001It's a time place set for the uh North School Board uh board of directors uh special uh meeting uh September 18, 2025. Nathan Mcclinto, chairman, Julie, Carol, Deanna, Megan, and Michelle. >> Just I'm sorry. >> I know the names, but No, that's right. Sometimes. Yeah, that's right. Anyway, um and we're going to call to order. Uh if they Let's do the flag. Where is the flag? There it is. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Now, next item on our agenda is approval of the agenda. So, um I move to um make a change to the agenda um to take the executive session topic under subsection 19262A and move
002that to 11 C. >> Fair enough. We'll do that. I mean any anyone >> Well, I don't think we need a motion on that. >> No, we'll just do it. >> Sounds good. Unless somebody have problems. >> Um All right. Um with that in mind, yes, I need a motion to approve the agenda. >> Motion to her motion. >> Second her motion. She motioned it. >> So I'll Yeah. A motion to approve it without um change. >> Okay. Second. All in favor say I. I. Any opposed? Passes. Next item is we are going to go into executive session and we're going to need that. All right, we are now out of executive session. Uh we're convened. Um and the next item on agenda is public participation. Uh the board welcomes questions from the public. If
003you wish to address the board, please fill out a participation available at the table. Board secretary. Do we have any? >> We ask that you limit comments to three minutes. The board will not engage in discussions with members of public during this time. It's for public comment only. For chair has direct discretion to limit the number of comments on a pick topic. Speakers may offer objective criticism. School operations programs do not hear comments regarding individual school personnel or board members. So, anybody here? Apparently not. All right, we're going to move on to the next item. Item number six, the Bonavville Power Administration. Tim, >> Bonavville Power. >> All right, Bonville Power. >> Harley, >> good evening. >> Thank you for allowing us to take some of your valuable time. I know it's been a long
004day for everybody and and uh everybody probably been working and I know we have all day. So, so uh thank you. Um I'm Harley Canada. I'm a realy specialist with the Bonavville Power Administration. This is Brad Wright. Um he's uh he's with facilities with uh as facilities manager for Bonavville Power Administration and The Miller uh is with facilities. Also uh we've got a presentation that uh you may have already seen uh that that that we provided to Tim uh and uh want to go ahead and put up that first slide. Maybe go to Yeah, that's us. And then the next probably to the next slide and myself and Brad and then to the next slide and I'm and at this point I'm going to let Brad talk to you about purpose and need. >> Well,
005thanks everybody. Appreciate the time and thanks for allowing us into the community. Um, who knows who Bonable Power is? I'm just curious if anybody does. just by show of hands a couple folks. I mean, so really who Bonavville Power is, we we take the power that, you know, we generate from the hydro dams in the Northwest, 31 dams, and we have the high voltage energy lines that basically power the entire Northwest. So, we're not the folks that bring energy to your house. We're the folks that bring energy to the communities so that uh the Lincoln uh what do you want to say? Central central Lincoln or Kous Curry, you know, deliver the uh the energy to your guys. So that's who Bonavville is. And so we provide that maintenance to maintain that grid to make
006uh energy available to the to the folks in the Northwest. Uh and we're already in the community right now. We have a facility here in uh in Hower just up the way. We have a bunch of facilities kind of smattered around, but we'll talk to you a little bit about what it is that we do in the community and what it is that we're we're hoping to continue doing. So next slide, please. Uh, so this is just by way of a looking at where we are all throughout the Northwest. I mean, we're focused on the central southern Oregon coast, but our work extends all the way up into working with our Canadian counterparts to kind of manage the waterways safely, responsibly, and to maintain a high level of reliability for energy on that high voltage
007energy grid. Um, and part of that too is maintaining the facilities that we've got. Um and if you could the next action there looking at what it is that we do here um in Northbed uh Kuz Kuz Bay in in the Hower area. Our north end maintenance headquarters those crews serve basically from Newport all the way down to Gold Beach. And so what our crews do here is these are linemen, these are substation electricians, these are communications engineers that basically enable we have the resources located in the communities that we serve so that we can actually provide fast response time when things occur because there's always going to be a windstorm. There's always going to be something else. We're really trying to gear up so that we're planning for Cascadia subduction zone event, earthquakes, and
008things along those lines because the research shows that something may happen in the future. You know, we hope it's not in our lifetime, but if it does, we want to be able to prepare and to be able to respond. Um, otherwise, our community or our our folks would have to serve the community out of Eugene or out of Albany. So that's where we'd be sending our line crews in, which is for us it's an unacceptable level of service degradation. We can't get power back out to Kuz Curry or to central Lincoln or to to Douglas, all those folks. We would have to basically take a full day to send a crew out here all the way from Eugene or from Albany. So we want to keep the crews in the community that they serve. We
009already have a crew here and we're hoping to continue, you know, operations. Um, can we show the next slide, please? Um, so what is it that we're looking to do with this maintenance headquarters? Um, that's that's what we call the facility. It's basically an assembly of of crews. It's basically 25 folks that serve the local community, like I said, from Newport all the way down to Gold Beach. And what these folks do, they live in the community, they send their kids to school in the community, and and they primarily live on the north north side of the bay, uh, over in the Hower area. And um what we know with our existing facility is that it was built in the 70s and as you guys can relate with you know the schools it's hard to
010maintain you know facilities especially age facilities and we're at a place right now where we need a life cycle refreshment and what we found is that the facility cost to actually replace it is cheaper than actually maintaining it and doing all the seismic renovations that we need to do. So, what we're seeking to do is to rebuild our facility and keep that same crew in uh in the community and just replace the facility. So, we're looking to do that. We can't do that without taking the community or taking the facility out of the community or building new. So, that's what we're looking to do is to basically uh take that new facility that already sits on the west side of the uh the school property and hopefully be able to move that into a new
011facility on the east side of the uh the school property. Um doing the exact same type of work, the line crews, the substation maintenance crews that serve, like I said, from up north down south over to Coil, Fair View, and all those areas. So, um I think that's uh that's what I have to say about that. And we can go on to the next one. looking at the actual parcel that that we look at as a potential opportunity site for us. That's the Bonavville site over there on the west side of uh of the school right along uh Wildwood Lane in uh in Viking Lane or Wildwood Road in Viking Lane. And it's uh what we would be hoping to do is is to basically build a seismically resilient facility um that will ensure that
012we've got a place to respond to, right? I mean, if if that building goes down, like I said, we're serving folks coming in from the central central valley and in a really bad event, they're going to be really focusing on that backbone in the central valley in Eugene, in an Albany, and that's going to take longer for folks to respond to the coast. So, we want to make sure we keep these folks uh here. We want to make sure that we keep the facility safe and we want to make sure that we keep the lights on for the community by making sure that we've got the crews a place where they can actually respond um and maintain the grid out of. So um Harley, did you want to talk a little bit more? >> So
013as Brad said uh it's a 10 10.10 10 uh acre uh partition that we're proposing to uh to partition from the 68 acre uh property that is the as that is u uh the elementary school parcel there. Um I'm going to uh pass out uh the offer packets that we have here. There's a lot of paper here, a lot of lot of uh legal ease. um rather than uh I want to respect your time uh so I won't go too deep into the all the details of it. I want to touch on the high points though. Um, so see >> there are sure things >> on the left side um of the packet there's an offer letter. Um on the second page says yeah is kind of the bottom line at the top. Um so
014uh Bonavville is uh offering uh $671,640 for uh the property and timber. Um and that was a a fair market value derived from independent third party appraisal um and uh derived from uh comparables along uh the central Oregon coast. Um and uh just to hit hit another high spot, uh we've allowed u we're we're allowing the board a good amount of time to consider the offer. Um so you can we can come to a decision. What we really want to do today is it's open a conversation about price and terms. Um of course if this is acceptable, we can we can move on to uh a partition. Um that is one thing that uh one one uh one uh uh term that is in the first page there that uh we're asking the the school
015board and the district to uh help us participate with the with Kous County and the petition process if we are able to come to an agreement. Um and uh just wanted um if you could go ahead and move along to this next slide. I think we've um um Bonavville pays for all the costs for deed preparation, for partition, for closing costs. We're we're going to cover all of that stuff. So, there's no outlay other than the, you know, working with the with the county uh with us. Uh there's no there's no direct outlay of funds for the c for the school district uh to to close this uh to close this transaction if we're come to an agreement. Then the next really like I said looking to open a conversation. We have kind of a
016formal process uh a formal act uh federal acquisition process. Um this packet is in the way it's put together is part of that process. Um every piece of paper there is it's there uh in a certain order uh that that conforms to the federal acquisition process. Um basically we're like I said we're just trying to open a line of communication talk about u terms and price and um hoping that really we're hope Bonavville's hoping that um we can you know as you guys have questions further you know other than what you might ask today Brad and I uh that we might funnel those through Tim and and and then any questions and conversation from Bonville funnel funnel basically funnel through me that way all of you get to hear all of the parts of the
017conversation and all of our team gets to hear what what you've said and and uh that's our that's our offer for this evening and um would like to open it up to questions for Brad and I. >> Yeah. if there's any anything that we said that I mean you want to know about at least Bonavville who we are what it is that we're we're we're looking to do with the new property if we were to be successful and actually come into terms um anything along those lines we're happy to help you >> I I um this is just going to be like office buildings is that correct or is there an actual there's not like an actual like power structure there >> no so that that's a really good point thank you for asking game.
018So, yeah, these crews, there's not a substation. There's no overhead energy lines at all. These are the crews that are basically it's basically the office for them to come into and actually power up their their laptops, get their work assignments, and then we also have the the storage uh vehicle storage facility where they gather their trucks and then go out and they do their work along the lines to the north, to the south, and then inland a bit in the Koku River. So, >> point. Yeah, it it it we call it a maintenance headquarters because that's where we scrum to create the the actual maintenance response on the lines and the substations in the community. So, yeah, really good question. >> Plan on doing with the old one or >> Yeah, the the plan for
019the old one would be to actually demolish that then return that to sale as well. So, >> return it to what? >> We're going to sell Sell it. We're not going to keep it up for sale. >> Yeah, it's a it's a replacement in kind is what we would say. We're not interested in holding on to things long term if we don't need it for business reasons. >> It's just not big enough for you to like demolish it and just use the same structure. >> No. Unfortunately, we'd have to move that whole operation over to Eugene or Albany and then respond to the coast from there for about three years to build on that site. So >> when Brad came to me about this, we we've talked about how much acreage would be needed and
020this is the minimum amount of acreage that that would be sufficient for that. So we don't want to create excess burden on the community. >> How many years have you had the curtain one? >> We've been there since 78. Yeah. So it's been about almost 50 years, close to 50 years. Uh and it's 6.7 acres. So it's a little bit smaller than what we have. From what we found, I mean, obviously over the years, the trucks have gotten larger to respond to, you know, the high voltage energy lines that they maintain. So, with the trucks getting bigger, we need a little bit more land than we have on that for just the storage of those trucks so that they can get in safely and then take everything out safely. >> Are are we able to
021get a copy of the appraisal you use for the fair market value? >> Yeah, I will ask about that. Generally, we don't provide that, but I will uh I will ask if we can share that. Sometimes we do. >> Okay. And and did it also did that take into account, you know, any um you know negative effects to the remaining property that it you know by removing this parcel from you know this parcel from our law. Um did that >> that that was that was addressed in the appraisal and um the kind of some if I might summarize a little bit of the appraisal results um the the the basically the eastern half of the parcel was considered I I won't say considered excess but but ancillary to the fac to the uh elementary facility
022and so they looked at it from a standpoint of it's currently probably not being used in for for uh construction or and it would be there'd be a lot of costs in building another building there. So um they're they're looking at it basically as um raw uh industrial light industrial land. >> Return back to the picture of the of the parcel. That's a good point. I mean it's a really good point. the the wetlands. We were talking ahead of time, the wetlands kind of come through on that southern southeastern corner of the the property. So, that's where we were just looking like where could you actually if if we were to make use of it if we were lucky enough to be able to purchase. Um, we didn't want to to create roads, you know,
023deep into your your parcel. We wanted to be, you know, accessing Viking Lane and and providing you an opportunity to still, you know, access the wetlands, the the other wooded areas that you have on the property. Uh, and that we thought was was going to be the least impactful for both for the school and for the houses back, you know, in the community next to it. >> Mr. Nichols, does that impact the trails that you have for your students? Do >> you mind if I stand up? Um, no. Theoretically, not as long as that dotted line is on the east side of the main trail that that's right there that because our trail kind of I I had my own map. Um, the trail system goes kind of around the edge of the forest. So,
024you can start on Viking Lane on the east side and come out by the fire station here. And so, that part there, I've been through that part. We don't have a lot of any, you know, there's maybe there's a potential future trail. There's a road that kind of goes on this south section of that part of it. There's a seasonal creek that'll flow about mid mid of mid of your f 10 acres there. It's middle, but it's se it is a seasonal creek and a couple small. Overall, no. I I mean, leaves a lot intact. Um, the only thing I'm really worried about there is a cedar tree out there that's very old and amazing. And I tried to follow the flagging, but I couldn't quite get when they flagged a couple years ago. But
025um >> but no, I I do believe that the trail should be on this this side of that line. So, and may I ask a question? >> Sure. >> When are you will you be using the whole like pushing out like like say will the whole 10 acres be obliterated or would you need a buffer? >> That's a good question. So, there would be a buffer is what we would definitely do for definitely on the east side and the on on the north side. We try to we try to limit as much disturbance as we can for starters. Sometimes you need to for storm water management purposes and that's going to be important for us because you know we're not just mandated but we always seek to retain 100% of our storm water on site
026and and make sure that we're treating that for quality and there's nothing coming off our site into the the local area. >> That might work because your south dotted line there so where that cedar tree is. >> Yeah. There's some creeks right down there. There are it's it's well the water table is right there. I can have kids go out and bounce up and down and you can hear the water slloshing. It's got like this much of you know detritus built up over the years. Yeah. So so that would be pure that's it's got to be zone swamp anyway. Part of that you can see maju. So that would be >> pretty weird to build on but yeah the the northern part is much much drier than southern part of that part. >> Yeah that's
027what we see. That's why if if the total buildable area that we seek you know typically is is about seven acres. So with that additional space, we figured there's going to be buffer on the edges on the south and on the east side. >> Yeah, that was my concern. Yeah, I do think the trail is outside if there was a buffer even trail give you good neighbors. >> Great question. the that corner is where there's a little the the south the south side up here and then the east side was the uh the community there the uh the housing >> and that east side the furthest tree the right of the screen that's where you said there'd be a considerable buffer because of those homes >> there is in the the actual plot it it
028keeps actually trees right along the road there too anyway that would not be included in the partition >> which road Viking or Sandp Point >> Sanpoint yeah >> well right on Viking there's The mailboxes, would those need to be moved? >> No, we we were just taking a look at that. We looked at those and we said, "Huh, those look like they would be." But when we look at the the actual partition, they would not. Yeah, >> good question. >> So about three acres potentially of buffer around the building. >> Well, the the total buildable area that we look for is is seven is what we we seek for. We definitely be we don't want to disturb anything that we don't need to. >> Okay. But we're going to have to do some stuff to
029because of the storm water management requirements. So if if we disturb it, we have to basically provide more retention swailes and such. So if we don't disturb it, you don't need to. >> Okay. >> Um you messed about a little bit. >> Um another thought it if this is constructed here about how long would construction be guested guess or guesstimated to be and what time of the year would you do that? I wish we could could build when when it was dry if it's ever dry. But it Yeah. >> Well, avoid the spring, but otherwise it's never really dry. Spring is the worst. >> Typically, typically it's around we see two years worth of construction time. We try to bring that less because it it's actually >> the more time you construct, the more expensive
030it is. So, the less time you construct, the the more manageable the cost. >> Okay. So, >> up to two years. >> Um I'm thinking of like daytoday like >> the disruption. Yeah, like I have two kids to go that go to North Bay. Yeah. And you know it's already can be very congested in there because a lot of kids come from North Bend and drive all the way out there. >> Everybody's busing in >> and so what do you expect? Is that is biking lane coming in from like off 101 Wildwood biking lane? Is that the only way to get there? Right. >> Right. >> Yes. Yes. >> So how chaotic could that be? and what could we do to make sure that you know because and some parents go from that school to
031the middle school or the high school to go pick up other kids and you know what can we expect so we can help our parents out >> that that's a very good question. I think, you know, if we were to get in that situation, we would talk specifics, but generally right now, what I can say is >> we're, you know, the the busiest time is going to be when we're doing the civil work on site. That's when you have the most trucks that come in. And we would have to work with with you to find because that's your road. So, we would need first and foremost to find out what's going to work and what times that we're going to be able to bring things in. We would try to do that more than likely
032earlier before school before and we would absolutely avoid those periods when there's drop off and pickup. We would have to like that's just >> by by virtue of being a a good neighbor and wanting to do things safely. Um when it comes to what we do so that we're limiting truck traffic, we we've had a lot of success and thing has had a lot of success specifically doing as much off-site manufacturing as we can so that we don't have all those constant truck travels. We like to to build elsewhere and assemble on site so it reduces the amount of time >> we're on there. So >> that sounds great. >> You point out that that's that's our road. We actually own that road in line. Correct. >> Um in terms of the wear and tear
033on the roadway during construction and afterwards. Um is there some type of proposal to share the cost of maintenance? >> I think we were going to talk about that with Mr. proprietor, you know, and kind of just learn about what what that looks like for for folks. But, um, I think we can talk a little bit closer than that, >> but it seems like it would be reasonable since it is your road and if we're looking to use it, you know, that there's a way that we can kind of work through those things. >> Yeah, especially what we try to do a during and after construction is to is to so during the construction period, sometimes you with heavy traffic, you're going to have some damage. I've worked on a lot of transmission projects. What
034we try to do is put it back the way we found it >> or better. >> Okay. >> Yeah. As part of that construction activity so that you're basically getting that reset, right? >> Yes. >> And I was going to say you guys are going to be questions are going to come to you when you're at home, you're cooking your dinner. So definitely feel free to, you know, send anything our way. We're happy to answer any questions you My my card is in the packet there at the at the on the right hand side of the pack or of the folder. Um feel free to call or write. I'm a big email guy. So um and besides that I I it's much easier to get all the right words uh correct rather than paraphrasing. So
035um >> well I appreciate it. Appreciate >> Thanks. and you looking forward to staying, you know, keeping a secure facility in your area and just, you know, keeping more eyes on the community and on the road for you. So, looking forward to the conversation. >> Ju just kind of another question is it do you have an educational department within Bonville Power? Like I'm just wondering during that construction phase, is there anything that you could provide to the school that they educationally? >> Yeah, educationally, I'm sure that we could What I would say is there's there's I think there's always ways that we can we can find ways to kind of weave in some of the story, you know, both of either the construction arts that we're doing or the, you know, the technology that they're
036supporting or the Northwest, you know, regional waterways that we're managing. We always have an opportunity to bring folks in and talk obviously outside of this, but just to be a partner any educate for the children. >> That's a really good point. >> Great. >> Yeah. I think we I'll make note of that. I I have just the person in mind, our environmental person for the our environmental lead for the project. >> Amazing. >> So, >> that'd be great. That'd be great. We have We have an environmental lead over here. >> Well, appreciate your time. >> Thank you. >> All right. Next item on agenda number seven, policy JFC review and discussion. And that is >> but I believe that's in the cell. >> Does anyone have a policy? >> Wanted to be involved in this
037issue here. Um um we we spoke to Shane. Um Shane has been in communication with all of his staff and and I know that we sent some emails out. He had he had a stand up meeting at the end of the day. So >> um I know they were all invited, right? And um and and we do have a staff member present from the high school and who's very excited to be here. I can see and then Shane um but did Tracy want to join us? or I'm sure she gave in but Tracy had to leave for employment so >> okay but she has contributed to >> Oh um excited about >> so the personal electronic device policy um as we started to discuss at the last board meeting um and and received some input
038from the board and and it kind of refocused us on some of the other discussions we had had and some pieces we knew were missing, right? So that this needed to be readressed. So we had a discussion in our last DLT or district leadership team meeting and I know Shane's reached out and spoke to multiple people. Shane, do you want to do you want to talk about the policy at all and kind of >> where you've been so far and and how things are going at the high school? >> Sure, Christina. >> Um, so the way we have started out the year um on this policy, we were not we we've enforced uh the policy during class periods. Um so from the opening bell, the class period to the end of the U bell, that's
039what was communicated out to the community ahead of time. I think it's a credit to that communication that went out ahead of time that we've had so few issues with cell phones this year. 640 students on campus any given day and we're averaging one some days two cell phones a day that are being confiscated for being out in class and the teachers are consistently uh applying that policy. Um and to my recollection uh we've had no repeat offenders. So understanding we're serious about it is keeping some of those cell phones put away because they understand they're going to lose it for the rest of the day. Um so that being said um the conversation did have to happen because to be in better compliance with the governor's executive order passing periods do count. They're specifically
040stated um on the governor's executive order. I wish they weren't quite frankly because our kids have been so great working with us on this policy. I hate to create a conflict where right now there isn't one. Um, but that being said, we're going to be in full compliance with the policy. We have to look at that. There was some there was some discussion about, you know, well, says during instructional hours. Well, passing periods, we don't count instructional hours. So, we submit our instructional hours to OD. So, do those count? But this specifically states in the governor's order passing time. And so that's why um with the DT we agreed absolutely it needs to to be listed as passing time. Um how well we're able to enforce that passing period, we're going to do the best
041we can, but my teachers need that time in between classes to do what they need to do to to prep for that transition time. I cannot have my teachers constantly in the hallways monitoring all our hallways and outside areas to see who's on their cell phone. So, um, how well we're able to enforce passing period is going to look a lot different from how well we've been able to enforce the class time and that's just the reality of logistics of our campus. >> Well, the reality is as long as it's, you know, a big problem, >> right? It's not creating issues. >> Exactly. I'm >> And if there's a problem, I'm sure you'll lose something. >> Yeah. If it's an issue, if we've got a group of people over, you know, all huddled around the
042phone during a passing period, not getting where they need to go, that's going to be what we, you know, get after. You know, if somebody's listening their earbuds and just walking down the hallway getting to the next class and it's all put away before class starts again, that's >> Yeah. >> form over substance. >> Yeah. >> It says second instance, uh, the staff will take the phone and it'll be in the office all day. So, how is a teacher going to take a phone? They have to go up there during breaks and turn them into the office. >> So, different teachers have handled that different ways. I'll let Miss Gman um comment on this a little bit too, how she's done it. We've had some teachers um what what happens most of the time is
043they call the office and we send somebody to pick up the phone. >> That way, >> students or staff? >> What's that? >> Are you sending students or staff? typically uh staff study >> I just worry about a cell phone getting broken because then we're like we look at liability that they >> and that has been a discussion with some staff members like they're not comfortable necessarily taking the phone because what if something happens and I've instructed all the staff not to get into a tug-of-war match with a phone because if something goes flying and it's broken so if the student doesn't hand over the phone they're supposed to call the office say hey I've got we have had an issue of that the students being defiant I've asked them to turn over the phone,
044they haven't. And then usually Tracy or I uh head down to that classroom and say, "Come with me." Because now it's not just a cell phone issue, it's a defiance issue. And we're dealing with that way. Christina, do you want to chime in? >> Yeah, that's pretty much all of what happens. My department has paper bags, so we have the students turn off their phones, so they exit out of everything. We put it in the paper bag, staple it shut, write their name on it, so we make sure it gets back to them. I confiscated a phone in sixth period because a student had it out. There's a Google form that the admin had provided where we fill it out and it emails them and they come get it. I got flustered and couldn't find
045the form. So, I just called our wonderful secretary Tanya and she came and got the phone. And we asked for this policy several years ago because if it's sitting on our desk, then it is a liability issue. If a student takes the phone, we had to supervise the phone, make sure a student doesn't take it, make sure it doesn't get broken. But when they take it to the office and put it in the vault, then it's it's secure. >> And >> we Yeah, we that's where we keep our paper clips and our red pens. They're very secure. >> But it's been working really well. It's been really nice. The kids are actually talking to each other if they get done early. Kids are reading books. I had to take a book away from a kid
046to help out. This is this is good. I would like I take these problems any day. >> Totally. >> We've we've heard positive feedback from some students as well. >> Okay. >> Students are noticing a better vibe in just in the hallways because >> they're talking in the classroom. Those conversations don't stop just because the bell rings. So during passing period, there's conversations going on not just immediately, well, what did you do? They're because they're in the middle of a of a verbal conversation. So, we've had some students who have said this is this is a good thing and the comments from staff so far has been overwhelmingly positive. >> Feedback. What does that look like? >> Mixed. >> So, for for the most part, um parents have have been supportive of of the measure,
047especially when we're able to explain like look, this was the governor's order. We're we're we're just being in compliance. Parents have we should have done this years ago. We've had some parents who hate it. Okay. Um, fortunately we had, you know, a parent who showed up yesterday uh to just pick up their kid because they were not going to have their kid without their cell phone that day. >> Oh no. >> Um, and so it's mixed. Um, you know, and so yeah, Christina, >> she survived that. >> We had a thing today in my class where one of my students said, "My dad is calling me. Can I step out in the hall and take this?" And I said, "Yes." and he walked all the way to the hall, went out, got the phone out,
048he was back in in 30 seconds and said, "There's a pass coming from the office." And I'm like, "Yes, >> that was very reasonable." >> And if I was in a meeting with Shane and I had something like that happened, he would expect me to say, "So, we're modeling what they should be doing with their future bosses." >> So important. >> How many students do you think have exceptions in the school to be allowed to keep their phones and use them? less than 10. I mean, >> and will all staff be aware of it? >> Uh, if if it's if it's if there's an exception, it's in their IEP or some sort of accommodation. And any student that has any any staff member that has any students with accommodations in their classes, that is available
049on our student information system, there's a flag and they can see those accommodations. >> So, what if that student's in the hallway or the cafeteria and somebody says you're not supposed to be entered? That's why we're going to be very we're going to enforce it the best we can as long as it's not creating an issue or a distraction during the passing period or just as as a rule for just about everybody. We're not going to that that's going to be the way we enforce that during the cafeteria in the hallway. The cafeteria, you know, like states in the policy recognition of an open campus, we are going to let the students use their devices during lunch even if they're on campus. Well, we don't want to create a situation where our free and reduced
050lunch, well, free lunch here, um, is one of the only meals students getting a day, but they're skipping that because they're so worried about being on their cell phones during lunch that we push them off campus so that they can be on their cell phone. >> Um, and again, they're not creating an issue that they haven't been fighting us on the instruction time. We haven't had any issues this year as far as anything any conflict being uh taking place on the cell phones making their way into the classrooms. We have not had that yet this year. >> Um I know it's still very early in the year, but compared to last year, do you think that the the cell phone incidents per day have gone down so compared to last year thus far? You know,
051I couldn't necessarily speak that because I wasn't here last year, but perhaps Christine, >> it's inspiring us to be better teachers because sometimes when it's 3:00 and school's out in 10 minutes and I see a kid sneak it out and slap in the back of the classroom, I would look the other way because I would go, I don't have the energy to fight that battle. >> And now I have to fight that. I have to do it. It's inspiring me to be better. And I think it's making my classroom better. We're learning up until bell better. I I think that that's good. And we did have uh we were last year we started off very strong in the beginning of the school year, but as we got to the spring and we got tired, we
052started Yeah. picking our battles. And so I'm also very glad that we get to blame the governor. >> That's where the buck stops and we can say, "Well, register to vote. If you don't like this, call the governor." >> Yeah. And so that means it's not Shane's fault. It's not him's fault. It's it's about about out of our hands. And I tell them, I can get disciplined if I don't follow this rule. Right. >> Which is true. >> And I I you know, I would rather voluntarily be doing the right thing. But I guess in this case being made to do the right thing is okay. >> Yeah. >> Well, and you experienced some of those previous iterations of our attempts to do this and always kind of fell apart with that inconsistent practices. This
053makes it or night. They say nice. >> Yes. And I am occasionally distracted, but as soon as I notice, I I totally whine. And it's also helping with the increased class sizes this year because >> I can if I wasn't if this wasn't for at the front of my mind, I wouldn't be embarrassing as consistently as I have. And I'm happy with the results. >> Is that are cell phones a big part of bullying like in the high school especially? Has there been is that improved or because they're still using it maybe in passing periods in lunch? How much of an effect is this having on you know maybe cell phones and bullying? I think it's giving them a respit. I think it's still happening but it's not happen. They at least you're not having
054access to the school hours. I remember a couple times when something big was like it's blowing up G. I can't get off my phone. And I'm like you are my TA. This is your job that I'm going to the bathroom and like the nude. That isn't how it works. But we are not I don't know if Shane you you've seen more of it than you, but I have I've I've have a lot of kids that seem to be enjoying. >> Yeah, we have not had a reported instance yet of cyber bullying you or something like that taking place on campus. I think as far as just, you know, that that time in class, it's a cool down period, right? Somebody may have said something that instead of being able to fire right back, >> Yeah.
055There's that cool down period, you know, where I've got 50 minutes to waste just finding something to text somebody for just because they're bored or something. >> Yeah. And and heaven forbid somebody gets a text during passing period and they actually talk about it real quick in class because their phones can't be out and wow, it gets diffused because oh, this was just a misunderstanding, >> right? How long is passing the period? Is it I've never >> typically uh four minutes. haven't been in the office this year, but I would highly recommend that the sign come down if it's still there that says cell phone freezing because it was confusing to me last year when I saw it since our campus was supposed to be that it just happened in the office. >> I have
056not noticed that. >> It might it might be gone. May have only been there last year, but it was when you're sitting at the desk, it was on the wall right there. >> No, we took those three years ago. I still have my balloon taxonomy poster that I got about 11 years ago. I'm not really sure why. I think one of the things that helped too is we uh we had regular announcements the first week and a half of school reminding students of the policy reminding students that it was a teacher's obligation to take it if it was caught in class and so I think that >> helped diffuse like okay my you know pitting students against teachers and more of a hey because we said you know >> due to the executive order resigned
057by the governor you know this is what we have >> then it was coming from you and it was the unified message so It wasn't only the the mean teachers and the everybody. >> Yes. >> Have we ever tried doing something positive like you know all the kids that don't get their phone taken away this year go in a raffle at the end of the year for like some swag or something? Like why not reward? >> Yeah. They do like perfect attendance awards. What if it's like no no cell phone violation or something? I don't know. It can be kind of silly, but >> you can make it a little thing. >> No. And I I I wouldn't even hesitate maybe here in a week or so if we continue just to just to surprise
058the kids with something and say, "Hey, you guys have been great with the cell phones. >> Here's a little treat. Here's something we're going to do, >> you know, >> and just everybody, you know, because in general, they are doing such a great job. >> They love hour lunches. >> We announced an hour lunch schedule. That is like the biggest >> Wow. So a million >> and really it's another 25 minutes. And so it's only about four minutes per class that we that we shave off to do that. So >> we had an AD do that one time for if they got enough students at a football game. I think that it should totally be across all sports if we do that, not just football. >> Sure. >> Okay. Well, one one of the things
059we added, so from the policy that was at the last board meeting to this one, which we would be considering and any changes we make to this um this would be our first reading with our hope to bring it to the next board meeting as our second to implement it as full policy. But we added um up in the second line there at the top um including passing periods just to be explicitly clear about. And um we also had tal Shane had talked with us about how and and when that would be implemented because right now there is some of that happening. Would you like to speak to that? >> As far as the >> timeline for Yeah. So the timeline is January 1st. Um we're going to be sending out some communication ahead of
060time. We don't want to just surprise everybody during passing periods. We're going to give about a week or two. will send out the same type of communication, something along the lines of, you know, in order to put ourselves in more compliance with the governor's executive order effective this day, um the cell phone policy will include passing periods. Um and >> so they'll hear it a bunch of times. Yeah. Kind of know it's coming. Yeah. >> Yeah. So give families an opportunity for that. Um, again, it's I have mixed feelings about it because some families have have have supported them not having it during class because if there's something important, well, I can my kid can text me back during the passing period. >> So, I think when some parents hear that, there may be some
061push back from some who've been supportive to this point, but >> we'll just have to put that out. >> They could like maybe come into the office if they need to touch. >> Absolutely. So is there a way like if they just walk in there and then they can do that without >> they just walk in it's either the office or student services and just say hey I need to send a quick text >> they can do that >> they're going to be fine >> and some of you are aware of those things called yonder pouches different things like that and Shane you want to talk a little bit about that >> so yonder pouches are basically a a bag that magnetically locks um there's a magnetic lock um and then you're also provided uh
062another magnet etic device that unlocks the bag at the end of the day or when the student is able to have that. Um, some districts swear by, some districts say, "We did it. Now we're only using 10 of them because we're just worried about our repeat offenders." Um, unfortunately, Yonder, in order to get a contract with them, because I looked at doing this in my last school, previous school last year, um, it's an all or nothing deal. They won't just give us 20 for our repeat offenders. It's all or nothing. >> Um the downside of that is is making sure we got enough of those unlocking devices spread throughout the school or the end of the school day is just a nightmare too much >> and a race to see who can >> is that
063something similar like Walmart when they put it in a box and you have to take to the restroom they unlock the box to give you the thing magnet >> and then you put the magnet unlock it but is that similar to how that works? Another thing staff would need to do that they don't have. >> I'm like trying to imagine what this look I'm trying to make sure I understand what this device is. >> It's like a little purse. >> Yeah. >> That just that's closed and then at the end of the day they'd have to go to a teacher staff member that has the magic block. >> Yeah. And that that's the other issue. >> Could be like a last resort thing like if it gets really out of control. >> It has to
064be all or nothing. No, I mean like this is something we can keep in mind if if >> things spiral out of control, then we can say let's talk about Y value. It doesn't sound like we're having that bad right now. >> I I would say the >> the the amount of cost that would be to to the district to purchase those >> to remedy what right now is such a few so few students is just I I >> I wouldn't mess with Christ. Um, personally and from a safety standpoint, I don't know if the younger bags would be a good solution because you guys remember that day we had a tsunami warning >> and we had to go up the hill and we got that because it came across all of our cell phones
065>> and I aired on the side of safety and as soon as the phones went out, I had the kids out and they were texting on their phones as we climbed the hill and letting their parents know that we were evacuating. >> And I very much hope that days like that are few and far between, but in the event that there's an actual e like that like a true lock down something like that. I would I think the kids should have their phones and I really don't want to have to be thinking about unlocking the kids phones if we're evacuating or covering in place or something, right? >> I think today offered actually a pretty good example. If you haven't heard, we went to a secure campus for lunch today and of course the cell
066phone started going off when parents were getting that message. the ability to contact their child and have the kids say, "Hey, it's all good. I'm just eating lunch on campus. Did someone feed the fe the fire?" Sometimes, but for the most part, it I think a lot of parents are able to say, "Okay, I just contacted my student. They're eating lunch with their friends in the cafeteria. This situation is is is good." And so with the yonder pouches, that would not have been possible. Um, and there's also plenty of YouTube videos for the kids to access about how to bypass the yonder all that's already up. >> So, >> okay. >> So, again, cost versus such a small percentage of our students who are creating an issue. >> Yeah. >> All right. >> We had
067so we so we added the passing period. On the next line, we changed um where it says um see individual schools may adopt more stricter cell phone rule. That that was there, but we changed it had said rules and policies and we're changing that second policies word there to rule as well just because this is the policy. >> Sometimes it gets confusing using that word multiple ways. So it says it says rules and practices as long as the it will say rules or practices comply with state and federal executive orders. Um and that gives that gives some clarity around like middle school and elementary have some instructor wills so that because it's just easier there. Um that's the way it is. >> Middle school is often in in their locker or backpack. >> Yeah. >>
068If I remember right >> and I think elementary schools just know that. >> Yeah. >> Uh no we heard a teacher say they had to take away an iPhone from a kindergartener. >> It's the same concept. They're just off and away. >> Off and away like middle like middle school. Okay. And there and there's other interventions we could put in place if if it does become an issue in some classrooms. You know, some teachers said, "Well, if it becomes an issue, could we get one of these lockers they put up at the front of our room where it's just got a slot and students have to put their cell phones there as they come into the class?" And that I think they're $80 each and >> so again. >> Wow. Oh, yeah. >> Yeah. But
069but do all teachers want that? No. Do all do the teachers feel like it's needed right now? No. But there's some other interventions we could try that are much more coste effective and and uh you know and and don't present some of the same challenges like Christina just pointed out. I subbed in a classroom where the teacher made them put it all in their the holder inside the class and one of the kids grabbed his friend's phone as a joke >> and the kid saw that his phone wasn't in the study and freaked out and I had to keep the class back until the culprit fed up and extra thing and the kid was screaming at me, you're liable. That was a $900 phone and I'm like oh boy. >> Yeah, that's tough. That's what
070>> And in reality, they're just all set. They are really great kids. Like, I mean, you're just That's why you're seeing such a little problems. Really, really great. >> Yeah. >> Any other changes? Any other changes you want to make? Other final thoughts than I thought about delegation or settlement for >> uh the district has identified a potential misappropriation of state school funds dollars by the south coast ESD to other school districts in order to protect the district's interest and resolve this matter in a time an effective manner. It may be necessary to arrange a negotiations or a settlement discussion. Actually, as we found out, there's a mediation that is tenatively scheduled uh coming up in October. And for purposes of that mediation, uh the the idea is to provide some u not specific authority
071but uh authority to individuals Tim and possibly or someone else the board uh to uh ex to to authorize some of of the claim if we're able to get to a figure that is mutually to do that separate. So with that in mind, >> I move the board authorize will we motion for discussion? >> You can do the motion if >> I move that the board authorize acting superintendent Krider and Nathan Mcquinto to enter into negotiations and if necessary finalize sentiment settlement agreements on behalf of the district regarding the potential misappropriation of state school fund dollars by the South Coast DSD. >> Second. Any discussion? No discussion. All in favor? I >> any opposed carries seven. All right, back that out of the way. >> Okay, next item is consideration of action on the Jamie
072Morrison complaint. We met, we discussed it. Um, does anybody want to take any further action on that? >> I motion to take no action on the complaint and delegate David Mcccleintoch to communicate that with the complaintist. Second. >> Okay, we got a second. Any discussion? All for the question then. All in favor say I. >> Any oppose? Next we are at superintendent and vacancy. Um see now she um first item is to adopt the process and salary range. Um does anybody have a motion in that regard? Um I'll I'll motion to adopt a procedure of voting from within utilizing candidate qualities with experience and the previous superintendent search finalist criteria as a basis for both candidates. >> Any any further discussion? >> We both said it. Should we choose one? Okay. >> Apparently not. Um
073all in favor? Any oppos um about salary? >> We did. We can I can do a motion for proposed salary range. >> Yeah. >> Um I also move that we adopt a proposed salary range. >> Oh, should we do this later though or? >> Yeah, maybe I think let's >> Okay. Next, we're moving to a public hearing. Uh we open a pair public hearing uh concerning the interim uh superintendent appointment. Anyone here uh to offer any public comment concerning this matter? Apparently not. So, we're going to close public hearing. Um now, uh >> we're going to do the executive session. >> Yes. Now, we're going to move an executive assessment to discuss this matter. Uh, and we're going to be leaving going to the >> Well, we are back. We've returned from executive session and
074we're continuing with uh item number uh 11, superintendent vacancy. Uh we've had the open hearings or the open public public participation all spoke to session. How do you wish to proceed? >> I'll make a motion. Um I I move to appoint um Tim Crider as the interimm superintendent and I alo also authorize um board chair Nate Mcccleintoch to negotiate um interimm superintendent's contract with a proposed salary range um of 183,000 to 240,000 >> senator for an interim to go through the end of this calendar year. >> I'll second a motion a second. Any discussion? >> No discussion. We'll call for the question. All in favor say I. >> I. >> Any oppose? >> Carrots. And let's see. We have board comments. >> Welcome aboard. >> We're taking it and going for it. >> Appreciate it.
075>> Yeah. >> Thank you. >> Well, thank you for all your hard work. >> But nothing else. We are journey.