001You are live. >> Thank you. Good evening everyone. Welcome to the Board of Education Policy Committee meeting. Today is Wednesday, September 17th. The time is now 5:01 p.m. And with me this evening, I have um board members Mary Ellen Flareity Lewig and Janine Randolph. And I also have um Ralph Alen Zezy with us this evening who will be um directing the meeting this evening and information on our cell phone. So you're on. >> All right. Sounds good. Great. Thank thank you chairman Karpio and good good evening board. Um good to see everybody again after uh after last night. Um but um I am really really excited to kind of talk about um some of the work that we've done in this last year. So I do want to um the way that I want to
002approach this is the same way that we've approached the last couple of meetings. Um tonight our our focus is really around cell phone regulation. We actually have a policy for personal devices. So, we want to be able to describe exactly what it is that we need to do with that policy and how it actually gets regulated in in in our schools and in our community. Um, so I will kind of go through a real quick summary um, of some of the things that came out of the work that we've done. And then what I'd like to do is show you an example of the last cell phone regulation that we talked about that's redlined and what was actually changed so that then we can look at the final one. So, that was kind of the
003way that I figured it'd be easy enough to kind of walk through step by step so we can see the changes to the regulation and uh and then have a conversation around any uh anything else. But um with that, let me kind of get my um presentation up. [Music] Sorry about that. Trying a different screen. Can you guys see my uh presentation at the moment? >> Yes. Okay, >> great. Thanks. So, tonight um really what I wanted to talk about was some of the survey results. And before we get to the survey results of what our uh parents um shared with us um about the cell phone policy, I want to kind of say how, you know, kind of just walk through historically how we got to where we are. About a year ago, we
004started talking about what our cell phone policy would look like here in Norwalk. And we wanted to make sure uh just like as we have in many other ways that we include all our stakeholders. Um, in this case, we really wanted to get student voice involved with this. So, earlier this year, um, we included our student council to reach out to our students in our high schools to be able to give us some feedback. And one of their projects was actually to help craft what the cell phone regulation would look like. Um, from that they spent a bit of time talking to their peers, coming up with um, uh, you know, recommendations uh, through research and back in the spring they presented a draft regulation to us um, and had a conversation around the, you
005know, the the concerns that they also have around cell phone use in schools. Um from that we then knew that we wanted to talk to our other big stakeholders which are our staff. So we took that regulation that students help draft created a survey for staff and we had hundreds of staff members um respond which was wonderful um with some changes to that regulation. we actually made a lot of those adjustments and um I'll explain a little bit about what some of those adjustments are because they really mimic uh the last step which was actually having parents respond to the survey and then making some edits as well. Um so you'll see what those edits look like now. Um but I think there was a common thread that we saw between staff and with parents
006on exactly how we wanted to kind of approach this and that's what I'll talk about in just a moment. But um I did um I did want to just kind of just frame it this way. So we kind of know that this is you know it's been a it's been really a year-long process. Um and I know that there's going to be even more feedback um over the next um you know couple of months as we kind of put this in place. Um the regulation is really just that the nice thing about having this as a regulation is it does allow us to kind of tweak little things that we're going to come up with. I mean, I've, you know, we we've had already some questions coming up. I know that, uh, I'm excited that
007I saw, you know, one of the people watching tonight is Bob Casienda, who helps to support our center for youth leadership at Brian McMahon. And those students actually have some really really uh, good ideas and they were really really helpful in other um, policies that we've we've done in the past and I know that they're going to be giving us some feedback after this presentation too as well. Uh so we we we welcome that and we're really really excited that uh you know everybody's kind of getting involved and and we're trying to do this um I know that we we've talked about in the past of like how we want to be open and we want to make sure that we get everybody's feedback into this. I think I think you know with this policy
008once again uh we we've done a really really good job of that. I'm I'm really really proud of it. So with that um what I wanted to do is let me get right into presentation. So, from the parent from the teacher survey, we made a number of edits. Um, and a lot of it you'll see in just a second because it it once again it mimics exactly what the parents were asking for. But just as an overview, um, we waited to the end of the summer, if you remember, to be able to do the parent survey because we figured that parents wouldn't potentially um, see it over the summer. So, as soon as school came back about uh 2 and 1/2 weeks ago, we released the survey and left it out there for about a
009couple of weeks for parents to fill in. We got um and I'm going to actually update that the final amount was a little over 1,200 responses from parents. So, that last uh day that I was pulling this together, it actually grew a little bit. Um but when it was 11:52 um we had about 978 responses in English and 174 in Spanish. So we actually got um a good amount of of parents that were actually responding on both ends um with very very similar um concerns and uh comments on the policy. We had it broken up into two different areas. one was for K8 and one was for 912. The feedback that I kind of summarized here for the K8 regulations. Um and and Diane, I may need some help with I tried to pull in
010some of the quotes that I saw were kind of resonant of uh from some of the Spanish um ones. Uh but you you probably can help me a little bit with these too as well. But overarchingly from both sets of surveys um we found out that there were very the common themes were strong parent support for restrictions. They definitely want to have restrictions in place. There were concerns about emergency access. Okay, so that was one question that kind of came up. Um they uh had suggestions for uh you know teacher collection and return and how that would look like. Um, we ended up going down the path that you'll see in just a moment that really they're away. So, it's from bell-to- bell. Uh, so that shouldn't shouldn't have anything to do for the idea
011of how teachers can need to collect them. Uh, but that that was something that kept coming up in the way that the parents were looking at this. And they also emphasized, which I thought was really interesting, parents accountability at home. So, the parents were really bringing up, you know, part of it is, and that's that that's that last quote that you'll see here in Spanish. Um, you know, Diane, you'll be able to help me with this, but I thought that this kind of resonated from some of the things that we saw parents saying. You know, from the K8 standpoint, parents were like, there's no reason to really, you know, they they really felt strongly that not having the phones during the school day was was a good thing. I I mean that was a very
012very resounding um feedback in general. Um there was uh the second one which I believe talked a little bit about parents uh that teachers being able to take you know take the phones they felt >> the teachers should be responsible for taking away the phones. It was something that kept coming up especially in our in our Spanish ones. But once again, I think we've actually taken it one step further, meaning that, you know, we feel like the the um the teachers really just need that consistency to know that they can what what needs to be in place. And um that last one really was something where I kind of resonated with me too that they were kind of saying it's like the the the it's not just it's not just an issue of the schools,
013it's really an issue of the community and the parents too. We all need to be involved, >> right? we're going to try to make sure that we kind of continue doing that work. So, uh, these these were just a couple things that resonated from me. you know, as a quick summary of those surveys. And um, you know, I've got to say, you know, we I don't want to get into our our our some of the other areas of tech that we've been working on, but you know, this is one of those times where AI was really really helpful in helping to summarize um large amounts of text so that we can actually come up with uh, you know, answers for this for 1,200 um surveys. the 912 uh regulation. So uh there was some mixed
014views a little bit. So um >> Ralph Ralph Yes. >> Um just could Diane could you translate those last two so um I could really follow what you meant. >> Um the first one is that the teacher takes away the phones. >> Okay, that I sort of see. Mhm. >> Um the second one is what Ralph said that it's not um just a school problem but it is a public and um parents responsibility also. >> Okay. Thanks for the translation. >> Great. So at the 912 level um you know there was kind of like a little bit of a mix. Some some parents supported limited use, but most wanted the same situation as K8, meaning very very strict rules, bell-to-bell. Um, they see phones as being as as harming study time and social interaction. Um,
015you know, because at one point in the you'll see that we made some changes. One of the things in the regulation that we talked about was being able to have them during passing times and parents, that's one thing that was resounded quite a bit. They said there's no reason to have them during passing times. Let's let let's let kids talk to each other, especially at lunchtime too as well. And there was still a little bit of a concern about having them for access for safety. Um, but they do prefer in general that there's got to be some there's got to be the limitations in place. And that kind of like resounded more so than worrying about, you know, having access to them. And that kind of goes back to this idea of what we call
016those yonder pouches. And I'll talk about those in just just a minute. Um, but the the the the question around those yonder pouches and stuff and they would actually have been, you know, in many cases those would be locked up in an emergency access. You wouldn't be able to get to them unless someone was able to unlock those phones. So, >> yes. >> Um, when you had the mixed views, some support and most want, um, like what's the kind of ratio there? >> Um, I'd have to go back and actually take a look a little bit more carefully. >> Okay. >> These were huge narrative pieces, but as as I was kind of kind of scrolling and going through all of this, um, I would say probably well over half wanted the stricter K8. Okay.
017>> Yeah, it was definitely much more of that. There was there was some parents though, you know, it was kind of trickled in in in that, you know, that there could be some limited use. They didn't, you know, they didn't see that, but they did feel like there was still all all of them felt like there needed to be restrictions, >> right? >> Especially during class time. The bigger piece was should you have them during passing time and during lunchtime as well, >> right? Okay. Um and it was definitely leaning towards the idea of like no not not at all. So um and there there's some examples of quotes that you know we saw a lot of the similar types of things. 912 regulation should be the same as kindergarten through 8th grade. Um you
018know just keep it very standardized. Um many parents felt there's no reason to it's not appropriate to have them during the school day. There's no reason for students to have them. And they did feel like though it was reasonable for them to be able to just use them before and after school because it was a lot of parents that said we need you know parent uh students need them for whether it's access to them to get a ride or if they're at after school of you know events and so forth. So they did want to make sure that they could still obviously have them but just not during the day. Just a couple of things around the general feedback. Um there was uh you know a number of comments that talked about mental health and
019constant connectivity and how important it is to you know for them to disconnect during the day and we've talked a lot about that. You know we've uh you know we've discussed and some of our schools have even had uh book studies around the anxious generation um to talk about you know where where we want to kind of go with our students. um they're just in general less phone use during school, you know, and I mean at at this point where we're really looking at that that ban from bell bell to bell. Um they there was a lot talking there was a lot of um discussion around this idea of digital citizenship and wellness because we do have those pieces especially at the K8 level. um you know that they wanted to know more that we're
020doing more not just putting a restriction in place but what are we doing to help with the process and um there was still that piece that phones should be available in emergencies and once again I'll get back to the yonder pouch piece about that and and the uh recommendation there for this so um some of the quotes less is more adult don't see the negative impacts of always being connected um you know that was kind of one thing that we see we see it in ourselves you know, and how we kind of try to regulate ourselves. It's hard for students to be able to regulate that themselves that way. Um, a lot around restrictions, take a harder line to protect our children right now. And there was once again the the big piece of the
021resounding piece about having them is in case of an emergency. Parents still felt like they really wanted to be able to have that in place. So, a lot of the results from this were that we um we removed the number pieces, and I'll show you what those red lines look like, and we rewarded certain areas. In a nutshell, though, the regulation doesn't need to be broken up as the original one was by K8 912. It really can be one. And so, that's that was one of the bigger pieces that you'll see in the changes. And there's removal of certain language throughout the R regulation that creates a more consistent message that allows all teachers to be able to follow the same process. And from a teacher standpoint, when we did the teachers piece, we had
022given them said, "Do you want to have options in how you manage in your classroom?" They were resoundingly saying, "No, just we want to have one way of managing this so that we can keep it consistent and then they can actually enforce that too as well." So that's I I think that this this regulation really reflects that in that format. Um before we go on though I I I want to say that you know in the process of doing this and um earlier even today I had some chances to talk to other districts around the United States. Part of being part of digital promise and the vill's program is we do meet on a regular basis as leaders to talk about um you know how is digital citizenship and those these processes going in other
023places and you know um just earlier I was talking to a district in Detroit and a district in Florida and the district in Detroit the excuse me the school the schools in Detroit were implementing yonder pouches this year um and the school uh district in Florida had implemented them last year. Now, it was interesting to talk about, well, how how did things work out uh with these the school system in Florida actually said we actually got rid of them this year for a number of different reasons. Um they from a cost standpoint, they uh they didn't last more than a year. They were they were pretty much destroyed over time. So really, they weren't they were kind of cost prohibitive to keep replacing them. They were also though creating an issue for the teachers because
024in order to manage that type of a program, someone's got to lock them up in the morning and really that became almost like a teacher duty and even though they were paying the teachers to be able to do that, um it really was becoming more of a hindrance. On top of it, something that that even the Detroit district had said is that students that were going to be getting around this were still getting around it. they were just putting another phone in there, you know, and um you know, so then they still had the same types of issues. So in a lot of ways that defeats the purpose of having the yonder pouches and due to the fact that everybody said in case of an emergency, if there was an emergency and you did need
025to have students get to their phones, if they are in these pouches, they're locked. So, you know, for many reasons, it it makes sense to have the policies. it makes sense to put the restrictions in place and do the enforcement of this, but I I don't know um if it really does make sense at all to have this additional um baggage, no no pun intended, the bag um to be able to kind of manage that piece. It may become actually more of a detriment for us to be able to do. So um that's kind of where we stand with those right now. So we did a little bit more research around that and how we could actually manage it. But um you know like I said it wasn't it wasn't something that came up in
026many of the surveys themselves about the idea of having them completely locked up. They just want them away from bell to bell. So some of the key takeaways um we really want to make sure that there's broad support. We know that there's broad support for restricting phones in classrooms. that came from uh both any of the adults that are working with students and um even the students themselves I think um felt that there should be some restrictions in place too as well as they crafted this safety access is essential that is something that kept coming up um consistency across the grades was critical they wanted to make sure that whatever was happening one place was happening in other places and uh parents did want to have not just the restriction but help teach our kids
027and I know that we have that a bit at the K8 level and we're going to expand on that along with some lessons around AI. Um so we want to make sure that that's available to them and that will be you know like I said using staff like our library media specialists to be able to help kind of make that an assured experience for our students. Um and then we want to balance between learning protection and emergency access. So I think that's one of the other pieces that kind of came out was that they they want there was there was this feeling that you know it was resounding that they it kept coming back to this idea they want them to have the ability to get to them if they need to but they also
028want to make sure that you know they're they're actually put away for most of the day. I don't any questions so far on this? I don't have a question, but I do have a concern because, you know, like you said, that kids will find a way to use their phone that if we don't have them set aside somewhere, even if it's not locked, right? Like a a wall board or something where they just put their phones in where in case of emergency, they can just run run and grab them. Um, I don't know if allowing them to hold them on their person would help um this, you know, the the regulation because they're going to look at them no matter what, I think, if they have them on their person. But if there's a section
029in the classroom where they can just put it in a pocket with a block >> and it won't cost us thousands or you know of dollars to be able to do that in the classrooms. >> Yeah. And so we when we get to the classroom expectations piece, that's the one thing that I left in in the uh in the red line piece that you'll see, but it is something that we may want to go back and actually address a little more. We do want it to be consistent in the buildings. So, um I think some teachers have actually used those pouches. Some teachers have made sure that they're not out, but the the consistency really ties to that like what the policy states that they can't be visible. They can't be used. They can't be
030they they so that's that's really one of the key pieces. And I think if we wanted to, we can we can definitely go back to find out whether or not we want to make it as standardized as saying everybody has the shoe pouch, you know, in your in your room that that becomes the the manner. One of the things I can say with our schools though, we did send this out to our um building leaders to kind of take a preview of it. um the teachers when we kind of crafted and and made these changes to the regulation they kept referring back to a lot of them did because Brian McMahon actually just basically implemented exactly what we're talking about just keeping it kind of bellto managing it and it seems like they've even seen
031from what I understand at the school a very very big change already in from the beginning of this that they feel like there's definitely comfort level. Um, students are, you know, it's it's it's it's been an easy I don't want to say it's easy to enforce, but it's been easy enough to to be able to enforce because they can say the same thing consistently. Um, but I I would be happy uh Jim Karpio to kind of like maybe put out a little bit more about, you know, specifically um how do we how do we actually look at what that would look like specifically in a high school in comparison to the um K8 at the K8 level, they're they're literally put away. They're not they're not out. So, you know, it's not like they've got
032them from passing from B from class to class. So I think you know for the most part they're in their lockers is where they are. So for the day at the middle schools and at the elementary schools they would be in their cubbies or you know wherever we have that space it would be the high schools. But um I will go back. >> Yeah. >> Um just to expand that I'm so interested in what the high school students recommended in terms of uh that kind of restriction. >> Yeah. So, for the most part with the conversations with the high school students and stuff, they felt as though being able to put them away somewhere where it's not like on them while they're in class was a resounding amount that that we we heard from them.
033>> So, um just pressing a little bit more away, meaning in their book bag or that kind of because how far away? >> Yeah, in their book bag. not not like actually out on their desk, not visible, not >> right. >> So that's that's what the policy actually will uh show in just a second. >> And just I've been curious about this and I just haven't bubbled up with a question before, but um how is there just a general understanding that all notifications would be off because if you're in a classroom, ding ding ding ding like that. Um, that's a question. >> Mhm. That is a good That is a good question. And I believe that I don't remember if it's there, but we that it's that it's silenced as well as >> Right. >>
034And if that's not there, that's actually something that's easy enough to correct. >> Thank you. The students originally wanted their phones during passing times though, correct? >> Passing times and like study halls. >> That's so so that that's the one change that actually probably is the biggest change from where the students were. They you know they there wasn't there wasn't the issue of not having them during the cl during classes. It was really the issues of passing time in lunch. >> Yes. That's something that once again it was pretty it was pretty apparent from uh the teachers and from the parents that that was something that they felt pretty strongly about that didn't need to be there and it was only at high school. It wasn't even you know in the middle schools. So, >>
035right. >> Yeah. >> Thank you. >> Sure. So, you know, one of the things that um as we I'm going to pull up the uh the redline version right now for you to kind of take a look at and we'll kind of walk through it. Um, but if there's uh as we go through this, I know that some of the people that um you know, I had a really really quick conversation with um with with our NFT president, you know, knowing that um she'll she'll be involved and we getting some feedback on on what we think and if there's any other specifics that we need to look at too as well because I think that they're the teachers overarchingly I think are are m in a much better place now that they're seeing that these
036that when they see these changes that are in place. Um but there may be some other things. One of the things that kind of came up and I'm this is one that I'm grappling with too is uh you know I was asked about okay so I have an Apple watch you know that's connected you know so the notifica I mean I think that this is Marielen where you'd mentioned notifications need to be off but let's say they're a they're um an athlete and they want to be able to track their steps or you know do we do we not allow them to have an Apple Watch on or is it something that we have to add into the regulation saying, you know, during a test you're not allowed to have your Apple Watch on, you
037know, it needs to be put away. So, I think there's like little things that we're we're going to have to keep tweaking as we go through this, but the nice thing about it being a regulation is we'll be able to actually get that feedback and be able to continually look at how do we actually make this better as we go along. Um, >> and just just to comment on that, um, there are so many other things that can suit the needs of your uh testing how many steps you have to um that wouldn't have internet access uh as an Apple uh watch has not the not the same interactive um type of thing. So you know just going back five years 10 years you know what what we used then it's like that would be
038that would be okay and then there is um some new kind it's kind of like an Apple watch but it's not connected with the internet. It's just connected. I'm not really sure how this is this goes, but it's like quiz. It's not quizmo, but it's a little quirky name. And it only allows uh a a a kid to interact with their parents and maybe only texting. I'm not really sure what the name of that is, but it the the key is it doesn't have a general internet uh connection. >> Yeah. No, I I I hear what you're saying. Definitely. I think the hard part about this is technology changes so quickly >> that to start naming devices I I and I of course I just named it as an Apple Watch but it could be
039any any smartwatch. Our policy states that it's actually a personal device. And so that's why the policy can stay the way it is. And then what we need to do is figure out with regulations, how do we want to kind of manage that that definition. Right now, this one's specifically focused on cell phones, you know, that they're silenced and so forth. But we can once I be it'd be easy enough to add in there, anything that's connected to the cell phone would be considered the cell phone, too. >> And and you know, this is it. That's a strong point. Things are changing all the time. And um what we want to do is help children focus, help them be safer, help them be fuller human. And uh as you were saying, the parents, the kids,
040everybody feels we have too much screen time. >> Yes, definitely. And I, you know, it's funny that's as we talked about, you know, just veering for a little bit at the board retreat. I I don't know if you remember me mentioning that for one of our goals this year is really around the use of responsible responsible use of technology. That's really one of my main goals as well as parent, you know, being able to have more parent outreach. And I think that if we can get ahead of that with AI and we can get ahead of that with some of the other components that we're looking at for our digital learning, it's going to be key. So I you'll you'll hear more about that as the year goes on. Um and ideally more opportunities for
041parents to get involved. This this survey was a good example. >> Very good example. >> So um which was great. So, let me let me get into just kind of sharing our document. And uh I'm guessing can you guys see my screen right now? >> Yes. >> Okay. So, this was the original regulation that we had brought up and I'm going to kind of walk through it quickly. We started off with purpose and guiding principles. Um and we we discussed that it's obviously we wanted clear expectations for using cell phones. We wanted to pro produce a healthy learning environment. Okay, Marilyn, just like just like you were just saying, respecting the needs for connectivity and digital literacy. Okay. But respecting the needs, but also knowing that there's got to be a balance. These regulations apply
042to before we had it listed as that there was there was going to be a change between 912 and K. So now it's just saying all students, okay? And this aligns with the policy which talks about private technology devices by students. So regulations for the use of these devices. So general use guidelines. Um this used to say K8 and then there was grades 9 and 12 down here. So you can see that this is all redlinined out so that we could actually then include what we needed to include in just one statement. Students can bring their phone to school, but they can only use them before and after school. >> During the school day, phones must remain turned off and stored in student backpacks or other designated areas. Students may not use phones during passing
043periods, lunch, or recess. Exceptions may be made for emergencies or specific educational activities with teacher permission. Once again, that act Oh, actually, that was supposed to be up. So, it's it's just emergencies. So the you'll see in the final version that should have been red line two where it says or on. We did have changes that we had from 912 which were that they could allow they could use them during study halls and stuff that's been redlined out already. And um Mariel what you'd mentioned uh you know earlier this is where we kind of put in during instructional time and really I guess it's during any time uh since it's uh both personal devices must be silenced and stored away they cannot be out. We did have something in there originally that talked about teachers
044being able to implement specific policies. We've removed that. It's it's one consistent polic uh one consistent message to everybody uh for student and safety. The district recognizes that having the these you know sometimes sends a sense of security to not only students but the parents uh but it's got to be balanced. So the classroom expectations um for this once again we did have a 912 separate from K8. We just removed those red lines right there. Phones must be stored away and should not be visible or used during instructional time, lunch or transitions. Period. I think that's the the clearest message that we can kind of give. Um >> Ralph, >> yes. >> How are they going to deal with the phones during lunch? Like, will the students have the phones? >> Well, I mean, I
045think let's let's take it from a from a K level. They're going to be in the they're going to be in lockers or away. So, that's >> right. But in in >> I'm think in high school >> in the case of the high schools they're supposed to be done just the same way as anywhere else. They're supposed to be a way it's it's no different than any other item that if there's a rule the students need to really be able to follow that rule. >> But how will they be they'll be monitored in that do you think? >> Right. Who's going to follow up on that? Um well I think it's monitored in the same way that we monitor lunch but um I can I can get more that may be something that once again
046if we can get some more clarific if you want me to I can get some more clarification on how the schools want to be able to manage that. Mhm. Okay. We can definitely um get some more clarification and add add some more language into it for that. And that would then probably change classroom expectations to just regular school expectations should be the title of that section. Um, we wanted to make sure that whatever is being done is uh consistent for for staff. Uh um and I think that this one right here, schools must apply phone policies fairly both students and staff, ensuring consistency across classrooms. I think when this was read originally and it was um you know Mary that had talked to me about this, the intention of this was not to say that
047a staff can't have their phone. I mean, that's not the that's not the issue. But there should be um once again, any policies that we follow, we should follow for for everybody. It doesn't mean that their phones are put away. They're they're adults. They're supposed to be able to have them, but there's got to be some consistency um across all all places and staff should be following that, meaning that they should be following the same procedure for all students to have that consistency. Does that make sense for Um the enforcement should be clear communication and reminders and age approach age appropriate in uh interventions for non-compliance. We have processes discipline pro processes already in schools at different levels. They should be following those. It should be no different. Um, you know, sometimes the example that
048I could use that may make the most sense with this is when we talked about originally when we started going to a 1:1 program and we had computer damage, the you know, everybody was asking me at one point, well, how do you how do you manage if a student breaks something on a computer? I'm like, well, the the the question I would go back to the school with is how do you manage it when a student breaks or there's damage done from negligence to a um a piece of property in school like a like a book or a chair, you know, how do you manage that? You have procedures in place. We should follow those same procedures for a computer. It's no different, you know. It just may be that if they have to pay
049for a portion of it or to replace it, it's the same thing, you know, and that's that's what we actually do is we follow those consistent proc processes. I think that that's key with this is we want to make sure that we also once again if there's you know the way that um this should read is that if there's a process in lunch that you're expected to be able to follow certain rules you need to follow those rules you know um but but like I said I think we can actually see if we can kind of clarify it a little bit more what that rule is and how that looks in the school expectations section. Accountability and consequences. This really didn't pretty much change. If it disrupts learning, violate school policies, you lose your privileges,
050or there's other disciplinary actions. So, that's just based on our our current, you know, um regulations that we have already in place. Um and that if phone use is happens, there should be progressive interventions, which is what we normally do anyways with any type of discipline procedure, you know, warnings potentially leading to parent notification, confiscation until the end of the school day, um you know, or it's not being allowed to take out. So those are just some examples of of how that would be approached depending on the procedures in each school. Um, when it comes down to the misuse of of any type of technology for cyber bullying, harassment, unauthorized recordings, or prohibitive activities, it's disciplinary action aligned with the district's code of conduct. So, um, that's already kind of listed in there. So, just
051it's pretty pretty clear. Um, cyber bullying is no different than bullying. >> In that paragraph, Ralph, >> yes. um where it says or it being not allowed to be taken out at all the next day. Isn't that won't be allowed anyway cuz they're only doing before and after >> the next day. Yes. Yes. Thank you. Uh yeah, grammatically that doesn't make sense because it doesn't it's not alignment. I I hear what you're saying. Thanks. We'll make that change. There was a lot of talk about professional development for students and just the ability to learn a little more. So, we want to make sure that we um have digital literacy awareness. Schools provide education on responsible phone use and social media use. Um and we do do this right now in our digital citizenship curriculum. So,
052we'll make sure that we continually update that and so that we can continue to do what we do. Um but it does need to be updated on a regular annual basis. I know um some of my coaches are actually right now at the K8 level working on developing some more AI lessons that they could integrate in there and take out lessons that may be a little bit dated at this point. Um I removed the whole section on positive use of technology. Um just didn't it like I said it wouldn't it wouldn't make sense. It it didn't didn't flow anymore. Um okay. uh for the most part for the review and the implementation of this, school administrators will do their consistent um implementation of these regulations. Um so they they do need to know that the
053same way that they do any type of discipline that they've got the flexibility to do what's what's appropriate in their own building to be able to manage this. Um we should do an annual review like we should come back and just say how is this working? you know, I've already kind of gotten like an immediate, you know, from uh even I'll say Brian McMahon that they've said it's like, yeah, you know, this this is we're seeing a change already. So, how do we actually start to monitor that? We should do that on an annual basis because the technology is going to change, too. And similar to what, you know, um I mentioned about that district in Florida that tried to implement the yonder pouches annually now looking back, it probably uh you know, they're not
054implementing it again. and they're making changes in the way that they're going to be able to kind of put things in place. Um I they didn't really have any answers yet, but they at least they we know that they're thinking about it. We want to be able to have that same kind of a process. And um so we will make sure that um you know over this year that students are understanding what these rules are that they get added to things like our student handbook um and we've already like I said added it to our digital literacy programs but we'll continue to make sure that we update those on a regular basis. Um, I removed the uh the conclusion um that was there that we originally started with. I think that's it's been it's been
055pretty self-evident within the >> Exactly. >> It does, you know, it's just it's more redundancy. Um, and then the the final version is right here that actually has the non redline pieces so that you can take we don't we don't have to go I mean it's literally what we just looked at. Um, and you'll see that that one mention that I I think I had said about uh uh that should have been redlined has actually already been changed in the final version. Um, it's just a clean version that's a little bit easier for for us to read. And with that, that um that that brings us to where we are now. um which is that we've uh we've gotten a regulation that we've had a lot of feedback. Um I think we've tried to meet
056the needs of a variety of different groups. Um my suggestion at this point is that we uh we work with the schools to make these couple of uh these four these three or four um changes to the regulation. we start implementing it and then we get feedback on whether or not it's working if there's other things that we need to adjust and that feedback should come from kids should come from uh you know like I said the center for youth leadership is a good example of you know getting feedback once these things are in place um I've asked Bob Casianda if uh you know if it'd be okay for me to talk to the kids if you'd like um or however you'd like to kind of approach it to get more feedback from them um
057and we can look at other student groups as Well, um I think we need to get more feedback from the teachers as time goes on, you know, as they start implementing this, what are some of the things that they're running into that potentially could be tweaked and administrators. And then finally, um you know, going back to the parents a little bit later this year to say, is this working? Do you see a change? You know, it's like um any suggestions that you may have for us moving forward. But um I think that you know I'm I'm actually uh happy to say that I think that this is um one regulation where we truly have tried to hit every stakeholder to get feedback to try and come up with something that makes sense to move forward
058and that we can then go from here because we can still iterate but I think for the most part you know it's it's pretty well baked. Uh, are there any other schools besides McMahon, like an elementary school that's already initiated something uh like this? >> Well, we've actually had these procedures in place pretty much in almost every every one of our K8 schools. >> So, no, no cell phones in the classroom. >> Yeah. No, no, they they've been following that already. So, I mean, it's been now we're just kind of putting it on paper so that we they actually have a consistent practice they can refer back to. >> And you're saying we've done that this year and last year. >> Oh, I think and and many most of our schools have actually done it
059for for quite a few years. I think some of them now are taking it to the next level of you know, especially at the high schools. I think that's where you weren't saying during passing time there wasn't con like there was always regulations that teachers were having with cell phones but in some cases we we had started off a number of years ago when cell phones were really becoming predominant in schools excuse me of looking at things like saying you know was a teacher you have a choice you can you know we would use those pouches as an example um a lot of this was done uh you know norai did quite a bit of this I I think McMahon did as well And um you know, you could have a a day where teachers
060decided all phones go in the pouch, you're not allowed to use them. Another day where a teacher could decide to say it's like you do need them for this period and for the you know, you can use them or you can ask to go and get your phone if you want to. So we kind of let them have that flexibility. But part of it is and and even the you know the kids came back, you know, when we were looking at this saying it's like yeah the rules is this way in one room and not the same in the other room. So it was actually confusing to them too and they you know they're they're kids. So having that consistency was one of the things that resounded through all of this teachers, parents, students too,
061you know, once again I think their consistency they still wanted probably at the high schools have like the passing time and lunch. Um but beyond that though they still they did want consistency. They wanted to know that everybody's following the same rules so it's easier for them to kind of uh you know stick to that standard. Thank you. Thank you. >> Well, thank you for all the work. I think it's important for the public to know that, you know, this isn't written in stone. It's always a work in progress. I know that we got a lot of emails stating, you know, that they were worried about what it looked like previously. And you know, you spoke with most of them and you explained to them that it was a work in progress and that the
062survey was out and were taking and you know um like you said all stakeholders, everybody that had um something to share or concerns. Yeah, I did I did have a conversation with one of our parent groups and um you know because of the the concerns that they had and once I I I I shared with them these changes like and I actually shared with them I just explained to them a little bit of the bullet points that we went through in the PowerPoint that you just saw a few minutes ago. Um and the feedback immediately was oh okay. I think they were under the impression that there like I said the the hard part about this and I think sometimes the way it's it's it's almost you know it's difficult sometimes to communicate this but
063the way that we've been approaching policy for the last year it's an iterative process you know it doesn't it doesn't happen in just one meeting and you know the what we're trying to do is make it so that it is as transparent as possible that people are seeing seeing that these changes are going on and that we can still adjust. So that's I think something that once they saw that and they said well yeah I said you know they were asking me it's like you didn't get any parent feedback yet. Well I couldn't get the parent feedback till I had the survey to give you to get the parent feedback and that you guys were back in school session so you could give us feedback and once she that person saw the feedback they're like
064oh okay that kind of makes sense. So I think it's sometimes maybe it's you know and this is something that I'll you know I can I can own a little bit too is is how do we actually message that that this is just a constant you know going back and forth and having these conversations when we implemented the model policies that first year a lot of it was pretty cut and dry you know there were just certain things that just happened had to happen now that we're getting into that process that those simple model policies like the one that you passed last night at the board meeting that was brought down from the state on on school climate that that that is something we had to do and if we left the bullying policy in
065place it actually would have conflicted. So our attorneys told us you actually need to remove it because everything in your bullying policy is already in the school climate policy. You're you're creating a contra almost like a contradiction, you know. Um, so sometimes things are cut and dry, but stuff like this is stuff that we want to continue to have those conversations and why it's so important that it's a regulation because that allows them allows us to be able to kind of continually iterate and put things in place and make these changes. Um, you know, we'll then follow up with the um schools to make sure that they understand what those changes are. um just similar to the way that I showed them that the these are the changes that we're looking at to share with
066your staff. And uh you know, this is with the principles the other night. Um and then like I said, if there's questions that come up, we can always read this to the agenda and then just continually see if there's any any big changes. I mean, these couple of changes that we talked about here, I think are are reasonable that they're easy enough to change and I can just share as an, you know, almost like an FYI. Um and the regulations are something that are actually approved by you don't have to vote on them. You know, it's not like a policy change. So, um you know, we can start the implementation pretty quickly and then start to get feedback. And that would be my suggestion. >> Ralph, um could you just talk for a moment about
067the um communication aspect of this? Do you once once the polic once the regulation is in its out out of the draft form into a regulation is that then given to the principles and the principles give it to the teachers? Just talk how that line of communication. >> Yeah. So the process the process to really go through this is to be able to then give it to the administration because as the leaders in the building they need to be able to you know especially in this case there has to be a consistency for them to be able to implement this. So the feedback would be now going back to our principles you know and um I had asked them when I had sent this out I had asked them for some comments and one of
068the comments that came back was specifically around smartphone that that was one of the items that that had been brought up by the so they're already thinking through this how they want to implement this in their schools. Um, so the next step would be, you know, here's here's a regulation. Do do what you normally do in in your buildings as a as a building leader to be able to move it forward. Talk to your staff and, you know, reach out to me with any questions, you know, so that I can actually help support that. And then if there's things that need to come back, we we do that. Um, you know, I I once again, um, like I said, I know that, um, usually with something like this, um, I think it's important that we
069kind of get it out there. We're actually pretty much following these rules already. So, I mean, you know, a lot of these things are in place, so it's it's not going to be a a bigger lift than than some of us think. It's just going to be more consistent, you know, and I think it'll actually allow the teachers to know that they've got the support that they need. Um, I'll be reaching out to not only usually in in this case I would reach out to the principles but then I would reach out to people like Mary and so forth. It's like you know what do you think? You know um does this make sense? Is is there any other comments that you want to be able to you know think through and stuff and we
070we haven't had a lot of policies like this excuse me regulations that we've had to do up to now. Um, but now that we're actually getting into the nitty-gritty of this, um, and we're beyond the model policy stage, um, I think this will happen more often. But it's really it's a feedback loop that we have, but it starts with the building leader and from there they they really are the ones that should should deliver the message to their staff, to their community. um if they need help with templating like like if they want a consistent message we can sometimes just the same thing that we did in the past when there's school when there's damage to computers the the thing that I mentioned earlier um I would template out each year if principles would like
071to use it an example of what they can send home as a parent letter about about the and then they can tweak it knowing that these are the prices for a screen this is the prices for this this is a price for that if there's damage so like I said that's usually process. It starts with the building leaders. We let them uh you know take that and implement it in their schools. >> So then as a regulation we do not need to move it to the full board for voting. It's um because the policy has not changed. >> Okay. >> Yeah. So, do we need a second read or are we both comfortable with all three of us comfortable with asis and give it a shot and see how it's working and then circle back
072at a specific timeline? >> Yep. And I think the one thing that I need to add in there as Janine had mentioned because we did show that the notifications would be turned off in silence that you know um the difference that you just saw in the final version. Um I do need to ask the schools how they want to be able to manage lunch and phones and if there's another bullet that we can add in there to be able to help make that a make that clarification a little bit better for the expectations around that for especially for the high schools. Mhm. >> But I think beyond that then there's another thing that the the grammatical piece about taking it out the next day for the option that we can we'll I'll make a change
073to that sentence so that it reads correctly. >> Okay. >> Thank you >> you. >> Thanks Ralph. >> All right. >> Well that was very informative. Thank you for all the work as usual. Uh at this moment I have a motion to adjurnn. Mary Ellen, seconded by Janine. Thank you everyone. Have a good evening. >> Bye.