Chico Unified School District Special Board of Education Meeting 05/1/2024

001e e e good evening I will now call to order the special Board of Education meeting workshop for May 1st 2024 it is now 5:00 pm we are in Open Session and could I please have everybody stand for the flag salute I pledge allegiance to the flag of the United States of America and to the Republic for it stands one nation under God indivisible apologies for the light delay all righty uh we will move on to consent calendar um is there anybody who would like to pull an item from consent uh seeing none do we have a motion I'll move adoption of the consent calendar okay we have a motion by Mr Lando and a second by Miss Robinson um we are down one member so we will do a Voice vote um until or

002unless our our fifth member gets here this evening um we'll start it off with Mr tennis tennis I Dolby I Lando I Robinson I all right it passes 4 Z unanimously with one absent moving right along the big topic for this evening is our Workshop topic um it's informational alternative education housing and support at risk supporting at risk students uh so I'll go ahead and maybe call up are we with Pedro Mr C all right thank you do we uh have the the clicker all right thank you all right well thank you so much um I think that tonight uh we get the well we have an opportunity to be able to provide you some what I feel is amazing information of what we do to help our atrisk homeless and Foster students in our

003community I want to especially thank uh Rebecca conin and uh Tom Lando for being our fac facilitators uh for this uh board pres board Workshop also want to personally thank Jamie MC noflin behind me Mr Andrew Maul yeah right and then Chase chaler uh for being here tonight they'll be our speakers and be uh walking us through this workshop and so we have some goals here for you today the main goal is to understand the multi-tiered system of supports mtss you will be hearing this over and over for years to come because this is how we do business in Chico Unified School District we're going to also talk about the targeted supports that we have for uh homeless and Foster youth we'll give you a definition about mcken vento and Foster rights and responsibilities and

004then the homeless Foster youth Ian program coordinate position is going to be presented by Jamie along with that she's going to also cover what it means to be a targeted case manager and exactly what they do specifically in Chico Unified School District and last we will finish which I which I believe is going to be our home run hitter tonight is going to be Mr Chase chavalier who's going to be talking about our community schools and he's going to be actually giving us some very special news tonight so uh like I said I really look forward to tonight thank you good afternoon and anytime I stand in front of you I want to make sure I express my sincere gratitude for all of your supportive Alterna of Education family and to the members of our

005District administration um so with the the slide that you see in front of you what I really want to point out is the the last three words in that the bottom sentence there the communication the cohesion and collaboration because what we have going on with our multi-tiered systems of support at every site within their system they really have the needs of their specific site but within those tiered systems it looks very similar on every School site so between excuse me our DLC reps our mtss rep um our elementary EAC and sa all those groups are collaborating weekly and monthly to talk about the needs not only that they're from their sites but collectively as as a district what they're seeing that is working on their sites what they're seeing is not working what could be

006modified and worked on to where every student that is getting those different tiers of support wherever they wherever they move to in the district whether it's from elementary to secondary or even over to all Ed all those tier systems of support someh mirror each other so when the students move either if it's from one elementary site to another elementary site even the site specific needs might be different but those systems of support are pretty similar and students it'll look somewhat familiar to them and their families and so by the time a student does come over to alternative education we have a very good idea based on all the documentation within Aries or educ climber exactly what that student has been supported with so we can formulate a different plan and individualized plan for these students

007with the wonderful supports that we have on our campus and that next slide will kind of illustrate exactly what I'm talking about while it does look similar on every site it is altogether different based on those different needs so admin alternative education is really again like I said all the support we receive the categorical funding that that we receive is really focusing on every single student and while I used to think that hey we're at tier three all the way around because we do work with every single student we still have a tiered system of supports with an understanding of where our students are coming from so any questions yes thank you and this just popped into my head um how long do most kids stay with the designation of foster homeless are are we

008are we tracking how long they are designated um well I could speak for when students come to alternative education if they don't already have that designation uh they're identified very quickly and it from my understanding it pretty much stays with them until graduation and through graduation does that make sense dep add okay yeah Jamie will be able to cover that in a little bit more detail she's going to say more about that yeah because um okay I'll I'll write myself a note so I still remember my second question when it get there thank thank you all right thank you hi my name is Jamie mcclin and I'm the district Foster and homeless liaison and program coordinator thank you very much for having me today it's been a while since I've been to a board meeting

009so have a good night when I leave and you're still here I wish it's short afterwards thank you to um everybody else who is here I'm going to go over definitions and I'll answer your question question um that you asked Andrew as well so the first definition I'm going to go over is the mckin vinto definition so in our program we try to use words like mckin vento or a level of homelessness and try instead of using the words homeless with our um students and families when we're talking about different supports in place so in order for a student to qualify as mckin vento it's students who are living in a shelter in Chico we have four shelters that house um our families that have children um and we are very fortunate because up and

010down the state of California um there aren't a lot of cities who have this many supports that house our H families that are homeless with children um and some of them are shortterm and some of them are long-term up to one year and with the addition of the Jesus Center Renewal Center um they've increase the supports for an additional 20 families for us and then the Esplanade house is also increasing their capacity to house families who are homeless with Children and lowincome Families as well who transition out of their program in addition addition to those we have um the Aurora North house who is through the tourist shelter and um it's more of a short-term um capacity for them and we also have the um uh program through um Salvation Army who also helps supports

011our women who are um struggling with substance abuse and then once they complete their program they get to bring their children into the housing environment all four of those environments I work closely with them and their case managers to make sure that the programs that they're providing and the pro education we provide are seamless um and I'll go over some of the supports that we provide in a later slide in addition to the shelter environments if we have families that live in a motel or hotel in our in our community they also qualify for mckin vento um we do have every once in a while um and we try to get them into a shelter environment we have families that have live in either a vehicle or in a tent um or on the street

012um and then not so much an abandoned building but every once in a while if we have an abandoned house we'll have kids or a family that'll take take over and then the last uh capacity to build for um our definition for homeless is our students who are doubled up um they they're a little bit lower on the needs because they do have housing that's a little can be a little bit more stable for some of our families and in order to be doubled up and be considered mckin vento it it's not by choice it's the definition says that they're they're doubled up because they a cannot find housing or be afford housing in our area um and so if they do it by choice and they could live independent ly and not be homeless

013then we don't consider those families mckin vento they're not at the same risk factor another level of support is sometimes we have um and it is very few but families who might live in in accommodations that are not appropriate to live in and that could be if they have um a place that doesn't have electricity running water or workable toilet then those places would also be um and then also in the definition you have to have has to meet also the um emotional social but also physical and psycholog iCal needs of the students to support the education Factor so every once in a while we'll get a family who that doesn't make the needs of the student and we might classify them if they need additional support um you asked about how long um so

014how long students stay mckin VTO so every year we take an assessment of each individual's family they do data confirmation or they fill out a housing questionnaire um and they give us that information and so if their um living circumstances have not changed then then they're saying that they're still in the same circumstance so then their mcken VTO status will be for the following year we work closely with our targeted case managers to identify those families who gain permanent housing and their re their levels of supports drop at the end of that year so for mckin vento ACT we continue to provide services as long as they maintain mckin vento status for the duration of that school year that they gain permanent housing in our area and up Andross the state of California to get

015out of a Mento situation can take anywhere from 5 to 10 years um especially post campfire we're seeing that some families are in a mckin vinto um situation for a longer period of time we do have um we got a few grants that we built some more um low-income housings which we exited quite a few families from and then there's another um apartment complex that will be ex they will be building as well that we're hoping um that will exit some more families so the our community does re recognize that housing um is is a crisis situation in our area and they're bringing in funding and support to house more students uh and families that are experiencing a level of homelessness Jamie um do you have any um clients that are with the chat no

016if they're in a chat program that's not considered mckin vinto because that that is more longterm and um and they there that's an adequate and it's in a fixed situation for them so um mckin Vino is more something that's not not adequate not fixed that means at any moment there tion can change um so whether it's that they lose their housing due to not completing program requirements and they're exited from a program or if they're doubled up and sometimes overcrowding those family situations become volatile and another family has to leave in chat programs it's usually one family per per um house um and they have the the room and place per HUD that doesn't go over into overcrowding um every blue moon we'll get a chat situation where the living conditions aren't conducive it's more

017with the people that live in the house that's making that way so we work with our targeted case managers and their targeted case managers to help support that family to improve their living conditions in the home would you um say that that the targeted case managers play the largest role in identifying the mckin vento eligible students yeah because you mentioned filling out forms so there are different ways of identification for mcken vinto thank you foring asking that question so one of the ways is the parents can identify their mckin vento status themselves another way is a teacher U maybe the student or the parent let the teacher know of their living situation and then they'll let their targeted case manager know and then they'll complete the proper paperwork and and identification um also we've increased

018and we'll all go over data in another slide um our identification through training so I train not only our targeted case managers by training our our admin teams our school counselors our transportation department our special educ education coordinators our registers and our office managers on mckin vento and the definition so because of the increase in training and what it means we've been able to better identify our students who meet the criteria um really quick just so that I understand a little bit better yeah there's a lot of information very fast so uh just to break it down um when a um when a a family's situation U moves from uh a student qualified fing for mckin vento to um a more permanent housing situation in the mid middle of the school year did you say

019were you saying or did I understand right that we provide services still to those students through the end of the school year yeah and that's that's for the law and also um looking at data of students and families who experience chronic homelessness um sometimes they might gain permanent housing but that could be a temporary situation and they're back in in a um house a homeless uh or a mckin situation so we try to carry those supports for the remainder of the school year year so that their Gap in supports don't end and then we reassess the the beginning of next year so if they do lose those housing over the summer we're asking them the same questions the next year just in case and is this it's just students that are enrolled in Chico Unified

020School District students um no this law is for all schools including Charter Schools but I only oversee the Chico Unified Schools that's what I meant um because the tied to that question was just at what age at what's the lower limit of age that we are aware of students are living unhoused um so I part of my role as the district liaison um they added uh a new law for 0 to five identification and supports and so I go all the way down to zero um newborns and so I work with case managers who help identify those especially if they live in the es house or an aurora house to provide those pre primer um benefits we have a few programs in our community like Help Me Grow Wick um and um other things that

021do home visits for them because because we're doing home visits for ours as well um so we make sure that they're connected to get those supports and we also make sure that they're connected to preschool once they're um eligible for preschool by age so that way they're in school as soon as possible um so by law they changed it to 0o to five and so I work with our community our targeted case managers to help identify those Z to five who aren't currently in school thank you me again okay um am am I just missing foster kids that's the next one oh okay I'll I'll ask the question for all of them and when I get there okay the next definition um has to do with foster care so the state of California um used

022the welfare and um institution and child care um laws to identify students who are in foster care so for students in foster care have to have either a voluntary or a courta appointed open um case with child protective services or the Juvenile Justice um Council so in in order for a student to be considered Foster they have an open case they have a social worker or probation officer sometimes there's some misconception about the word Foster especially um cross Linguistics and other cultures and so sometimes they identify same in enrollment um that they're a Foster and then we I have to look them up or check with the county to make sure that they're Foster or if that's just a misunderstanding in language um by the way um that they're reading the word foster care um

023and Foster Care is a little bit different than mck even vento um in the fact that once their case closes um then at that time we check in families to see if they want services to drop at that time or at the end of the school year so we kind of because some get adopted and they want their case closed they want to they don't want to be checked in with as often and we want to respect that as well um the Foster definition also there's a misconceptions that um foster kids live with uh Foster families Foster kiddos can also be living with their biological uh families um and that's could be um through a um family reunification or Family Maintenance and in our community I work with not only our um child welfare social

024workers I also work with our agency social workers as well to bridge the gap in communication for school supports and also to make sure that the seamless when it comes to school enrollment or a transfer of schools so that way they're getting their school of origin and um and now like for example today I've had like four social worker phone calls you know so they know by name and they reach out when they need help support when it comes to a school situation or they want clarification to help with supports for their students on their case load me again um what's what's the upper age limit for mckin Vendo Services uh in Chico Unified or in the state I'm only interested in Chico Unified am I not love CH unified is until they graduate high

025school so there is it's not an age requirement some people think that once they turn 18 they're no longer mcken vento the definition for mcken vento is while they're still at school so sometimes we have um mck mckin vento students who are living independently on their own without um the care of another adult and so they can be classified as mckin vento with those students It's All Case by case as well we'll check in with them but depending on their level of need sometimes we have kids that are independent and don't need a lot of support and sometimes they're not um maybe I'm anticipating your next question there is a new Foster um mentorship program um that we we kind of piloted in our area and so we do have some Foster youth that are

026the ages 16 to um 19 who are enrolled in our school district that live in what's called Mentor homes these are homes that don't have a foster parent in the home they just have an adult but their parent is their social worker so that adult is not in charge of getting them to school making sure they go to school making sure they have their homework that's a social workers job and so it's just a housing making sure that they're safe and in the in the in the home and so we pilot that program this year and um depending on budget and the governor's uh budget as well will be if that program continues in our area um as well because it was on The Chopping Block so I'm still up okay um one of my

027pet peeves is what happens to the kiddos that graduate age out how do they get training for employment because they're disconnected from the you know a lot of the things that we have and and they're not yet um solidly on track to get additional training and supports with businesses and communities where do they go how do they become self-supporting well I'll answer both questions a little bit separ SE um for foster youth Foster youth don't age out until the age of 24 so there's extended foster care so depending on what our foster youth decide to do after graduation if they decide to go to college or university I transition them to the person like me at their college or university so I have working relationship with bu College um Chico State sack State and UC

028Davis because they're in our local area that's where our kids tend to go and we make sure that that communication the golden handshake takes place for those kiddos also in foster foster youth in order to be part of that um transitional housing program and extended foster care they have to either be enrolled in school or have a job so the social worker if they're not choosing the school route their social worker will take on that role to help them with job placement and job skills um social workers also work with helping them build resumés and those kind of things to help them to be gainfully employed and these social workers are employed by so those social workers they have two social workers depending on which program they're on so they might have a county social

029worker um if they're just in the slip program but if they're in the thp extended Foster program they have a county social worker and they have an agency social worker as well an agency social worker meaning meaning like for example we have Youth and families Foster program we have children's first foster program those are agencies and they employ their own social workers as part of their Foster agency to support those kids and extended care I had um need to get help for a a youngster that had aged out or employment and um reached out to the Department of Rehabilitation at the suggestion of um far Northern yeah if they have a disability that'd be a great resource to reach out to six month waiting list yeah well I can tell you what we're doing in

030Chico Unified to help with that um as part of our um continuing education program we looked at our numbers I think you guys had a workshop with them um just last last month with Tiffany um we hired a part-time um CTE person to help support our our students who are struggling either in um being a completer in those programs or struggling to find a program that suits them and so she looks at kids in my programs as well so our foster homeless and migrant aded students and we identify which kids are in a CTE program so we know how to support them because we want to increase the completion rate for our Foster and homeless students um but also trying to see what they need to start in a program sometimes they just need a

031mentor to help guide them and facilitate them so that's one thing we noticed looking at our data to help provide an additional support um and additionally um talking with um Tiffany as well is we saw need especially for students in my program who might not have the parental resources at home to go online at the high schools and see what programs are available that's what I did with my kiddo I went online let's look at Chico high and see what they have to offer let's look at PV and see what they have to offer so I noticed that when I was doing that that maybe students that are in my programs might not have that and so what we're starting is in the eth grade is going out and doing presentations for the students so

032they can hear about what programs are offered at which school and for the mindfulness of knowing that they might not have that guided support at home so that they maybe they can go home and follow up or follow up with their targeted case manager or their school counselor um also I heard in the works um that also infusing a little bit more of CTE Pathways um maybe like a wheel or something like that so that way kids are at the junior high level can get like a little Feeder of what it might be in a different program to help guide them into B completion so long story short your question was how are we getting them ready for the workforce that's what we have put our brains together to kind of support especially our students

033who are experiencing a level of homelessness or in our foster care system well keep putting your brains together because my feeling is it's a it's a huge need I mean these These are kids that don't have families to um uh move back in with right and and other areas so being able to support themselves critical yeah um our next slide has to do with our data um so our data going back to the 1819 school year um when we experienced the campfire where numbers were at 7.9 um and then the next year um the 1920 um data and then went went down and then um the 2021 data went up just a little bit and then we have a bump that kind of is steady going up and I just wanted you guys to be

034aware that we probably had an underlying um amount of students that have been mckin vento Foster that just weren't identified this whole time so it's not like we're increasing in our area I think we're just finally having the opportunity to have those relationships with our families to where they are identifying themselves a little bit more often we have the training in place with our school staff and support services that help them understand what it means to be mcken vento and then we have a person um in my role at the district who can help organize as a program globally to put those process and procedures in place so um the state of California when they when I talked to our state representatives they say for our area we should be in between the uh 5

035to 12% and so I've kept that in mind when I first came along in the 2122 um school year of as okay that's a baseline where um the state thinks where we should be so I should be thinking okay as long as we're there I think we're looking good as a program and identifying our students who might meet the uh the mckin vento um requirements to provide services for those students and this is end of the year data too I want to say it's not our census date so if you go on data Quest you might see different numbers so there's two types of data there's census State data and then there's summative data this is the summative end of the year data or right now um because we're doing the board worksh for the

03623 24 you look at the bottom line those are huge numbers yeah and the impact on their individual education programs um for that many kiddos you know it just my heart aches for that group we we've got we've got um as much as I can imagine imagine any school district has that has limited funding um but still that's an awful lot of kids needing an awful lot of help and so those are the kids identified so I would say and I'm going to talk about what are targetting Hast managers and what I do in later slides but I would say some some we identify and don't need a tremendous amount of support and then some we identify and need a whole rra team to support them and embrace them so that they're successful so it's

037VAR levels of support but we but we don't get to determine who's identified and who's not identified the law determines that we just determine the level of support needed and we have a process in place in Chico Unified to to make sure we're meeting those needs if you could pick where you need more support that that we have something to do with um what would what would that be what more support would you wish for um I would say that that through our grant systems that Transportation supports we have a transportation support that's dropping off at the end of this year um our ehcy ARP funds were allowing us to get gift cards um not gift cards sorry store cards I forget the term store cards um for um things like gas or um food

038or clothing um and that is the only Grant um that we've ever come across that allowed that and it's and it's seasoned and we spent the money already on those types of supports um so I would say moving forward is looking at what are not allowables for us to purchase with the grants and and the funds that we currently have um it's those kind of things um so where families might need additional support um speaking of Transportation I'll talk about this later is we offer three levels of transportation we try to get them right on that school bus or the beine or if those two options are not available then if the person has a vehicle we've been able to offer that for the last couple years and that's increased transportation and attendance for those

039kids um who are on that gas card program and know when um when I was helping Aurora house and I got to name Aurora house yeah I um it was such a need because we had um when I was working with um the uh Tory shelter having the the families with little kiddos was just not the right environment to have them at the torist shelter so that's what brought us to Aurora house and um the needs yeah unbelievable yeah I'll I'll go over what supports we do in place so I feel like our our needs for the most part under control and Chico Unified but I'll address that in a later side when I talk about those um any other questions on data I do yeah um the the base data percentages um are those

040in including the 0 to four or five range no okay they're not it's a separate reporting period so yeah I figured it'd be tricky that's why I was like you know just making sure yeah no it doesn't include the only data that reports on those are for our grant I have to report the 0 to five that I help support Outreach and identification for this is only schools that are that are students that are enrolled in Chico UniFi so there might be kids coming up who may be identified once they get into preschool TK or kinderg I assume as much because the percentages um the follow followup question was um have you seen or are there Trends in um like if you break it out by age um you know if there's if there's kind

041of an even number that we see of students fallowing these categories across ages it's pretty much across the board um we do have dips um in sixth grade and ninth grade and that sometimes is because the school change and we've been working really hard to roll over some of the identification of those kids and I what I do is I I have a spreadsheet and then I figure out what school they go to and then that new TG ucation knows a check in with that family so you think those are false dips so I think they're false dips I think it's pretty um pretty even across across the board we haven't seen like a necessar necessarily seen like a I mean obviously a rise in general but no of any particular bubble or age group

042no and that's the same thing with our Supportive Housing environments that that are housing some of these um families and providing supports is they're all the way from babies to kids graduating high school it's not it's the they're seeing the same thing St as well thank you okay so the next thing uh I'm going to go over is a couple slides that talk about um the rights and responsibilities um that homeless and Foster students have and um the first thing that they have and these are governed by um the state of California and the federal government for mckin vento and so I kind of just merged them together because they overlap for most cases so students who are mckin vento or homeless have the right to um enroll in school um this is for the

043we even decide without giving a permanent address or proof of residency so traditionally to enroll in a school you have to give like so those proof of residency a bill statement saying that you live in that boundary for the school um and a birth certificate and immunization record so we work with our school staff and help them to understand that those families may not have that we ask for it if they have it great um most of our families don't have those things because if if they're doubled up with another family maybe the bill is in the other family's name and it's not in their name or or um they don't have services in their name because they're in a supportive environment so we try to remove that barrier and we work with our office

044managers and registers to understand that as well so that way they're not getting that push back and I always say if they don't have it maybe give them the housing questionnaire to find out if you need it or not um so they have the right to enroll in school enrollment in school means that you have the immediate enrollment right but it doesn't mean immediate same day going to school so we would love that um to happen but as if any of you work in a school system bringing a kid in putting in the teachers classroom with those kids sometimes takes a little bit of time and so we want to respect the system a little bit um however our schools are really good if I have a student or family in crisis especially if they

045are unhoused then we try to get the immediate enrollment we tell them that this is your temporary placement until we get the permanent teacher in place and we do the best that we can to get those Support Services provided and make sure that they're in a safe environment um the next part is um continue to attend the same school so that's called School of origin um School of origin Orin protects our mckin vento and our foster students School of origin means where did they go to school at the time that they became a foster student or at the time that they became homeless so even if they moved across town and their new Resident school would be a different school they have the right to stay in that same school um where they have their

046supports in place um that there's been a lot of research and data that supports moving kids from school to school to school just puts their uh education further and further behind so we work really hard with our transportation Department those three levels of supportive Transportation I was talking about earlier um and to make sure that they can stay in that school um of origin if they choose to We Don't Force families to stay uh but they have the right to stay so we give them their options and we let them know you have the right to stay if you want to continue to stay or you can roll in your neighborhood school if that's easier for you and that's the parental um Choice um for our students are mckin vinto this is within Chico um

047boundaries only but our foster students kind of expand to BU County as long as it's feasible for transportation um with within our school districts um and or the the Foster family that's transporting the students so we have a county level support and then we have our school district supports that support the transportation of foster youth who live outside of Chico occasionally we'll we will have a mckin vento who lives outside of Chico that we will support we try to do that if they're in high school and gr try to graduate with their peers um they do have the right to stay in there but transportation can be an issue and we might not be able to meet that need so if we can meet the need with a gas card or the beine then we

048try to make that um happen to support that family who wants to stay especially because sometimes they'll move to Orville and then move right back um and then they're going to one school to another um but we for the most part most of our families are locally that are mckin vento um talking about Transportation support so um through uh mckin vento and Foster we have the transportation application specifically for these children so our targeted case managers work with families to support the documentation needed for them to get that Transportation without having to have an additional cost um and um and then they also get to have transportation to the school that the school of origin that they were attending before they were Foster or homeless so we coordinate that and for the most part transportation

049department is Works magic to make that H happen occasionally we will have a bus so another need that just came up is occasionally we do have bus um routes that get really full in some certain areas is and so Transportation another bus or a bus driver you know if you want to raise money for that that would be great um but I think now that we have more bus drivers and and and things in place that we're hoping that that increases because we had a huge dip during Co trying to navigate all of that um more rights and responsibilities so students from M vento and Foster um get to did I oh enroll in classes while they so if there is a dispute um or anything like that with their um uh immunizations or their

050documents needed they get to enroll in that class until until a dispute um is resolved we are very fortunate that um our schools with the training they have and and the support personnel and those front offices along with their targeted case managers we haven't had too many hiccups normally it's like the TCM will call me like hey this is happening and I just call like hey just reminder um and then the kids you know enrolled in going to school so um but for the most part we've done a really good job at trying to get families and kids starting schools at the same time um and transferring to schools um in a timely manner our students who um are Foster get to matriculate with their peers and so that's kind of nice that even though

051they might have a foster placement outside of that neighborhood school if they for example if they were in Chasta for elementary they have the choice to matriculate to Bidwell um with their peers as well even if they're living in a different um residential environment so that's kind of nice to keep that those groups together when they would like it um another part of their rights and responsibilities is to be able to attend classes in the School of Choice um oh I already talked about what we're doing the dispute um but we haven't had any um and then they also get to receive the same special programs and services um that are provided to other kids so there we don't discriminate based off of their mckin vent or Foster status or whether they get to be

052enrolled in classes or programs um it it's school choice and they they're just like any other kid who's trying to pick classes and and figure things out with their um counselor support Jamie uh the kiddos that that have IEPs who usually becomes designated to be the representative for that child during the IEP for foster kiddo or homeless kiddo or the ones we're dealing with the mcken V yeah yeah so it it depends on who the Ed rights holder is and so if there's a designated rights holder um then it's the Ed rights holder so if it's the biof family then that's who it is in case of mckin vento um we sometimes the the Ed rights holder the biop parents maybe they're incarcerated or Mia and the child is with a caregiver if that caregiver

053is willing to be the surrogate and take on the rights of Ed rights for IEP purposes we do that every occasionally we'll have a mckin vento student that we don't have a family member that they're living with or an ed right holder um that we can get a hold of and we have a process in place to find a surrogate um for those students through the IEP process do your readed right people uh have to go through the training I know there there is a county training for people that are going to act as educational advisers for these kids and the and the special education side I I'm not sure but in the um the Foster side yes so on the Foster side um so when it comes to IEP for foster it's who their

054Ed rights holder are so some kids are in Foster placements and their parents are the Ed rights holders so it's the parents um who would be invited to the IEP and be part of that process traditionally a foster parents will accompany as well because this child is living the home and they want to make sure that they're bridging that support between home and school um occasionally just like in mckin vento we'll have a parent or or a guardian who either either Mia or their parents rights have been limited or terminated and the court um appoints who the ad rights holder is or sometimes if they can't find a person they'll reach out to me and we have a list of surrogates for foster kiddos who need an ed rights holder and if if that's the

055case and we work on that process get it through the court and then that person who is the designated Ed rights holder um I send them um information about ad rights of foster Youth and um who the kiddo that they're going to be um supporting and some contact information and then I also let the school know um and then I send them the proper paperwork once it comes back from the court so they have that as well so on that side um they get a little bit of training and then they get some follow-up support with me and then they have my contact information if they have um any questions or concerns for ways of supporting and we have a pretty solid list that every time I email it out I think you're on it

056um I always get a response um that day of somebody who can be the Ed rights holder for our kiddos um and addition to those supports um we also have nutrition support so um back in the day when Chico Unified um didn't provide free meals for all students these kidos um re receive nutrition support without um having to provide inome verification because they were already certified as mckin event to our foster um we continue that process because we never know if that um is going to stay or go and so we just keep it and we work closely with nutrition services to identify those students as well uh next so in addition to making sure that our families understand um what their rights and responsibilities are making sure that um the people that work closely

057with these families understand the rights and responsibilities of their students I have other duties as assigned um so part of it is coordinating educational programs so students parents and staff are aware of their rights and responsibilities I make sure that everybody has the same information and whenever there's a conversation about either school placement I just regurgitate the same information and make sure that parents have enough information to make that informed decisions theirselves with the support of our schools um and then I also provide um mckin vinto Foster trainings like I said to all the people that talked about and coordinating I also coordinate the All-Star parent program um it's a 13-week program that goes over the 40 developmental assets this is the third year we've had that program um in the third year we've graduated

058anywhere from 13 to 17 families um I I it's my prize baby because not only do we support All Families anybody get to sign up you don't have to be in a mckin vent or a foster situation but I do advertise to those housing environments and those foster agencies so that it's another level of support and our County um social workers they'll if they're working with a family on family planning they'll say hey sign up for this um and then our our case managers at those uh supportive environments they also they post the flyers for their families as well so we do get a fair amount of students who are either in a mckin vento or a foster um situation but we also get everybody else too and so it's kind of a nice blend

059of parents who come from parents who have um ski a skill deficit to parents who have skills but want to beef up their skills and so the quality of conversations we have while teaching those 40 developmental assets has been very rewarding uh part of my job um in addition I analyze data a lot um to ensure growth in academics behavior and social emotional um and then um working with reporting those to state and federal programs to ensure that we are in compliance and so looking at our data you guys have seen those data points um we do have some data deficits for our M evento and our foster students and I've been working with um counseling teams admin teams and um anybody who will listen um to help develop plans of support in place for

060those students so that they're more successful in school um not only with attendance so this year through our grant funds we be up attendant support so I analyze data any student who is mck VOR Foster who is below 90% um we work with a Target case manager they have little punch card system reward system um home visits to try to support the the attendance and our attendant has been improving um the the gas card program it's in our contract for attendance and so in order for them to continue to get um that kind of support they have to have an increase in their attendance so that's helped improve attendance as well because they want to continue to get that support and then working with um our TR managers and our counselors on social emotional um

061we do the Kelvin surveys as well to get that data to see if that's improving but sometimes it's a kiddo on the bus and so I work with transportation and they say hey this kiddo is having a hard time on the bus and then I work with the case managers to get things that they can do on the bus so that they have better um social emotional skills on the bus or in the classroom um and then the next thing is provide leadership and support to the targeted case manager team um I'm going to go over that in in the next slide but um our targeted case manager team when I came on um we had 13 targeted case managers and through our outcut funds we've been able to um double almost that that um

062support so where some schools where sharing a targeted case manager and they didn't have somebody on site every day um I'm proud to say that now every School site has a targeted case manager all of our targeted case managers are cross crosscultural and crossling lingual so um we also saw a need looking at data as well is um we have a influx of farsy families and this year we hired two farsy um targeted case managers one as a district and one at a school site and but we have both a male female Dynamic um because in culture um that uh in their culture that they speak to the same gender and so we want to be mindful of that uh in their process and so when the hiring process we had the opportunity we we

063snagged both of them up at that time um we also have aong targeted case manager and aong sub target targeted case manager right now so we got meet those needs of those the families that still speak Mong and then the rest of them speak Spanish um the next part of I also facilitate sport for graduation success of all of our students um so Ed code um says that students who are Foster homeless um Juvenile Justice um migrant Ed and if they're in an e English limited learner program if you have a newcomer program qualify for graduation requirement exemption that means that they qualify first a credits and so making sure that students who are struggling for graduation still have an opportunity to graduate with their peers um so they have to meet certain criteria in

064order to do that it's not just given it's not just awarded but training with our high school counselors at all of our high school sites so that they know to be aware and then um and then checking in I check grades of all of our 12th graders I start at 11th grade and start keeping that that on track and then I tag the counselors like hey how they're doing can you check in so that way we improve the graduation rate our goal is to improve graduation rates so the students don't need to have a graduation requirement exemption but we know that um students who are in a mck event situation or a foster situation they experience some deficits in education and we want to make sure that those deficits don't hold them back to further

065their education if they so choose um I'm also um on the continu of care so if you are aware of Contin of care it's it's the group of um agencies who come together for the support of our homeless population I'm the chair of our households with children I co-chair with um Brian berer who is at the Esplanade house and I'm the notetaker so it's a great opportunity for all of us Community agencies who work with households with children to come together and problem solve on on a monthly basis and so we talk about um what are the current resources we have presentations um from other um agencies to help make sure our skills and and we know what's out there to help support our families in um in a homeless or Mento situation um but

066uh I thrive in that kind of environment and it's my jam to know what's available so I can help the our kids and families and so uh it's been a very rewarding uh process for me to be on that committee and to be the chair so I can definitely make sure that all the not that I want are in it um and then I also secure funding for our programs um so we've been fortunate for um this last three years that we've got um education homeless children and youth funding um that's helped support um our our students needs in our program we applied again we're waiting to hear whether we got that um we got an additional award for ARP that piggybacked on that and that dropped off but we're hoping that that funds continue

067to house like my position to help support the continue my position and then um continue to find other types of supports for all the materials and stuff needed for our program um we've applied for grants for attendance support because we do work on attendance and Community Schools Grant to help support our students and families that are in those schools as well any questions on that s go ahead no um on the COC yes um role are all of the agencies that used to be connected with COC still involved all like the um battered women and that's all still that was children yeah we have like the cat we have catalysts we have Boys and Girls Club we have Department employment and Social Services we have the housing Navigators we have um some School District people

068um we have um CH chat sometimes shows up it yes so the various agencies who support families who are experiencing a level of so we have Aurora house representation and we also have ESP house representation and Jesus Center representation that was a that was a powerful group I I uh really support the breadth of what they cover yeah and it's nice that we can share those resources because sometimes you don't know of a new resource until you go to that meeting and you're like oh this is awesome and then we also get to brainstorm things that are needed so when they're writing their grants they can use our information and our data to help support them to get continued funding for programs that support our families and getting help to inter agency with grant writing

069supports that was another thing that I saw at the table happening very effectively we check in to see if there any any grants on the table that anybody's working on or anybody needs support or just a general awareness so other people can apply as well um a really simple question Jamie when did you when did you join the district please remind me three years ago this is my third year um my mind is exploding right now with how much you do and I'm thinking about just your presentation alone like I'm so in it but also like you just spoke probably an hour and a half's worth of information to us and hopefully not no but really like um there was so much more context that I didn't understand yet and and you've done a great

070job presenting it and um just this list of of things that you've taken ownership of in the last three years is is phenomenal it's really amazing what you're doing and I'm wondering if there are more of you needed or you know you know if you need an an additional assistant you know there's like I I'm just I do a lot I know you're doing a lot let me tell you the next slide I do have support I do not do this alone um we like I said we have 22 case managers in our district that help support the work that I do um I oversee this program I do those things that were in the last slide but a bulk of the work to support our families rests with our targeted case managers they are

071the boots on the ground they are that face Toof face with family Ames um they they work with families up until like if it's a crisis situation or something that they can't deal with on their own site then they're reaching out meet for to me for that additional level of support um and so the site supports that I want to brag this is all brag because um I think it took us a while to get all these things across every school um because when I first started when it said site supports it was um determined by site but now these are site supports at all Sites um and so enrollment support transportation referrals resource referrals I want to speak on that because I said I would um every family and or every student who's identified

072as mckin vento Foster or migren Ed um I say Mig gred we have a small population but they're still under my purview um they get checked on by a targeted case manager on an annual basis they they either meet with the family or they call the family to do a resource referral so the resource referral has a lot of the things that are here um that they check in the families and they check off whether that need has already been met by the targeted case manager of the school site or whether it's still in a need um and so that I oversee all all of that to determine and because I want to close every single ticket that the needs are being met in our community um and so they do that resource referral sometimes

073needs change throughout the year so they might do an additional resource referral to update me on what the student um's barriers are to education um they also provide parenting support So In addition to helping with the allstar parent program um they come and they teach alongside me we offer that program both English and Spanish Spanish um we provide child care and food for them and it's a very rewarding experience but they also do home visits and do parenting support either in the home environment or at the school and then they also do like I said the attendant support interpretation and work with their Wellness teams and their esit support and also elac so they do a lot at their School site to support our students who have needs also they identify what are the community

074resources that they need further support with and so the list of those supports are in the middle column and those are the traditional things like these are things that we don't necessarily do at our site we may they might be doing tutoring an after school program there but maybe that that they don't fit in that program or they need additional support referrals so we provide those as well and then we provide those housing counseling and Healthcare and legal referrals as well the last part is where I use a bulk of my grant funds um I use it to support purchasing backpacks school supplies um health and hygiene items um PE uniform and and um I don't purchase I vouchers but we make sure our families get those and those are housed um for the most

075part at our alted site um we have a a classroom uh over at alted who helps all these resources so targeted case managers can go and pick up what the students need and make sure they get it for their families and we also have a huge clothing resource there as well so that Target case managers or students can go and Shop um for what their needs are so we work really hard um as a team to remove barriers but wait there's more because we can't do it all alone I also have a Social Work intern she's actually here tonight um as part of her class but um so I have a social work interm who's an extension of self she learned very much about our programs the way I communicate the way I talk the

076laws and stuff that go into it so that they so our Target case managers can not only reach out to me but also our social work intern and I applied to get a couple more next year and then I also have um through Chico State um College corpse fellows who also intern with me so it takes a village to do the work that we do so um it would be nice to have more support but I think I'm managing enough as it is um and so I think I think we're in a good place oh yes finally I'm done any other questions for me Yes actually I do I'm sorry before before you get away can you tell us a little bit about what is the training like for the for uh case managers for

077TCMS TCM so TCMS get not they get a more indepth um mcken vento training um so they get a lot lot more on kind of the things that I know so um the rules and regulations the laws and supports that go along with that um we also have monthly meetings where we bring in service providers to do presentations so for example at our last presentation we have Anthem come in and do a presentation on on medical um uh supports for our families and he talked about all the different levels of um support to provide that service whe and it's for families who have medical or partnership or even newcomers who don't have it yet and so um so they talked about all those programs all the medical things that they provide and support services including

078Transportation so that way our targeted case managers are aware what's out in our community so we try to have a monthly presenter from the community we've had Boys and Girls Club come out we've had Catalyst come out we've had Anthem so every month we have somebody come out and in addition um they also get training in selfcare um we do a mindfulness activity at every single meeting because important for them to take care of themselves and myself um and so we know vicarious trauma through working with this uh population can be high and so not only are they learning a new self-care or mindfulness activity I try to teach them something that also can translate to something that they can do at their School site and so whether it's meditation videos or little activities that

079they can do to or journaling they're learning it and then they can go do it and so we have a a whole folder of those kind of activities um as well and then um I've also provided some some trauma training as well so I uh part of my background is as in trauma um and resilience Focus schools and so taking that information of what I've learned to be a a trauma trainer to provide them that level of trauma training that's needed to be successful as a targeted case manager for the Long Haul and on um excuse me a somewhat related note and this is going to sound pointed I don't mean it to be I am a huge fan of the TCM program I recognize they are vital but what are the metrics we use

080for this program how do we know if a particular TCM or the program as a whole is actually improving outcomes without taking them away and then putting them back which of course we're not going to do well I would say we started off this presentation of every student every day so that's our model so our TCMS don't just work with our Foster and home they work with all kids um so looking at the data for what they're doing we would look at attendance rate data um we can look at their their scores but really the data I look at to see if we're good as a program is that resource referral at the end of the year if I have all those closed tickets and minimal impr progress tickets I know as a whole we

081worked hard to remove barriers so that student can be um uh successful in education so in order for a kid to be successful in educ ation you have to have multiple years of no barriers to see an end product in the academic success of students and so when you look at academic success you can't look at Case by case year by year you have to look at longit tutional data and I feel like in my role like we don't have as much data for me to say whether the target case managers because I don't know how far back and not every School site had a full-time Target case manager so I don't say that programy we have enough data to say whether they're effective or not but I can can tell you that every single

082time that we have those lcap meetings parents are constantly saying we need more targeted case managers we need their help they've supported me with this they've supported me with that and same thing when we had our um Foster and homeless meetings that was the same narrative that the parents were saying so if we look at feedback as data as well um the parents who are using the services that are targeted case managers are providing are very appreciative and sometimes we don't have that cross-cultural and cross language connection at the school site of somebody that looks like them talks like them walks like them and that person is that for them at their School site and so to take something like that that representation to families I think it would be a deficit for our families

083who are working with these people and again I'm not considering anything about I just it's always good to have data to track whether what we're doing is working and and in a program like this it is hard because we've not always been great about getting longitudinal data that's something we need to remember to keep doing thank you very much yeah you're welcome I have oh wow that's really loud um I had the opportunity um at when we had our subcommittee um and one thing I was really fascinated by and I think it might be worth mentioning to our group in case there were potentially any connections in the community um and sorry if it's a little off topic but uh when you were talking about um providing transportation for all students and making and coming

084up with some sort of connection with the public transit system in Chico um are there any updates to where you're at with that or is there something is is that something you can share with our group in case there are any potential connections or I would say there's not an update so what I shared there is that I've been working really hard with um beine to try to see if there's a way to all of our students can use beline um for a flat fee just like similar um bu College in Chico State do um at the time um and still the time that they are not willing to take on any more at that capacity but what they did put in place um is the token Transit program and so I can electronically send

085a pass to a parent or a student like that so if this if they don't have the two to three days it takes to go through the mail um to the district that they that they need those passes they get that immediate pass and so um that was their solution which I was just as happy with you know it would be nice to have any student ride the bus if they need to get to school um but what they are doing is looking at school start and stop signs so I attended their um Community meetings last year John Shepard was in those meetings too and um trying to help with the routing system so that kids can get to school on time um so that is something that we've worked to try to align those

086as well and making sure routes are U more prevalent where they're close by schools so that way kids aren't having to walk an extended amount of time to get on a bus if they are going to school or get off the bus and go to school so I think that's something we keep in communication with I I I have some great Partners over there that if I have a question or an issue um I can just email them now so we're we're pretty good I feel like in the communication part I would love for them to be able to take us on in that capacity um to where any kid just can get on the bus but we also want to beef up the capacity for public transportation in our community where kids and parents

087feel that that is an option for them um they did take a suggestion that I brought and of having free ride days and so they have four Free Ride days and so I try to advertise those out to the schools when they they have the Free Ride days so that way kids can try out Transportation if they want to on those Free Ride days um so bein's County and uh as a government agency it seems like it would be nice I guess or appropriate if uh bcoe were to get involved and maybe they it goes that route to maybe bcoe can can figure out funding to actually make it a countywide it wasn't a funding issue I I threw out funding options that I thought were well above usually it is a fing they would

088take and and um I still got the no from the top interesting and that's from the top of Bel line um okay well I okay but as a community support person if you feel that you I think I think it takes more voices for something like that to change and and I'm the power of one and you know and John has come to those meetings too so um when you and it's very limited who shows goes up to those meetings um to make change and so until more Community people get involved to see that as a need I I don't see it changing too much are those specific bag meetings or is it are we like talking Board of Supervisors no bag meetings yeah yeah I just couldn't remember all those letters yeah okay maybe

089maybe yeah they have Community meetings throughout the year and and then when they went through their whole um they were doing some regional shifts and stuff like that one thing that they did incorporate um which we haven't used yet but they have a smaller bus and so if there is a route that's not accessible we can use that route system to pick up a kiddo and drop them off at their school we just haven't had a family who is willing willing to put their kiddo on the smaller bus to take them to school but they did offer there's two two or three pockets in Chico that don't have those those read a routes available One's near shast Elementary I remember that and one's back behind um this area over here um so we just would

090have to arrange that but we would also need the parents to be on board for that too it's a nice alternative if you have somebody too that wants to accompany their kiddo to SCH so we do provide that so it when we do issue be B beline passes if the the child or student um does not feel comfortable riding uh on their own we issue a supervisor pass for a parent to ride with them right that's what I'm saying that's why it's a nice it is a nice thing to offer you know instead of thinking about putting my four-year-old on even a school bus is kind of terrifying thank you you're welcome thanks for bringing that up um first of all thank you all for having me tonight uh it's good to see everyone here

091again I know it's been a while but uh my name is Chase chabal I am the Community Schools coordinator for Chico Unified that's a little better um I know I look like I might have been a front man in a band but I'm never playing with the mic too much that's m Mr Andrew mul's task um so I know Mr Caldera promised a home run at the end of this but I haven't hit one of those since uh seventh grade t-ball so we're just going to have to run with this one tonight um so we uh Chico Unified last year applied for a community schools planning Grant through the state under the California Community Schools planning program partnership program and we were awarded a 2-year Grant to um of $200,000 to plan out um an

092implementation phase and and create an implementation plan for implementing the California state um Community Schools partnership program framework at our schools and so um to qualify for the c um the Community Schools Grant you have to have an UND High unduplicated student counts and as we all know those are fancy words for um our foster youth our English language Learners and our students um from free and reduced households so we're really the the state is really targeting highy needs um at all of our schools um but because it's such a competitive program um we had to choose um this is a new initiative there's not a lot of uh models to look upon you might have seen some commercials um on TV advertising things that like are happening in Alam County and LA County where

093they have massive facilities um open warehouses free buildings to put clinics and things on their campuses we live in a more rural um State even though you know uh the state does not qualify us as we're all under Grant programs which is another interesting point um but we're not going to go there tonight um so what we've done is I've spent the last six or seven months condensing this two-year planning phase um to work with the seven schools that we targeted with the highest unduplicated student counts those are Citrus elementary mcmanis elementary Chapman Elementary and the four alternative Ed programs um Oakdale Fairview Academy for Change and uh the center for Alternative Learning and so um one of the thing the four cornerstones of this program are essentially extended um learning opportunities for students integrated

094student supports uh community and family engagement and um oh my God I just had a brain fart on that one um anyway so it's it the framework sits within the multi-tier systems of support so we recognize that a whole child needs to be have their needs met in order to be successful at school and that's what this whole program is about um so I just wanted to make sure everyone was a little bit aware of what we were doing um so we did all the planning we worked with all the school administrators we worked with the families um our community agencies we came together in planning meetings steering meetings and came up with a plan for what we wanted to do and then I did the back-end work with Michelle um our grant writer who

095is amazing and this program would be happening without her um and so the home run that was promised was uh we received um on Friday an email from the state that says we have been awarded preliminary status to receive $6.3 million over 5 years to support Community Schools at our um at our school sites um and again I'm not used to the standing ovations either so stop it um so we have been given that money uh it's going need stamp of approval from the state next Wednesday on the 8th I've been given reassurance from the county there's probably not too many reasons to worry about it but again um we don't want to cash a check before we've given it uh been given it so um we're really excited to be able to do that

096um and we have a lot of cool things in um in the pipeline for our school sites to really support um Student Success in Chico Unified questions because I know Miss Robinson I think you have a few well I've sat down with Miss Robinson and we talked so I know we do um boy at at this point I think we probably already a asked and answered most everything about how we're going to get this going and I just yeah it's it's G to be great yeah I I'm incredibly excited what does the I mean assuming the stamp of approval next week what does the timeline and launch look like um so we uh we have to close out the planning Grant um because it was a two-year thing it was kind of like a Skyrocket

097thing so um we have to close out any leftover funds um uh in the planning Grant by the 30th of June we have to fill out an expenditure report to say how we spend our money this year um and then once they've approved everything we've given them on those things uh the cash uh the check clears and it's in our way and we can spend that funds um but in the meantime what we're planning on doing as soon as we do get State approval um is one of the things that our school sites were looking at um predominantly and overwhelmingly supported by the families in the community um we're School social workers at our campuses to support um everything that Jamie and her team does with targeted case manag but we want to just like

098inject that with some Rocket Fuel um to really get the the support that only a social worker can really navigate um and so we're going to start um interviewing people um and ideally have if this all goes through things like that um um ready to go that's really exciting I made me tear up sorry don't have any more words oh I know it's it's it's astounding all right thank you okay cool thank you thanks for the good news and uh one last thing I hope that tonight you got to see extremely passionate Educators that truly want to do or make a difference in the lives of all our students and they represent Chico Unified School District so thank you board for the passion you guys have also shown to be able to support all of

099everything that we do so thank you it feels like such an odd place to stop actually as a point of privilege I request a quick five minute oh yeah um we will just do a a brief um we'll make it 10 minute recess um for personal privilege so um we'll bring it back in a 10 minutes and um and then we'll move on with our discussion action calendar uh 4.1.1 oh my gosh uh e e e all righty we're back on thank you for the recess yes um we will move on to uh item so we're moving into discussion action calendar item 4.1 under board uh item one is discussion action review of chica unified cell phone policies thank you Miss dobley if we could pull up the presentation Tyler thank you all right so

100we're going to be talking about the cellular device policies for us tonight um if I can sorry I got make click um the agenda item was brought to us um uh Mr tennis moved to place an item on a future agenda to discuss possible policy changes regarding to the use of seller devices on school campuses it was seconded by Miss conin and the motion passed 5 and that's what we're here tonight to kind of talk about um the information we can bring to you guys for tonight on cell phones things that we'll be covering is our current board policy right now we do not have an AR um administrative regulation policy polic for our that board policy that's something we can talk about also tonight and what's our site practices and policies when it comes

101to cell phones all right our current board policy if I could open it up oh boy that's some small font so I'm going to I have it up on my thing okay one thing that I want to bring to us tonight because when we're talking about um cell phones thank you um our board policy what I really want to bring us down to is paragraph the third paragraph down which is actually the Ed code when it comes to cell phones it says mobile communication devises shall be turned off during instructional time however a student shall not be prohibited from possessing or using a mobile communication device under any of the following circumstances um the one that we uh right now is in our board policy under that 48 91.7 in the case of an emergency

102or response to a perceived threat or of danger when a teacher or administrator grants permission to the student to possess or use a mobile communication device when a licensed physician or surgeon determines that the possession of or use is necessary for the students health and wellbeing sorry and when possession over the use is required for the students IEP so when we're discussing um cell phones we know that the Ed code says that we have to be able to a student has the right to have it and I just want to make sure that you guys know on that number one when it comes to in case of an emergency or response would receive threat of a danger so if we are in some type of lockdown event our student has the right to have PR

103the Ed code the cell phone all right so we can go back to the presentation that's our po our board policy when it comes to this current practices um for the elementary again these are current practices since we don't have an AR these are practic is when we talk to our Administration but also an AR would be to that board policy would make it more tight right now um cell your devices must be kept in backpack anytime the student is on campus at the elementary level Junior High cell your devices must be turned off and put away from from the first Bell to the last bell students may use devices before and after school high school cell your devices must be turned off and put away during class time students may use devices on campus

104during n class time passing periods in lunch can you um explain better cellular devices right now it's the cell phones but all one of the things we'll have to talk about is the watches you know um if you have some type of Apple watch or something else that's connected to your phone um also if you're talking headphones and not allowed to have uh their headphones on listening to music or anything like that on campus too um that that's what um right now when it comes to what happens to each student when they um violate one of these things that's right now where we would like to make it tighter in an in a AR moving forward but it's different from school site to School site if we're talking to administrators okay next one um cular

105device issues on school campus issues talking to people in a appropriate picture taking filming of inappropriate activities such as fights on campus illegal recording of teachers or others social me media usage student distraction from instruction and no by means I just want to be able to say that ed services or myself would say that we don't think that cell phones are a distraction or possibly addictive to a lot of our students or ourselves um so I'm not here to dispute that that they're a distraction on our campuses in our classrooms there could be um why didn't you put that on the list you did the last bullet student dist distraction from instruction do you think this list is comprehensive I mean we could probably be listing more on there we're just being more of a

106more of a wide range of what we think that uh when we talk to different people what's going on in classrooms um with with the cell phones that's what we come across are the major ones do you think that cheating should be on the list um well that would be also student distraction but yes we like to State Testing we can they can't have them out they can't have their watches out they shouldn't have them out during tests if somebody's going to Google for an answer sure um that's something that the classroom management of a teacher during a test would would be cheating would be one that they can use their cell phones for a good one to ask um I can I can tell you um from my own past experiences as an administrator

107a kid might take a picture of a test in class send it to their friends who might have that same test later on in the day so we were happen to be very aware that possibly that we were giving multiple different types of tests so kids might be taking a different one from class to class because I know if I've had to deal with that one as an administrator um I kind of feel like pornography should be on the list thinking that was appropriate social media usage um they cannot get to it if they're on our Wi-Fi but if they turn off our Wi-Fi they can get pretty much on anything on their their phone on their internet on the phone if they turn off our Wi-Fi but that could be an issue gu yeah

108so inappropriate online content could be an issue that is listed up there um something else that's not listed is the um research that's come out over the last five years about the impacts of of of cell phones on students academics mental health and behavior on schools um and how different policies uh demonstrate what may be what's best for kids in terms of cell phone policies um so there is there is a growing body of research behind um cell phone use um or cellular device use and accessibility um in in on school campuses as well I agree potential policy changes consideration enforcement discipline um Defiance uh impact on on teachers and or instructural time knowing that um as we've talked before in a previous U board meeting when it come to discipline member if a student

109is told to put their phone away that's and they say no that's Defiance which we can no longer suspend on but we can give them um the teacher can obviously use their right to have a students um out of their classroom for two days per Ed code or we can put them in one of our reset rooms Saturday schools detentions and those types of things um managements of phones liabilities we got to be careful when we um are taking phones um this happened in a situation where now we try to have them put in school safes but if a teacher takes a phone and puts it in their desk and it gets stolen out of that desk we are liable for that phone um the school district is since we took it out of the

110from the possession of the student I've had that happen also as an administrator uh parent Guardian contact in case of an emergency and potential cost or limitation and to monitor if we change current um policy U policy options and approaches taken by District current um Chief unified policy stated earlier no cell phones on campus I said that's going to be very difficult um per the Ed code checking cell phones with teachers again and I'm going to kind of go deeper into that a little bit when we start talking about that sell your devices put in pouches and carried by students and also check in cell phones with teachers of bullet before I would say check in with cell phones with teachers and put in the pouches in the classroom that would be the thing that

111we would suggest so and know what we mean by that that the pouches would be already in the classroom and then the kid would have the student would have to put them in the pouch on their desk or in in the possession of the classroom versus um giving them to them where they walking in an option when when we're talking about Sal devices putting pouches and carried by students that means when they walk onto campus um let's say we have three G GES that they can get into we'd have three campus supervisors at the gate they'd have to show that they opened at their pouches put the cell phone into the pouch we would close it U magnetize it to close that then the student would keep it on their person all day versus another

112one as um we check um Santo does it that way when we talk to um Las Vegas when you asked me to talk to Mr Gunderson I talked to him about it when they did it in Vegas every teacher had every classroom had a set of them for the students to put them in the classroom and then when the class was over they were demagnetized student took the phone out and went on to their next classroom Mr marot did you say that uh in kind of skimming over the second bullet no cell phones on campus did you say that might pose some kind of problem for Ed code can you explain that again yeah again the Ed code says if we go back it says on the um in our board policy let me open

113it up how do we still have that open I guess I confus me that we were looking at the board policy our board policy but if you if you read that third paragraph that board policy is written off a Ed code and so Ed code 480 1.7 and on number one where I'm we all know if we have a the other one saying if it's per the IP or per a doctor um those or an administrator says you can get out because we're going to do something in your with your phone in class those are all reasons but number one or in case of an emergency or in respon resp to a perceived threat of danger a student has the right to have their phone so so is it also part of Ed code that

114mobile communication devices shall be turned off during instructional time if you look up it says um the governing board recognizes smartphones and other we can have them off and we can tell them even in the pouches or in a backpack or wherever we decide that we want them to put their cell phone we can tell them they have they can have to be off I think what Mr tennis is asking is because that's that paragraph starts with mobile communication devices shall be turned off during instructional time is that part of those one of those two Ed codes that in that paragraph that are cited is that the law that's what Ed code States word for word for word on point seven thank you well that's very if that's true if the law really says mobile

115communication devices shall be turned off during instructional time then that's something that we should make a big deal out out of as we have this conversation we focus on that following sense that starts with however and that however is what opens it up to those uh line items so a student shall not be prohibited from possessing or using a mobile communication device under any of the following circumstances an emergency emergency is one of them the administration or the our doctor is telling them to correct Andor teacher right Andor I no no I don't think anybody up here wants to wants to keep a child from you know uh using a cell phone that's on their person in the case of an emergency where where it would be helpful for them to do that you know

116and response to that event but I'm saying that if the state law if we're understanding this says phones should be offering and instructional time I just think that's that that that deserves a really big highlight and underline that's with the actual number a on on that it says a governing body of a school district a county office education or Charter School May adopt a policy to limit or prohibit the use of by its pupils of smartphones while the pupils are at a school site or while the pupils are under the supervision and control of an employee or employees of that school district so you can say that the phones have to be off but the egg say that they have to be no no it just says they have to be available for those for

117those reasons but a board can adopt that policy before we get more into the what other folks are doing or what could be done can we back up to um the first slide that breaks out Elementary uh middle and and high school please yeah um so this is current C USD practices meaning that at each School uh site at those levels this is generally the rules that are are are in place um but do we know to what degree um the rules are being followed or those are being implemented or how it's being implemented or how there's accountability for that no I mean we're not going to be able to let again if we have an AR that says this is what we'll be doing I'm just we're just trying to tell you this is

118is what our practices are am I telling you I can't tell you you know for sure everyone's doing that it's kind of like this would be my analogy if we have a hat policy where you're not supposed to wear hats do I know that everyone's not wearing a hat in a classroom because some people might allow them to have them on or not I'm just telling you this is what we're saying that we are using as our practices on our sites so I'm confused on what you're asking me are are all of our administrators or all of our teachers following these no I think what I'm asking is just anecdotally what we've been hearing from staff is that this is not this is not what's happening on campuses I I think for elementary like the

119only way we know how much things are not being followed is if it gets end up if it ends up being entered in Aries or an edge climber as a situation or as a discipline kind of thing like that so it's hard to tell the inverse of that like how much is it being followed we only kind of know how many times it's being a problem labeled in there with it so it's kind of difficult and when I did ask for that data from educ climber unfortunately we said electronic devices which also includes our um our Chone books are we are we splitting that out now yeah yes yes we are and and can you explain that a little bit better what that means for everybody yeah and so what Jay's um talking about is

120minor discipline entries and Ed of climber um which um follow under the same constraint that I'm about to talk about with um uh rule general rule enforcement around the sites is it depends on somebody putting it in um are people um observing students using cell phones um when they when and where they shouldn't be and not putting it in to document the discipline issue absolutely that happens who's responsible for entering that stuff into G clim uh that would be teachers and so so additionally anecdotally um in talking with uh our math DLC who was the only group that we've met with since our our meeting with uh Miss Doby last week um we do hear anecdotally around campus that um enforcement is is not as consistent as it could be um we've also heard from

121from teachers that the backing of an administrative regulation could possibly help with that enforcement um meaning that the district comes out with a clearly stated um expectation for um School sites to fall back on as they are um enforcing the rules around cellular devices um for folks who may not be as familiar with policies versus AR can we just kind of recap what it means to have a board policy without an AR yeah a board policy um in this case especially essentially outlines um how the board expects staff to um Implement education codee in most cases um it's generally um fairly broad um and general statement and administrative regulation as to how we carry that out um on our campuses and the board is our task is to pass the board policies and your all's

122task is to develop an AR typically right exactly so things would be what would be the first offense second offense third offense those types of things if a student um continue to use their cell phone on campus so it would be more Universal like I tell them right now without that AR each School site is kind of trying to figure out what they're going to do with it all right I would like to work with again staff about what would we we've looked at other ARS from other schools districts you know and start from there you know I'm not going to just kind of just make up different things but you know we've had a we first offense bring it you know put it away second offense it could be run it down to the

123office pick it up after school it's in the school safe third offense parent has to come get it after school so we can have a conversation with the parent I'm not saying that could be the second one whatever we we decide it could be I'm just saying those that's what an an a would do so everyone would know at his level elementary junior and high school what those steps would be if the continue abusal of using of a cell phone on campus staff students and parents parents yeah window know and it seems like just from anecdotal input in the classroom teachers are already pretty overloaded and overwhelmed they're not going to take so much time to collect everybody's cell phone and enter it into educ climber so we really don't know how bad this issue

124has become besides the feedback we we get from staff essentially um so I mean it would probably be beneficial to to to have a good idea of of what that means um besides edge of climber okay so we started looking at um different things that we could do in the future and one of the things that um Miss Doby had um when we started first talking to um different districts um how they're handling this and uh Miss Doby reached out to and our team reached out and we had a meeting with their called on yanders um this is what most districts that have some type of policy where they're putting them in pouches they're using this device um to put them so I don't know if you've ever been to a concert or anything like

125that where you've had to do this I've had to do that where we've had to put it into um one of these pouches and then they open it up when you leave so you can't video or that type of thing in an event um so basically um you put the phone in it snaps and it's done um magnetically and holds and the only thing you can undo it is this magnet that they're showing um on here so what we talked to District who have them at students they they roll them out at the end of the school day when they're going out the gates they hit the magnet and it pops the pouch open and the same thing we would need them in our classrooms the magnets every classroom would need a magnet just in

126case there was some type of emergency so we could um open up the pouches for the students to text their families or whatever um to let them know that they're doing okay um so that would be another cost so I just wanted to make sure this is what we're that we saw on the research what people are using and I kind of want to just kind of go over what those costs would look like if we did that so we we're looking at different types if we did grades 4 through 12 which is about 8 8,700 students we cost for pouch is $25 would be 22 1,000 about 20 222,000 just to buy the pouches and the magnets so that's the startup cost startup cost we would need extra ones we would need Replacements replacement

127magnets and all the the different things we would need to find out how many magnets we would need around campus if we just did it for middle and high school it would be about 6,900 students and that cost startup cost would be 185,186 um just high schools we saw that would be $120,000 cost startup cost um Middle School only about 79,000 if we are going to buy these pouches individually they're $30 for replacement cost if we went to a per classroom the cost would go up um to as you can see if we started in fourth grade and fifth grade Junior High in high school the cost would go up to about 388,000 dollar startup cost is there like a generic one available from Walmart or something like that we've been looking and scouring there

128is some John's got a little thing in a box over here I don't know if I'm going to have him show show you how it works um we were able to unfortunately find on Amazon not me personally but John Vincent um a magnet that a student can buy personally for $30 to open up the pouch so but if we have a generic pouch that we can buy I'm sure that we could sew something together maybe a little bit cheaper um but it's not going to work as effectively as what we've seen and I'm just messing with you m but no that this is the cheapest one that we've been able to ask and asking districts around what they're using and this is the one that so far pretty much this group has used um other

129things in consideration for cost um let's just say we were having them um each student had one at the gates I was just talking to one of our junior high principes today they have three campus supervisors in the morning to watch the cafeteria hallways different parts of the campus they have three gates to go in we would need additional sorry we would need additional staff to monitor this usage so we would probably need for that school an additional three campus supervisors just in the morning for that hour hour and a half to u to monitor them going in the gates um other hidden costs would be pouch Replacements all other things right now when they sell you those these pouches there's no way to scan them there's not no barcode on them to say who

130they belong to um what pouch you know one was lost or one was found we wouldn't we'd be able to open it up and try to figure out if the phone unless it was turned off but other than that we have no way to monitor the pouches themselves and of course additional magnets so that's kind of where we're at um right now um different ways that we can do we believe um through additional costs would be the pouches or we can tighten up our ARs and support our staff more um when it comes to or develop an AR that was tight to develop um before we move into to a discussion period um there's a a speaker card so a speaker request um but also before I call for our speaker um are there any

131further questions from the board for staff I do want to say doing talking to District some of the things that they have to still deal with kids putting their their iPhone 8 versus their 11 in that pouch they drop that in the pouches instead of their their actual phone so not knowing which phone that they actually have um or they say they don't own a phone that type of thing so again it would be more if if the kid puts the wrong phone into the pouch and then we catch them using it it goes back to what the AR would be for discipline if they have two phones I've got a question for um Jacqueline Krueger um our financial whiz here at CH UniFi um so round numbers $250,000 you know initial startup for the

132pouch concept and then and then are you seeing like a yearly cost at a certain level or what what are your thoughts on that so we we would definitely have replacement costs um much like the Chromebooks you know they get damaged they get lost um the other I think the other big piece here is not just the pouches themselves but the staff time um related to checking to make sure they're locked and unlocked so it's more campus supervision time it's more administrative time um to ensure so that would be an ongoing not just a kind of a sunk cost of buying the pouches one and done but you'd have the replacement pouches um just like we have replacement Chromebooks but you'd have ongoing staff time related to monitoring this and then the staff time this

133not necessarily for you but feel free to yeah um in in a in a more of a um like an AR option which uh where where you're sort of establishing rules that you're going to enforce right you know this is going to be tough stuff for some some people um is that going to take a lot of Staff time have we tried to quantify what that might entail I would think like Miss Dy to said initially um again I believe that we have just like we were shown in our discipline that we have a percentage of our students that do the right thing and then we have a percentage of the dump that will continue to work try to do work arounds or sneak it underneath their table or whatever of the desk but initially

134if we're going to come down on hard anything on a change of policy will have initial um more work for staff thanks I think um to your point maybe uh the the onus on which St sta will be spending more energy and resources would be shifted from classroom staff to you know more like the site level or our camp supervisors who are there for that type of work anyway so I think that's just something to consider maybe well it's it's still going to generate probably from the classroom teacher right they're going to be the ones that see the cell phone out and certainly you know during passing periods that's going to take every everybody out and enforcing if that's the direction we go that they cannot be out during passing periods but the use that

135happens during the classroom that onus would still be on the teacher to report that and what's to keep a student from needing to use the restroom just so they can check their phone which happens all the time well our students will even tell you in our student elcat meetings they they they've told us that you know kids are in their in the Stalls you know using phones um again if we give them a a pouch again I think there certain amount of students we we'll purchase um possibly the magnet to take them out of the pouch to go into the rest or a burner phone or another phone you know to be able to use I'm not I'm not saying there's any easy answer here this is about um making sure kids are doing the

136right thing and if the pouch is another layer that um to put them in on the desk or in their backpack um that we we can do that on the direction of the board Madam president if I can just add from a a staff perspective um like many other things if there's a culture of enforcement with a document or an AR um or even more specified steps that are consistent across the district I think that would strengthen um the culture the willingness of a staff to know that it's going to be supported may take some of the onus off teachers and put that onus on other staff to for the enforcement not the initial acknowledgement but the enforcement I know we talked uh before about that culture and the peer pressure of teachers um knowing

137that it's going to be supported and we've seen that take place with tardiness and attendance we've seen our attendance rate go up this year so far knock on wood so I think we could see that with the strong AR with very specific steps did you guys uh note that um some countries have banned cell phones in schools of late uh these include um I'm just looking online right now uh Britain France Finland you know some pretty impressive academically countries doing it so we're not alone in our our teachers are not alone I should say you know and we're hearing from them by the way anyone out there who's listening we are hearing from teachers and I haven't had a single teacher write to me saying that that you know they think we should back off

138this issue and the cell phones in class are fine and we would agree with that so there's a strong case to be made for taking up this this issue you know and uh and I'm I'm thankful that we're bringing it up and and let's keep talking about it and and maybe do something about it and we're going to continue have to work it's not just a cell phone it's it's the the SmartWatches also yeah I think um any energy that we maybe can put into this issue is going to be paid back in dividends when we see improvements to our student engagement and um more buy into to to so you know their the social aspect of being at school um anxiety depression all the things that are cell phones and social media are impacting

139in our students academic performance will follow suit behaviors will follow suit I think that it it would be an investment um and you know how we get there is going to be important because if we make it so that it's too much of a lift for a specific group of staff and not a more equal lift for everybody enforcement is is going to wne and and we're going to be back at square one um and have put in energy and then not not see the return on that investment does anybody else have questions Madam president can I add one more thing please um going back 16 years to the implementation of athlete committed one of the huge benefits that still exists from that program is the excuse angle kids have the ability to say to

140their friends when they don't want to participate in something they shouldn't to remind their friends that they're an athlete and if they they have ex they have extended circumstances for example they could you know be removed from games or whatever the excuse is for them not to participate just to have an out and if we had an AR that was consistently enforced and there was a culture of enforcement kids would have that out they would be able to say sorry man don't text me right I know that sounds far-fetched but if we can create that culture it would it definitely benefit the social emotional Wellness of our kids um it carries into the into the professional world too you know I I have two phones I have my personal phone and a work phone and

141it's nice when I can ignore one because I'm doing the other and um you know having those boundaries and and it's you know that's something that um would be beneficial to teach to our students as well um but and I should say uh just to remember that uh our students until they're in their 20s their pre prefrontal cortex is not developed and having the ability to self-regulate is really not solidified until you're in early adulthood so you know to expect that a student is going to take uh take responsibility every time to not look at their phone if they hear it go off or not check it every 10 minutes to see if somebody liked their post that they put on Tik Tok or whatever um is is kind of outside the the bounds of

142of their of their brains developmentally too um so just things to keep in mind when we talk about you know self- responsibility and you know having high expectations for students but not giving them the tools that they need um and and to your point Mr Shephard you know demonstrating boundaries um I think is a good tool to teach our students and this this is one of the ways to to do it um so thanks for bringing that up any other questions comments for staff all righty well we do have a speaker um our speaker is Michelle Cooper and on her way up um just a reminder that it's a three minute limit and you will hear a tone at the 30 second Mark and now we have a timer up on the board for you

143to to visualize your time and uh your time will start whenever you're ready to speak okay well um just like to point out that I use my phone for my notes to like you so they are helpful um you know my primary concern was the safety of our children and them being able to access phones in case of emergency so I'm really happy to hear that um our Ed code supports that um I know that is a fear for a lot of kids I've talked to several teenagers and the first thing you they say when you tell them that you want to take their cell phone away is what do I do in case of emergency and I think that we have to stop and think that our kids live in a world today that

144we didn't live in as kids where the fear of a of a lockdown of some major disaster at school is real for them so um I'm just happy to hear that we're not going to take away that safety aspect for our kids um I totally agree with what Mr Shephard was saying um I'm an HR professional whenever we have a new policy developed um I love putting it into a handbook or a policy that everyone can fall back on and say you know what this is our policy this is what we abide by the rules apply for everyone and so I just think that um our current policy is adequate and then um adding the AR would be super helpful just to empower our teachers and our staff to be able to enforce these rules

145that we already have in place um I just I think that we need to teach our kids respon responsibility with their devices um but you know we have to also remember that technology used for students is the way of the future it's not going away I just really think that we should be teaching them responsibility with it and um that the rules are the rules and that we we do enforce what we say we're going to so those were just my thoughts um one last thing I just when we're talking about how this could possibly cost us up to upwards of $400,000 and we're looking at that dollar amount and then we're saying but we can't afford to fix our schools or um fund certain programs in our schools I think that's a little lopsided

146so those are just my thoughts thank you um just given that we have a little bit of time is there anybody else who would like to address the board on this well good evening thank you for giving me the opportunity I didn't prepare a speech and sometimes it's better that way uh I'm here to support uh Miss conin and Mr tennis with this policy um I understand emergency happens and I understand there kids with medical needs but I just don't understand how we were able to handle it in the past I mean we didn't have cell phones in the past so I think what we need to do is equip Schools teachers instructors and everybody who is um uh in relation who is at school with the kids with the tools they need to react

147in case of an emergency give them the tools prepare prepare them uh instruct them on how to help a kid when this kid is in in a stress in distress right we all know cell phones are great for many good things but they're also really bad and especially at school and with me having five kids they are more of a distraction so I am glad you brought that to the to the board and and I hope we all can work as a community to find a a solution for this because I think it's more of a of a distraction than than anything else and spending $400 on on cell phones just like Michelle say when we don't even have money to improve our schools and to improve our reading English and math programs or for

148reading tutors then I think that's a little bit too crazy for me but that's that's my my opinion thank you okay um seeing no additional requests to speak um how do we want to move forward board mam Madam president I I um I've been silent but it isn't because I don't agree with everything that's been said and with all of the um input we've gotten from staff at the school sites the problem is finding a way to change long-standing behaviors because you know our kids have had access to cell phones for um what 10 years at least way more than that has it been more than that oh my God I don't want to age myself but I had a cell phone as a sophomore in high school and that was 20 something years ago

149now 22 years ago well it's been a while I think that there there's been some good things said from administration too that one of the um one of the issues providing support to our staff who want to um make a change in their classroom by saying beginning of the period Bell Rings okay put those phones off and in your backpack for some staff that works and I'm not going to sit in Judgment of why it doesn't work for others but I I do know that my kiddos that had had Bidwell wouldn't have dreamed of not putting their cell phone in their backpack turned off during class it just you did what the teacher asked or you know you were you were going to get growled at and there were a a couple of staff that

150I know my Kudos did not want to get growled at and I also think that if we provide a structure for staff to be more effective and communicate with our parents to have them back the teachers with you know messages that you know hey don't forget to put your phone in your backpack when you get into class the teacher uh parents they understand you know we all live with the distraction of the cell phones um sitting at a table with a a family that has two or three kids with them not a word word is spoken between the kid and the parent because there's a cell phone at the table and that just that hurts my heart I don't have an answer other than try and provide some additional input and guidance and um working

151with staff on how to you know how to provide a a structure that kids will adhere to without screaming you can't take my cell phone away I dare you and and that I know that happens too because we've heard from staff that have had to endure that so I don't have an answer I just have a support for having our our kids as you said learn to be more responsible with the use of a cell phone that interferes with their education but before we have discussion we we would need a motion on the floor so I was waiting for Mr Robinson to say her piece but before we actually discuss yeah I I don't have a suggestion for whether or not to to motion to to bring it back up or that I'm going to

152leave that to a different board member um just to get the ball rolling for discussion I would uh like to motion that we direct staff to uh create some options for an AR uh regarding cell phone use to bring back to us I would have request I mean it's not it's nothing formal about it but uh I would like to uh find out just how onerous our you restriction could be you know can you prohibit them from campus or or does the Ed code make it clear that a child is allowed to come onto campus with a a cell phone turned off can you answer that right now Madam superintendent I believe we would have a hard time Banning them completely because of the safety aspect um but I do believe that there's plenty of

153latitude once they are on campus that they have to remain off and out of sight and then available okay well I look forward to seeing those those tough ones all right I'm gon a second Mr lal's motion and do you have a a sense of time frame anyone here think how quickly we can we can possibly move on this because I would like to move quickly personally well that um I would refer that back back to staff in terms of how quickly you guys think you can get some some possibilities up for us I believe not to overwork my my staff's looking at me right now but I believe we can have it ready for that probably that first board meeting in June okay um June 12th is that what is June 12 okay so

154we gonna have something in place to start the school year I was going to comment on that it seems like with such a a drastic change for many students it would make sense to if we were to make changes is to do it with the New Year kind of a new Fresh Start seems like it would be hard to roll out something earlier than that and at the same time I'm not sure this needs to be part of the motion just as kind of an idea like to throw out there um because the idea of this as a cultural solution is I mean the right one right like we can't really we're not going to find the Y pouches are a neat gag but they're they're a technological solution for a cultural problem um but

155the other piece of that is are we directly instructing our students this what we do we teach kids are we teaching them about when and where cell phone use is appropriate and when and how it's dangerous um are we looking at our technology and media literacy curriculums especially in Middle Schools um to directly address that with with students you're looking at me so I'll I'll respond to it I know other people can as well I will say I will say that like many other uh rules policies procedures that students re you know they hear um for example both High all all three high schools um first week of school go into every one of the ninth grade or uh recently enrolled classes and make sure that kids hear all the rules they hear the expectations

156again enforcement is still a whole different ball game right so they hear them they sign off they sign off on paperwork um but you know there's a difference between hearing and learning and I just my own anecdotal gut feeling is we could triple that amount of opportunity for learning I think that could definitely be more reinforced I'll tell you and there's a very similar pathway um between the tardy policy that was um established by Chico high school and Pleasant Valley High School about nine years ago and the um training and information that needed to take place took place in August and kids were trained by September we still had people who were tardy we still have people who are tardy but um there is a major emphasis on that issue and there was consistent enforcement

157and then on a similar tort of looking at how we address things like cell phone use and computer use when we're training students in the PB PBIS stuff yep yeah I got one more um quandry should we potentially take the Yonder pouch off the table for consideration I don't know that needs part of the motion I it's up to you I mean I don't think I mean it's pretty patently a bad idea frankly I I'm sorry can you speak a little it's pretty patently a bad idea so if we want to make that formal part of the motion I suppose but I mean I I I would be worried that it might absorb come come conversation maybe in the community that doesn't need to be there I I mean I given the costs I'm not

158prepared to support the idea of the Y pouch seems like we can at least consider or attempt other options before going that on that path I mean agreed they pouches don't I mean you Google Yonder pouch hack and you'll get infinite returns and I'm sure at least one of them works lot of YouTube videos out there yes so I don't know if we need to make that part of the motion so much as it seems like there's pretty clear Direction up here that we're we'd like to look at the AR and how we can make that cultural and educational shift rather than I mean especially given the Yonder pouches if you had an emergency it they'd become a nightmare in terms of like how do you unlock and who gets theirs unlocked and it just

159again the overhead in terms of cognitive load for teachers is seems prohibitive I really like the idea also of just instilling um some of the value with kids in them understanding the rationale behind this and sort of owning it rather than here's another way we're going to micromanage but having them embrace the the the purpose and the reasoning behind it I don't um I wanted to just State for the record that I um disagree with about 7 75% of the board policy um so I'm actually not happy with the board policy the way it's written either um so I would request a board policy update and AR to go with it I don't know how we work that into the current motion or if I need to make a second motion um but I mean

160we're in discussion anyway so we can talk about it do you have specifics I mean we we could certainly this motion I can uh I don't have my Chromebook on me but if we could pull pull back up I'll just start from the beginning and I'll tell you what I want a red line the governing board recognizes that the use of smartphones and other mobile communication devices on campus may be beneficial to student learning and well-being I don't agree with that um but could be disruptive of the instructional program in some circumstances I believe that it is disruptive of the educational program from the start of the Bell to the finish of the bell I strongly believe that cell phone access for students on campus are disruptive to their mental health and well-being and their

161focus on their academics and um School culture and that their access to phones during lunchtime or passing period or in the bathroom is is taking away from their opportunities to learn and to um develop their their their sense of self um so I disagree with that part of the Syms too uh the board permits limited use of mobile communication devices on campus in accordance with the law and the following policy the the part that I agree with is following the law I think that's the 25% of the policy that I agree with students may use cell phon SmartWatches pagers or other mobile communication devices on campus during non-instructional time as long as the devices utiliz in accordance with law and any rules that individual School sites May impose I think we need a district-wide policy

162I think we need to have a policy that's uniform across all school campuses um which would set the expectation for an AR um I don't need I don't think I need to read that rest I forget what's below scroll down a little bit please yeah that yeah can't infringe on other people's personal rights Etc I agree with that okay yeah the rest is kind of follow suit with what the original part so I'm not going to read the rest out anyway just my perspective and kind of where I stand on the issue is maybe extreme to some people um but I I would support um cell phones off and in backpacks um from the beginning of the school day to the end of the school day for all students TK through 12 and I think

163that is going to need to be stated in the board policy in order for it then to be reflected in the AR so you mean you make an excellent point um you know board policy is the what and then the ARs are the how we do it so we will need to make some changes and we can make those recommend for changes to the board policy and bring those back but that power lies strictly with the board I said my my piece in the briefest amount possible I concur with your point of view on that Madam president okay just so I can be clear what uh staff is going to do uh prior to the June 12th board meeting is that we will go back and um make some revisions that we would bring back

164to the board for approval to the board policy and then align the administrative regulations to that board policy with the uh underlying intent being that there will be no uh no cell phone use on campus period from the start of the school day to the end of the school day unless of course it falls into those areas that are Exempted by EG code so if I were to State a second motion that would be what I would say but the motion on the table is just to um create an AR for the current board policy so I I put it to the original motion or if we want to amend or if I need to make a second motion that's significantly different how about you just make a substitute motion okay that's that would be

165a substitute motion then I second Madam president yes um so for clarification for um uh anybody who isn't following the rapid fire um so the the motion on the the second motion so a substitute motion on the table um is to direct staff to develop an updated District wide board policy and administrator regulation setting clear expectations for no cell phone use from the beginning to the end of the school day um during lunch any time including lunch um or sorry cellular devices on campuses yet during regular school hours and also to get to get input from staff students and families please on on that because we can always make adjustments you know to some of those nuances um and that was seconded and you still agree uh by by member conen whoops I would like

166to have um an option of letting them use the phones during lunch time I feel like we could either we could either try to change it now um I I disagree um so I'm not going to amend my motion um or we could discuss it when it does come back for approval in June uh especially getting input from staff and students and families um any further discussion board any further discussion okay so we're going to um vote on The Substitute motion if it passes then we won't go to the first motion which was Mr Lando's if it does not pass then we'll go to Mr L's motion um I'll start since it was my motion Doby I Lando ey Robinson I tennis ey Conan I it passes unanimously thank you board uh we will bring

167it back uh at the June meeting I think whichever June meeting makes the most sense I think as long as it's done in June um would be good um maybe the first June meeting would be better if we do need revisions but you guys I know need time to to kind of exercise all of that so we'll bring it back for the June 12th and then if there needs to be some revisions from the board that'll give us the time to that okay thank you all right moving right along I'm we're on uh item 4.1.2 discussion action for resolution number 16422 board compensation for missed meeting so uh we do have egg code that allows for monthly compensation for board members uh but board members do have to be present at all of the meetings

168in order to receive the full stien um it also allows for the board to uh approve an absence so bringing this forward we did have Mr tennis due to a family situation had to miss the April 17th board meeting so this uh gives the board the opportunity to pass a resolution to excuse that absence Madam pres oops how do I keep doing that approval of resolution 1642-1651 I'll second uh point of clarification does Mr tennis need to recuse himself from this vote you know I honestly don't know the answer to that but I would guess yes I'm going to choose to recuse regardless thank thank you just want to be proper uh we'll start with Miss conen conen I Dolby I Lando I Robinson I okay thank you thank you okay uh 4.1.3 discussion action

169for the July board meeting so uh for the last two years the board has um asked to not hold a board meeting in July to give both board and staff the month off so that there would be no more board meetings in July so just bringing this forward to the board for consideration do you want to continue that um two-year trend of not having a July board meeting or if the board so chooses we can have a July board meeting I think it's a wonderful um family tradition and we should keep doing it I did um confirm too that uh if it it seemed like we were okay with what we can get done in June and get back in in August and and hit the ground running so it didn't sound like it was

170going to impede our ability to maintain yeah our July meeting is usually an organizational meeting where we determine uh board workshops and when those will occur and who the board Liaisons are so uh we could schedule that for our June meeting or if the board pre prefers to do so in August June would be preferable to give more planning time so I think um if we do pass this then we just need to re remember that in June that we'll be bringing those Workshop ideas and Le on ideas and Etc forward um in June I think last year I hadn't even really thought about it was got here and I was a little panicked and then we we did it halfway and then finished in August and um there was some hiccups and so just

171I'm saying it out loud just mostly for my benefit to remember that in in June we'll have those conversations um any further comments uh all righty well the last vote wasn't unanimous so we're going to do a Voice vote again um sorry do we have a motion first do we have a motion already okay um I move approval to cancel the uh July meeting second all right the motion was by Dolby the second was by tennis um Doby I hold up oh sorry discussion sorry real quick I vote no against this every year I'll do it again this year um I know everybody wants a break from prepping for board meetings but also you know um we all get paid to be here we could get a lot of planning done um I think we

172can probably work our fancy vacations in around one more meeting okay before we vote then um you know there is a a heavy lift of a thing that I would love for our district to go in the direction of of having a strategic plan and this would be that that would be the time to really kind of start to iron that out but since we're already towards the end of the school year I don't think that's the route we're going this year um I don't think that we get compensation at least stiens wise the board um our the stiens don't get provided when we skip the July meeting so we don't get a compensation in July so I mean there's like $2,000 savings um but fair enough Fair Point um if if we did have

173something on deck that demonstrated that we needed that meeting then we would definitely be having the meeting but we don't have anything on Deck because it hasn't been brought forward so maybe that's something for the board to consider okay are you are you still doing input uh sure um I have a concern because of what we're going to probably be dealing with as far as the state budget and and so I'm going to follow Tom on the uh not voting I mean I don't I don't want to eliminate our July meeting this year jacine do you have input on that so the May revision of the governor's um proposal comes out on around May 15th sorry Matt um so we'll use that information to put forth um the kind of estimated budget for next year

174and that'll come forward at both the June 12th and June 26th um meeting the state legislature then goes into a recess for for a period of time and I don't know the exact time but I can get back to you so trailer Bill language typically related to the state budget doesn't even come out until August so in July there's not any new information because they're on recess that I'd be able to present to the board um that may be that may impact the budget that was already approved so really you don't get your final budget until right before school starts correct with trailer bro language that changes it in August and September yes you know another option and I'll add this in there is that we um ask the board and staff to make sure

175that we leave that that date clear in case there is a need to meet but um and I'll be bringing this up soon um we if if an emergency comes up or there's a situation that is pressing we always have the ability to call a special board meeting um and there may be a need to do that so not having the July board meting scheduled does not prevent us from meeting if there is a need to meet I'll support that concept are we ready to vote are we ready to vote okay Doby I Lon Robinson I tennis I conen I okay it passes 4 to one um item five is board member request to agendize an item there are no requests at this time so with that we will move move to closed session um

176and then we will adjourn after closed session is over