are followed when students don't follow the rules at school. Um I think I think the tech pass is is really intriguing uh to me, Director Simon. So, I would support outlining some more clear language in the policy related to that. Uh, Coach Eero, >> so keep in mind, just to clarify, um, it's only if they pull the phone out and then refuse to give it up, then then they get the suspension and their parent has to come in on their behalf. They give the phone up, okay, no worries. We we can hold on

133to the phone for as long as it takes their parents to come and have a conversation with the administrator and to ensure us that they are going to make sure that their student doesn't pull their phone out during class anymore. I I keep going back to it's the entire paradigm of how we're doing this is wrong. We are not here to teach other people's kids how to behave. The teachers are here to teach. Parents need to make sure that their kids are behaving. And to the extent that their kids are not following our policies, we make parents take care of that. not not our teachers, not our administrators. That is what I'm aiming for. That's why I'm trying to do this because we have a job, teachers have a job, and parents have a different

134job. So, any further edits, proposals that you would like to discuss with the full board now that we are all here together with the policy in front of us? >> Yes, coach Argo. Just a thought. Um, director Simon, you had mentioned the idea of not doing a pilot if the school didn't want to do it. And I guess my question for you is when you use the term school, who whom are you referring to? Because like I had mentioned earlier, almost every teacher, I can't even think of one exception at this point. any teacher that has bothered to mention anything to the board has been pretty much universal in that please do something about the phones, get rid of them, they shouldn't be using them. So, I guess when you say the school doesn't want

135it, I I get the sense that the teachers overwhelmingly want it. Maybe the administrators don't want it, but I guess what are you referring to when you say the school doesn't want it? in my discussions with um um I mean teachers and administ building administrators, I think building administrators um for have a great pulse on their school. Um they interact with their teachers and work with their teachers and they can give guidance to the board on um on what will be embraced schoolwide within their school. So I would say we rely upon our experts which are the building administration working with the teachers Maybe to help move forward what I would propose is based on the discussion um we continue to collect input from board members on language work through the work through the co-chairs

136um we have between now and August 11th to bring back something different something with trying to capture the points here and I you know wherever that compromise might to get to four so we can just work through the co-chairs in the next three weeks to work on those things that I brought up here unless uh Mr. Palter you have something other to offer. >> I I'm not sure I thought director coach >> I guess I just want to throw this out one more time. I really would like to pilot my proposal. I would even specifically name Blaine High School since that is my district. I know Ham Lake sends their students to Blaine. Um so but it so if there's any problem with it, I can take responsibility for it. It's my proposal. Um we

137all like pilots. This is I I'm trying to be as collaborative as possible. I'm trying to put forward kind of a compromise to capture what everybody wants. I would be absolutely on board if you guys want to pilot a different version of the policy as well. pilot two different versions, see which one works, which one doesn't or whatever. I just I just keep going back to why don't we just do that? It's it's the collaborative, it's the even though we're not partisan, it's the bipartisan by split board proposal that would work. Um I don't see why that would be a problem to just pilot two different policies at a couple different high schools. >> Based on the discussion we're having, like I don't think we're that far off. I feel like we're really close on

138language um in the policy as it is. Um we've added in violations, right? Temporary confiscation, requirement of meeting with students, parent or guardian as a precondition to return of device. I think there's some minor edits to that that would talk about the consequence path that would be followed. Uh you know, like we're we're very close on this language based on how this discussion is going. Um, I don't I I don't think that the example of just trying it your way in one school that you pick is is the example of collaboration that we've all been trying to to do here to talk about ideas and ways that we can move this forward for the entire district. >> Okay. So, that's fine. You don't want to try my proposal. Are there any board members who'd be

139interested in piling my proposal? Director Langenfeld, >> I appreciate all the conversation and um I certainly can I think we're very close as I'm sitting here listening. One of the things um that might be an opportunity as you are are having the this conversation has taken place. I would be very interested um to director Simon's comments is that are is there a high school out there willing would they be would if if we asked would there be a high school willing to to use the uh a locked device? Um, and would that be for all kids or would that be for just kids who really struggle trying to they just have to have the phone and they just can't keep it out of where it's supposed to be, you know. Um, that that for me

140is really the question of what we're really even talking more clarity around the pilot. Um, but I certainly I certainly think there would be people schools that may well be interested. So, I I wouldn't want to speak for them, but I'd be interested in having, you know, hearing from them um what they would think. So, >> Superintendent M. >> Yeah. Thank you, co-chair. Uh kind of in the spirit of what a lot of you are saying, I I want to strongly encourage the board to continue to work alongside the principles and let's do it in partnership with them because they are the ones whatever the policy ends up being, they're the ones going to be enforcing it. And um I think we are close. I think um many of you talked to your high school

141principles. you you know where the pressure points are on this and what is working well and and let's continue to engage them with whatever it is. We we will be able to do this well and not have a lot of pain and trouble and in inability to see this through once it's implemented. So that we have a a little window of time here to involve them and get feedback on the conversation. I think it's pretty clear on some of the expectations that were shared tonight from the board, giving us an opportunity to kind get those concepts and and strengthen I think some of you said that word the the language more descriptive, more clear. So to me that would be our next steps. I know Tim recently had same conversations. I just want to make

142sure we're invol engaging and involving them as much as we can. >> Mr. Paltereer. Yeah, I really want to echo that because whatever whatever we put forward as a board um we put our building principles in a position to have to implement that. Um I have spent a lot of time with them to make sure that we try to address those those pressure points. I do believe that there is a common interest at least in terms of um limiting access to students uh cell phones throughout the school day. But I I would be remiss to not um involve our our principles more directly in those conversations. And so um and I'll continue to do that because there again it everything in theory sounds great but when you're there on the ground and you have 2500

143students or 3,000 students and you're trying to manage traffic flows and you're trying to manage um you know supporting the teachers and I I believe notwithstanding the fact that maybe uh maybe some um teachers might have stated things to the to the contrary. I I believe that our our principles our our administr our building administration work directly with staff um and a lot of times they have the best pulse in terms of what's going on in those buildings. So I do listen to them and I do understand that when they communicate things they're not just communicating their own uh interests. They're they're communicating interests of the staff that they work with. And so, um, I will I I think there's space. I do I I can I I think I can work with uh maybe

144even individual board members to have some conversations where where different board members have expressed um different um interests. Um try to put something together. Uh and also continue to work with our our administrators because I trust their judgment. Um, as Director Simon said, I I think that they're um they're the best resource and voice that we have on this and so um I'd want to make sure they're involved. >> Thank you, Coach Eric. So the the notion of um seeing if there would be high schools willing to do the policy or if they would if the policy would be received well that's come up a couple times and that's important. But I'm curious though because I I guess I'm a little confused. Do we take that same approach when it comes to like curriculum adoption?

145We adopt curriculum. Do we just hope that the high schools are willing to teach the curriculum we adopt or like I how how does that work? >> I mean I'll just start from what I've seen. We have committees formed with teachers, staff, um administrators from all across our system when there are standards changes that require curriculum adoptions or curriculum changes and they're bought into the process all along the way. And that is a space and a place where people uh raise a hand or offer to pilot different materials. There's different teachers that elect and want to pilot the you know book A versus book B. Um the buyin happens through that committee process and through the curriculum adoption process in my in my view and experience um on the ELA study committee as a as

146an example. >> Coach Charco. >> Okay. So, and that's all great and I I know that's how the process works. But let's say when all said and done, the curriculum was adopted and you have a teacher, group of teachers, a high school principal, whoever that just doesn't like it. >> Do they have a choice if they're going to implement that curriculum or if they don't like it or how does that work? >> I mean, I think it would work the same way with any policy, right? Once the board decides on a final version of a policy, that's the policy that exists and that has to be followed. And there certainly will be people in our system and in our different spaces and different job responsibilities and job families that don't love the policies. But I

147I think that's normal in any institution, any any system that exists. It's different a little different than a pilot, right? Once there's a final policy and a final practice adopted. Coach Jericho, >> I sure hope that what you're saying is correct since we have had teachers come to board meetings before saying that they would openly defy whatever the curriculum adopted was. So, I hope that's the case. I hope what you're saying is true, but I it's just strange to me to think that we could pass a policy that just wouldn't be followed if if a high school didn't prefer it. That's strange to me. >> Yeah, I don't think anyone suggested that. So, any other comments uh from the board? All right. Thank you for presenting that to us, Mr. Pomer. >> Board, we're nearing

148our last agenda item. We're at item 11, board correspondence and communications. This is our opportunity to share happenings in our communities, report on committee assignments, or any other items of interest. Does anyone have anything that they would like to share? All right, our last agenda item is to adjurnn. Do we have a motion to adjurnn? So move. Thank you, Director uh Adet. Do we have a second? Thank you, Director Simon. All those in favor say I. >> I. >> Any opposed say nay. With six in favor and zero opposed, we are adjourned at 8:33. Thank you. [Music] So let me ask you this. So as we think about that tool, I see it as a possible for kids who can't