001Thank you everybody for your patience. We are returning from executive session. Uh we will um ask if there are any modifications to the agenda. Hearing none, we'll continue. Uh that will bring us to public comments and my colleague Dr. Wlock will read the names. >> So I've been told that it's my job to mispronounce the name. Should I should I just intentionally or unintentionally? >> Unintentionally. All right. So >> a strong apology in advance. Actually, I think I know all three of these folks, but I'll try them. Jennifer Goodmore. >> No. Oh, they're crossed off. >> Well, I actually might be able to do this era. >> Hi everybody. I'm Katherine Cernara. I am the president of the Ithaca Teachers Association and I am here speaking on behalf of the members of the Ithaca Teachers
002Association to provide feedback on the proposed cell phone policy that you will discuss later in this meeting. I am also an English teacher, so much of my feedback tonight is focused on constructive feedback and revision suggestions for the board to keep in mind as you discuss the policy draft. First, I would like to express appreciation for the policy writers who have kept this policy very close to the recommendations made by New York State and in keeping with creating distraction-free schools where students can focus on learning without the distractions of internet enabled devices like cell phones, smartwatches, AirPods, tablets, and social media. Additionally, as teachers, we greatly appreciate the lines in this policy that read exactly. Teachers and staff are expected to play a limited but important role in responding to student use of prohibited devices
003by creating a positive climate and providing gentle reminders. Further intervention is chiefly the responsibility of building administrative staff. We particularly appreciate the policy's acknowledgment that building and maintaining strong relationships with students is a priority and the recognition that enforcing compliance with this policy has the potential to compromise our ability to do that. While reading through the policy, we do have a few specific revision suggestions focusing on section 4, which addresses exemptions. In reading this section, it feels like the intent of the writers is to create a formal waiver system for legally mandated exceptions, which we fully support. Still, we wonder if explicitly stating that students may be granted a waiver to use devices during the school day would be a more direct way of expressing this critical distinction. Additionally, once a building principal approves a
004waiver, there must be a straightforward way to communicate with all school staff both the existence of an exemption and the purpose outlined in the exemption. Individual building teams have been developing implementation plans tailored to their communities. Still, it may be beneficial to transparently state in the board policy that the necessary exemption details will be shared with school staff so that families know that respecting these exemptions is something we will be taking seriously, but that can only be done when all adults who may come into a student's orbit are fully informed. Ultimately, we are pleased with this first draft policy. It provides a level of detail sufficient to support the legislation and provides clear expectations while leaving flexibility for each school to develop an implementation plan that works for them. More importantly, it stresses the role
005of both students and teachers in focusing on learning in a distraction-free environment. Thank you. >> Thank you, Katherine. And good to see you. Hope you're having a restorative summer. Uh board responses. >> Okay. Yep. >> Well, thank you, Katherine. Hopefully, you will be able to provide a copy to the board clerk. >> Okay. All right. Good. Good. Because I guess we will continue discussion of this at the due time. >> Any other board responses? I'll just reiterate, thank you again. Appreciate the feedback. Um, very helpful. Uh, we will continue on with our agenda. And for folks, we will be discussing this policy later on. So, that's probably why board members are holding off until we get to that discussion item. Um, that moves us to agenda item five, the consent agenda, and we will entertain
006motions. I move to approve all consent agenda items listed in the consent agenda. Personnel report, students, and minutes of previous meetings presented. >> Second. >> Moved by Adam, second by Emily. Discussion, debate, conversation, questions. Hearing none, we'll call the question. All in favor? The motion passes unanimously. Thank you all very much. That moves us to agenda item 9.1. Uh, Dr. Brown, superintendent report. >> All right. Thank you. Thank you for the opportunity. Just one item, and it's a special thank you to the ETHA community, which includes board members, for your gracious hospitality this summer. Um, I've personally been involved with hosting several events here that has drawn educators from all over the world. Uh, one event in July, we had folks come to the best farmers market in the country. um the best city to
007visit in this country and we received some significant professional development. Um superintendents, educators, um strategic partners from all over the world were here and they had an outstanding time and today was the conclusion of our symposium that we've been hosting since 2017 and over 100 educators were here from all over our state, including many of our educators who took time out out of their busy summers to be in attendance. And a special shout out to the board members who showed your support for an event that um many people an event that's similar to a lot of other events that have stopped taking place. Miss Workman, thank you. Thank you Meline. Thank you Dr. Blot Garrett. Thank you all for your support um and being there and all the other board members who stopped in and
008who are providing the safe space for me and other educators to be in this conversation. Um, and for your hospitality, folks love it here, and it's been good for our local economy. Hotels are full, restaurants are sold out, and folks are enjoying the farmers market. So, um, I think it's important for us to celebrate the good things that happen and what we did this summer to show off what we do in our city was one of those. So, thank you. >> I just want to make sure you know, Dr. Brown, if you have an endorsement deal with the farmers market, make sure you disclose that to us. That's fantastic. Uh thank you for those events. I had the pleasure of meeting some of the superintendents uh during the first event and that was a fantastic
009event and I know um this has been again I think what you said since 2017 of the symposium. Yes. >> And so some really good networking taking place as well sharing of ideas. So yeah >> greatly appreciate the labor for all folks put into that. Thank you very much. >> Um this will bring us to our school district business for this evening. We have three agenda items. I imagine the first will take up the majority of our time. Um I do want to begin with a conversation and I know uh we do have Carrie please come down Carrie and Dan just in case we'll use your expertise. Um I want to begin by acknowledging the work of Carrie Burke and Mary Grover who's unable to join us this evening. Um the first draft this policy
010has been at least a year or probably about a year in the making. Um Emily and I as the two members of the policy committee last year have been working with Carrie and Mary and Carrie and Mary have been working with uh district leadership with teachers with community members with caregivers um in part trying to respond to the governor's directive about the banning of internet enabled devices. Um and also as we go through this thinking about timing um just for our community our traditional policy adoption procedure is that a policy would go through the policy committee. It would then come to the board as a first reading. Additions, edits, uh changes would be made. It go back to the policy committee. Then it would come back to the board for a second reading and adoption.
011So it's usually a four-part process. This one we're we're thinking about trying to expedite to make sure that families have the language necessary so schools can move forward. There is also a policy on our policy books that say a policy can come to the board for a first reading and adoption with a supermajority vote if that is the want of the board. We can discuss that timeline if that's still something that we need to do. Our next board meeting wouldn't be until the 26th. I would be worried about passing a policy that late. doesn't mean we could not do it. Anything is on the table. We also can spend some time rewriting it today as we have conversations and debates and discussions about what is the best approach. Um but that's sort of where we're
012at. And again to let folks know this is an ongoing this has been an ongoing conversation for quite some time. So I'm going to stop speaking for a minute and ask Carrie to give us a little bit of background and context and then we'll invite the board to engage in some dialogue about where we find ourselves. Thank you. Thank you for that introduction. Yes, this has u been a long time coming. The governor signaled um interest in pursuing this policy I think just about a year ago and so here we are with a policy for your consideration. We across the district are has been mentioned have been engaging our staff in frontline conversations in buildings about what exactly this looks like in terms of implementation which is not necessarily something you're going to see reflected
013in the policy because policies are designed uh are not designed to be procedures per se. Um an additional key thing that's happening at the building level are conversations about how we're communicating and educating our families and caregivers. As you're aware, we've been engaged in a number of outreach opportunities that start with um certainly our district communications newsletters. Uh we had a screeners event before the end of the school year last year. We are planning another one at the beginning of this school year um aimed at the elementary school population. Uh so knowing I think having those conversations at the building level where folks are close to their communities and their stakeholders and engaging their PTAs in conversations has been critically important in this time period in the summer and in the weeks ahead. Is there
014anything you'd like to add? Okay. I would also add and I'm for those of you who are at home and you probably can't see there are the pouches are in front of many of you that you can look and and handle if you have questions about them you're welcome to ask but uh these have been ordered and are available for distribution across our buildings >> how do they work >> how they work >> please do open it >> yeah you're welcome to open them I would add Um, they do have the pouches include signal blocking technology. So, while a device is in there, it cannot receive notifications or or other signals. So, >> how does how does this stop kids from using their phones? just don't I'm just that's what I'm curious about is is
015like what's to stop them in the middle of class kind of just opening this up and pulling their phone out >> besides the obvious of them them knowing that they're maybe violating a policy or norm in the classroom setting. Um not much but we know that at least the Velcro is a bit of a deterrent because it's obviously pretty loud. Um I think there was some consideration of yonder pouches which you may have heard something about. They have a a magnetic locking component. But what we've also learned is that um students are incredibly clever. Um and at least one district uh student I think for the the total cost of maybe $6 ordered a magnet unlocking device online and had themselves a nice side business locking unlocking other students pouches. Um so we you know
016I think ultimately we don't want to we are not we do not issue these devices to students. We do not want to take them off of their person. We do not want to be responsible for them. Um, but we want to provide them with a mechanism for securely storing them and for reducing distraction and disruption and promoting engagement. And so the the benefit of those pouches is really their ability to keep them on their person or in the classroom. um but without having um again for all of you who have personal devices the constant drum of notifications that come through even if it's not in person. >> My concern is that they're not going to use these. They're big and it's bulky and it's like why are they not just going to put it in
017their pocket and then just and I'm just trying to be objective but if I was a student I I wouldn't even carry this. >> So Todd I I think that's um Yes. Right. Um, let's back up for a little bit. I do not purport to be the expert in this, though I would say that Emily and I are probably given, I don't know, 100 hours or so, probably reading various stories, looking at various things. The state mandates a couple of different things. Um, elementary students can keep them in their backpacks. Uh, though while they shouldn't bring them to school, they are allowed to bring them to school and keep them in their backpacks out of sight and turned on silent. That's what happens. the secondary level. Uh the state has given a couple of different
018options. One would be yes to provide yonder bags or various locking devices where students would walk in. That would also create a need for some additional infrastructure, right? You'd have to have um unlocking stations on the way out. Um and when I checked last night, it was $1.99 for the magnet that you could buy that unlocks the yonder pouch. So um that that actually is not a solution as well. Um we know from other schools that have engaged in this a number of students would bring two phones. Uh one they would put in their pouch to show the suit school that they had one and then one that they would keep on their person. Uh this pouch may not solve it as well. Another option is to keep um phones in their lockers. Um all
019of these things are dependent upon some level of student trust. Um some level of a culture shift uh that is going to be required. And since we have been for uh pre precoid, you know, we call it a digital generation or digital native, whatever you want. Uh I used to joke and say that my grandbaby could watch YouTube videos before she could speak. And that that was a fact. That wasn't a joke, right? So it's a generation that's grown up with these with these devices. How we change that, that's going to be the real question. And that's the reason why we're having these conversations, doing some trainings, trying to shift culture. Um, I think there there is not a perfect system. No system is perfect. And we've been learning from what other districts have done
020and tried to do and see if we can find something that sort of one is cost effective and two helps us work our way towards that culture shift. And I would dare say two I'm going to say three more things. Um, one, the governor put it into this budget as being part of a ban. I'm certain they're already I'm already aware of various school districts who are suing for this. Who knows what's going to take place with just the ban itself. So two, uh I'm very much aware that school districts have a tendency historically to overcorrect. We swing on the pendulum. And so because this came in, I would not try to completely radically change the way our building infrastructure is just to comply with this because we don't know what it's going to look
021like next year. And then I know I know you want to retort. I get it. And then and then lastly, um it's gonna be messy. That's just a fact. It's going to be messy. >> I I I personally feel very strongly that >> microphone, >> please. >> Sorry. >> No, I'm just kidding. >> Um no, I uh I I personally feel very strongly that, you know, we should be advocating for this whether it's a state mandate or not. So if all of a sudden it swung in the other direction, I think that, you know, the there's so much data out there that just proves that, you know, it's detrimental to kids having cell phones attached at all times. >> Um, so I I I think that, you know, this could also be an opportunity where
022we could be like leading the way rather than following. Um, I mean, there's a mandate because like clearly there's there's a serious issue here. So that's one thing. the pouches. I'm just I'm trying to be like pragmatic. Like I can't imagine this seems like an adult solution to a kid's problem. Kids are looking at this like you got to be kidding me. I feel like the district's going to spend all this money on these things and no one's ever going to use them. >> And what would be the alternative? >> No, I I maybe nothing. I don't know. I >> And if I'm wrong, I'm wrong. I mean, I could be completely off base, but like I just I as an adult, I wouldn't use this. And like as a as a teenage kid, I'd
023be like, I'm just gonna put it in my pocket. I'll put it in my backpack if I'm not allowed to pull it out. Like why why use this? So to me, it just feels like we're I I think we're we're resources could be used in a different way. And and I don't know what that way is. So I'm just >> I think the idea about using this if I can speak real quick and I understand the concerns and I think we all are going to try to find some solutions and they're all going to be messy at best, but it is in compliance with the law, >> right? that either you tell students to put them in their lockers, which is difficult for us in our buildings because not all students use their locker. That's
024one idea. Or you provide a pouch. That's what the law states. It does it does not state that high secondary students are not allowed to place them in their backpack, though they most likely will. So there the question becomes then how do we sort of go about what do we do next? And for me, part of this argument is a significant move to a culture shift, right? And the culture shift can happen in a variety of different ways. And so that's going to be the real issue is the education, is getting support, is getting family buy in. Um it's going to be a significant a significant shift one way or the other. I hear you about the pouches. It's going to be the same thing with yonder pouches or any other pouch. >> I guess
025I I would I would I agree. I think there's both a system shift, right, of like how do you >> get how do you get phones? That that that's a that's a shift. And then also relational shift. I do think that there are differences though between like some systems are better than others. And so like yonder certainly someone can buy a six or 12 um magnetic piece but the likelihood that all students do that is slim. Like any system can be circumvented but the degree to which a system can be circumvented matters. So in my mind like if we have a pouch that actually is difficult like that students are expected to use but that doesn't open without a a substantial amount of attempt to sabotage is a preferable option to a system that I
026don't think any student would use to Todd's point. >> Yeah. I just don't think there was >> but tell me how they're different though and this is it's a legit conversation. If you're saying students are going to use these why would they use yonder patch pouches? Well, I know I know that some schools have systems where they like tell students at the beginning of the day to put their phone in the pouch. >> Yes. >> And I bring multiple phones to school and I do put my phone in the pouch. >> But that that's like >> again the kids. >> Oh, we are being this is the whole point about a culture shift. >> I I I just I think it's a waste of district money and I think there's got >> these are significantly
027less expensive than the under pouches. That's part of the reason why we came up with these. >> But I think the under pouches are probably more effective. I guess is >> one perspective. Y >> well well we've had um schools I believe both middle schools have had a cell phone policy where a good number of students have adhered to it. um we wouldn't be here if caregivers I really this is can be frustrating at time caregivers who give the students the phone who pay for whatever services they have and yet caregivers where we fall short is that we're trying to reach our child on the cell phone. So that's where the culture shift. If we as the adults will be more responsible in guiding our children along that we wouldn't have to go to this
028point. But unfortunately we're here where we are. But I would always just push back and encourage caregivers take the phones away. Why are the students bringing the phones to school unless they need it for any medical reasons? Other comments, questions, concerns? >> I have a question. Um, >> well, I guess first to the pouch point. Is is it just a moot point? Like either way, this is what we're going with. >> Yeah, we've already purchased the pouches. Um, I think it's already been shared the yonder pouches are more expensive. The other thing in a school like the high school where we have so many points of egress, one of the challenges or what some buildings have done installed the magnets, you know, at entrances and exits. Um, and I just think about what about the
029kid who leaves the school building and forgets to unlock their pouch and can't get to their phone on the bus or or when they get home. It's locked in the pouch. So then they're maybe cutting it open. So the the pouches are an imperfect system, but I think it's been already um alluded to that they're there to design they're does there to support a shift in behaviors and norms. >> So So other than the pouches, what are the other systems? Because I I don't think the pouches are effective and I'm just curious because for me personally, I I I think this is such a huge issue and I think the impact on students is tremendous. And I think that again like I I I would advocate trying to find money to provide a better system
030to actually keep the phones out of kids hands. >> So then you would you would become responsible for $1,400 $1,000 piece of equipment. >> I would be personally >> the school district would be >> Yeah. I mean that's a I mean so so there are a couple of different options, right? And if we take a look at what our neighbors are doing and take a look what's happening across the state, the most common thing that I see taking place across the state are two different approaches. One, telling students to put them in their lockers, which we find a number of our local school districts doing. Two, we have Dryden was just I believe the superintendent was just on WHCU yesterday or two days ago that they're buying yonder pouches. Right? So, those are the two
031most common options to be in compliance with this law. There's a third option that we've heard of some schools. Actually, I was going to send it to all board members. I apologize that I did not, but I will. We have some school districts who are considering finding ways to repaint their entire school building with RFID blocking paint. >> And the New York State Department of Education has come out and said, "Please don't do that." Right? So, that there's a a different option, a different level that folks are sort of engaging down. A third option would be to take students phones as they come into the building. That comes with all kinds of liability, parental concerns. We've heard feedback from parents. No, I don't want that. I don't want you having my child's phone while they're
032in the school day. We may disagree with it or we may support it, but we are trying to yield to some of the different things that we are hearing. And I would feel uncomfortable holding having the school be liable for people's private property for significant amounts of of time. And so I don't think right now we have a perfect solution. What I do, what I feel compelled to say is that any policy could be revised and updated as we go throughout the year. We may find in the first four weeks, the first two weeks that we need to do something different, then we update the policy, we do something different. I think it's going to be a learning lesson for a lot of folks and again the culture change. I have appreciated to our communication
033team. I've appreciated the messages that have gone out trying to encourage dialogue and conversation, give additional resources, but I think um I have concerns about this, but I have much many more concerns about other options as one board member. And that's the good thing about a nine-member board. >> I I would like to add, you know, to the point like this is clearly imperfect. lockers aren't imperfect, but this is so new and it's gonna evolve. And to kind of what Sean addressed earlier, it's going to be trial and error. And I think next year we're going to see different approaches after seeing what happens. So, putting a bunch of money into it upfront is wasteful. Um, I think we've already put a lot of thought into it and some of this is just seeing how
034it goes, getting the feedback and adapting the policy. We don't write a policy and then never open it again. It's a working living document that we can revisit at any point need we be. And so I think overanalyzing it now without any actual tangible feedback and data of how it works is is we're just going to go in circles. Um >> I I I do think it's new in New York State, but it's not new around the world. like districts have been doing cell phone bans for years and that's that's why I think that's one of the reasons why this exists in New York is because of the overwhelming evidence and I also think the overwhelming evidence that like the more like for lack of a better word the stricter the ban the more effective
035it is in terms of positive impacts on student engagement focus lack of bullying academics literally name the outcome and like the stricter the the policy the better the outcome. And so I guess like I I I mean I don't know if Todd is saying this but I do think there are better alternatives. So I think we want to give our our first policy the best foot forward. There is no perfect policy but I don't think anyone's advocating for perfect. Like what I am personally saying is I think like I I'm saying that I think Carrie you mentioned like I'm hearing a like I'm hearing language of like what if or like exceptions but I think that a policy I don't know I guess I just I don't think of making policy first and foremost thing
036about the exceptions. I think about it as okay, if we're trying to reduce the likelihood that kids use phones, then this I don't think would be effective. I think there are other methods that would seem to be more effective. Honestly, I think lockers would be more effective than this. Um, but I personally think that a pouch that you cannot open makes sense. And so with the what if I'm like, okay, so like let's plan for what to do in the horrible circumstance where a student then can't unlock it. and not necessarily horrible like like you know it could be bad right if the student needed the phone. Let's plan for that exception as opposed to not moving forward with the policy that's more likely to work. So I guess that's that's that's my concern. I
037I don't see this policy as written working. >> We're talking about two different things. Yeah. Talking about the policy. You're talking about the implementation >> because if we just mentioned pouches then we're debating what the pouch is versus what the policy states. >> Okay. >> Is that fair? Are we in agreement on that? >> I think so. Yeah. Okay. >> I'm sorry, Adam. >> No, I was going to jump in, but Adam's been trying to jump in for question. >> No, it's okay. I mean, I just had a couple. I mean, uh, one one thing just not to talk too much about the pouches, but I I guess I'm a little bit surprised that the pouches were already purchased and I'm curious about the cost of that. And I I'm just wondering from a procedural
038perspective just why, you know, maybe we would have had this conversation, then we would have come to some kind of a decision as a board and then we would make the purchase. And I know that there's timing issues. Um, so that's that's one. I have another question, but maybe I should ask that question and let that stand first. I'm just wondering how why we did that. >> Well, in terms of moving forward on the pouches and the purchase, we knew that there was going to be a rush. There's going to be a demand among the providers of these, and we didn't want to find ourselves at the start of the school year in a queue waiting to to be able to source them. Um, I I would like to share too just an anecdote from
039Uh this past school year as as um Karen alluded to in our middle schools, they were in lock step around students use of cell phones and there was a real decrease um in concerns. Um I actually noticed something that was written one of the building level notes that it has been an issue with select students but not an overwhelming large-scale problem. Uh, one of the direct and distinct pieces of feedback is when we hosted our our rising ninth graders, as eighth graders, they come to the high school for tours and visits and the uh, ambassadors at the high school told administrators, the students were fully engaged and they were not on their phones. So even though they had left their building and all the people they knew there and the norms and the things that
040would be reinforcing the behaviors that were expected here when they came to the high school and were interacting with older peers they were not on their phones and so we look at that as as a successful implementation of a policy. So I think the pouches are a tool the policy the policy the pouches are a tool. I think that >> Oh, well, no. I still have question about the the cost of the pouches and um and why they were purchased, I guess, before we decided the path forward. >> I think purchasing, it's news to me as well, but I think the purchasing part was answered >> that there's we know there's going to be a rush and we didn't want to be waiting in the queue >> uh as every school district as 700 school
041districts rush to try to figure out what they're going to do. remember in the queue for of something that we might not actually want to use and we had we had a legal option of just lockers so we made the the letter >> and I mean >> we well we can still use lockers well locker is going to be difficult go ahead >> I'm trying not to insert myself into this one but I we are talking about implementation which is task to me and the team and through many conversations with administrators and teachers and other folks we knew we had to do something and I want to go back in the spring there was a wait for the yanda pouches at one point and folks thought they wouldn't get them even by mid year this
042upcoming school year for yonder. I don't know if that's changed or not or if that's new information. The this version that we're looking at right now was something that was rather inexpensive for the number that we were purchasing and if we need to return them, we can do so. But what we didn't want to have is have us not be compliant with this paternalistic and oppressive law from my perspective at the start of the school year. So, we have an option that we can use and we can return it. we can use a different option if there's a recommendation from the board that we can then take back to the many educators who've been talking about this for a year but at the end of the day we're talking about implementation and if you want
043to take that on trust me with this particular issue please cuz I don't think there's a perfect answer to it either but we are being compliant with what I see as a paternalistic and oppressive law >> would we also be compliant though by using lockers >> yes >> so so what I'm thinking is like is that kind of a way for us to buffer and give ourselves a little bit time to kind of explore a little bit more without making an investment, which I'm just I can't imagine more than 3% of students using these. I just I'm telling you, I just don't >> students don't use lockers, Todd. >> No, you literally don't. No, but >> and so you're asking an entire school culture to change. And I I actually only And I apologize for
044interrupting, but I actually want to know when we did this research and when we talked about this, >> is that a consideration? Because my understanding is like unlike when we were kids and lockers are like a big deal, now kids walk around with all their stuff all day. So you're asking for an entire school culture to shift. >> No, I'm not. >> But this is a culture change too as we we talked much. >> Well, no, but this and I think I think the the the point is what I'm hearing is we bought these to because we had to comply with the law. >> And what I'm saying is we didn't need to purchase these because I don't think they're going to work. And if we want to comply with the law, we can have
045a policy where students use their lockers. >> So if in the short term the goal is to comply with the law, we already have that solved without spending probably I don't know 100 grand. >> Well, how much no 100 grand? >> What what is the cost? >> But then every year it's it's and I just think it gives a little bit time to figure out like >> we meet the letter of the law. >> Can can we focus this conversation for a quick second? Can we talk about the the language of the policy? We are having a conversation about implementation, the the way in which the policy is written, it does mention lockers or pouches being provided. So, if folks do not have an issue with the policy, let's get through that first and then
046let's have a conversation about what the possible implementation works. And I would ask us, I hear that board members both have expertise and very strong opinions, but can we also rely on what we've been given feedback from teachers, principles, etc. who have been a part of these conversations for more than a year? >> So, so that's so I understand that we may not think this, but when we had conversations with a large group of folks, they're like, "This is not a great option, but it seems like it's not the worst option either." So, trying to find that balance between the two of them. >> Yeah. But can we focus on the policy for a quick second? I >> I'm good with the policy. I I I I think the policy as it stands currently, I'd
047love to. Yeah, >> I have questions then specifically about the policy. I have some questions. So, in section three on page two where it says device access and storage, I I I think I'm interpreting this as inconsistent language, but I might just be misinterpreting. If we're pro, if we have these different storage options, but then it says expectations to storage shall be consistent across schools and classrooms, does that mean what does that mean exactly? Because when I hear that like all schools therefore will have those options or wouldn't then would our policy language change given that there's different expectations in primary and secondary like grade level like school level bands as opposed to all schools like common expectations across elementary across middles. >> I thought that was addressed earlier in the policy but I could
048be wrong. >> I could be Yeah, I might have missed it. >> I think we need to look into that more. We we went back and forth. I think Carrie and Mary and I did and I think Sean, you were a part of some of those conversations as well about if elementary schools really are explicitly permitted to students are explicitly permitted to keep them in their backpacks or not. I did not read the original um uh expectations that way, but I remember us having various conversations. So, um, when I drafted that part of the policy, I was thinking about my interpretation, which was that all of the that all students K through 12 are being held to the same expectation that way, right? Yeah. So, um, to be clear too, these pouches are just a
049note with respect to the size because we recognize students may have air p I mean other devices. So that's why they're larger than a a cell phone. Um and the pouches are being made available across all buildings >> including elementary schools. >> Uh I would say um in our most recent communication on this topic, the district download um we do discuss here students may bring phones or personal devices to school at the elementary level, but they may must stay off and in their backpacks for the entire day. >> Okay. So, I just wanted I want I mainly wanted to make sure that there right >> that we weren't accidentally putting language that would confuse between the schools. Um there was something else but I need to wait a second to review. So >> I just
050want to make sure I'm capturing that. So one of the I recommendations would be to look at the language and be to be have include more specificity between elementary and secondary. Well, if there is, yeah, if there is some sort of a different >> Well, it seems like we already have announced in the communication, >> right? But that doesn't mean that that that's in line with the law. I'm a little concerned that it's >> it says in the section above alternative communication method for caregivers. Uh superintendent direct all elementary school, middle schools, and high schools. So, it does kind of delineate the three levels. Um and then our communication uh provides uh guidance around it for the elementary schools with the backpacks, but then also for the pouches for the rest of the students. >>
051Yeah, we're just not sure that that's actually in compliance with the law. We just want to double check that um that the law isn't K12. >> Okay. >> Specific. So, we just need to >> double check that. And um I was reading I don't recall which school but there's a school in New York State that ban cell phones from elementary school. >> So there are >> yeah we've asked in the communication that they just stay home. >> It says yeah we encourage families to consider whether elementary students need to bring devices at all. Mhm. >> I'm also >> so I I would advocate against that >> against banning a cell phone at an elementary school level as someone whose child takes the bus 50 minutes a day. Uh that is a long bus ride both
052ways. So I can understand not having it during the school day and we will take care of that and change the settings. But that 50-minute bus ride becomes >> a challenge. >> That's when I got on my homework. >> Well, you lived on candy. We had a long ride. >> Well, you were writing by hand at that point in time. I'm sure. Right. It's not the threat. >> That's right. Exactly. >> I'm also curious about exceptions in particular. Are all of these exceptions. All the exceptions make sense to me except for E. Is that required by >> E? Yeah. The last one. >> It to me that I can think of limited educational purposes, but it seems like potentially a I I if it's not legally required, I just I personally would not have that
053as an exemption. I think that is taken directly from okay >> we can triple check but >> E just for folks at home the exemption for E says educators may authorize limited structured use of devices for instructional activities at their discretion subject to prior administrative approval. That's the section that Jacob is highlighting. what I've heard in some of the feedback over the last couple years and I think it's important for us to consider and this is one thing that I think can evolve. I mean QR codes are everywhere and you're not going to really take your laptop to utilize a QR code. So if a student wants to access a QR code because it's on a flyer that might be something necessary using a phone. And I could see this like that when we talk
054about systemic and structural changes. I I think making sure that educators have can give students access for for various reasons is important because we are still so embedded in using our phones in every part of the day. And I want to point out because I I like I support not having cell phones in school. Okay? So just just to throw it out there like my kids hate me because I'm always telling them to no screens and they're not having phones. So on a personal level like right I am trying to come at this objectively and leave my personal beliefs out of it and really see the full picture and through being and hearing and listening like there are things that exist that our cell phones are still used for and until we catch up to
055the ban I think that unfortunately we are going to have to have you know students tap into these I think that e is very important >> I I strongly disagree, but I'm not sure how I'm not sure how uh productive the conversation will be because I think it just depends on is it a requirement? If so, we don't have a choice. If not, perhaps we should I would uh motion to revisit or whatever we do. And just for context, I know um Emily and Carrie and Mary were um the primary folks who were working on this, but coming off of uh NISBA's sample policy, uh the New York State School Board Association sample policy, we've asked for the policies that have been passed around throughout our TST Boseies component districts. And so all the policies
056are for the most part very much aligned. The the language is extremely similar throughout. the implementation may change from district to district, but the language of the policy itself uh and I do want to make sure I acknowledge uh Katherine's note about the exemptions, and we'll um come back to that at some point in time as well. I think that's a good recommendation, but I but that's the idea between the policy and the um and this is what Emily has been telling us for a long period of time. The real issue will be what the implementation looks like, not necessarily just the policy. We know we have to do something. we're putting something down. We're in compliance. People may not agree. The process may not have also worked to people's liking as well. Um, and
057here we find ourselves. >> And I do want to also acknowledge that this came late. The governor had been hinting at it for quite some time. Yes. Right. Uh, but but when it actually became part of law, I want to say it was May >> Later than that. >> Later. >> Right. So between then and say that you need to have a policy. This was supposed to be done by August 1st, right? So that is a that is not good timing for a school community to be able to engage in robust conversations. Now we had been foreshadowing and having conversations about this, but that implementation part is the part that has been um very interesting and that's the reason why folks have been meeting with principles and teachers and other folks as well. question too.
058>> Yeah, I had a couple. Um, one of the things that I that I like about the policy is that um there's room for discussion with students um when there's a violation. So, like if students are taking out their phones um you know, whether it's once or repeatedly, that there are opportunities to have conversations, especially asking students, you know, what what what do you need right now? Why are you taking out the phone? Like, what's going on? I I guess I'm surprised or I'm raising a question or maybe something that we can talk about for a little while that there's nothing in the policy. Um, you know, that says that a phone couldn't be taken away for the day, you know, like up to and including that. So, if somebody takes out their phone, takes
059out their phone, some of these steps are implemented, even administration is getting involved. Um, I'd like to hear more about that. you know why that why that isn't included in some language and if that's a if is that an option and not that I want the policy to be punitive I'm just trying to be realistic about uh repeat offenders so to speak so I I just want to talk about that >> um I will just use that opportunity to jump in um in section five of the policy it states that the superintendent shall ensure a common set of tiered responses is for the violation of any section blah blah blah blah blah which is basically what you're um what you're getting at. I um originally in helping to draft the policy felt like that was
060sufficient language for the policy itself and that the implementation of what those tiered responses would look like um would be left to the district. Um, and yet then I recently was looked at the internet enabled device implementation overview which was also provided to us and I'm assuming to >> to others. Um, and now I uh in reading that I feel I am concerned that it actually in and of itself is would be kind of violating the policy because it's because of the vagueness of it would I I'm unsure how the district would be able to um use that implementation timeline to um ensure that there is really like a common set of actual responses and that it is lead leaving so much up to um individual teacher discretion which to Katherine's point allows for um
061so much ambiguity about when somebody else steps in, how many times they should be going through the steps that are listed there. Um, when I was in thinking about it from the policy perspective and why I was happy with it originally is because pretty much I would say every other district's policies that I looked at all did not put in tiered steps within the policy for the exact reason I just said. I do think that it's important for um the district to be able to think um about the best ways to do that and implement um in working with with all of the educators and school leaders. But every single one, I would say, I may be forgetting one policy, but pretty much every single school laid it out a little bit more clearly of,
062you know, having a restorative conversation first and second time or something and then the third time like the phone is taken to the office until the end of the day. Like there was more clear steps that I think allowed whatever those steps are allowed more for students to kind of know what to expect instead of being like, "Oh my god, why are you taking my phone away now?" Like I had no idea that the third time you were going to talk to me that was going to happen. Which is kind of how I'm concerned about this current timeline. And that teachers and administrators also aren't going to know that there's just clear kind of graduated steps that go up. They all kind of read to me as kind of similar in nature and never get
063to that point where anything would go so far as to like really incentivize a student to maybe keep it in their bag. >> Yeah. So that students don't feel like it doesn't really matter what I do, no matter how many times I violate the policy, I can still get I can still have my phone. >> Right. So, I was happy with the policy until I saw that. And now I'm I would either want to strengthen the language in the policy, which would not be my preference because of how I I see the role of a policy or ask the district if we can see another um implementation checklist or or whatever that I think speaks more clearly to that and provides a little bit more procedure. So, Adam, if I'm understanding your um suggestion correctly
064in that in the policy where it says the superintendent shall ensure a common set of tiered responses for violations, etc., etc. Um, if there was a sentence that said this could include re taking removal of the phone for the day and contacting the caregiver, like a sentence like that that says it can include that would >> that would satisfy me because yeah, because then at least it um it's still up to the discretion of the leadership and the situation where it isn't like, okay, third time your phone is automatically taken away no matter what and there's absolutely no discussion. but that that it is at least included in the policy would be very helpful also, you know, for for parents and students, everybody to understand the expectations. Um, and also like empower the administration to
065to potentially do that as needed without there being a lot of push back like we what do you mean you took my child's phone away? Well, it's in the policy that I >> something like that wouldn't satisfy me. I'm generally I guess I have a wondering about the restorative justice approach in this instance and then I'd love just to hear from you all about what went into this because I guess my understanding of restorative justice is it's meant for like relationship building um and like mending like mending like harm to one another. Um, and in this instance, it doesn't that doesn't seem to be the challenge with a student having a cell phone, right? like with like when you take into account the exemptions, I think the point of the exemptions and there then shouldn't
066be a reason >> why a student has a cell phone in class and therefore I don't see the I guess I just I don't see the purpose for a series of restorative conversations or that being how I'm interpreting this and correct me if I'm wrong is that the onus of that is on the teacher and in my mind that then creates damages relationships between teachers and students and takes teachers away from the the role of a of like a of a teacher to instruct and like support and engage students because when I read like a student takes out a cell phone the stu the teacher should be calm they should offer a gentle reminder they should ask the student what do you need right now theoretically the student would respond collaboratively they create a plan
067theoretically that takes time and that's just the first part then if the behavior continues continue the dialogue to understand the students why I see this as a multi-minute conversation with any student who then brings out a cell phone during class and I don't see how that's feasible. So, I'm struggling to understand >> um there's always a purpose for restorative conversation and particularly as we're talking about a law that was intended to help build relationships and increase engagement. So that I think is important for I'm trying my best to follow the conversation and we're vasculating between policy language and implementation and we're we've been asked to implement a policy that will increase engagement and improve your relationships. So that's what I would push. There's always a place for restorative conversations in that situation, particularly if that
068is the intent of the law. And >> if we talk about implementation, we're talking about hypothetical issues that may take place with an implementation in August. I would ask that you allow for our team of educators to implement and bring to you data that may suggest us shifting or adding additional language or not because we can talk about this for a long time and then put in place some things that we don't know if it's going to work or not when it comes to implementation which I didn't think the board wanted to go down that path of. We have something we have a tiered approach. It may not have as specific a language as folks may like and we may learn that in September that we need to be tighter about it and we may
069get feedback from families, young people and others about oh we need to be tighter here because it's not working. But right now we're talking about hypotheticals and you've heard stories anecdotal evidence from our educators about last year when we had a similar ban and how the relationships and the conversations worked. We haven't heard of an increase in issues. We've heard about us working through those issues to build relationships and to increase engagement and I would go back. It's always a place for restoration which is what our implementation plan that we proposed is grounded in. >> Can I ask two different questions? Well, a question then a statement back to to Jacob. Um, respectfully, um, do we envision a situation where an administrator would take a student's phone for the day? >> Yes. And like with
070everything else in our code of conduct, it's a case by case individual situation. So, I think I don't think there's a problem with adding language that say that says that this could be part of the tiered response. I do think letting parents and caregivers know and letting students know that that is an opportunity I think is a wise idea. And I would I would also be in favor of adding a sentence that says that that clearly articulates that without getting into the implementation. >> If it's in a policy bet, just tell us what to do. >> Yep. Yep. So, that part as well. Um, Jacob, I think I hear you about this idea of restorative justice. I think we probably may think of it differently or may also um define it differently. Um I hear
071I am aligned with Dr. uh Brown um where I think restorative justice is always uh an appropriate response and partly the way in which I'm thinking about this cell phone policy um is that we're having some conversations about the addictive nature of cell phones >> that they are addictive and I never want to be in a situation where I'm being punitive for someone who relapses >> someone who relapses. So for me it is restorative. It has to be from a place of love. Um if our young folks if my own experience and familiar experience and friend experience with addiction is similar in different ways then when people are struggling for a cultural change, the response is not to be punitive. The response is not to be um regressive. The response is to be restorative. And
072so I would like for us to keep that approach as much as possible, understanding that it's going to take us a little bit of time and asking Dr. Brown and the team to come back. We have a meeting on September 30th to come back on September 30th and say, "Give us some give us some information. What are we doing? What should we change? What should we keep? How's it going?" I want to trust our educators without putting too much more on them, but I want to trust our educators and empower them to see what takes place. I struggle that I know I say this all the time. I struggle in my own classroom having people and there is no ban, but I have a classroom ban and how I negotiate that is about my personality
073with students. I know we have amazing educators are going to be able to negotiate this space at different times and they may come and say look we need stricter more ways in which to do this. Can you help us write some language that gives us more authority to do some things? Bet. Then let's go down that path. But for this moment right here similar to what folks are saying I think with a couple of key additions I think I'd be okay with saying let's empower folks to to to make it happen. I don't think we're going to get there tonight. I just want everyone to be on the same page. I don't think we're going to be able to adopt a policy this evening. I do think we'll be able to rewrite with a couple
074of key additions and bring it back um on the 26th. I just I that's just my feel. >> We have a policy in place before the first day of classes. >> Absolutely. And I want board members to feel like they can explore some additional ideas as well and feel comfortable um adding some of the recommendations that were there. And I do think um you know to Emily's point like I thought the policy was well done as as well well done enough right but hearing some of the suggestions like oh I I get that that's a really good idea right and that is again is the collective that's the genius of the collective right the genius of the collective is always better when we >> and it was really well done we did an amazing job
075>> I completely agree you did do amaz >> and um the good thing is that we have frequently asked questions up on for the secondary schools. I I wonder if we would do that for the elementary schools too. >> Yes, we could. >> And Karen, to that point, and I have two more points that one I want us to consider as a board as we think about this ahead of the policy, but also to the FAQ uh point, I wonder if in our communications to the community and to teachers, we really intentionally put out like we want feedback on let's talk. So we do get the feedback as we consider, you know, changing the policy as time goes on. The other thing that has just kind of come to me in these conversations and thinking
076about the exemptions and thinking about, you know, restorative justice is, you know, there are going to be students who might be going through stuff that no one's going to know about because they don't want people to know, but they might need to be in touch with people and they don't want to share that and they have a right to privacy. And I think I I don't know how to write that into an exemption and I wonder if that's part of the implementation, but allowing space for students to have a little empathy because we don't know what's going on and it's none of our darn business some of the time. And you know, I think all of us as board members are going through our own stuff from time to time and might need to be
077on a phone during a board meeting. And let's remember that adults have stuff going on and kids have that same stuff and heavy weight to carry. And we need to we need to give them some compassion in this because it might not even just be addiction. It might be something that they're ashamed to talk about or aren't ready to share. So there's a lot more to this than our own personal agendas. >> And that's the intention behind the alternative communication methods, right? To make sure that if students do need to reach out to someone, they can still do so in the schools. Correct. I just want to make sure I understand that language. Yeah, >> they but I but I want us to really keep in mind a lot of people don't even know other
078people's phone numbers anymore. We like you ask people what what's your mom or dad's phone number and they don't know because it's plugged in their cell phone. >> Number 52 Henry at a boulevard in Amsterdam, New York. No, I'm just messing. >> I have it memorized. But it's like that is a cultural shift that I don't think that we recognize and and we have like we really need to think about all of the things, right? So in by way of the policy just to keep our conversation moving forward are there any other recommendations or suggestions by way of language or things for us to consider not to the implementation part but to the policy itself. Jacob >> might be my misunderstanding of policy but then if we want to get more frequent reporting which it
079sounds like we do should the last paragraph >> change because right now >> my not from my perspective that that's the responsibility >> uh because I wouldn't want to set that in policy I'd want to set that as an expectation that's for the board officers and the board we can ask Dr. Brown to give us reporting whenever we want. The state mandates that we report and that's the part that we're capturing in that last part is to be compliant with what the state requires. We can ask for additional information anytime we want. >> Okay. Thank you. >> So, if it's okay with the board and Carrie and Dan, I realize this puts folks in some difficult situations or it prolongs the conversation. I'd like to work with the policy committee to make the recommendations that
080we've heard, send it out to the board about the policy and the ongoing conversations about implementation and take place, but just to make sure that we have something that we can all agree to and go from there and bring it back to us on the 26 for a first reading and adoption if that's okay. Or we can vote on a first reading tonight and bring it back on the 26th for a second reading and adoption as well. just a it's a matter of process. It doesn't >> the only benefit to doing a first reading is since we are already out of compliance, might it signal some step in the right direction um if we were to be audited or something? >> You're correct. Because the first reading would not be an adoption. It would just
081be first reading >> and the changes we're suggesting are not significant. Okay. >> Correct. Y >> and you could still vote no on the second even if you voted to >> Right. Yes. Absolutely. >> To the team. Does that I know that you'll do whatever we decide to do, but are are can that work? >> Yes. And I appreciate the rules the Roberts rules of order approach to adopting something tonight. So when I receive that call from the state tomorrow, I can say we're on our path. >> Do we do a motion then? Motion to approve policy 5695. Am I saying the wrong thing? >> Well, approve. I don't approve it. >> Okay. Someone else should say who understands that actually. >> Oh, I'm sorry. >> Okay. >> Right. Because we we were going to
082do something different. Um, we can just say motion to approve for a first reading. >> And I I'm not I can't make my >> motion to approve for a first reason. moved by second by Todd. Make sure we highlight that in the minutes, please. >> Yeah, I mean it's it's policy 5695, personal and student electronic devices. That's the policy referring to. >> We're voting for a first reading. Any additional discussion, conversation, debate? Hearing none, we'll call the question. All in favor passes unanimously for our first reading. Thank you all for a spirited conversation. We'll be able to get more in depth in this and we know we have some ways to go. So appreciate folks for that. >> And just a reminder for everyone to leave your pouches here. >> I have uh so doesn't
083think anyone's going to use this, but I'll tell you what, my grandbaby is going to be using this at home. I can assure you of that. >> And I'll be taking photos of it, too. Uh Agenda item Agenda item 10.2 school board and building leaison. I'm going to yield to my colleagues Emily and Karen. >> Yeah, >> we'll take this part on uh Carrie and Dan and Mary. Thank you so much. >> Thank you. >> Yep. Uh Karen and Emily, do you want to speak to this? This is on as a discussion item only. Just letting folks know. >> Yeah. at at our um board development session, we had a discussion about the school leazison role to try to bring that back as a board member to be connected to the various schools throughout the
084school district. Um we haven't had a formal this formal role probably for the last two years. Um, but we've heard from community members at different schools that they would like to see a board member come to get to know the schools and to be able to relay any information whatsoever to the board. So, we went through Emily and I took it offline and had a discussion about it and we don't want to restrict board members to um doing things that they shouldn't do. Like for instance in the document it says the school lays on shall not get involved in any administrative or operational matters and so forth. But we also want to encourage the community that we do have a communication protocol throughout the district that if anything were to occur within your respective schools
085that you contact the building principal then you escalated to the next and so forth. So it is not the board members um um as part of our responsibilities to get involved in the daily operation and on the running of schools and all but just to um be able to oversee and see what is happening in schools and engage with the community depending on the board members time if the time permits and Emily can add to more Beautiful, beautiful job, Karen. >> Thanks. >> So, um, I'll add more. >> Karen and Emily took a look at a document that was sent out looking at the other school districts both inside and outside of New York State, which have board leaison roles. Not all school districts have board leaison roles. There's been times where having the role
086um some board members have found themselves engaged in things that were beyond the idea of board governance into the daily operations. And so there's a reason why the document sort of outlines both what the role is and what the role is not. Um and since um the community has asked for board leaison roles um we wanted to have just a chance to have a conversation as a board um and if this document looks good and the roles and responsibilities um are not overly taxing giving everything else that we do as volunteer elected officials. Um then we will ask Trisha to send out a survey soon um asking about people what schools folks would like uh to serve. It's a nine member board. There are 12 schools. So, just keep that in mind that a couple
087folks would have to serve uh for less for multiple schools. And the only question that has come up in years prior, which we feel like we should just voice publicly, is uh should board members who have personal connections to particular schools be allowed to serve as the leaison or not even be allowed or maybe even be encouraged, whatever way you want to think about it. and we have not come to um any sort of resolution. We find pluses and minuses in both directions. Uh sometimes it's easier because you spend time at that school. So, it's a natural fit. Sometimes some of the relationships may make it more difficult if you already have a relationship. That's something that we can work out as a board um at a later point in time. But just that's some
088of the conversation. But clearly articulated last year that buildings want to have a board member to be connected to them and we're we're paying attention to that. Uh I we haven't really talked about the process about uh selecting or designating folks to schools. Um but just hearing you say it out loud, it makes me a little anxious to think about um us voting um on what school we may want just in case that gives schools impressions of who is or is not represented. So maybe once we decide if we want folks like representing the school that their kids are at or whatever the connection is doing it more of a >> we can also put random absolutely as well right we can do it by lottery and >> see if maybe the survey would be
089who'd be willing to serve for more than one school >> and then make it random. I think that's a much better idea. Appreciate that. >> I appreciate that. I'm going to add because as maybe publicly folks don't know but I I have expressed to fellow board members I feel strongly about this role because I think it really makes it difficult on board members and I think it's misunderstood in a lot of ways and so when I read through this and let me just say like I appreciate all the work you've done so I'm not trying to negate that but reading through this and knowing my own history as a board liaison and seeing some of the ways that people have spoken to board liaison based on their expectations of what the role does I think
090we as a board should really hash out more of a more clear purpose of what this role is for to help with the public understanding it because in the writing and in this it's it's that it it it affords a board member the opportunity I'd like it to be a little more clear in what the purpose is you know for the for the community for the district and also the expectations of the roles because it says that you know it's an opportunity to learn but things like PTA meetings and whatnot. A lot of PTA meetings are on Tuesday nights, y'all. >> Right. Like a lot of the expectations here are impossible for us as board members who also have jobs and other things outside of our volunteer board work. And so like I want us
091to be able to do due diligence and filling this role and honoring what we want to do while also publicly acknowledging that some of this is not always possible. we have our own life and our own our own lives and our own challenges that we're dealing with on top of doing a very huge amount of work in this capacity and so really tampering expectations stating a clear purpose and expectations and then I I will just publicly say you know to the point of board leaison and school roles um one thing I've argued and not argued but but fought for in the past is that because of those time constraints I think sometimes while it might feel like a conflict of interest when you're already organically in places because you have to be it that helps
092you fill that board role as a liaison while not taxing the rest of your life with limited time that you might have. And so while I in a perfect world where we had a lot of time, I think a lottery system would be great. But I think honoring that all of us have our own commitments and our own lives in addition to this volunteer work. really looking at what is sustainable for us to do this work in a way that we can do it right is a consideration and so maybe that you know if if if we get feedback that oh no that's a conflict of interest then fine but we want to really be able to be present in these schools I think that that organic presence overlapping with the board liaison roles is
093an important consideration a consideration >> then to move forward I would recommend if you have any language that you'd like to add we had a good portion those conversations, Karen, Emily, and myself. Uh that's exactly why we listed what the board leaison shall not be, which is actually more of the purpose of the role than anything else. Uh but by all means, welcome to any additions that you may want to suggest. Uh and we can continue the conversation about how um people board members would be uh assigned to whatever particular schools. >> I love this. I'm I'm just curious. So then is it intentional that it doesn't have stated out the school liaison shall? >> Yes. >> Okay. >> We originally had that in there and uh >> yes for that exact reason thinking about
094individuals and capacity and >> not want to tie tie ourselves into it. Um and while we didn't put it in here we did talk a lot about welcoming feedback from the community about what they valued. You know, I think about the folks that have already asked us to um restart these roles. I would love to hear more about like what were the things that did feel good. Not to say that we can do all of those things necessarily, but um to Erin's point about having limited capacity. If it's really really important that to one school that you visit X, Y, and Z, we want to allow for for that as well. So, >> we did have one phrase which maybe we'll try to find a place to add again which was if invited and as
095available or when available which would get to Erin's point about time constraints as well. So, I'll take a look and see. I I forgot where we where we had that at. I'm sorry, Adam. >> No, no, I think that's a good idea. I was just going to say I think, you know, as a board we could kind of even take a hybrid approach and maybe in some cases it makes sense for people to be assigned to certain schools and in some cases not. And I think we can maybe put our heads together and decide that as as opposed to writing it into the policy, but just kind of letting boards make that decision manually. >> And just to clarify, this is not a policy. We are not turning it into a policy. This is something
096um these are roles that we we are making a decision as a board to to take on and we are going to work with the communication scheme of the district to make sure that this is information is on the website describing exactly what we're seeing here in the document and then we'll also list who was assigned to each roles uh each school excuse me so that folks know throughout the year if they if they are excited to get in touch with them that they can do that. Fantastic. >> To be revisited soon and welcome any language feedback as well. >> Great. The last agenda item, not the last, second to last agenda item, uh is facilities finance committees. Uh the ways in which our committees have been assigned this year. We have the same three
097board members serving on both finance and facilities. And uh through some conversation, folks decided um it may be a good idea to combine those committees for this academic year since we voted at the reorg meeting to have them separate um and we would need a motion to be able to agree to merge them together um and hopefully have efficient meetings to to make that happen. So um we'll entertain a motion and then we can have any dialogue and discussion debate as well. I move to combine the facilities and finance committees for the fiscal year 2025 2026. >> I second. >> Moved by Adam, second by Karen. Questions, discussion, concern? >> You all want it, right? Okay. >> Well, not only that we want it, it's to make sure it's more efficient our meetings, but yet
098um there's a lot of discussion around um the capital project and and so forth and facilities. So, we thought it best that be combined. >> Awesome. >> And another discussion point, what we do want is to make sure that we're not here for four hours in the meeting. So, um, we do have the meeting scheduled separately next week after we pass this, but we hopefully have a 5:00 start, not a 4:45 start. >> Is that okay with you? >> Later the better. >> Additional questions, conversations hearing none, we'll call the question. All in favor? Enjoy the meetings. Fantastic. We'll be there for most of them. Um and uh we have one other um agenda item which is uh an anticipated return to executive session. >> Oh, Sean for other business. I just want to point
099something out before we do that and then I'll happily motion. So, you know, other business and and also important dates to come up. And I, you know, Karen, to your point about moving the meeting to 5:00 pm, um 4:30 p.m. starts for meetings for board members, I I think that we really need to reconsider that and looking at the curriculum work session, trying to be more concise. I I'm I'm I would like to and and I'm saying this publicly, but maybe this is something we hash out via email. I I don't think that 4:30 starts are realistic for people. Um, I think it's hard for the public as well. And I think tighter meetings um with tighter agendas is really important and a 90minute meeting ahead of what is going to be a three-hour meeting
100is asking a lot. And I would like for us to consider to go back to those 5:00 p.m. starts for it to be a little more um inclusive of other everyone's needs. Again, I don't think we can even decide that now. I'm just kind of putting that piece out there to think about. >> I mean, I yeah, I I hear that and I understand what you're asking and I'm happy to look for some solutions, you know, as one member of the curriculum committee. I just know that from last year there were a few topics that we had um you know where where it took an hour and a half. It wasn't even because of a spirited discussion. It was just because of a presentation. Like for example, if we were talking about um you know
101school and district plans or something like that and they were just each one took so many minutes and it was it would be very hard to do that in one hour and there are a lot of committees that that do go longer than an hour. So I'd be open to like starting at five maybe not on the week of a board meeting. Maybe we can switch with another committee that's that's shorter >> or suggest that people keep the time for their meetings for for their presentations. You can give certain times. I I mean just I I don't think we need to get in the weeds about this now, but I think it's a a discussion item. Sorry, Sean. >> No, just there are two possible There are many solutions. >> Mhm. >> Right. Just to
102put out there and I think the committee members can decide for themselves. Um one would be to move the meeting off of a Tuesday. Uh the other would be if we're combining finance and facilities depending I believe those meetings would be scheduled for 90 minutes if I'm not mistaken. Am I right about that? Finance facilities committee members or you haven't worked that out yet? >> That's our objective. >> Gotcha. So the other would be then to hold on that that other Tuesday opposite or either after or you all could work that out as well, right? But there are some possibilities. How about the committee's talk? That conversation can happen offline. And as long as we make sure that we give uh appropriate advanced notice because most likely we would have close to a quorum of
103the board there then we should be good to go. >> Is that a good solution to move forward? >> Fantastic. >> I I had one other thing. I'm sorry. I don't I didn't know when to ask this question and I apologize to to bring it back, but I did ask one question during the conversation we were having about um in the policy about the pouches and the cost of the pouches and I just didn't get the answer to that and I didn't want to sour it and bring it back up because we were trying to separate policy and implementation, but just before the meeting ends today, I was hoping to get that in. >> The ones that we purchased uh were about $20 each that correct me if I'm wrong. And the state is reimbursing
104I think around $10.90 each pouch. So, uh, we can do the math. I'm thinking we're talking about a $20,000 initiative. >> Okay. >> Um, total. >> Is that per year? Like, are we rebying these every year or Well, I guess we're going to we're going to wait and see, right? Because >> Okay. >> And who knows what will be mandated next year. >> Yeah. >> Thanks. >> Yeah. Yeah. Please. I would love to talk more about this. I've been biting my tongue for >> say if there's a demand, maybe we can sell them on eBay and make some profit off. But that was a joke. bring from Lebidity on this one. >> Motions for an executive session. >> Okay. I move to enter into executive session for matters leading to the appointment, employment, promotion, demotion,
105discipline, suspension, dismissal, or removal of a particular person or corporation. >> Second. >> Moved by Adam, seconded by Jacob. Any questions? All in favor? All opposed? Any abstensions? You abstain? And no vote from from >> I'm I'm all in favor. >> The motion passes. Uh this will conclude the board's uh meeting. We will not uh come back to engage in any other business uh for the dividends.