001I'd like to call the meeting to order at 6:30. Any adjustments to the agenda? >> Yes, please. >> Your mic. >> Yes, please. Can we add uh to 11.3 as a second reading? It's uh policy EBB, temperature standards for schools. We did a first reading in January, but it never came back to the board for second reading. >> EBBD. Yes. >> And that's on the second reading. >> Second reading. Correct. Anything else? action to accept the board meeting agenda with the adjustments. >> So moved. Second. >> Any questions, comments? All in favor? Unanimous. Four nothing. Before we go to the next one, I would like to thank Dr. Sabrina Deturk for her service in RSU 20. I'm not sure that many people know that you'll be leaving at the end of the month. It's been
002a pleasure to work with you. You've been a great asset to the board and to the community and I really thank you, Sabrina. Thank you. [applause] Now, now you just have me sorry. >> Now you just hit me as an annoying concerned parent instead of a [laughter] school board member. So, you know, you won't lose me. >> Good luck. >> Thank you. Celebrating excellent student and staff in the spotlight. Any >> There is none from no one here from SCS. >> Okay. Considerations of minutes for the 4:14 2026 board meeting. And that's a form of a motion. >> Second. >> Any questions? Any comments? All in favor? Four. Nothing. Consent agenda. policy committee meeting on 42726 and Waldo County Tech Center on 41626 meeting notes. No action required. Any public participation? None. And I'm not
003going to read that tonight. Then report from the administration. Anything new from what you sent us? >> Nothing new. Anything new, Josh? >> Are we going to talk about the cell phone thing when we get to that policy? Because it was also in your report, I think. >> So, that's on the policy committee for the end of May. >> Okay. >> So, we'll be looking at it at the policy committee and when it's in the draft form that they're ready to bring it to the full board. Yes. >> Wait, I thought it was the first reading for tonight. >> Is it Did we already do it? >> No. Well, yeah, it's drafted. So, I just didn't know if that if if we're going to have a chance to talk about it when we get to
004that first reading of the policy. >> Yes. >> Okay. Then we can not do it yet. >> You all set then? Committee reports. Finance committee. We met tonight. Everything seems to be up to par. We are still have 20 almost 25% left in our budget and both towns are up to date. Anything else, Chris? >> No. >> I think that's pretty much it. Thank you for paying, Masha. [laughter] >> Her policy committee. So, we met um gosh, I don't remember what the date was now. >> The end of April. >> End of April. Mhm. >> And we actually got through quite a few policies updating to um pretty much in most cases here mimic the MSMA samples. So all that you're seeing here for first reading is what we got through during that end of
005April meeting. Um, and you have that in your packets and we'll have an opportunity to discuss those, Sabrina, when we get to new business. Thank you. Any more questions? Julie, Waldo County Tech Center. Uh, we had our meeting on April 16. Um, Travis has been talking to Brian Langley about what a bridge year would look like for students who are not ready to pursue postsecary education immediately after graduation. Um, so I think Brian's down in Ellsworth and so sort of what how their school handles that bridge year. Um, we are waiting for RSU 3 to move to block scheduling so that full day programming can occur at the tech center. The hope is uh that that will occur by the 2728 school year. Um, let's see. 100 students attended the Association of Builders and Contractors
006gathering at the Augusta Civic Center and students from the culinary program provided a four course meal for the hospice volunteer lunchon in April. So far, they've had 50 um applicants for incoming 9inth graders who are working on some kind of a project. They're either building it or making a video, doing something in writing, explaining why they should be selected to attend Waldo County Tech. Um, tomorrow night, Kora from Rural Aspirations is going to be um speaking here in Searsport about the vision for what people would like to see for the tech center. It's at 6:00 in the library. Oh, and then over the summer, she will be developing an aspirations team to determine in what direction to take the tech center. Beginning in September, teacher negotiations will need to occur. and a representative from Brooks
007spoke at our meeting and said the town of Brooks is interested in having the tech center use the Morse school uh in some capacity like at a satellite program. So our next meeting is May 21st. So, this meeting tomorrow night that she's coming to speak, it's it's not to see if we want a new school per se. It's to see what our vision is for the tech center. >> Correct. >> Okay. I forgot to mention that the next policy meeting is May 26th at 4:30. The personnel committee and the building grounds and transportation did not meet old business. Do we have any? >> None. >> Under new business, middle school, high school curriculum and Rubicon Atlas. Thank you. How do we ever do this? I might need to change the mirroring settings. >> I might
008need you to help me change the mirroring settings. >> Oh, I'm sorry. >> I could do it, but you could do it a little faster. Thank you. Is that mic on? >> Yes. >> Okay. >> Thank you. >> All right. Um, just have to follow up with what we're doing with curriculum following on the ELA and music was the library that was presented to you last time. um high school and middle school have been working in Atlas which is a whole different online program which we're going to make publicly accessible to parents and the community next year. So this is just a little background in case some of you haven't been here when we went to standards. So we went to standards in early 2000s. We do have our standards on the website. I don't
009know if you've seen them all. Um we have our website here by by subject area and we've had over the last couple of years we've had um all teachers have been working to we just have our standards listed with the learning results. This is what it looks like now. But they have been working to using this cast. Um this let me back up everything when we went to standards in the first place. We aligned originally with common core. We aligned with the next science standards. We had aligned with the learning results. I can talk louder. Um and they were all board approved if you were here then. And we've continued to work with that and moving it all into Atlas until we got Atlas. This year we've been working in Google Docs and trying to
010find things that would eliminate some gaps that we found some redundancies. We were looking at finding opportunities for interdisciplinary collaboration. But all the Google Docs were becoming a little overwhelming for people. Um it was you know moving from a spreadsheet to a doc to all kinds of different places. So, we found the Atlas program um and all the staff case uh 612 have been working really really hard. We've used a lot of PD time to move things into Atlas to review, readjust, not change standards, but write down what we're doing on a day-to-day basis, you know, and so, you know, hopefully parents and community will be able to look at, you know, a week in January and see what's happening in 8th grade, see what's happening in ELA 10. And we wanted to show you
011what that would look like. So that's what we've been working with this year is taking the work from all subject areas, not just the three subject areas, but all subject areas. All teachers have done this for the last three years, working on pulling all their things together and figuring out what everybody else is doing. So we wanted to show you what Atlas was and what it could do. Do you want to say anything about Atlas? >> I think only that it answers a couple of questions internally. It helps us like Leanne was saying um as opposed to having you know a thousand Google docs and spreadsheets and needing to jump between each of those um everything is housed in a singular platform. As a teacher you can get in and look at what your standards
012are uh and look at cross-disciplinary connections. You can map out if you knew a student was taking a set of courses, you could check all the courses a student is checking or taking and then look um how that course stacks up or how the courses stack up and look for any connections that you can make maybe from interdisciplinary allows us to look from an administrative level and audit um under representation over representation of how standards are being assessed. Um it's just a clean way for us to take the curriculum and see it more efficiently rather than having to navigate through. Um we also received feedback at an accreditation visit two well two years ago. Um [clears throat] this um the idea was to have a common format that is easily accessible not only to the
013staff but the public as well. So this answers a few questions there. So, and our previous Google Doc format was accessible to staff, but everything wasn't accessible to everybody. Like ELA, you could see ELA, but couldn't easily mesh it with social studies. So, we pulled out some examples and some sample reports so you could see kind of what we could do with it. So, the first one is a government example. This is my class. Um, every teacher is put in units and these are timelines. So a lot of schools that have Atlas have this part accessible to the public so they can see where they are. There's nothing for the first part of the year because we're currently still on semester scheduling. So I moved everything into the second semester from the first semester. So
014um like the long unit would be all semester long and then you can see we're like right now we should be in May. Look here we are. And that is exactly what we are doing this week. And you can click on these and you can see we've had teachers add in um unit overviews. You can click off the standard. You can see what the performance expectations are for the unit. We've done essential questions, content and skills for every unit in the grade 6 through 12. Every unit, every class has done this. Um these ones are coming later. >> Yeah. As I say, as a tool, everything north of this red line is public accessible. Everything south of that red line is teacher resources. So, this is a place for teachers that can put um links
015to websites. Um if they have PDFs of documents, assessments, rubrics, everything can be housed here. So, it's all accessible. Um so, should a teacher leave, retire, um it's an archive of how the class should look. So, a new teacher coming in doesn't have to start from square one or try to piece together the things. Um, it just gives us some fidelity and and some continuity between classes >> and it's definitely been an issue in the past, you know, trying to figure out where somebody left off and where somebody new takes part. We haven't really had this kind of a cohesiveness to it before. Um, another example of what we can do. I did actually. Um our last meeting Shandra and I went to in Stockton. Some of the questions was um from the um people
016that were there is what what we are teaching and so forth and so on. And to me that might be a follow-up answer to them about the atlas and and what they're doing because that's >> right. The goal for this is September one or beginning of of school year 26 27. >> Flip the switch. goes live and then so anybody anywhere can access our curriculum at any point and see where we are. I you really that is really exciting, isn't it? >> It is because that is the questions. What are we teaching? So to me, you you've opened up >> um >> I think we've really had and even before Alice, we've really had teachers have really started thinking about, you know, what are we teaching and what are we doing and really tried to
017nail that down and, you know, address all the overlaps >> and you can actually see it and and you mapped it out for them. I think that that's something that they have a place to go to now to see what we're actually doing. Mhm. >> So that's >> Yeah. And I give the teachers a lot of credit. They've done a lot of work in putting things in. But >> this is another example of how this is just the ELA. So I pulled all the ELA classes from grade 6 through grade 12 and put them on a spreadsheet together. These are comparative units. So if I were an ELA teacher, I could see what happened the year before, what's going to happen the year after. You can also link into those units and go back to
018the unit plan from that spreadsheet. Um there are there are lots of ways to look at things. We looked at music. Um I pulled all the music courses for the one teacher u for an entire um scope and sequence. So these are all the courses with all of the unit overviews, the standards in each music course, essential questions for each music course, the content and the skills just in another format like Dr. Miller had with her documents. Um, so everything this goes into um, and we're moving into high school band and you can see it all here and it's printable. Um, and a comparative unit. I just randomly pulled a couple so you could see how it worked, but I pulled seven and 8th grade math for example um, to see how they would compare.
019I could also pull like I teach American history in the 10th grade and if I were to pull ELA from the 10th grade I could see what's where the overlaps could be and where we could collaborate. I >> was just going to say talk about that. So that was really interesting. Lean and Josh talked about so as a history teacher social studies she could look at what ELA is doing and find out if there's any overlap. if they're talking about um the Civil War and if they're reading a book about the Civil War, they could start collaborating so that kids are getting it in two different places, but it's connecting. It's making sense. >> Um which I thought was genius. It's um a really nice way to >> you could do multiple as well. I
020mean, that's I only pulled the two, but you could do multiple levels. So, these are just a few examples of the kind of reports that, you know, the Atlas program can do without we put all the information in there, but they're shuffling it around and reporting it out for us. That was something we weren't able to do before. So, >> we have a lot of information all in the same place and we're just looking at being a lot more transparent through this and continuing to work on it. And that's have any questions? Oh, we want to see what it looks like on the on a Whoops. on a we've been using the Augusta website as Augusta uh public schools uses this and their website um has this is what the atlas link would look like
021for the public. So they would go there um and then this is what this is what it looks like in the teachers atlas as well. You click all courses and you find a course you want to look at. Um they have theirs by from K12. So it it looks very much the same. See they do not have for a lot of their classes they all you can see is a timeline. So you would know what the students were teaching. I I think we need to work with Atlas a little bit more on that but I think we can choose what we want to make public and far down the level >> other high school courses. >> I tried to find one earlier. I can look >> at biology for some reason. >> I looked at
022some e I think it depends kind of on on the teacher maybe what they have finished and I think some of them weren't finished. So, let's see by subject. Did you say science? >> I believe it was biology. >> They used to have them there and they they don't have the the unit outlines open anymore, but we can see what they are. >> But that's something for us when we we work on the implementation plan with Rubicon Atlas. we are in the driver's seat about what is public facing and how deep we we can allow the community to get into the the weeds of all of this. So >> we also still are I mean of course working with teachers on making this part of what they do you know on a day-to-day basis you
023know moving your you know we get into a habit of doing what we do and for some teachers who have done that it's they've had nothing but positive feedback you know I went back to Ellis and I did this and I remembered I did this and you know sometimes you just >> if there's if there were a a critical event at school and Liam wasn't able to get into school Josh can go right into Atlas and print out lesson plans for that day. he can find. It's accessible to him. It's accessible. It's not like going to dig through somebody's desk and try to find find where things are at. We've talked about elementary doing this. What's different, elementary has teacher planning books that have this all done for them in a scope and sequence. I'm
024not sure it makes sense, even though it looks really nice to ask teachers to sit down and retype what's already done for them in their scope and sequence in in their teacher handbook. I'm not sure. Um, so we're going to let middle school, high school get on with the the good work and then we'll see is that something we want to do K, you know, preK5 or are we okay with the programming that we have? >> We're do I'm still doing curriculum and a curriculum map that's showing it. It's just in a different format. Is it okay that preK5 is this way and then 6 through 12 is that way? But it's all there and available to the public. So, >> thank you. Thank you. >> Thank you. >> A lot of work back. >>
025Okay. >> He's back. >> Any questions or comments for them? You all set? I think you're back with CST, comprehensive school threat assessment guidelines. >> Thank you. [laughter] >> Yes, please. >> [clears throat] >> So, I know there was discussion in question um about a month ago when we as a school were engaged in uh our threat assessment with the latest incident and there were questions about what does that process look like and I thought um it would be helpful for um for me to take some time tonight just to kind of walk through a couple things. One, the way we used to do it um and then talk about how that's morphed into this really efficient system and what that looks like and who is part of the assessment team and what does an
026assessment look like. Um, prior to us being involved with SEAG, um, when we would encounter or have a threat that was made to the school or we would need to investigate, um, I I wouldn't say that it was was um I wouldn't say that it was helter skelter in terms of how we handled it, but it was it was every situation was novel and you were trying to pull together a different team and treating each situation very differently. Um, and that was really inefficient. Um and the other piece that we were running into is it really the assessment of the situation lie in one or two people needing to make that determination. And the feedback that we' received during that process from the individuals who are responsible for doing those assessments particularly from the mental
027health side of things is that's a lot of responsibility to lay on a single person to make a a a statement of the situation is safe. Um and so we did some work and um the Department of Education um worked with us and so we utilize what's called the comprehensive school threat assessment guideline. Um it's a widely used and um supported method from the Department of Education. Many many schools use it in the state of Maine. Um it is a system that was developed by Dr. Dwey Cornell from the University of Virginia. Um the focus is on a really consistent approach pragmatic decisionmaking tree with a lot of individuals as part of the the solution set and it's problems it's problem focused or sol excuse me solution focused. Thank you. Um so the team consists
028of school administration, district administration, mental health professionals um and law enforcement. The training for this um individuals who are part of this team take about a 20 to 30 hour um online training learning the the basics of kind of the guidelines of what what a threat threat assessment model looks like and how this one works. Um you do that individually through online coursework and then you as a team come back and you do a half a day training with a live instructor where you work as a team and go through several scenarios just to show your competency. So, this is there's a lot of time and investment that's put into really understanding this and getting this um really locked down. [cough] The whole incident really starts with a report of a a communication of threat.
029And the whole point of this is you you enter this environment and you don't make any snap decisions. It becomes an investigative situation. And so um the the point let me get I'm jumping around I apologize. It might be helpful. So the the crux of the the whole system lies in a decision-m tree to ensure that the team is approaching every situation exactly the same way. So it doesn't matter if I am the lead on an investigation or Dr. Miller or Bill Vigu or Tenny Spiegel or David Wilcox. It really follows a very very set um script where you're answering very specific questions and depending on how you answer them, it drives the team and and creates the assessment in that way. And that really I find beneficial and helpful because in those moments where
030things are really really intense and there's a lot going on, that's the time where things get missed. that's where time things get overlooked and so this really helps you follow through a very consistent approach. Um the team begins by evaluating and taking in information. And so um I would show you the navigate 360 um portal, but it's it's populated with all the the um right the private information. But basically when you you start this um you enter all the information and then you are just peppered with um questions and decisions to make and you have to go through sequentially and answer those. And so primarily that starts with administration um doing an interview. Uh it's even it's even into the minutia of when I speak to an individual who had been threatened. I click on
031the individual, I put the information in, and then I get a scripted interview where I ask the same questions the same way every single time, and I'm responsible for answering, and I can't go to the next step until that step is is done. Um, and after the gathering of the the basic information, you're really left with the first major decision is whether the threat is transient or you have something more substantial. And a transient threat is one that you can assess that has been made um but is not attributed to any kind of factual information. The student didn't mean it. It was said in justest. It wasn't it was taken out of context or you move to a substantial threat. If it's a transient threat, it's still documented. Every threat is documented in this in
032this system. It's closed in terms of who access who has access to it. It's only the sea stag team. So you have a running tally of every single situation. So it becomes important if you have a student who has been flagged three times for making transient threats. It's not something that's lost in the weeds of this. So you you can kind of look at these are patterns of behavior. >> It's very comprehensive, >> right? >> Holistically, not just one incident, >> right? So once the information goes in, there's an entire case review piece where the lead investigator is responsible for assigning every single domain of the investigation. And so each person receives an email and a flag. So, if there is a if there's a law enforcement component, I will tag Lori Northrup and she
033is responsible and she gets a little email and a and a reminder if it if it doesn't get done in a certain deadline. She's responsible for getting into the system uploading the law enforcement, whether it's a police report or an investigative. Um, it flags if a student has uh an IEP, you're responsible for doing an IEP review. You are responsible for doing a case review. there are mental health professionals who do um uh evaluations and will meet with the student and the family to develop a safety plan um in that regard. So um [clears throat] whereas that process would take it could take up to two weeks at that time to kind of pull all the information. It's more streamline. Um, I'm not saying we're moving quicker for the sake of being quicker, but it
034puts us in a position to to efficiently gather the information and then the crux of this really is it's still not an individual making a decision. I don't sit down as a lead investigator and look at the data and make a determination about whether the the threat was transient, substantive, or serious, substantive. The team reconvenes, we discuss, look at all the components and we heir on the side of caution. So if there's a disagreement, if some people feel that it's transient and some people feel that it's substantive, the guidelines really really require you to always air on the side of caution. The followup to that after all the information is put in um the team is then responsible for developing a safety plan and that is just like when we assigned the the investigative components
035that is where you assign the follow-up. So, if there is a safety plan with daily safety checks that gets assigned to an individual, typically that's Bill and I. Um, and you get a little tickle um reminds you. So, you can put on daily checks. Every day I get an email reminding me that I have to do that and I have to follow up in the sea stag and check off on that. If there's mental health followup, if there's monthly check-ins, that gets a little tickle. Um, and so that's ongoing until we reach the end of that safety plan, whatever we designate as a timeline, and then we mark it off. So, um, it's a lot of a lot of information. Um, but it's a system that works. We've used it a lot. Um, most of
036the the investigation we lead to has a transient side to it. Very few reach the substantive or serious substantive. Um, so anyway, >> so the purpose I asked Josh to talk to you about this just so that again we want the public to understand that there are there are things that happen in our schools, but it I think in the past years gone by it was the principal that might investigate and based on sometimes just their gut feeling or they were tired or whatever it might go by the wayside. It might be it's not a big deal, you know, he does this all the time or she does this all the time and it moves on. Now there's a very clear procedure and I can say it's followed very well here this year. Just this
037year, how many how many do you think Cags have convened? >> We have done six threat assessments this year. >> That's I mean that's taking it seriously that they're recognizing. Yeah, >> this is also paired on the mental health side of things. So, um, the SEAG is is a model that's used for an outward threat. We also use within Navigate 360, which is the program that houses the SEAG, um, we house the Colombia suicide risk assessment. And so, our mental health professionals also, um, use the same platform for the threats, for the screening, and so those are linked together. I know that there's been conversation at the board level in the past uh about wanting to know what's going on. A lot of this, as you know, is confidential just like any kind of student
038information. Um we certainly can share that there's been an incident. I think that Josh was very quick when we know that there's something going on to share something not necessarily generic, but enough I I suppose it's been washed, right? as far as we can't share specific information, but to say there's been a situation and we're investigating and I think that's enough that's as much as we can really say and then upon completing the investigation we still can't say what the investig I mean because it gets tricky people know who who's involved and you can't say the outcome you can just say that again you're hiring people that we are trying to build trust with all of you that you'll get it out to the community and say they're doing their job. They're doing their job
039and we would and definitely >> and I met with many many families. Um I understand that in the vacuum of information that you can't share and the unknowns that there's a lot of speculation and information, spirious information comes in and becomes part of that conversation. I can't tell you how many rumors, conjectures, I think I saw this, I saw it on Facebook. Um, all of those that come in we take very seriously and so anytime that someone comes with a speculation or a heard that becomes part of the sea stag process and I am obligated to go through from soup to nuts to investigate and rule out if that was a factual um that just again that's the comprehensive side of things but those are the things that can slow an investigation down pretty pretty
040quickly >> pretty quickly. Josh and Bill put in hours and and the rest of the team, but specifically Josh and Bill put in hours and hours and hours of interviewing and reinterviewing because every time someone reports something a little bit different, you're interviewing again and you're bringing someone back and asking different questions again to make sure. But it does appropriately so, but it shuts down the school for a bit and the leadership work that Josh and Bill would otherwise be doing because that's how serious we're taking this. And I just that's the part we want the community to realize that it's not business as usual as far as the high school. The high school really did shut down for at least a week solid. I would say >> Bill and I were off the floor
041for about a week and a half just dealing with this >> and then and then still and as you said still check-ins, still daily things that are still occurring as part of the plan as we as the procedure moves forward. So, we wanted to make sure you had a a comprehensive understanding of um this process and it works. I feel we can never be a Josh and I had this conversation in in life. We can never be 100% sure of anything, right? We can't 100% guarantee anyone that anyone's going to be safe, whether they're you're in your own car or you're walking on the sidewalk or you're anyway, things happen. But this we feel like to the best of our ability is giving us a tool that we can really look seriously and carefully at
042something that's happening in our schools and say to the best of our knowledge we feel this is what we we feel and but that's we in today in the society today there's this want to you need to guarantee that my child is safe and we can't >> we can't and we never But the threats are different perhaps than they were 100 years ago or 50 years ago. And I think there's more anxiety about those threats and totally understandable. We but we can't. And then it becomes a parent or family's choice to do what they will with their own child, but we can only operate on what we can operate on. So that's we just wanted you to be aware and informed of what is taking place and and seriously take I mean I we're it's
043not off the cuff. We're not thinking that this is just a Josh and Bill um have taken I think every every threat that's occurred this year out of those six or seven seriously to ensure that again they do take it seriously that we are um asked to care for the children in our community and it's taken seriously. So >> thank you. >> Yeah, if anybody has tough times sleeping, I can loan you the the handbook and be right to bed. I promise. >> Julie, you been training? >> Yes, Julie's been trained. I've been trained. >> Thank you. >> Do we want to take policy one through nine as one group? >> I think I heard Sabrina say that she definitely want to talk about the cell phone policy. So I think that we can open
044any of them up first and then Yeah. >> I don't have any others. Any others? >> We can still take them. Correct. There's one or do you want to do one first and then the others? >> Yeah, I guess you can still take them as a group. >> Yeah, you can ask questions. >> Yeah, you can. Right. Yes. >> Do we want to talk about them first and then we can >> We can't We got to make a motion first. >> Yeah. Oh, thank you. >> Right. Yeah. Yeah. >> We have to make a motion to accept. I make a motion to accept policy JICJ cell phones and other personal electronic devices in school. GBCC employee use of cell phones. DJH purchasing and contracting procurement staff code of conduct. ECB pest management in school facilities
045and on school grounds. ECB notice of planned pesticide applications. ECF energy conservation management in the schools. Seven ED waste management and recycling. Eight EAE school bus safety and EAF use of district transportation by nonprofit groups. >> Second. Any questions, comments? Yes. [laughter] >> Um, so maybe I have my mic on. Right. Yeah. Maybe there's another policy that's coming into overlay on this, but um so the cell phone and other personal electronic devices policy >> that's the one that's coming in place because of the new law >> main law >> coming okay so what I'm trying to understand is whether >> where it says prior to the starting bell cell phones and other peeds must be powered off or made off and stored as determined by district handbook. Is there something else that is going to
046be developed that is going to make a decision about whether So I'm very specifically interested in whether we are going to adopt a system where there's either like a locker or a pouch or something that they get locked in versus a system where it's more of a like almost an honor system of like you're going to put your phone under your desk and you're not supposed to look at it during class. because my understanding of the research is that the the the efficacy is very different depending on which of those systems you put in place. >> So, Mr. Tooth, if you want to come join the table, that'd be great because I think that you should be part of this conversation. But >> we had a lot of conversation about this. So, Mr. T is
047going to do Do you want to start and just what we talked about? >> No, I want to hear about Okay. Because Mr. Teens drove that conversation based on our current experiences. No, no, please. My plan. [laughter] What? Um, so yes, this was this com Mhm. So, this was a driving point of the conversation. Um, what I've heard from schools that have used yonder pouches and lock boxes, um, is that it's it becomes an additional management tool that's not always utilized by the students the most honestly. And so my mindset in this would be to start at the lowest level. And if we need to shift and develop, we have funds available through the Shaw challenge um which is established for some of this. If we need to buy lock boxes, if we need to
048buy yonder pouches, I I think we can shift quickly to that. Um I'm I'm my mindset is start with the lowest level and kind of work your way up to C as opposed to starting from the top and kind of working your way down. Yeah. >> So I guess my first my question is what is it that can you say more about what it is that the students do or have what you've heard in other places that is not like isn't effective? >> Students have it's been reported that students will bring in defunct or burner phones >> and we'll put those in the box. you would even now you'd be surprised how many multiple phones students have access to. >> Um they will destroy the yonder pouches and then the school is now responsible for
049the replacement cost and they're not cheap. Um, >> so you know, I I would model and say that we we're already bell to bell and I would I would probably change the term bell to bell to door to door only because I think it's 7:45 walking in the bell hasn't quite rung yet and so I imagine a gray area of well it's 7:45 the bell doesn't ring till 8:00 so I'm I'm in the building using my phone. Um but in the middle school we are bell-to-bell um with the the expectation that personal electronic devices are off powered off and stored either in lockers or bags and I would say by and large the majority of students the overwhelming majority of students follow this um I think the high school will be a challenge um just
050because it will be um it's it'll be a cultural shift because we allow them during breaks and lunch >> they're walking back a little bit from where >> they was going to that's part of what I wanted to understand too. So, I mean, full disclosure, and my kid is one who, you know, will get a text at like 11:00 saying, you know, can I go to the park after school or whatever. And I I assume that that's because she's on break or lunch and that she's not 11:00. >> Hopefully, I'm not [laughter] sure I've got the time exactly right, but you know what? I'm assuming that she go she isn't like the phone out in the middle of math class and asking if she can go to the park after school. But I am concerned
051that without something fairly drastic like >> I don't know. I think it's going to be and not just her I think most like it's just going to be a real it's going to be a real challenge. So, I guess I'm trying to understand behaviorally like what what what do we think if if the answer isn't put them in a lock box like what do you think is going to be done or how is it going to work to get them back from that using them during break or do we just not know and we're going to try? I think I think it's a it's a great question to ask. And when we met with the other schools that were in the Shaw challenge, so there's several other schools um many schools opted to do exactly
052what we're doing, not to go through the yonder pouches. And I think what I I heard overwhelmingly in their success was involving kids and families in the discussion and and really beating home the message of the why. why are we doing this and and having the consistency within the school. Um so for that you know we've talked we have a group that just did a great PD book study on the anxious generation. They are they are jazzed and um this group would love to lead the charge in July and August to have a couple of community forums and have parents come in so that we can >> and students come in so that we can have some of those conversations. Um, I'm just I I'm nervous about asking staff to need to manage another piece.
053So, like yonder pouches, you know, how much time is that going to take away from class for staff to manage making sure that the kids have their yonder pouches? Are they broken? Who's unlocking what? I it I want I want the folks to be unlearning. >> Yeah. So, full disclosure again, finally listened to The Anxious Generation, which I had been avoiding because I was assuming it was going to make me feel like a terrible parent, which it did a little bit, but not as badly as I thought. So, that was all good. But, I mean, where I'm coming from is very much coming out of, and I understand he's not the be all and end all, and people argue with with his research as well, but like he was so adamant that it's got to
054be locked up or it doesn't work. Yep. And so that's where I'm that's I guess why I'm pushing it that. And I I understand the pouch like the pouches to me have never sounded great. Like the idea of it goes in a box in the wall when you walk in the door seems like a better strategy and also less, you know, back and forthing if it really is a belltoell thing. Um I mean I I also fully agree that engaging the community is a good idea. Like, could we lock down the kids' phone between 8:00 a.m. and 2:00 p.m.? Yes, we can. Like, we do that at night, you know, whatever. I mean, so you can >> fair day cages in the building. >> We can do that. Yeah. I mean, there are things sure
055there are other things that we could try to do. Um, but I guess I just I don't know. I feel like given that the limited evidence that there is suggests that the best strategy is having it not even there for the kid to be able to see that maybe we should consider that. But I'm also open to we try it one way and if we don't like it after 6 months we try the other. >> I would say even less than 6 months. >> Even less. [laughter] So I support Josh. I agreed with this as well that I think that um we'd rather go with students and parents. I also think wonder if parents are going to have more of a struggle with this than students >> and I suspect I suspect that they there
056there will be. So by starting with this a bit gentler approach that lets moms and dads know that they do have a phone. It's in a backpack but it needs to be out of sight. That's what we're saying. It needs to be out of sight and off body. And I think that's one of in the book he talks about it needs to be off their body. So, it needs to be in a backpack or it needs to be in a locker. Um, and it needs to be powered off. Um, you can put watches. Again, they say no smart watches, but you can put it on like airport mode or whatever so that they can still if they want to count their steps, they can still wear their watch. It could get tricky. It's got But
057Josh and I talked about elementary is such a different thing. >> Right now, we know there there are kiddos that have cell phones, but they do. They keep them in the backpack. They don't come out. We don't see them. really middle school they start to explore. So, it's going to take a couple years of practice, but then you're going to get kids that are coming through the high school that that's just been the norm that they haven't. But these first couple years are going to be a little bit tricky, but we're hoping that building trust, building and letting them know that again, this is a law that was signed by the governor. It's a law. It's not it's not just policy that somebody made up. It's it's the law and we have to follow it.
058It's kind of like we have to practice fire drills. we have to do this, too. So, just got to figure it out >> what works best for our school. And I you're right. I know that he did say they should be. But I think that there are also lots of different schools, lots of different sizes, lots of different everything. We've got a small school. We've got some really good relationships between our administration and our teachers and our students. I think that can be very helpful in making those steps. the the feedback from the schools that jumped in this early and and tried to get in front of this was the students were actually the easiest to work with. The biggest challenge was the parental anxiety about them not being able to reach their >> I
059want to be able to talk to Josh right now when I want to talk to Josh as opposed to and but it's an actual thing again you've read you've heard the book >> it was it's not just about the students it's about Yep. So >> I thank you. >> Yeah. >> Anybody else? Any other questions on the nine first readings? All in favor? Four. Nothing. >> Oh shoot. I forgot to mention just a couple things. We have to take a couple back and just do some grammatical. >> Well, this is only frustrating anyway. This is only right. So, we're going to look at a couple. There's just some grammatical errors that we need to fix and they'll be ready for second reading. >> Okay. >> It's gorgeous. >> Make a motion to accept EBBD for
060the second reading, which is >> that's the temperature standard. >> Temperature standard. Yep. >> And that was the one that we had to set a range. Again, that was another one that came through legislation that there has to be and so the policy committee um agreed to the range of 65° um minimum to 82 degrees before we do something. It doesn't mean just cancel school. It just means that we have to >> do something. If if the temperature drops below 65, what are we going to do? If the temperature gets above 82, what are we going to do? And it just means Yeah. >> And that's in the form of a motion. We need a second. Second. >> Any questions, comments? All in favor? For nothing. >> Policies reviewed? No changes. Any action required on
061these? Nothing. >> Just no changes. Just we we'll change the date that said on the policy to say it was reviewed, but >> Okay. bus driver job description. >> That's sorry, that's a vote >> and that's in your packet. >> I'll make a motion to accept the new bus driver job description. >> Second. Any questions about it? Comments? All in favor? For four nothing. Date and time. So we have May 19th is our budget validation meeting at CSBO District Middle School High School at 6:30. We have June 10th finance committee at 6 and then June 10th board meeting. So that's been bumped from Tuesday to Wednesday. Please note that because Tuesday is the day the voting day and we're meeting the day after. So please note that it's on a Wednesday. Um, so I will
062be at the budget validation meeting, but that will be the last official thing that I can attend. So, um, you just need to make arrangements to I guess I don't actually know what you can do if you swap over for the June or does the person have to wait until July when it's officially the I don't know. You you figure it out, [laughter] but the the 19th will be the last one on there. >> Perfect. >> So, perfect. >> Tomorrow night 6 o'clock. tomorrow night 6 o'clock. Mhm. >> And >> then June 19th 6:30 >> June 4th graduation. >> I mean May 19th >> I mean actually May 21st senior night >> and we usually go >> recognition. Mhm. >> My year's gone by already. >> Motion to adjourn. So moved. >> All in f
063all in favor? >> Four nothing. Wow. Thank you. >> I can't make it to the 21st. Just so you know, I always