09/09/2025 Educational Services Committee Meeting

001Jenny, you got to turn microphone on. >> That makes it better. Thank you, Cheryl. Darn it. I know I always forget something. Um, everyone just missed our introductions. Um, but I was just going to say this is followup from the schoolboard meeting last month. Um, and I'll turn it over to Sarah. Yep. So last month um and for the last I would say six weeks the team has been very aware of of course our data and processes that they've been getting um their staff and students ready for the upcoming school year. School year has started. It's gone well so far, but we do need to take a look at that 2425 data that is in front of you. So if you want to pull up the um the document, there you go. So we've got

002this. It's in board docs for everyone to see. Everyone has access to that. While this is some of the data that reflects the behaviors that go on in the buildings and again this was such a minute amount of data, we also have regular behaviors that are occurring in schools, both positive and both challenging. And so our teams are here to not only discuss and answer any questions that you might have regarding any of the bullying and harassment data, but about their behavior programming all together and what that looks like and how we report on that. because I will say that there are inconsistencies on how we report out data and we are streamlining that process to make sure that it looks the same and that everyone is speaking the same language across the district. Okay.

003So, Mr. Boulder, would you like to start with questions regarding this data or what would you like us to do? >> Well, I um I know there's some board members who have questions about discipline and that sort of thing. So, anybody want to get us started? >> Um, I I'll follow up on a question that was asked at the board meeting uh to see if there are any updates there. We discussed the categorization of bullying and harassment. Um, do you guys have any updates on um how those categories are created? because uh just a little bit that I was reading about Skyward which again I don't know all the ins and outs but it did seem like there are a variety of tools for creating different categories including a potential other category or general category.

004Do you guys have any info on that? >> We did add um after the board meeting we added an other category for bullying last week I believe. >> Awesome. Okay. Thank you Jason. You're >> welcome. >> What was that category? others. >> Anybody else >> regarding specifically this data >> or regarding the uh slideshow that's provided as well? >> Let's start with this data first. >> That's right. >> Okay. >> Um I don't have any further questions about that. I think I asked most of my questions at the board meeting. >> Okay. All right. So, the one slideshow that was presented was the one from Riverside Middle School. And Josh, um, he was going to be here. He's might be dealing with something. >> I have no clue. I've texted. >> So, he really odd.

005>> He talked with the, um, incoming staff regarding behaviors. And so, Mike can go over some of that, but then every principal that is here, every dean that is here also has a huge hand in how are we training our staff? How are we training our students? because students do what they can when they know what to do. How are we communicating this out to families as well? And then how are we holding those expectations high? What do we do when students have an infraction? Okay. Mike, do you want to talk a little bit about the Riverside uh presentation that I linked? >> Yeah. So, uh I know Mr. Wolner was at that presentation that Josh did with the new staff. So, every year we obviously onboard our new staff with a variety of things.

006One being um what we have for behavior expectations. So, I don't know if I need to go into the full slideshow. Um, but the first couple um slides are just talking about relationships and how it's super important for our new staff to understand that we want them to build positive relationships with kids because we truly believe that's the first line of defense in any behavior management system is having that positive relationship with the adult in the build or in your classroom. uh and setting those expectations with the kids and building positive relationships is is really the root of or the how you get kids to um perform in the classroom and behave and and what really helps then is like when there is a is a problem and you already have that relationship there's empathy

007on both sides um the adult can deal with that with that student that way. So, we do really stress to our new staff like the expectation is that yes, we have a bunch of curriculum you got to get through, but if you don't start on the first day building a relationship with those kids, they're probably not going to get the curriculum that you want anyway. So, that is definitely the first two or three, four, five slides there. Um, and then we moving on to um things we do. We have a behavior flowchart there. I don't know if that's hyperl if you can click on that or if you want to click on that. Sorry, I do not feel good today. Um and so that's just some different things if you can I don't know if

008you can zoom in um on that but just the difference between teacher office and um what what we expect teachers to take care of and then like office manage. So just kind of long and short of it teachers can go through that um they can see what we expect from them and and we always tell our new teachers if you need help with something just come talk Josh and I we're always going to be available. Leanne's going to be available to help them with anything. Um, the way it would work with a major infraction is a student would get a referral in Skyward. So, the teacher would write it up. It pops up in my inbox. Um, and this is, we don't necessarily, this isn't part of the presentation, but just for you guys to

009understand, pops up in my inbox. I am probably too attached to this thing, but it doesn't matter where I am in the building, pops up in my inbox, and I can see um, oh, so and so did XYZ. uh I can read it and see if it's something I need to deal with like right now or if that's like something that can probably wait 15 20 minutes if I'm dealing with something else in the moment. Um so I can see that I call the kid in because usually if it's gotten to the point where it's a major and a referral has been written, there's a pretty good chance that child's not in that classroom anymore. And and that's what we would we would tell a teacher is if you're at the point of where you

010have to write a major referral, they're going to come out, they're going to be um talked to by Josh or I. Um and then it just kind of depends. We have a leveled system of discipline which I think we talk about later in there where um we have levels one, two, three, four um which I guess I can right there is the student handbook. So there's four levels of discipline. So Josh and I look at four levels of discipline. Um I think it's on page 18 of the handbook if you scroll down uh somewhere in that ballpark is the four levels. And right on that flowchart it tells you uh you know is this a level one? Here are some possible consequences. level two, here's the possible consequences, level three, uh level four, etc. So,

011that's all in our handbook. So, that ahead of time, kids know if if you fit in this category, there's a pretty decent chance you're going to end up with. Um, and in like a level one, there's an example of teacher managed things. So, level one is, you know, classroom disruptions. Maybe it's electronic device, a kid has a cell phone out the first time, the teacher is going to say, "Hey, can you go put that back in your locker or however the teacher wants to deal with it." Um, just general horse play. Maybe they're walking and touching each other as they're walking into a classroom. So, just things that like a teacher can just say, "Hey, can you guys please stop that and have a conversation with the kid and we move on?" Uh, levels two

012and three and four are when Josh and I are are involved and there's going to be some consequences involved with that. Level two kind of depends on what it is. That could be a lunch detention or detention. Um, maybe more depending on on the situation. And then as you get into levels three and four, those are the bigger things that we deal with that are going to probably end up with suspensions. And then obviously um there's a pretty decent chance that officer Carnance is involved when you start getting into like when you look at the word battery or bullying or trespassing, right? Fighting, those type of things. Officer Carets is involved with that situation as well. Um which is really nice. I do appreciate you guys having him in our building for things like this.

013It it really does streamline the process for us. Um so, um going back to the I don't know if anybody has any questions on that, but I can go back to the presentation and go back to the behavioral support chat. Um so, one thing we added last year uh is we have a behavior support chat team uh on Google chat where all of us are on that Google chat. Um if a teacher, it's it's kind of like a preventative me measure. if a if a child is in your classroom, you can just tell they're off today or they're they're starting to maybe ramp up. Um once again, unfortunately connected to this thing too much and um Josh thought the meeting was at 8, so he he's on his way. Um but uh connected to this

014thing, it pops up on my phone like, "Hey, could somebody come down to the art room? Could somebody come to 301?" And it might just be, "Hey, we check in with the kid and say, hey, what's going on, buddy? Is there something we can do to help you with? sounds like you're off a little bit today. Um just just as a check-in with that kid and then maybe by the time we walk down there 35 seconds it's like hey let's go take a lap around the building. Let's go do something just as a preventative measure um to get that kid in a good spot. Maybe the kid needs something different that day. Um and maybe the kid is like hey I just need a snack like I am starving. Okay, I'll go find you a

015snack. Um so that's what we use that for. Um moving down. Um, it's just a video on uh how to I guess slide nine for us is how to uh enter an office referral because obviously brand new teacher in the building isn't going to know how to do that. So that way they know that process. Um, calling home. This is a big one. Like I really really really stress this with people is that we have the expectation that parents need to know like when something's happening in the classroom like they like please call home and have a conversation with a parent like it's I I think that's is you know building relationships and then having contact with parents those two things are super super important um when dealing with classroom behavior. I think like that

016first line of defense like as a parent myself like if you call me and one of my kids I have a sophomore and a freshman like 100% going to deal with them or or try to get to the bottom of what's going on. So, anytime a kid is sent out of the classroom, like our expectation is that you call home. Like the expectation is call home, explain what's going on. And even if you've written a referral and I'm issuing a detention or a lunch detention or whatever, like I expect the teacher within 24 hours to call home, have that conversation with parent because I don't know what led up to that, right? I can just read that in the in the um referral maybe so and so threw something across the room at somebody, but

017I don't know what led up to that or what happened to that. And so having the teacher talk to the parent I think is super important. Um and obviously I can have a conversation with the teacher and find out what happened prior to that and more so that it's in the referral. But I do think it's super important that uh the teachers have that contact with the kids or with the parents. Um something else we started last year Skyward has a um logging uh contacts log. So um anytime I call home, send an email, talk to parent face to face, I go into Skyward and log that. So you can see all the teachers and that way as a principal I can see like hey so and so has called home um three times on

018this kid. So I do know the parent is aware that hey like this isn't the first time hearing from me that they know there's been an science class or social studies class or even can say positives right I called home to say Johnny had a great day today and you log that in Skyward. Um so it's just been really good data to see like who's been contacted and and why they've been contacted and we can see all that on Skyward. So I do think that's really nice. Um, we kind of looked at our student handbook, the four levels of discipline. Um, and then we explained to our new staff who Mrs. Kahun is. She's our inchool suspension and lunch detention pair professional. Um, she's located in the LGI. Um, so if a kid is having

019a problem in a class, you are kicking them out. Once again, the expectation is that you are calling home, that you are writing that referral. Um, and you send them to the LGI where there's a spot for them to to sit for the rest of that hour probably. And if it's something where it's a pretty big deal, then obviously Josh and I are dealing with them and they may not be going back to class depending on what the situation was. Um, some positives that we do with kids um are pride slips. So we have weekly drawings, semester drawings, we have a really big end of the year drawing. Um, this year Josh is working on starting a student uh school store so you can buy some different things with uh your pride slip. So, if

020a teacher sees a kid doing something that they um think is is a good thing around the building, maybe maybe it's helping another kid out, maybe it's um they weren't raising their hand and now they're raising their hand and doing exactly what we need them to do. Uh they give credit for that. Uh like you said, we do weekly drawings for that. We do um this huge end of the year drawing. Um so that that's something important. I think it's also good to note. a I don't know if it's in this presentation, but um last year and we've talked about some different things this year, but last year for example, every quarter we had um a trip based off of grades and behavior. So the end of the year trip is always Mount Olympus based

021off grades behavior. Um having pass like overseer and then no, usually it's maybe one major referral for that quarter. Um if it's a bigger deal, then obviously Josh and I reserve the right to not allow that trip to go. Uh third quarter was brew trip last year. Second quarter last year was a sunburst ski hill sledding trip and first quarter went to Milwaukee Zoo. Uh for all the kids that kind of that earn those opportunities. Um I I'd say it's usually around half of it more than half earn the trip, but I'd say usually half decide to go and some of them choose not to go to Mount Olympus for example because they have a baseball game that night and it's just impossible to get to Mount Olympus and back um in a you know

022day and be back by 3 o'clock so they can get to baseball practice. So overall, I'd say majority of our kids that can go do try to go. Um, and then slide 14 is just visibility in the hallway. So, uh, passing periods in the hallway. We expect, uh, people to be in the hallway. Model positive behavior. Uh, increases safety and accountability, setting a positive tone for learning, building stronger relationships, and creating a sense of belonging. Um, you kind of see some information down there at the bottom of that. Uh Josh has a classroom management 11 tips to keep your classroom running smoothly he shares with them. And then right here at the very bottom kind of a wrap up build relationships first. Office referrals are going to be put in student behavior via Skyward. There's

023four levels of discipline. Parent communication must occur before writing a referral for repeated behaviors. Um we don't like to write a referral for like an alltime like hey you've done this, done this, done this and now we're going to write a referral. That's fine if you've done this, done this, but you better have contacted parents a bunch to like make sure that parents are on board with what's going on. And then like we said, we do the pride slips drawings every week, end of the year mega drawing and then um quarterly end of year mega drawing. What was the end of year mega drawing? >> So, uh you know who was a big star of this was like Elliot Clark was awesome when he was our turny abatement officer of going and getting donations. And

024we've had people go now since Elliot's not been with us do the same thing. Like we get Walmart to to donate bikes and TVs and like it is amazing the amount of stuff we get from donations for people by just asking and and kids walk away with a TV, they walk away with a bike, they walk away with, you know, every a lot of businesses will give out a lot of you know pizza tokens and Mullins gives out ice cream and so like at the end of Bubbler, right? Like uh kids will take whisp stuff. So like there's probably 50 kids per grade level that win something on the way out the door on the last day of school. >> So yeah, any questions? I know that was super brief and it probably took an

025hour, hour and a half with the new staff and I got that done in six minutes for you guys just to preserve some time. >> No, it's a very good overview. Um, >> yeah, >> I I just have a couple things. The reason we agenda this is because of more of a perception problem. You know, what we hear things and uh I gained a lot of confidence watching Josh delivered to the new teachers. I mean, >> you know, We wouldn't get that otherwise. >> Yep. >> Um, >> I appreciate you coming in and listening to that because I think that's awesome. >> Yeah. And a good group of new teachers. I think they'll be uh >> very successful. I do have a few questions on um one of the things that I've heard Sam I

026don't know you probably haven't been here long enough but um about the inconsistency. Did you have you heard anything about that? Anyway, that's that was one thing they said that hi >> this is Mr. Barnett dean of students apologize I was late. >> So um >> so inconsistent >> I I also have a little bit of an answer to that like some things we've been doing um just to kind of try to figure that out. So every year we do a school perception survey with our staff. We do it uh with the parents and obviously with the kids. And so one thing that we looked at is um one of the questions says something along the lines of consistent discipline, right? And so that was like uh what Leanne and I have done already this

027year, we did it with BLT last night, is we took our five lowest, one of them being consistent with discipline, and we had the staff write like what this did look like and what it should look like. So if you if you think it's being inconsistent, what what did it look like last year, what should it look like? We then took that information at BT, we broke into groups and we kind of summarized that. I'm going to um look at that. And one of the the things that I saw on there is teachers feel like they're not consistent like themselves. So, not necessarily us being consistent, but they feel like maybe their next door neighbor is allowing cell phones and the kid walks into their building or into their classroom and now they're like, "Hey,

028you can't have cell phones. Well, so and so let me." So, from what I gather from when we asked our teachers, it's not so much that we're not dealing with it consistently, but they feel and and that that's falls on us too though, right? like somebody else's classroom isn't necessarily as consistent as them. So, it's it's setting that expectation and that tone in our opening meeting this year where we we looked at some of that data. We're like, "All right, like we had a couple of our teacher leaders step up, too. One who said like, "Hey, I know I've let things go in my classroom and I know that's really hard for the rest of you to then deal with it." So, it's just coming together and and the teachers being consistent in the classroom

029because yeah, we're in the rooms a ton, right? we're doing, I don't know, 500 observations or something in a year or whatever it comes to this year. Um, which is great, but he also is not in every like there's 60 classrooms and and you can't be in every room and and what what is that consistency look like? So, just constantly having that reminder with the teachers and doing that. So, that's what we found when we actually asked the teachers like what does it look like and what should it look like and we last night BLT sat down and looked at all that data for an hour. >> Oh, also no, Craig had his hand up. Okay, let's get >> Can you give me the full name for BLT? >> Oh, building our building leadership team

030last night. So, it's >> I wish we served him. I could have used one last night. >> Okay. >> Greg, you have a question? >> Yes, I do. Um, I I appreciate all of the, you know, all of the pol positive reinforcements that are being brought forth uh that the that Riverside um is trying to employ to try to encourage better choices and better behaviors. However, um I I do wonder um from the staff standpoint, uh what kind of professional development measures are being in um implied or or instituted when it comes to um recognizing instances of bullying and or trying to make sure staff is present in the hallways where where this sort of activity can occur. not only hallways, but we know that bathrooms when we when we've had expulsion hearings, bathrooms tend

031to be a place where bullying happens. Um, that's outside of normal view of of of professional staff. Um, and the one example I have is where a student may uh be joking around right in front of of the teacher, but then uh the teacher might not recognize that that's a a a case of bullying. And instead of instead of hauling aside the student that may be the recipient of of the uh the joke more or less um and and asking them why uh was that how are you um was that something I that I should be aware of or what what you know that sort of thing so that at least they're aware of the situation and can intervene if they need to. Um, I I think I'm kind of wondering if there's still a

032disconnect between the staff intentions and observations of bullying and the instances of bullying in the building that we need to try to figure out how to get under control. So, ironically, I mean, that's kind of why I'm late is I was I thought this started date. I apologize. I should look at Sarah's advite. We had a we have our breakfast we have our breakfast duty and so we have two staff that are there and then one of the you know, one of the kids yelled at another kid calling them the b- word. And so then both those teachers like Mr. bar like you know been appointed and then you're able to have me come in and so ironically like I was already kind of starting that investigation that would be happening because then of course

033even the kid that said it said well someone said something to me outside of school so like that's something that happens in the hallway there's always going to be some blind spots that you run into and we're trying to be you know fixing that. One of the things that we're doing uh is we do have securely passes. So securely is what we use for our do you all know about the securely for computer side of it? So if we want to as a staff you want to be monitor monitoring the kids like what they're doing on the computer like so if you say you have 32 kids are in a class you can be monitoring what they're doing with securely and so like you can see that one thing that's cool is they have a

034feature called securely passes which then we can go from having like the oldfashioned sign a agenda be like go to the bathroom to now it's all digital and with it being digital now um we can set parameters where like you have to use the nearest bathroom if I know that John and Joe like are having issues. I can actually set where both of them can't go to the bathroom at the same time. So like >> these are in separate classrooms. So somebody could be in Mr. Johnson's and somebody else could be in Mr. Barnett's room and they can't be in the hallway together. We can set that parameter uh which we've never had till this school year. So that's that's one >> and so like that's something that we're rolling out right now. Right now

035the biggest thing we're running into with that is we're just making sure that the kids know how to log back in. They're really great at signing out to go to the bathroom. Then I'm like both Mike and I have it on our phones like oh you're still in the bathroom but you're not. So we have to like train the kids into logging back out. So like that's that unstructured time during the class. One thing also that we're doing this year as well is we noticed that some of the behaviors can sometimes like it's those blind spots. So one blind spot that we know we had was the bathroom that was going over by the gym. And so we then closed that one down. It's only available during lunch. >> Yeah. I mean, I think that's

036a great point, Craig, that you brought up is there are there are spots and this we saw that spot and um yeah, those two bathrooms are off limits and the big reason for that and they're locked during the school day except for during lunch is because there's just no adult there. It's a hallway where there's just not adults because there's no classrooms down that hallway. So, kids like to wander down there, go use that bathroom. It's like you don't need to be in that bathroom because if you're leaving English class, go to the bathroom nearest English. And then and then the um other pieces like some PD like you talked about Craig is so this year we presented that bullying and harassment data to you guys last um board meeting. Uh we took that exact

037data. We presented that put together a presentation presented that to our staff full staff um and walked through like here's our data um what are some things you guys see? What are some ways that you think uh we can improve on that data? like make sure that we all have the same definition of bullying and harassment so that we're all on the same page. So that exact definition that was shared with you guys was shared with our staff at the beginning of the year um going through that. So that is some of the information that we took to the staff to to kick off this school year. >> If you want to elaborate further too, we do have like the school behavior expectations. I I mean I saw that you were kind of >> I

038went through that. >> Perfect. I again I'm late but then like that's you know one of the things too that we did with the new staff. Ironically, one of our other like spots that I've noticed that could be sometimes a blind spot, the two new staff members are in that hallway now and they're more visible than the press to, you know, to people that were there, which is always a positive as well. >> So, I just wanted to chime in really quick about securely. Um, I'm hearing good things about it and I'm also I've also observed um how it's been effective at the high school so far. Uh so I I am I I commend you for that and hopefully hopefully you you're able to maintain a high level of utilization of that particular program

039for the entire school year because I think it's I think it's great. I think it's working. >> Yeah. I like it because we can chase kids down with their phones and know where they're at way more easier than finding kids, you know, on the cameras. And the other thing I the other thing I really like about it that we're we're going to eventually have data on is um one thing I hear a lot from parents is hey my child needs to go to the bathroom. And I 100% agree with that. Like I have a child who's in both my kids are in high school. I tell them they need to drink a bunch of water. They play football on a Friday night. Like you need to be hydrated during the week. So as a parent

040I have the expectation like you should be able to go to the bathroom and you need to go to the bathroom. But also as a parent I expect like if you're going to go to the bathroom you should be able to do this in two or three minutes, right? Like go down the hallway, get to the bathroom and get back. And so one thing securely allows us to do is we can tell that Joey was out for 17 minutes last period. And so the next teacher sees that it's like, "All right, you can go to the bathroom, but Joey, you were gone for 17 minutes last period. Can we can we do this in a couple minutes?" Because sure, one time a day, you might take a little bit longer to go to the bathroom.

041But most of the time, you should be able to get down the hallway, go to the bathroom, and come back. Uh, drink a bunch of water. And we appreciate that a ton, but also we can show parents like if a teacher's like, "Hey, you've been in the bathroom for 102 minutes today." That might be a little excessive, but that that does h like now we actually have a way to track it. Before it was like in an agenda log where you didn't have any real data. It was like they signed out three times a day, but how long were they really gone? It was securely passed. It'll say so and so's been gone x amount of minutes from class today. And we'll be able to have a conversation with parents then and and have some

042real data for them. So, I'm excited to see that as the school year goes on. It started the first day of school, so we'll see. >> Cool. The only thought that I have um to bring this in uh first of all I think that the detail here is great. I think this is what um a lot of people would be looking for. Your flowchart uh really helps to explain kind of the delineation between how things are handled. I think when you couple that with the student handbook for the middle school, you get a very clear idea of what the consequences are for various behaviors. I think that's good. Um, the only concern that I have is when we're looking at minor interventions, I personally think that some of those might be a little bit more

043significant than um requiring what you call a tier one intervention. At least some of those tier one interventions. Now, again, you're looking we're linking to another website. It's not a document that you guys have made. I understand that some of the tier one interventions on this website seem to potentially run in a counterproductive manner to properly addressing behavior. We're talking about having a snack break in response to a behavior or listening to music are two that jumped out at me. Again, I'm not saying that this is necessarily what you guys are going to immediately. Those don't seem to me like a good response to most of the behaviors that at least I remember from my time in school. And I would imagine that the behaviors have not changed significantly since then. So I like what

044I see in the student handbook. I like I like the uh the explanation of you know possible responses or consequences and behavior supports. I think those look really good. Can you tell me a little bit more about kind of the guidance that you guys are giving to teachers in how to handle that as far as things like tier one supports go from minor interventions? I'm thinking of a student saying no, I'm not going to work and continuing to be disruptive and after that initial redirection, which is a great practice, of course, the student continuing to refuse to engage and continuing to distract. Where do you follow up? >> I mean, if it continues, then you can send them out. Like my my big thing on something like that is you better call home. like like

045when that when that happens that day a kid refuses maybe for that I don't know if there's 20 minutes left maybe it's just let them be but then call home and then let's even if we have to set up a meeting like what do we got to do to contact that parent to get them on board and then once we contact that parent if that continues that's risen to a major our teachers know that and then we're going to get involved and then we're contacting parents and we're going to issue whether it's a lunch detention detention or if it gets to be even more then we'll we'll do more and set up a meeting with the parent but to me the biggest thing is I want my teachers on those level ones. My biggest thing

046is please call home. Like and our teachers like to email and I always like to say call home because I just think it's great to have a conversation with a parent on the phone and really tell them what's going on and then that way we let them intervene. So that's my number one thing as far as that goes. A situation like that I would say if you have to send them out, we can send them out and we can give them a maybe it's lunch tension with contact a parent, right? Just like hey you told a teacher no three times a day. We're not going to do that at Riverside. Um, but I want a contact home 100%. >> Absolutely. >> And I throw out there too, when you have kids that are sitting there

047saying no or they're refusing and stuff, I feel like it's kind of our job, teachers job to figure out what's going on. >> Like what's happening here? What's what's the deal? Why are you acting like this? And that's where we find out, man, they haven't eaten. They don't have food. So, we're going to maybe bring them to the office. Can some or it could be an academic issue. this the subject's too tough. When you're at the middle school, you're not going to say this is too hard for me. You're going to blurt out. You're going to use refusals. You're going to do stuff. So, figuring out what that underlying piece is there, like why why are you refusing? Maybe you do need a little extra help. I'm going to try to get you that on

048the side rather than making a big >> deal of this in front of all your peers. So, all of that stuff plays into it. >> Yeah, absolutely. Yeah, I think that I think that discretion is great. So, I suppose that is kind of what I'm asking about. One of the things that I've heard as uh one of the things I've heard that's not very positive feedback, I suppose, is um people hear stories about students being disruptive or not engaging with the class appropriately, doing things that are um not necessarily physically harmful, but that are that are disrupting other students, and they get sent to the office and they come back with a bag of Cheetos. That's specifically the language that I've heard used. And so I'm thinking if I'm if I'm a student and I'm

049goofing around, I don't want to be at school because I don't like being at school. And someone says, "Are you hungry?" I'm going to say, "Yeah, give me a bag of Cheetos." No one's going to say no to food. >> And that I I've heard that, too. And here's a little bit more. I'm super cheap. Um, and so I Casey can attest to this. Like I like I'll buy kids that I've sent in set up like so last year a kid like hey was was struggling struggling struggling and I'm like what do you what can work for you that I'm going to spend my like my own hard earned dollars and not one of my own children right now. Um he's like I'd like wings. I was like, "Fine." Like, "I will buy you wings

050some gas if we have a month of fantasticness and I'll spend my money." But I do not like a kid has to be like I I would say it's two times a year that I might give a kid some food. Like like maybe two times a year where where a kid is like and maybe I know other people do it way more, but for me it's like trying to figure out what the issue is. And if it's food, like fine, we can go grab him something from the breakfast line or whatever it is, but truly like I'm I'm cheap and I don't do that. I don't know where that like notion from the middle school comes from because I have nothing in my office. I have some peanuts right now for myself and that's like

051it. Uh I wish I had more in my office, but that keeps me from eating and eating myself, which I don't need to be doing all day either. Um so I that just doesn't happen. Like I don't have Cheetos in my office. Like um it just doesn't like that isn't a thing because I don't have any food in my office. >> Yeah, absolutely. No, I completely uh I completely understand that and I do think that obviously everything comes on a case- by case basis. I suppose the concern is that the the concern that I hear that comes out of uh out of the community that comes from um some people who work in the schools is that the standard for response with students who are um misbehaving is one of um some sort of affirmation

052rather than a response of discipline. Sometimes, again, I'm not saying that this is what happens all the time. >> Even just a smattering of these instances can end up, you know, skewing people's perception of th of those instances. And so, like I said, I really like what I'm seeing with um the different levels, uh how you got those organized. I really like what I'm seeing as far as like the corresponding consequences and behavior supports. But I think that as far as we go as as a district, we should be very careful about uh providing positive feedback for uh behavior that we do not find appropriate for the school environment just because that really only encourages further behavior down the line. And I think that when you I think you can kind of see it >>

053echo and resonate up to the high school level at that point, which again, I'm sure I'm not telling you anything you don't know. >> No, I mean I totally agree. Like I don't I don't a kid doesn't come down to our office and have something where like if they're constantly disrupting a class like I will tell a teacher yes you can send them out like you should be like if it's a disruption they should and they can't handle it please send them to the LGI please write a referral in Skyward like we have plenty of referrals written in Skyward you can see that in the data and then we are 100% going to deal with it I just ask that the like I will deal with it like whatever that consequence needs to be if

054it's it's the first time and it's been a disruption it might only be lunch attention detention if it's non-stop, then yeah, you can maybe potentially get to the point where as you can see with our levels, it's in school or else suspension depending on on how long this has been ongoing. And then it's to me it's just making sure the parents truly know about that and from the teacher like call and say what was going on in that classroom. And so I I 100% agree with all that what you have to say. >> Thank Lori had her hand up. >> Yeah. Yeah. Um so so you can in behavior you can reinforce the wrong behavior. >> Yeah. >> Um and uh um you know sometimes it takes time to figure out like is somebody really

055what's the underlying need? >> Um so how do you how do you deal with a kid that has figured out how to game the system? Um, like for good example, so so when my daughter was in school, uh, she would act up just before recess every day for a while. Well, they figured out eventually that she didn't want to go out to recess outside. Um, how do you how do you figure that out? And how often does it happen where you you get a parent you get a a child that doesn't like like it's not obvious what they need? So probably like one of the things last year that we were doing I mean we always had our BLT time uh that we'd be sharing out our sorry sharing out our information and it would

056be about like 80% of our kids are being able to follow expectations. I think the last one I was looking at for May when we presented we had 72% of the kids who had zero referrals if you include four because I'd probably be one of the four maybe a little bit more >> like one and a quarter >> like one a quarter you would still be in that 80 percentile. the ones that go higher then that's where we're starting to look at why are we getting that reason and so we always did our Wednesday meetings where we would be collecting that data and then it' be like student services administration and we look like okay well what's going on like we're noticing that this same child is always having this behavior what can we do

057to be you know curving that so like some of it might be just simple one where we're able to look at it finding out that that's a common one that's always right before lunch oh she doesn't like lunch maybe we find out it's or she's only one class like and then it's like okay maybe we have conversation with that class, you know, that teacher and then the family as well. Other ones like where it goes like to the higher level, which is just like going into more of like the RTI model, then you're looking at behavioral contracts, check-in, checkouts, kind of going into like those higher um attention uh for that, you know, specific student. I would say we had like towards the end of the year last year eight kids on check-in checkout where

058they would start their day with an adult like get them off on the right foot, make sure everything's good to go. Right now we don't have anybody, right? We're five days into it. >> There's some students that still like it because they like they actually have a positive relationship. So I have two girls that are we we have two girls that are in seventh grade. They don't have check and checkout and like realistically when we look at the data at the end of the year they don't need it but they're like hey Miss Bar can we still have that where we can check in with Mrs. Fremont? I'm like, "Yeah, like we can go ahead and have that like you can have that check-in and like you know, obviously we're going to be looking at

059your goals are going to be different because before it was like you needed a weekly goal. Maybe we can make it into a bi-weekly goal, right?" And so like you still have that positive relationship of someone that would see you kind of your advocate as well. >> Can I interject? Okay. And that's going to cover the high school. The interjection will cover that. Um also, right? Like there's there's twice a month meetings that admin and student services are having and talking about kids and talking about um like kind of you're talking about like there are students who are starting to really ramp up in their insubordination or ramp up in their unwillingness to complete a task. like there's game planning around those students that like the the people in leadership positions in the building at

060least twice a month are having those conversations um and really leaning into the people that have the tightest relationship with that kid to help kind of diagnose what this is really about. So, I know you had mentioned Miss Fremont as an example and students wanted to maintain that relationship from sixth grade to seventh grade and maybe Miss Fremont is somebody who's going to be able to help kind of dig into why a student may or may not be performing or behaving in a way that's we're expecting them. I would say too when they're sent to the office, it's not just sit there. We're having a conversation with them. What's going on? What's happening? why, you know, and I mean, just those conversations and that teamwork again with home is huge. When you make those contacts

061home, when you're talking to parents, you're getting a full story about the kid, you're finding out what happened to them that morning, maybe why they didn't get breakfast or they got in a fight with mom on the way to school or, you know, so all of that stuff is happening. But yeah, it does take time to to figure them out. But the more we get when they're coming in from us, from the kid is important, too, because sometimes they know, sometimes they don't. Sometimes they're just disregulated and we got to get them calm and into a state where we can figure it out. >> Okay. Craig has a question. I'm sorry. >> I I Craig can ask a question. >> Oh, okay. Yeah. Um at this point in time I I feel like our administration

062um our building administration are masters of uh being able to discover trends and observe trends. Right? So in this situation of uh you know where discipline matters seem to keep coming from certain classrooms uh administration picks up on that. Uh I'm I'm just kind of curious on when it comes to some of the behaviors in the classroom and and uh I guess uh classroom management skills. I I have heard that one of the most effective tools to help deal with that is to allow a a teacher to sit in and observe other teachers that are really great at those particular types of skills. Um, and it and I think that if a teacher has some challenges with classroom management skills, they may also have some challenges recognizing bullying in the classroom as well. Do I

063don't know. I would encourage the administration uh building administration to continue to find ways in which uh those teachers can that need extra support continue to u be mentored and or observe other teachers that do have high level of skills in that particular area. Um is are we doing I mean what are we doing in on that front to try to help? I I think that you're 100% right, Craig. Like for sure. Um depending on the situation like I I was looking at Mr. Hayes over here and I remember two years ago I had or three years ago now you were in our building two years ago I think. Um he Craig or Chad was great with behaviors, right? Kids kids probably why he's in the position he's in, right? Um you know I had

064a teacher who was struggling and that was like I went to to Chad and I said hey is there any way she can come observe you? Is that is that a possibility? So is that something we do every day? probably should do it more 100%. But when I when I'm meeting with a teacher and I see them struggling with classroom management, the first thing I'm going to offer is um an opportunity to go watch another teacher, whether that's during their prep or even if I have to go get them a sub, right? We're going to get a sub because I know somebody's really good at what you're doing. And so that's something I'd say I offer um two to three times a year to somebody that you can tell is like there's some class management

065stuff. Go and observe this teacher who has the exact same kids. I'm just using Chad as an example because I see him sitting over there and knew he was really good at it and I had a teacher that did go into his room. Um, so that is something we do and I think it's it's super powerful. The other thing we do with our new teachers in the mentoring program is they are forced uh to go visit for at least a half day. I think if they're a veteran teacher uh watch somebody else teach and I think if it's a new teacher it's a full day, right? Maybe two half days or a full day. So we do that with our new teachers. It's kind of part of their deal and give them time to go

066observe other teachers. >> It's a great idea. I'll I can jump into last year um one of our grade levels we had we in reviewing our behavior data we meet weekly with our I meet weekly with my student services team at Douglas and we looked through behavior data for trends growth you know some look for new things showing up um and we noticed that one of our grade levels had you know 30 referrals and I don't remember the exact number but it was excessive and we dug down in a month's time and noticed they were from four students So we reached out to that grade level team, the teachers, the special ed teachers who worked at that grade level and our student services and at one of our work days in January got together, got

067lunch for everybody and had a brainstorming session. The teachers shared like, okay, this is what I'm seeing because everybody has different everybody had a student that was, you know, struggling and disrupting class and things and they're little so it takes sometimes you try many, many, many things to you figure out what works. So they brainstormed um strategies. We had the student services there to support because everybody has different strengths and different things they've tried. So each teacher got to share a little bit of what they were seeing, what like they thought might be leading up to it, but they had kind of exhausted their tools and um amongst the team we figured out one we asked every teacher to pick one thing they were going to try and then connected them with the different student

068services workers. So like our counselor ended up working you know with one of the students and things and we saw significant I mean I'm talking like 30 to seven in from one month to the next month's referrals with the same little group of students and it was just so they shared at our staff meeting like how powerful that was coming together looking at the data brainstorming spending an hour together just sharing ideas and trying something that someone else had tried and worked and it was and it's I mean positive from the year on the rest of the year then I mean it was very helpful to see the value the team brings and like everybody has expertise. So >> yeah, if I can speak to that. Um I didn't learn some great techniques until I

069was subbing after I was done teaching going into other people's room and going why didn't I know that 30 years ago. So it if we can make that happen that's great. Even if we could tape teachers who are um you know have a it doesn't even have to be a behavioral situation. I think we should go in that direction. I do have a question. Um, we have a hard time uh getting and keeping subs. What do we do disciplinary to help subs out? >> I mean, I one thing I try to do is go talk to them and and say hi and like, "Hey, Mr. Cunningham." Um, most of our subs now that we do consistently get know us, right? And they kind of know our procedure. It is with the new ones. Um, Jenna

070has a we have a red binder that has a like each teacher um has a bunch of different things in there to help with the subbing situation. Um, and like I said, now it tends to be the same couple people that we get. So, they tend to have a relationship with us, know who it is. Like this week, we had the same guy in all week. Um, and and he knows how to get a hold of us, >> but they're different than the classroom teacher because they can't establish a relationship with them. Correct. So what you know what are we doing if this kid's being disruptive? Do they go to the office and get sent back or >> back to the sub? No, I don't. >> And then there's also ways too that you can

071try to be preventative as well. So like you know that say your third hour for that class is always going to be a little bit more higher. So either one you try to do popins uh there was like that's something we did last year or like if it's a room where there's kids with uh IEPs you know then we could be looking at utilizing more of either a pair professional or a special education teacher just be like hey like can you spend I know you're like doing co-eing in two separate rooms but can you be going into this room just a little bit more today than versus the other one and so like usually just utilize your team like it's not always just going to be either myself or Mike but there's plenty of people

072around to kind of help make sure that they feel that way and then just the value of being heard I think goes a long way as well. >> Okay Jul >> so I have a question about that but I have a question about another previous discussion too. Um Dan you said we have trouble getting and keeping subs. >> Yes. >> Do we know has have there been any conversations about why the people could sub are reluctant to step into that role? Is it discipline in the classroom? >> I think it's a great question for the human resources committee because I know that they have dug into subs. Okay. And um other resources and I'm sure that Margaret has some of that data. >> Okay. I will I'm on that committee and I will ask that

073um because I do think that plays into it if discipline is the issue and I have heard that in the community. Um, I know some people that I think would be fantastic for subbing that just don't want to step into that role for that reason. Um, procedure real, right? >> Um, the one thing somebody made the statement about bullying in the classroom. Um, look, I'm a firm believer in classroom management begins with good teaching. It could it's good. It's it's fundamental pedigogy. Okay? So you diminish the likelihood of disruptions when the teacher is really >> good >> doing good job. >> Um unfortunately that's that is there's an innate quality and there's also learn a learn quality to that. Um obviously so I am concerned though that there would be a classroom situation where the

074teacher would where there would be actual bullying in the classroom. I understand bullying in the bathrooms. I understand building in the hallways and, you know, lunchtime, lower grades, recess, you know, that type of thing. And maybe PE, I could see it because there's more movement involved there. But true bullying in the classroom is um like almost incomprehensible to me that it that it would even I'm looking to you because you did you guys were talking about Riverside now. I might be in a high school or or elementary schools. I don't know. >> So what we can do is and it doesn't this particular data set doesn't reflect the location of where it has occurred. We can drill it down if you're interested to know where the locations are because typically this is happening in um

075non-classroom spaces drill it down for you. >> Yeah, that's my expectations here. I I think that um I think that discipline in schools begins with management by walking around. Sure. Um, people being in the halls, people being available, being visible, not even just being friendly, just being out there, talking to people, engaging. I love the greeting at the door sets a tone for the entire day. Um, so, but if it's happening in the classrooms, I think we should know because that then becomes to me at least in a to some degree a bit of a different issue because that is involving a teacher in classroom management. Yeah. that that needs definitely to be addressed. >> Yes. So, >> I would agree and I I think I mean we can look at the location data and

076stuff too, but I I do think it probably happens not in the classroom as much as other places. Um and and like this weekend I started my day off yesterday with something that happened over the weekend on Google chat at 1:47 p.m. on Sunday. And I'm like, you guys should have called the police. Like like and then instead of doing that, you bring it to me at 7:45. It's fine. and I can handle it, but it's really hard for me to control what happens at 147 on a Sunday. >> I have one follow-up question. >> Okay. >> And and excuse my ignorance on this. You were I said I've given up trying to to to catch up. I'm just trying to stay even. Okay. All acronyms. >> Okay. No, no. I hope securely isn't an

077isn't >> No, that's not an acronym. Um that that does not require the students to have a phone. That's something that they can check in in the rooms, right? They go into the room into a computer or something. Okay. That's all I need to know. >> Yeah. No, we just have it on our phone like an app so I can walk down the hallway and see Josh is supposed to be in the hallway or not in the hallway. >> And then it's on the students phone. >> No, it's on their >> So, there's two different versions that we tried having it. So, this was a roll out for the staff. There's one way that you can be doing it within your class because like some teachers don't like to be by their computers. You can

078do a kiosk one which is really that's just taking one of the old loner computers making it into a kiosk where then I use Johnny. So Susie has to go to the bathroom. She can then you know type in her pen which is her student ID go to the bathroom. The thing that I like about it as well is like if you need to go to student services, health uh room, library, like everything that's kind of like not your just like round trip, they put the reason so you get like again more data like you keep on missing to go to the nurse. You keep saying you have a headache like you have to write that why you're going there. Um the other version of it that some staff are using is because they're like

079I don't want to use the kiosk. I'm like okay. Well the other one is then the kids will have to open up their computer and then it's just like you know how we have our three dots up top. they can do the drop down and then it's and say they set their dashboard. So their dashboard would be just like who they have for their classes. So the one of the things that they did was put in all their classes. They put their favorites which then would be like the nearest bathrooms. Uh because I made sure like for all when they do that like hey you have to put down the bathrooms that are near where you're at so you're not going all the way across. Um and things like on that end. So that's the

080only two different ways. The third way which is more as we get further into it is having where staff then can just write it as well. So saying you like you didn't bring your computer they can physically write it. >> And when do we start employing uh securely >> securely >> it's been it's been going this week. Okay. So this week has been the well and last week it like last week they started learning about it on >> I want to say Tuesday but some of the downfall was we had to wait till Wednesday for clever badges. So some of the sixth graders we found out like oh wait you can't even get any computer. So like we'll give you like that grace of Thursday being like when we're going to go right now it's

081week two of it. So now it's like like I said before it's just now getting of like logging back >> and that's just to securely pass part of it. Securely we've had for a long time whereas a as a classroom teacher I can see on my computer what you guys are all doing. So if you're playing video games and not doing your English I can either lock that or go talk to you or whatever I do. Yeah. Yeah. So I mean those are I mean so securely the company would use different pieces. We're just added the hall pass piece this year. >> Okay. Awesome. Sounds like a great program. >> David, >> this sounds great. >> Um my I'm sitting here as a principal thinking >> the importance of the faculty, the staff buying into

082this is going to be crucial. When I say buying in logistics actually doing what you want them to do consistently is going to be a key for success here. Uh, can you report back to us in about a month or two and see how things are going? >> 7:30 or 8, Josh? I will be very November. >> I would just one of from my experience, one of the biggest problems that I see from my position with bullying is that idea of confidentiality is super tough. You guys see it. I know. Um, I'll I'll use board meetings or an expulsion. you know, it's student A or student B and and stuff and we have to keep that same confidentiality. So, when I get a report um or I'm calling home to tell a parent, hey, so

083and so picked on your kid today or called your kid a name today, um I literally say, "Another child called your kid a name today at school. He was upset. He was in my office." And the first thing the parent says to me, "What's that other kid's name?" Yeah. Yeah. Exactly. >> And I say, "Man, I can't tell you that. You know, I know you're upset about that." And then they run through some names of kids that they that they know and then they want to know right away what's going to happen to that other kid. And I can say they're going to get school consequences and I'm going to work with their family to make sure that they get some home consequences, too. I'll I'll call home and stuff, but I can't share that

084with you. you you kind of have to trust that I'm handling that and that I'm taking care of that in that confidentiality piece right away. I think that parent feels like nothing's happening when when it's all happening and and we're we're taking it seriously and we're >> we're working through it. So that's a difficult that's a difficult part >> and that happens every day. >> Every every day you're calling home because your kid is a victim and that's a hard conversation, right? That's the last thing any of us wanted to show up to school and do. and they're they instantly want to know who it is and what's happened to the other kid and you can't tell them at all. >> Now, we will say like, hey, on page 20 of the handbook, >> on

085page 20 of the handbook, it lists the possible range of consequences. So, just know like we're going to treat it as though it's just on this page. >> It's still hard from parents perspective. >> I try to explain, you know, if you're a child, we're on the other side of this, you don't want me spreading, hey, Billy's in trouble all over town. You know what I mean? So, so we do have to keep it confidential, but the and they kind of got to trust us and we don't report back to them >> on what's happened. They would like that and that would be nice to say, "Yep, I I had that kid. I took a week's worth of recess away from, you know, whatever it was." They would want to know that, >> but we

086just can't can't do it. So, that makes them feel sometimes that, oh, nothing happened when, >> right, >> when we've really taken a lot of consequences. I think that's where a lot of the perception comes into play is that you can't tell families what has happened and therefore they're left to make their own um come to their own conclusions, right? And I think about the comment where you're sending them back with a bag of uh candy or bag of chips. Again, I think that is just a misperception of what how uh discipline is being carried out because you cannot share even with staff in delicate situations. you know, that is private confidential information to that student. And um you can't always share the whole story or share the whole perspective because of because we're federally

087not able to. Um and that creates a lot of gray and uh it's very open to interpretation then when uh you know that you're following the school handbook and you're doing what's asked of you in that position. Um but you you can't explain that to all parties involved and it it creates a a good source of frustration on the parents and and totally understandably do like >> you know if my child came to school and got hurt uh I I want to know what is going on and how my child's going to be kept safe and that's how we try and focus the the conversation really redirect it towards like how are we going to be proactive and keep your child safe at school. what are we going to do differently to support your child?

088At the end of the day, like you as a parent, you you want to know that it's being handled and we can't always share it to the best of our ability because of those loss. Um, yeah. I, as a parent, I could care less who gets a bag of Cheetos, but um, I I I would want to know what, you know, how how well are you doing solving the problem >> and is there a way to communicate that to parents? Like you can say you dug into it and here's our handbook and we're going to follow the handbook, but that's like >> like more of a track record like okay so so we're you know we have this much bullying here right and and this is how we're handling it and look at this we're

089doing a lot better and we're a lot safer. Is there a way that we can communicate that if that is in fact the case? Well, I think that we're doing that with our meetings with the board and making sure that it's out in the open. We can also put it in >> as data points on um student growth and achievement because it's not just about grades, right? It's about all of the other pieces, too. It's about engagement. When students are engaged in classes and they're engaged by that really great teacher, then all of the other periphery stuff isn't occurring. And so we could take a look at as a team and have a conversation about how are we getting all of those data pieces out not just about the academic piece but the other stuff

090too. >> That would be really productive. I think that would be helpful for parents to know that we're we are working on it and we're doing a you know we're doing a measurable job of making sure that everyone is safe. >> Yeah. just a call back that's very general. >> You know, for that that parent that's upset that I can't tell them what's going to happen with their child, the best outcome for them is that it doesn't happen again. So, that's that's what they're focused on. They're not looking at our whole district harassing, bullying, >> absolutely, >> you know, system. They're looking at I don't want this to happen again to my child. So if we do a good job with that working with families and parents and and kids, it won't happen again to

091their child and then they'll feel better. >> Thanks for bringing that up because that was really quick. >> Sure. And then to bounce off of what you said about the mo because I agree the most important thing is not to have repeat issues occur. So, I see that where you start to talk about student discipline in the handbook, it does say discipline progression, but there's not a clear line of the progression of discipline with uh repeated instances that I see. Maybe I'm missing it in here, but do you guys have like a clear progression of of discipline for repeated instances? >> Is there a level like a level two or three that you're specifically looking at for us? Uh so just at the top of that section on page 15 it says discipline progression. Uh

092the middle school will communicate expectations to students and parents. Repeated refusal to follow school rules will not be tolerated. Associate and uh the associate principal and principal will actively will be actively involved in meeting with parents and students in an effort to solve behavioral issues. But it doesn't provide like a kind of rubric. And I think it would be helpful for people to understand like that obviously like we're going to try to work things out the first time something happens. The second time something happens there's going to be increased consequences. If this keeps on happening it's going to be more than just we're going to keep on having talks. I think people want to understand that both people who you know this might be they might be engaging in this behavior and people who might

093be um the recipients of that behavior. They want to understand that it's not just going to go on forever, that there will be permanent consequences for repeated offense. >> So, I can just jump in. So, like a >> it's not as clean, I think, as what you would would want to see there, but on page 17, >> it talks about like a a listing of like administrative conference all the way down to expulsion. >> Yeah. >> It doesn't say your fifth time speeding, you're going to get thrown in jail. It says like as things progress, you're going to see more and more and more harder, I guess, consequences all the way down to expulsion. >> Sure. Sure. >> So maybe that can be made more like plain language clear to appearance. For sure. >> Yeah.

094If there's a little bit more of I think if there's a little bit more of a clear progression of it, right? So I'm thinking that the equivalent is, you know, you tend to see these in the workplace. It's not the exact same as a workplace for sure, but there are standards that need to be held because other students learning environment is is is at risk with with these situations. I think having this clear idea of first offense, this is where you're at and this is the tier of what you're going to what you're going to be experiencing. Second offense, this is where you're at. This is what you're going to be experiencing. Third, so on and so forth and up to a certain point. Um, and I I I thought the same when I saw

095that list, but it seemed to me that the list was maybe kind of just a general grouping of obviously from like less intense to more intense responses, but there could be 15 administrative conferences. There's no specification there. And I not that I think that you would be looking to do 15 of those at a certain point, you know, um you're not you're not getting anywhere. You're spinning your wheels. Um, but having a clearer idea of this does actually move from one from lower levels up to higher levels and kind of what the timeline of that looks like would help people a lot with where they're going to get on those. >> And just a quick time check. We're at about 65 minutes. We have 45 minutes planned. >> I know. I know. >> We knew

096it would probably go long, but I just want to make sure. Well, with the the people that we have here, I'm going to uh just spend a little more time on bullying. >> Absolutely. >> And we can take less time on cell phones. >> Okay. I just wanted to do >> Yeah. Thank you. Y >> um the reason that uh we had a a a board meeting where um a parent stood up and said, "I understand you have a policy on bullying, but do you have a plan?" And that's why we're dealing with this so we can have a plan that will work. And we understand that we're never going to get rid of bullying. I mean, that's just uh raise your hand if you've ever been bullied. You know, if we had a room

097full of parents, they'd all remember a bullying situation. >> And probably the best way to handle a bully situation is for that person to be self-confident enough that it doesn't bother them because there's so much verbal bullying that, you know, you really can't have teachers and principles deal with. So that uh if the if kids are a part of a group, they feel more confident and that there is somebody that cares about me and that type thing. And uh Mike, you had brought up that uh what did you say? >> So uh >> sense of belonging. >> Yeah. >> So could you just speak to that? >> You want kids to have a sense of belonging? >> I do. >> Yeah. Yeah, I mean that's that's like that new teacher um PowerPoint or or Google

098Slides that you have um where we really we do focus and it started really I mean eight years ago or nine wherever you're at Jason uh when Jason came in he said the first thing we're going to do and I hope that still rings true side today he's been gone for all five days is is we expect like our teachers to come in build relationships and like that students come first right like and so I think we preach that I think it shows in that presentation I think we say that to our um our staff all the time. We do every month we do we're going to continue this this year is um we send postcards home to parents like with a positive message uh from a teacher. So it's just that constant like how

099make sure the kids feel welcome here at Riverside. Um and then like I think you guys have talked about we haven't touched on this yet today is um we do look at our data and our top 10 kids. We we put it we figure out a reason like why like these kids are struggling with um maybe it is electronic devices. They're constantly having their phones out. Um maybe it is disrespect, maybe it is they are just not like they're totally insubordinate. Uh we have data last year at the we hit different points usually at the end of the quarter um and then at the beginning of the year where we group some kids together and run groups together with student services and our data got better on those kids in those certain areas. uh other

100kids are going to pop up, right? And then you're going to group those kids together and with student services work together to to try to improve that data with those kids. So, we do that. Um and one thing I was thinking about, we haven't mentioned today. Um but engaging parents, I think, is fantastic. And so, one thing uh Miss Graph and I did to start this year at open house night, we had a sign up and we sent it out ahead of time with our open house stuff. Um and we did rounding with parents and we we asked them like, "What are we doing well? What can we get better at?" Couple different questions like that. I had post-its up and where we were putting our data up arounding questions and one thing that uh

101three people mentioned to me specifically was I think you guys can improve at the bullying. So then my question was like awesome like how how what would that look like to you guys? And all three of them the only thing they could point to was well last year you had that situation at the beginning of the year happen because of bullying. And I was like all right so how can we prevent that? and and they just don't have the background knowledge on that situation and we keep pointing back to that and nobody like you know has that happened to your own child and the parents that I asked no one hasn't happened you guys have taken care of anything in my build in the building so I do think it's it's hard right because you

102get a perception you want as a human you want every kid life to be good but when I specifically asked grounding questions we had a sign come talk to us nobody could to point to something specific with their child and it wasn't like we were purposely picking cherrypicking these parents it was like hey come meet us come and we had some people that weren't happy with different aspects of a lot of things, right? Um, with that one, there was three specific people and then they all pointed the last year on the first week of school and it's like, I appreciate the feedback and just tell me how we can make that better for your child here right now and they're like, well, I think you guys are doing an okay job with, you know, so

103like there there was a lot of positives with rounding with parents and I thought that was really good something we did with parents to start the school year and we're going to do that again at conferences too. Sorry. Like the next couple conference things Le and I are going to do that. This is this right there. >> This is going to a different level. I know it's hard to deal with. I think and I know some bullying comes from being bullied at home. >> A lot of bullying happens in the home. >> Um that's tough to deal with. >> Uh do you have anything that you're thinking about in that situation as helping people in their parenting? Oh, I mean I don't know like we haven't I haven't done anything specific like always conversation with

104parents like I'm on the phone six hours a day I feel like with parents talking about different things. Um >> yeah, there are a lot of resources in our community for parenting classes and parenting support. We as an educational institution cannot mandate that families attend those. That would only be through a court system as I continuously tell Judge Sweet. Love him. Um however what we do provide are a lot of resources and a lot of tips because being a parent is really really hard right um any day of the week and so when we are in challenging situations ourselves we have to ensure that our children don't feel the challenging situations that parents and adults have to take on just as being an adult I think it's really difficult sometimes to know how to navigate

105um student issues and know how to navigate the development of children and get them prepared for life. We are here as partners um for our families and our parents and our guardians and we absolutely have many many resources to provide to our families, parents, community etc. We can't make them use those resources but we can support them in using those resources and provide it to them. >> Okay, good. Because what happens as you know a student is bullied at home so that's their mo to school they bully at school >> and uh that's yeah I've talked with many parents on that see >> uh yeah no I I I think that there's a lot of truth in that David um but I think similar to what Sarah was talking about there's an important line that

106um that needs to be respected between the home and the and the school and I think that if we're talking about resolving some of those deeper issues that might be happening uh in in the wider social sphere that those things are best addressed not by the school institution but by the wider social sphere. You know, I think I think relationships and and community relationships play a larger role in um situations like that than the instruction of the school. I think the best thing that we can do is provide opportunities for responsibility um both for students and for parents. I think the more responsibility that people have in life, the more they value the things that they have those that responsibility for. >> And I understand what you're saying >> on that legally. >> Um sometimes

107I imagine this has happened to some of your teachers and to you. Sometimes a parent will come to you and say what can I do or this is what's happening at home. Can you help me? So you direct them to those places that you talked about in those situations and they they kind of look at us sometimes even in the public sector as being someone who can help them that has some professional understanding of this. >> Yeah, >> that's kind of why and I'm sorry I didn't get this to everybody ahead of time, but this particular resource Sarah is for parents that might not know that they have a child that's bullying. And this website that I had found and it's called yes youth equipped to succeed. The resources here are just absolutely fantastic. Um

108they're out of Texas but they serve the United States and international. So and most of the things are at no cost which is we like to hear that. Keith, uh, Brad, >> I was just not to open up a whole another, but I know the people sitting around this table have gotten this response a hundred times. Not my kid, not my He did not, she would not. Um, that's a tough conversation to have when you're calling home to a to a parent. And and when you get that response from a parent, it's difficult to help them navigate through. Like if that is going to be your response, the child's probably going to continue with that type of behavior until you're willing to accept and do something to help. And we can have videos. We can

109have other kids, 10 kids tell us that they heard this child say this or saw this child do this on the playground and and often the response is my child would not would not do that. So that's that's a tough that's a tough cell sometimes. >> Perhaps a question I should ask is why did you want to be a principal? >> Yeah, >> Emily, did you want to? >> Yeah, I was just going to say things about kids who are doing bullying behavior. you know, just thinking just like any other skills, you know, that they're lacking, you know, digging deep into why why are they acting like this, maybe they don't feel connected, maybe their self-esteem is tricky. And so, working with families, working with our teams at school to try to figure out how

110to build whatever the skills are missing or lacking or delayed um so that they can be positive socially with their peers, too. And not maybe maybe school's really hard. I think we talked about that before like why are you disrupting in class? Maybe it's really hard for you. So there maybe there's, >> you know, they're being treated badly and they're treating someone badly, but trying to dig in a little bit, work with the families, and figure out >> how to build the skills that aren't there yet. >> That's good. >> Um, do you have the data from parent rounding the feedback? >> Uh, we have it up on our wall in the comments and I know Miss McCory was going to put all that the comments together on a thing and I have not seen

111it from her. >> Okay. Um, but it's all up and posted in our like in the comments on a big bulletin board. >> Could you make that available to the board? Even even a picture of it >> be great. It'd be nice to have that connection and feedback. >> Okay. I think we can move on. >> Thanks for putting this together, guys. >> Appreciate very good detail. >> Good stuff. Nice work. Okay. Um, >> thank you guys. You can >> Yeah. Yeah. Really appreciate it. Thank you. >> So, we are going to talk about cell phone procedures and I know I know we're not going to be able to uh get through everything about this, but this is the initial discussion. So >> Mike, can you say just for a cell phone conversation real quick?

112>> Sure. Can I show u know how to log parent communication? >> She learned something. Um >> Google. >> Thank you guys. >> Thank you so much. >> Um cell phone next. >> Okay. Um, I did have a conversation with Mrs. Cohon last spring and last Yeah, sorry. She said that perhaps 90% of the discipline problems at least at the middle school because of phones and their use. >> I don't know if it's that high, but it's high. >> Yeah. Okay. And so we wanted to talk about that and we had a presentation from the Watertown Health Organization and they gave us a book you know >> the anxious generation and um I would encourage everybody to read that. So we wanted to start a discussion on that and what it is that we should

113should be doing in the district uh in order to um limit screen time. So what are we doing and uh then we need to find out what's the best remedy for this problem. So >> yeah, and I think when we started chatting, we thought this would be a great opportunity to get feedback from the board and allow administration to gather some information about what the direction the board is wanting to move as it relates specifically to cell phones and cell phone procedures. And I think it's very helpful that we have high school and middle school staff here to talk about what is our procedure at this point um and any ideas or feedback from the board so that the administration can take the opportunity to um gather thoughts about next steps >> right and if

114we could get to that point then we can discuss later you know >> what next steps >> without putting in another 45 minutes but it's important So, >> do you want Chad? I'm actually going to take you in if that's okay. But like I would say the high school like Mike said, I don't think cell phones are that big of a driver in our discipline referrals. I do think that is the case high school. >> So, you do think it's a little different than middle school >> for sure. I think and the middle school doesn't allow it, right? Like put it away, put it in your locker. The high school has had a policy where keep the class time sacred, but like before school, after school, passing periods during lunch that student like acceptable use

115for the students are allowed to use it during those times. And so I would say that walking into the high school looking one of the first things that I get a chance to look at is data from Chris Malloy about everything related to the high school. And one of the things that you noticed right away was like tardiness and cell phone violations are the vast majority of the referrals at the high middle school might be in subordination. At the high school it is tardiness and cell phone violations. And so I'm going to tag Chad in here for a second because like Jen and Chad saw that same information and um >> and Chad worked in our building too. He's got a little bit of perspective there >> and and developed like worked this summer right

116away on developing a plan to address that because I think everybody saw that as being a bigger issue at the high school. Want to talk through that a little bit? >> Sure. I I think just my first year in the high school last year, like the biggest thing that I saw was kids in the hall being on phones and like the inconsistencies of well the thing that just came up when I was meeting with teachers this summer was like the culture killers, the things that ruin relationships. So I spend a lot of time with the assistant principles the first 20 minutes um of the morning chasing kids around for their cell phone and immediately when I walk into a room or assistant principal walks in the room kind of kills the culture of what's happening

117you know hurts the flow and it in in essence it's making the kids into liars because they don't want to tell you that they have to co um so I was looking for ways with staff to kind of improve that. Um and the biggest thing that came up with the teachers is they wanted the cell phone caddy. So we changed our policy to four steps. Um back to the communication from parent to teacher to home on a first offense. The the phone always goes to the office. So but the teacher is communicating home. Your child received a electronic device violation and their phone is in the office. They can pick it up at the end of the day. steps two, three, and four, it's always going to be an admin calling home and contacting parents,

118letting them know what's next. Um, so there's no more of that culture killer of us coming into the classroom the first 10, 15 minutes. And we're not punishing the kids for multiple days. You messed up, you're going to reset, we all goof up, the next day you're going to restart. Um, and I feel like the new policy when it gets to the fourth step, it we're identifying, we're going to identify quickly, you know, students that are really having an issue with that cell phone and what what kind of a problem it is and then we're going to look at, okay, maybe you need to take a break from your phone and those kind of things. Um so that was the biggest thing that we are trying to eliminate the inconsistencies in each classroom like what

119the self what the expectations of students and their phones are where it's a buildingwide expectation now that when the bell rings your phone will be in that cabin. Uh and obviously we're five days in we don't know how this is going to play out but I really feel like it's going to be positive keeping kids out of the hallways. uh if they have to go to the restroom, they don't need to go to the restroom. They're not going to to check their phone because their phone's going to be in that caddy. Um so that's kind of what we worked on and the teachers were all on board about it. We're all super excited about it and the kids have been really great from what we've seen so far in that first few days of school.

120>> So that will that will be something that admin as Mike said he's got 500 dropins. I think the high school like nine drop in I don't know what it is. It's high. >> I'm at zero currently. >> Well, that's one thing that we said we cleared. Every single time we go into a classroom, a teacher is going to get feedback on how well we're connecting to the average strategy which is the building like and like what their focus area is and every single time are they usually are they following through with the building expectation their own cell phone and getting I was in 10 classrooms last week. nine of the 10 walking in at various times. They were either cell phones were being placed in there at the beginning of the hour or were

121already in there because I walked in halfway through. Um so like I would say from a place that took struggled with consistency um it seems like the first week um it seemed like it was going really really well. Uh we had our team leader meeting yesterday, BLT uh meeting yesterday and um we were shouting out positives from the first week and that was the first thing that a teacher came up with a positive was they appreciated the expectation around everybody doing it. >> And when we talk about learning from other teachers, I'm going to learn from these guys. And if this goes super successful as and I didn't even realize you guys were doing this, um it's it's starting to get my wheels spinning because we we have a different policy. Jason gets to see

122both. Maybe he can talk to ours is like your cell phone's supposed to be in your off and in your locker from 7:45 to 3:15. I also know that's not a reality. If a kid has in their backpack, like I'm not searching every backpack and we don't know what's going on there. And if they have it in their pocket, like I'm not also going like searching, you know, like like they probably have it on them, but as soon as they take it out and look at it, yeah, a teacher in our building does the same thing. Like they might ask them to put it away once. Like that might be that building relationship piece, but it might be like, "Nope, I'm going to take your phone for the rest of the hour. phone to call

123home, let your parents know that it was out or once it's a a second or third offense, like they do take it to the office, same thing. Office holds it for a day, give it back to them, or not the day, not a day. Um, but then like parent, we do have a spot where we have parents come pick up the cell phone because like this has happened multiple times and we have that all laid out in the handbook, too. Um, but I I like that idea because I also know kids have it on them. Even if they don't have it out, it's constantly buzzing, you know, so you're getting that notification. Like we all get that like it my anxiety goes up when I get a buzz because I know it's probably an email

124about something that's happening in the building and I'm not there. Um and the same thing happens at 8 o'clock at night when I see it's a buzz and it's Sarah. I'm like, "Oh no, what do I got to deal with?" You know what I mean? Like there there is some anxiety. My my anxiety is higher because of this device. If I could put this device away, I would have less anxiety in my life. I know that. Um, and when I and so like if they're super successful doing that, maybe we do that at the at start of second quarter because I also do know a kid have it in their pocket and that's the reason they probably want to go to the bathroom is to go check that cell phone, right? And and there's the

125only way to curb that is like let's have a spot where they had to drop it off, put it in there. Um, and when you say 90%, maybe it is. I think she's referring to a little bit of like the stuff that happens on their phones 16 hours a day when they're away from us then flows into our building. Like that's what I spent my entire day yesterday dealing with was stuff that happened over the weekend using electronic devices and it flowed into my building and that's what I spent my day on. Um, which is just it's tough, right? Like and us not having cell phones in the classroom isn't necessarily going to prevent what happened Friday night, Saturday, Sunday. It's still going to eat up my Monday potentially, but you're right. Like having it

126in the classroom, like I love that plan because now it's not going to the bathroom with me when I'm going to the bathroom. >> Yeah, >> I think that uh what you're doing has been found to be the most successful way to do this from what I'm reading. >> And so it's a good start and it's a good thing. Um, one of the things that I observed when I was observing student teachers in the high school several years ago now, um, one of the probably the most sensitive and potentially violent situation I observed with our student teacher was a couple in the classroom that wanted to have their cell phones and would not put them away. >> One of the boys was a larger boy than anybody else and um, he would not do it.

127And our student teacher handled about best she could. Uh but he was not going to separate from that. They have in their mind this is my right. This is a right for me to have this because of free expression or whatever. It's not uh so you have to take a hard line on this and that's more what you're doing which is a good thing. Fortunately in that situation the cooperating teacher came in and uh he was he was going to stand up to her as well. Um, but I think he knew the consequences. He was sent to the office and he grudgingly went to the office. I thought we might come to blows on that one and I didn't want to have to step in on that because I had to protect my teacher. But

128um, it was over a cell phone issue. It was over a cell phone issue and I see that as one of the most distractable things like you're mentioning for even user terrible for me >> and so to get them out of the learning situation is going to be a very key thing for our students to be more successful I think. Thank you for doing that. >> I think the other piece that I just thought of too is the parents feel the same way that kid feels a lot of times, right? Like the parents feel like I want to have that lifeline to my kid. I pay that monthly bill. You are not taking that cell phone from them from even the hour. They expect that that to be like if they text their kid, they

129expect their kid to respond instantly. Just like if you were to text your spouse or or your parents or whoever um and they, you know, like if I text my mom and dad, they don't get back, you wonder like, "Oh, they're older, right? Are they okay today?" like because usually they respond quickly and so when a parent doesn't get a text straight back from a kid >> they maybe have that anxiety too. So there is a it's a broader thing that's changed in our world in the last 20 years. Um because parents are expecting that their kids and when you take your a cell phone from a kid because they had it out and they weren't supposed to have it out. Um parents aren't always super supportive that you did that. Like they expect it

130to be in their pocket and answering it whenever they want even if our school policy says otherwise. >> And they're contacting their student while they're in class. >> Correct. They are all the time. That happens every day. I bet you we know about it every day, 10 times a day, much less how many times it really does happen. >> Let me get Craig's question first. Go ahead, Craig. >> So, I I guess I I I guess I was in the high school and I with with Jason took a walk around. I did notice the uh cell phone caddies and um I also I also observed uh securely being used utilized in the building and I thought that that those are with those two combinations of items that's a that's a big change right right there

131in behaviors in the high school. Now um I do believe that um that Mr. Hayes was indicating some of the uh the uh benefits of having uh those phones put away um as being some of the social interactions and being more of a positive thing. I think those problems those issues are still kind of there in the sense that um they don't they don't go away. um during passing periods th those those social interactions are still um limited by passing periods and launch times and things of that nature. So um the you know perhaps maybe a bell-to-bell type of scenario might be what the board might be interested in exploring at some point. I do think it's a good first step. Uh the the question I would have when it comes to the caddies is

132what are we doing to make sure that the student is actually putting in uh their phone and not an abandoned phone that happens to be able to turn on >> or they have three of them. >> Yeah, I mean that's possible, right? Um you could put a burger burner phone in there or something. Um, I mean, I guess how we're going to know the same way I guess the middle school would know that a kid didn't put their phone in their locker, right? Because we're going to the teacher's going to see it out. The teacher is going to see a kid, you know, in the hallway, we're visible walking the halls, even like during class time doing our lots of observations, right? And so, uh, if we see a kid with their phone on them

133in the hallway, I mean, obviously there's only one place that phone is supposed to be during class time. It's in the phone caddy. And so that's going to be kind of our uh fidelity check as a building is just like we shouldn't see any kids in the building with a phone during those sacred times. U but you're right Craig like I don't I mean when I've been in there and maybe it's because I'm in there and the teachers know that this is one of those checkpoints but like they are very very uh observant with kids getting up and putting their phones um in there. I'm not sure if I've seen them walk through and make sure like it's a functional phone or not just kind of a brick. Uh but but we're we're we're trusting

134that the other measures we have in place in the building would catch a kid would be taking a phone in the hallway or things like that. But the five five or six days so far um we would have to get that part worked out. >> I think Lori had her hand up previously. Um, I I was that parent who didn't trust the high school because I had a history with them not being trustworthy. Um, not a reflection on you guys that you guys weren't there. Um, but uh, the phone was important because I if I needed to get a hold of my daughter, I knew that I could get a hold of her >> and call her on the phone. Um, I researched this problem, um, and found that, uh, the caddies had a a

135pretty good reply, uh, compliance rate, but the highest compliance rate was, um, was an individual pouch. Um, and I researched those. There are different brands, but the one I I dug down into was called the Younger Pouch >> where um you could put your phone on do not disturb and then um you know have only your parents ring through and now your parents can get a hold of you. You don't have to worry about that. But then this is in the pouch all day bell to bell and only, you know, only the teacher can unlock it. Um, is that something that you think would be an option? >> Um, I don't I'm willing to always do anything because I I do think this is a big thing. I will say that my next door neighbor

136who lives right across the street from me is a middle school principal in another district. Um, and he was de students when they introduced yonder pouches. He's like, I'm going to give it a whirl. And he was like, it was kind of a I mean, this is one guy's opinion, but he had a farm kit. Like, so what I gather with yonder pouches is they open with a magnet, >> right? >> So kids figured out the magnet that they needed. Uh, and then like one kid was selling five bucks, I'll open your yonder pouch. Uh, he taught him doing that. And then then other kids just had the right magnet just could open it up all day long on their own. Um, so reason that was only 90% compliant was they figured out >> they

137figured out how to do it. And then they also he said I had kids that bring in and just destroy them and they're not cheap. >> Um, and so he's like it was fine but he goes I don't know if it's any different than when you tell them they need to put it in their locker. >> And then and it's costly too. It's like a year 25 to $30. Oh, you have to pay. >> You have to pay a yearly fee to keep them. You don't even need to buy them outright. So, it's >> Well, no, you buy and then you pay the fee yearly on top of that. >> On top of buying them, >> it's not a one time. >> Yeah. Well, I guess I'd be interested to hear about that. My main

138concern would be I think that you face the same problem with any method of um restriction on cell phones, right? So they talk about this in the anxious generation, but functionally what you're looking at, not with cell phones themselves, but what you're looking at with the way that they're used is they're an addiction, right? They function the way that a slot machine functions in a lot of ways. They use a lot of the same techniques to pull people in. And when I say that, I mean the applications, whether it's games or social media, they use all of those same techniques to uh draw people in and make people spend as much time as possible in that application. So regardless of whether you have a pouch or a caddy, um, which I think are both good

139solutions in their own right, you still run the risk of if a person wants to have their cigarettes or wants to have whatever they're addicted to, they're going to try to find a way to have it. And they will get another phone and their old phone and they'll put it in the pouch or they'll put it in the caddy or they will um figure out how to unlock it using a magnet. the way that I I know that's like how a lot of people get the anti- theft things off of clothing, right? I would assume it's a similar mechanism. Um I think that the best solution is consistent enforcement. This is what it seems to always come down to. Consistent enforcement, clear rules, a clear progression system for this is what happens the first time,

140the second time, and the third time, and having everyone understand that at the outset. Um, I'm not opposed to having caddies or pouches or having a bell-to-bell system, but I do think that no matter what system that you have, without clear instruction, clear guidelines, and and consistent enforcement, it's never going to change. Um, that would be my hesitation about using a more expensive option such as the Yonder Pouch versus a cheaper option like the Caddy, although I don't know what that comes down to. I would have to see what the subscription service is. That sounds wild. But I do think that we're in a new period of time where people are really starting to look at certain technological devices and consider how healthy it is to have constant attachment to them. And I think that

141when you're in kind of when you're in a frontier like that, you're going to see lots of new uh devices popping up and oftent times the solution ends up being something that's a lot cheaper and a lot more utilitarian in the long run. So I mean maybe yonder pouches work, maybe they don't. Um, but I like the sound of trying out the caddies at the high school, maybe implementing them at the middle school if it goes well at the high school and seeing how that comes out long term. And again, empowering teachers and subs to have the tools that they need to effectively um tell students, no, this is what's going to happen. You gave a great example of that. If a student put a fake phone in a yonder pouch and then pulls out

142his phone and teacher goes, hey, you're supposed to have that in the yonder pouch. And he goes, make me. And he's like seven feet tall. I mean, what are you? >> That's exactly what he said. >> Yeah. get it. >> Last year we had a kid with three cell phones, right? And they all worked. >> So you you take one and you think you're winning and then you get take a second one and you really think you're winning and you get to the third one. You're like, "Okay." Like and you call the parent every time and the parent's like, "No, my kid should have a cell phone." >> So you're not getting that supportive moment and that makes it really tough when they send them with three cell phones and the parent believes they have

143every right to have that cell phone on them in the building. Um, and I do like I've already poked holes in the kiosk thing like and like so maybe if they have a ton of success, but I also don't know like Jason said, I don't know if we're losing the battle any differently because we have the expectation they're in your locker room. We don't see them. And for the most part, we don't see them. So it worries me like, all right, let's do the kiosk thing. Now they're going to have them on them more than not. And now they're have them in the hallway. Now they're going to have them at lunch. And like maybe I just keep it the way we >> do. We want to see how it happens in this situation and

144how it happens in your situation, right? We want to see how that works. >> Yeah. Let me get to Joanne. She's been waiting. So, >> well, um I think obviously we're in a we're in a different era and some of you around the table remember when all we had was landlines and when the parent needed to get a hold of the kid, they called the school office and the school secretary or assistant principal or somebody ran down the hall and got them and you know, however, we don't live there anymore. But I think there's something on our side here and that is it's been referenced but not directly. Um number one more and more individuals and not just from a conservative side but all across the spectrum are beginning to figure out in the world

145of education the cell phone is not our friend and that it has become a disruptive device more than a helpful device. So, if you do the research on this, you find out that states, I shouldn't say states, um, because I can't verify, but some of the largest school districts in the country with some of the biggest issues in their classrooms have gone to a belt-to-bell no phones. Mhm. >> And if if we get to the point where we do that, I would urge us as a district to explain to parents that this is we are not an anomaly. If we need to say we're just going to do away with phones, okay, during the school day, um we are in some of the best company you can be in as far as following best practices

146in the in the world of education. Uh the data is just becoming insurmountable. It it really is. And you know, Sam referenced the the addiction. It is an addiction. I don't care how old you are, >> okay? >> Whether you're two or you know, 82, >> um it can be an addiction, but it it is it is hurting us in the classroom and and I do think it contributes to discipline problems and it probably contributes to bullying. I mean, all the images, the videos, the, you know, the Tik Tok stuff and all that. Um, and and so finding ways to control it. I was in the high school for a couple times last year and I saw the Caddies and I thought at that time that was a great idea. You know what? And I

147sit over here, you know, grinning because I'm not somebody who sits around and thinks, how can I play the system? And so when I hear about these kids, I got three cell phones, but I got a, you know, I got this burner and I got an old one. It doesn't even work anymore. I'm gonna throw that in there and I'm gonna keep my It's just like mindboggling. But I know that's what's going to happen. And and they will find ways to break into the the these um pouches or whatever. >> Those are the teachable moments that we get there. >> Absolutely. Yeah. I mean, kids are going to game the system all the time, but I do think there is room for us to talk about and do some looking into after we get some

148feedback from you guys about at some point perhaps considering a bell to belt no phones. >> Well, functionally, isn't that what we have? >> Um, and I would say like when we say it's a problem, like if we see if kids walking down the hallway with their cell phone, they get in trouble. Like if they pull it out and look at it, they are in trouble. Um, >> what does that mean? Um, so like it depends. Like if I see it, I'll be like, "Hey, come over here and have a conversation with them." If I haven't seen them with it before, right? If I've if I know they've had it out in class in the LA, you know, and I remember in my head, I'll pull them in and they'll get the same consequence and

149I'll keep their phone for the day. Um, and we'll call home. So, just it it depends. In a classroom, what teachers tend to do is they tend to take the phone and keep it on their desk the first time and then they give it back and then the second time they take it to the office and then they usually write a referral at that point. they probably get a lunch detention from me and I call home and I explain to the parents like, "Hey, they had their cell phone out and they're going to get it back at the end of the day." And then the third time, like fourth time, like parents have to come get it. Parents really, really, really, really dislike that. And I hear a lot of excuses. So there are times

150I'll just be like, you know, my my kids walking home alone and they're going to be home alone for eight hours tonight. They need their cell phone. I can't come get it. Like I have to make the judgment call if you have to give your kids cell phone because that's not okay either. Like I get that. So it's that's where it's like you love to have this black and white rule like I'm keeping it till a parent gets it but like there's also life that happens and I the kid needs her cell phone, right? Like so it that's where it's tough. So that that's what does happen. And when we say it's a big problem, I think the big problem is it happens all weekend and it happens starting at 3:15 and it spills into

151our school day because it's really easy. Like I like having our bell rule because if you do something dumb with your cell phone, the number one point is you're not allowed to have it. So, let's just start with that point. So, not only did you do something inappropriate with that cell phone, maybe you take a picture of somebody and you you draw on it, you post on social media and I can tell that happened in the science classroom. Well, that means you had your cell phone on you, right? Like, you took that picture. So, now you're in trouble for bullying or or whatever we want to consider whatever just happened with your cell phone. You're in trouble for having the cell phone and it's really hard for a parent to argue like the first rule

152is you're not allowed to have a cell phone, right? So, that's the number one policy they're breaking or handbook part of our our building. So, so I do like it and that's where like at first I was like I really like that idea and then I was like I kind of like what we're doing too to an extent of having a bell to bell thing because I don't want them at lunch and I don't want to put a a caddy in at lunch because I don't need kids on their cell phone at lunch like right now we don't see that if person walking around sees a kid on cell phone they'll ask them to put the cell phone away or they'll take the cell phone for lunch or it's the same thing right >> yeah

153again I mean I think it's developing self-control right I mean if you take if you take someone's cigarettes away, they're going to get very angry at you. You know, that's not going to that's not going to end well. But if a person has the self-control to say, "Hey, I'm I'm in my office. I'm in uh someone else's car. I don't smoke in this environment." You know, it's the it's the same it's the same impulse really. It's I'm not going to engage in the behavior of looking at my phone to get the dopamine hit. Um, so I think that having that consistent enforcement and then working with families and with kids to to encourage that is going to be the long-term solution. And that's going to happen. That's not the responsibility of a district really because

154that kind of moral or social instruction is not what a district is here for. A district's here for academic instruction. Um, that wider issue is something that's going to have to be dealt with in the culture at large, in the state and in the country and maybe in the world at all. I 100% agree with you. I went to that anxious generation thing at uh that the foundation put on and we got the books and whatever and it was funny. They they um compared it to big tobacco, right? So, at some point we knew big tobacco was an issue probably in the 80s, right? That this wasn't good. But it took like legit federal government to change the way they allowed advertising, the way they allowed all this stuff to happen and put some big

155time regulations on big tobacco. It's probably going to be the same way with applications, etc. of like what are the regulations the federal government has to put in place like maybe they can't be used during school days and certain you know at times like like they just shut them down so it might take a big shift in our country to really curb the problem just like it did with big tobacco and that's one thing they talk about is saying is that shift is happening >> y >> so that whatever we do in that issue that strong >> is not going to be out of the norm >> and the parents need to know that uh because it's the right thing to do >> yeah I 100% agree, Lori. >> Yeah. Um the long and the

156short of what I was trying to say was um we fully support your efforts and um let us know how the pouches work. If there's anything you need, do not hesitate to ask. We are here for you. >> Ma, I know I do appreciate that. And that that's part of it, right? Having parents know that you have our backs. Like when we call and they're like, "Well, I completely disagree." And it's like, well, as a district, that's this is the direction we're heading in and having that good conversation, but they're going to politely disagree. Probably >> the board's behind you. >> Yeah. And and and should take the responsibility. >> Okay. Jenny, does that kind of answer the question that >> So, what I took as action items was in a period of time, maybe

157end of semester, uh look at the data from the high school, look at the data from the middle school, >> uh continue the discussion with what our next steps would be, but wanting to gather data between the two levels at this point to compare and think about next steps. Does that seem reasonable? >> Yeah, sounds great. Okay. And and I want to emphasize the fact that uh getting the teachers on the same page, >> you know, that the person next door is not doing something different. Very important. >> 100%. We we talked about in our opening meeting with we had one of our veteran teachers stand up and and really give a really good speech to the whole staff. >> Yes. >> Good. >> And this would be in line with the earlier discussion about

158bullying and discipline. But I think for both of these because they kind of fall into the same category really having a clear progression system for those uh for those violations of policy is going to be really helpful I think for parents as well as students because then parents can understand my students can have a cell phone they just can't like if my student has a cell phone and no one sees it it's as good as them not having it you know that's kind of that's kind of how that works and I think that will help assuage a lot of those issues and encourage people to have good discipline and encourage their kids to have that good discipline with the with cell phone usage. >> And one thing I know and like you said, you're a

159parent that wanted to talk to your kid, right? And be and one thing I always say is like maybe this is wrong too, right? But kid has Chromebook most of the day and send your kid an email like and my own two children are horrible checking email. And I don't know how to get it through my 14 and 16 year olds. I had like as an adult, you're going to have to check email. Like you're not just going to text like like you're going to have to check email. So like my own two children, I'll just send them an email and be like, "Hey, what do you you know after school today, meet mom here or me or what whatever it is like but teaching them like and I always have the conversation like your

160kids have access to the Gmail on their on their Chromebook." Like you can send them an email. Um or best one is call the office and like let's do it that way. But if if you are really feeling that anxiety like you can on your kids it's on the Chromebook. Well, I think if the office is reliable, I mean, that's that's where the anxiety came from is I'd call the office and I'd say, "Okay, we have a dentist appointment. Need to pick them up at 2 o'clock." And nothing. >> And this ball was dropped again and again and again. And I was like, "Okay, fine." You know, so I think if you are consistent, parents won't have that concern. >> Yeah. And and I and I and I see it from both sides. When parent

161reaches out to me, I'm all over it. It's hard. hard. I think they call the main office. They're not getting me, right? They're leaving a message with two or three people that are checking it and they need to get and I think we're pretty overall pretty good at that. Um I didn't hear anything from parents like they do say they call the office. They don't always get a hold of somebody. So I'm like send them this is where this thing is maybe bad for me too, but 3CX rings right to my phone. So I can be in the hallway and I can see somebody and I can answer the phone if I need to answer the phone or I can see the voicemail they left me and get back. So that's why this thing is

162a great tool, but this is also the thing that causes me anxiety because it helps me do my job really well. Um, so and just refer them to Sam. Sam's number is in there. He'll take care of >> just on enforcement. Can I ask him? >> So, so the example you used of seeing a kid in the hall, he's got his, you know, he's got his phone out in in the middle school >> and do you like immediately record that, you know, Joe? >> Uh, no. I'm the one thing I'm pretty good at is still remembering things. Like if I I don't see I would say I'm doing this once every 10 days I see somebody with their cell phone and I'm usually just like hey Joe come here what are you doing and maybe

163he gives me a really good reason. I doubt it. Most of the time it's not a very good reason. 98% of the time I'm like all right put your cell phone away. I don't want to see it again. And usually me just having a conversation is good enough in the hallway. Um if that's not and I know Joe and there are certain kids with the three burner phones. The second I see that kid. No, you're coming into my office. We're calling home. taking that phone because you're the kid that had three burners yesterday. >> Um, so yeah. >> So, so but I think this goes to Sam's concern is about the progression. >> Yes. >> So, because I mean I know I as an administrator uh you have lots of things you're doing and so

164recording all of these infractions has to be like a nightmare. So, how many times does Joe get stopped during the course of a day? We It's hard to It's really hard to tell. >> So, in the classroom it's easy because teacher writes a referral. and >> and so I will say >> you're supposed to write a referral. >> True. Fair. >> We're putting that expectation on busy too. >> Yeah. >> So, I mean, and we and she Sher Tits, one of our um uh assistants for me has a running spreadsheet of kids and their amount of violations. So, she does keep track of it. It's probably not humanly perfect when I just see you in the in the hallway and I I you're a kid that I've never had to talk to in your life.

165If I don't know your name and I'm just like, "Hey, come here." Like when I know your name, that means like you've gotten to know each other pretty well. >> We all know. Yeah. Um and so if it's somebody I don't know, it's probably a quick conversation fun way. And if I see it again, like I'm going to remember that. I'm pretty good at remembering like I had that conversation with you a week ago. Now we come to my office. Now we call your parents. And now when we when we do anything, Sherry does have a running huge Google doc uh spreadsheet of all these things like kid this is the kid's third violation. and she and when so when a referral is written it pops up on my phone which once again is that

166anxiety thing and then um she will usually shoot me an email like hey Mike this is the kid's third violation like I'll know it before like she'll attach it to that uh referral and then I just know >> I think what we have is probably the best that we can do for right now >> for enforcement and also for implementation of the policy and let's see how it goes. >> Yeah. Okay. Well, thank you guys for taking most of your morning. Very important stuff and we appreciate all you're doing. >> So, y >> I hope you're building. >> We not too bad. Like my phone's been all right. Like I know there's two things buzz. >> Yeah. Shoot me an email. >> Okay, everybody. Thank you. >> Thank you. So, we don't have time for

167the director update now that we're >> we got seven minutes, right? >> All right. Go ahead. >> No, I'm joking. And I will I can be as brief as possible. Uh there were two items on the director update that I was just looking for feedback from the ed services committee about. The first one was the um curriculum review committee um and how it relates to our um our uh course outline the course curriculum course guides. I was just looking for the right words. Um last month I had mentioned that we were introducing the process with teachers that we had some tech tools um that will be shared with you next month that I think will help support our teachers in creating their curriculum course guides from the u materials that they already have. Um and

168I did have some level of concern about the process through um bringing those curriculum course guides as it's outlined in policy. we would first bring them to the curriculum review committee, then bring that curriculum course guide to ed services and then finally bring that curriculum course guide to the full board for approval. Um, and logistically, I just have some concerns about the time frame and being able to do that. Um, what I've outlined for you is an ambitious timeline. Um, so if you look at the second page of the curriculum review committee process, the first page just outlines by policy what the responsibilities of that um committee are, who would make up that committee. Um, and then I did fill in some uh names when I was aware of who those people would be. My

169goal for this first year with the curriculum review committee would just solely be twofold. one any new course proposals which I've already worked with our secondary principles on ensuring our teachers know that those need to be principles by September and then the second piece of that would be working through the process with the curriculum course guides. Um that committee could become rather large as you can see on the first page with the number of names and my concern is this could get time consuming. So for this first year, I outlined what I referred to as an ambitious timeline um where we would meet monthly and then I just threw in like different departments and when they might be presenting their curriculum course guide. Um I felt more comfortable moving forward with the elementary first. Um

170Ashley is here and will be working on the elementary um math and ELA courses um and has already actually started that process and so I felt more comfortable bringing those to start with where we're kind of working out the kinks with that. Um and then I also did propose during this first year that we would only have the staff members at the meeting where they were directly impacted by the course proposals. So, for instance, the high school science person wouldn't necessarily need to be there when over main um elementary ELA and then work through those course proposals. Um I did go October, November, December and then gave a bit of a gap where the secondary teams would have more time to create theirs um using their PD days throughout the year and their work time

171um simply because I know that it can be time intensive and we wanted to ensure that we would have time for them. Um, again, I did say subject to change. I did outline 3:45 to 5:00 pm. Um, for those this would have to be um I'm looking at it as like a subcommittee of ED services and it would be posted um and then we would be having a virtual option and recorded um as as said this is what I'm thinking about and I just wanted feedback from the group about that. So what would the subcommittee for the ed services subcommittee um be consisted of but what um >> who would be there? >> Yep. So on the first page um >> I I can't it's not giving me access. >> Sorry. And I can't project

172on these because we're having technical issues here. Um but it is behind you. So if you want to look at it behind you. So it would likely be myself and then as it's outlined in the board uh policy it would be the chairperson of ed services. So Dan at this point a principal but all principles would be invited and then the potential list of teachers would be here. Again, I would have be hardressed to invite all of these teachers every single meeting simply because like I said, if you're a CTE teacher, though it is important what our elementary literacy curriculum is, I don't know that it would be valuable for all of those teachers to be there. Um, we had the reading specialist outlined on there, Ashley outlined there. We did have parent representatives um

173and we could be flexible um based on content area for that. And then obviously because it's an open session meeting, anyone could attend virtually or in person. Um, and so like I said, I think this first year, our main goal with this is to look through the process of the curriculum course guides. I feel like in future years, I think the focus would be more on our um curriculum adoption cycle um and analyzing where we're at with data with our different sets of materials and working through a process of the curriculum adoption process. But just this first year trying to get us rolling, trying to get those curriculum course guides on our website. Um, I did pull up uh, and again, I'm sorry you have to look behind you because I don't have all the

174screens working. We are planning on um, sort of replicating how Walka has it on their website. Um, which is uh, these icons when you click you go to a Google Drive. Um, working with Dave Lockstein on that and Melissa Lampy on where we're going to put them, how we're going to brand them. um and ensuring that we have it has the same look whether you're talking about kindergarten ELA or you're talking about like AP course at the high school. So just making sure that we have the same look across the board. >> So um curriculum course guide is that like a lesson plan? What is that? >> Um nope. And I'm happy to share that with you. That's an overview of I don't have an example pulled up from our district, but in I believe

175June ed services, we proposed we showed both fifth grade math what that would look like and I think we looked at 8th grade ELA. Um, and it's just an outline of the course outcomes, the different units within the course. Um, some of our curriculum is open source. So, a link to where you could go look at the exact lesson plans if it's an open- source piece. Um, and I'm happy to share those with you, those samples with you. >> So, some some of our curriculum is proprietary. >> Most of it would be considered copyright. Correct. >> So, for a parent to review curriculum, they'd have to what? Come in and make it. >> Yeah, absolutely. We'd be completely open if someone wanted to come in and take a look at that. We also have a

176lot of like elementary literacy for example. I was able to give Sam like our student workbooks that you can take a look at too. Um but what we can't do is like scan it in and upload it on the internet. >> Um so we just have to be careful about some of those pieces as well. >> So are you going to contain lesson plans? >> It will not contain lesson plans and I apologize. I should have >> um I don't I can't this is a shaw so I can't Ours doesn't look exactly like this. follow state standards. Are you going to look follow state standards on that? >> Yep. And so there's a spot where they would post the standard too. And I can certainly um send out the samples that we created I believe

177for jun services so folks can take a look at exactly what's going to be on that course online. >> Okay, that's is good because otherwise we've been controlled by the textbook companies completely, >> right? >> You know what I'm saying? >> There is some commentary to that. Yes. >> Okay. TJ. >> So, um, Dave mentioned lesson plans and yesterday I had the privilege of meeting with Casey at Shur and had a delightful tour and talk with her for for its own portion of the morning. And I asked about lesson plans and she said it's now district policy that we do a pacing guide, not a lesson plan. So, we do at the elementary level and some places at the middle school as well have pacing guides where um we worked this summer at the elementary

178level to create a pacing guide for our math and then also there's a pacing guide for our literacy. Um and then the lessons are contained within the curriculum that in those two cases we >> Okay. and the teacher's responsible for staying with the pacing guide but not necessarily creating ancillary material to go with the pacing guide. Am I I just want to make sure I understand that right because when when you start looking at course guides about what's what a parent might expect, you know, >> what a parent might expect on the course guide >> well to see or any of us would expect to see. Um that's why I was last asking about did teachers submit lesson plans or what, you know, how is that handled quarterly? I don't know. And I think the

179question about lesson plans is more of a building principle um by building principle. And I think at the elementary level I can certainly speak to the fact that the pacing guides for literacy math um really outline what is the day-to-day instruction within the classroom. Um and certainly we can share with board or anyone who's interested exactly what's in those materials too if anyone is interested in that. Does that include something about objectives and assessments >> on the course guide? The curriculum guide >> anywhere what you're saying. Yeah. >> Yes. Um and I regret that I don't have an example of that pulled up. Um I could I can send an example of that to the services committee after the meeting today because I know it's something that we had worked through uh through policy and

180services. I think we even had a special board meeting where we went through a draft of what those might look like and I can certainly share that again. >> Are parents also privy Jenny to to what you just said the boards allowed to but our parents also >> certainly if a parent was had a question we would be more than happy and actually we'd be excited to share that with family. So, do am I get guessing right when you're saying most parents don't want to know or >> No, I'm I'm I'm saying like the ex exact curriculum. If a family wants to come in and see it, we'd be happy to share that. We work are working at the elementary level in particular, and I know they do this at ELA, at the secondary, at

181the middle school as well, creating um parent letters that we're sending home that outlines like here's what's happening in the unit. here are the different sources of materials that we're using with the unit. So, I think for most parents that >> they're satisfied with. >> Yeah. And if they had additional questions, we'd certainly be happy to sit down with them. >> Thank you, >> Linda. I think uh most parents would care. >> Yeah. >> And would do that, but their student is telling them, >> you know, I don't want to stand out for any reason at all. [Laughter] I I noticed reading this yesterday that you had a parent representative on this. >> That's good. That's good. Is it going to be hard to do? How will you find someone? >> Probably. >> Those are

182my exact thoughts as you were saying that the process to find folks that are avail like I get it. Families are busy. I don't think it has anything to do with them not being interested or not caring. I think it has everything to do with the fact that families are very very busy. So when is this um subcommittee supposed to commence? >> Um so I had October I in particularly didn't meet uh a date simply because I didn't I wanted to make sure I was working with the appropriate people to pick a date that would work for everyone. My hope would be that it would be earlier in the month so that it would flow that we would have the curriculum committee the following week we would have ed services then two weeks later we'd

183have the board meeting so I was proposing that we would start meeting in October um just with the teachers who would be available it will be it would be a very quick turnaround if we were to meet it in October but in order to fit in what we need to fit in um I would like to get started then >> so would you be looking for those board recommendations for community or parent representatives then in the next couple of weeks. >> Certainly. Yep. If you have ideas, I'm happy to reach out with someone who would be interested. >> Definitely. Okay. >> And we probably would have to have that subcommittee meet at night, >> right? >> Would you? >> Yeah, at that point. Yeah, definitely. If we're pulling in community and parent members, >> Craig,

184I'm sorry. I see you have your hand up. I was away from the screen, but I could hear you. I >> Yeah. Uh >> I I guess I was uh I was going to ask the committee based on the fact that there has been I've at least heard some feedback from board members on the importance and urgency of this particular matter. I was going to ask the committee if it would be appropriate for us to put this on the uh September full board meeting agenda for uh strategic discussion for the consideration potentially of a standing committee instead of a uh a subcommittee of ED services where because of the nature of of the work and the high priority this board has seeming seeming to seemingly put on this particular topic alone. So >> So rather

185than just so I understand Craig rather than running it then through ED services it would be a standing committee and of it in of itself. I am I am asking the committee if they would entertain a dis full board discussion at at the regular board meeting um to consider the possibility of forming a new standing committee called the curriculum review committee. >> Yes. >> Yeah, definitely. >> All right, let's do it, Craig. >> All right, thank you. >> Okay. Okay, very good. >> And I know I heard some discussion and I apologize. I was distracted about it being in the evening. I did outline it being 3:45 to 5:00. The challenge becomes that we're going to need a lot of teachers there. Um, and evening meetings can be challenging for teachers um to attend. And

186so I was trying to put it like right at the end of their contract day um so that they would likely be more available to attend. >> That makes sense. Yeah, >> I think I think there's a difference between the kind of I think we talked about a standing committee for for the curriculum review and this course these course um guide guides that you're talking about the the construction of those and getting those ready for for the district in general that I see those as two separate items. >> And I was I agree with you. I was looking at like year one of this, this would be our main focus because I know the importance of it. Um, and then following years being able to shift gears into analyzing how we're doing with the materials

187that we have. Yeah, I agree. >> All right. >> Are we looking for volunteers right now? >> You mean community volunteers? >> No, board volunteers. >> Board members. >> Oh, I mean, I'd be happy to do it. Um, >> same here. >> Yeah. Okay. >> Well, that's kind of my point. >> I mean, I'm assuming that board members could attend. If we're talking about like voting members of the committee, that's >> Well, can we just clarify? Are you talking about members of board members to be doing part of the subcommittee that Jenny's talking about? >> Yes. Yes. I think, and correct me if I'm wrong, Craig, I heard you say that you would like to have a strategic discussion in the September board meeting about creating this as a committee unto itself rather than a

188subcommittee of ED services. >> Correct. I think that there's probably a I mean, it's great that there's an introduction to the um committee now about this and the board about this because it looks it it it gets thoughts flowing about that idea. But then um but then we can have a fuller larger discussion at the full board meeting a as what it would look like what kind of responsibilities and duties of that particular committee would be and if that particular committee needed to form a subcommittee for whatever particular reason you know what that would look like. Um, so I do think that there's a I mean for the constraints of time, especially today, there's probably an advantage of having the full board included in on that discussion at the next board meeting >> and then

189from there we would take folks who if the board chose to move forward with that then take folks who would be interested in serving on that. >> Correct. Correct. >> Thank you. and to streamline things if we were to bring recommendations for people from the community and parents that thing right to be on >> the way I would see it streamlining um would be we would have one less step in the process so rather than having like curriculum committee approve it then bring it to services then bring it to the board the way I would see it and I haven't given this much thought would be it would just be from the curriculum committee to the board and just skipping the middle piece is the way I look at that streamlining piece. Um, but again,

190I have not given that much thought. >> All right. So, did do you have more update? >> Nope. That is I've got direction on that. So, I appreciate that. Um, the second piece that I had on um director update was just a draft um human growth and development committee outline. I realized that I didn't title it as such. So um but I just wanted uh feedback from ED services. Obviously as you know we passed our uh human growth and development policy and administrative guideline. I took the pieces from that and developed a process um for developing the committee that would serve there. Um again completely open to feedback. Um, I propose that we would pass a resolution or we would offer a resolution in October of 2025 um to start the human growth and development

191advisory committee. From there, we would notify our community about the committee and accept applications um reviewing the applications um having them due December 1st, reviewing those applications during early December and then finalizing that committee at the board um December meeting in uh December of 2025. Um and then from there um the committee work would be divided out by four or five meetings, monthly meetings. Um I did not select a time or a date for that yet, but I would want us to select that before we advertise this committee. So if people were interested in joining, they know their availability. and then just a draft outline of the meetings and topics with the goal of bringing a presentation and a report to the May 2026 board meeting. Um, again, I feel like this is an optimistic

192timeline and I did mention that it's a draft and that if we needed to schedule additional meetings, we would schedule those additional meetings. Um, you can see here I just had a draft of what the application would look like. My goal would be to put this in a Google form so it would be available online. people could just fill it out online. We'd have a paper copy here at the ESC if anyone was interested in filling it out um there. And then the last is just an announcement about the committee. So I wanted you to review that, provide me any feedback. I could bring it again in October Ed services to then bring to the full board at the end of October. >> Do you think I put draft on here enough? I I think

193I think that's a good idea. >> Companceiance with the state law. I'm assuming this is all built on the current state law regarding the advisory committee makeup. >> Yep. State law and then the administrative guideline that the board had approved um that went into effect I believe either August one or July. Oh, I think it was maybe even September one because I think we held back on some of the group development because there were some clarifications there. I looked at it yesterday and I I really wanted to nominate Jane to be honest. >> The challenge that we're going to have and I just want to be totally upfront is that there are very specific ratios yes >> of um staff to overall and so it will balloon quickly. Um the other thing that I want

194to remind the committee is that whatever this um group brings to the school board, it's completely under the purview of the school board what they would approve and not approve. Um so certainly know that whatever the committee would bring, it is still the purview of the school board to approve it or not approve it. Um and so certainly the voices of our schoolboard members would be heard through that process. >> Thank you. >> I I actually would would advocate that a schoolboard member not be on that committee. really >> because that is one of the things that the law stipulates that it's that that's >> individuals who are in some way in involved with the school district that is a very very limited category in this >> or something. >> Yeah. >> Um there's so

195much history behind that. Um so so it would be better for us to retain that final approval status >> okay >> than than to be involved than taking up a space on there. >> I I take that. >> Does that make sense? >> Yeah. What no single category can make up more than one and no more than one quarter of the committee be may be employees of the WSD board members or their spouses. >> Right. Um so and however many board or u school district people are you basically have to multiply that by four um for the overall percentage of people. So you just have to we just have to be mindful of that. If we want a lot then we will have a big committee and that is fine. >> I would like to

196volunteer for the application selection committee in December. >> Yeah. >> But we could be in attendance at those meetings. >> Absolutely. because they will be open meetings and we will do the same thing with Google Meet for those as well. >> Certainly. >> All right. Very good. Anything else anybody has? Uh >> great work on that. >> Yeah, thank you. >> Yeah, looks very nice. >> Yeah. Um so let's go to the action items and I would ask the committee to pay close attention to these because we talked a lot. >> All right. pull this back up so I'm not missing. Okay, so my action items and I'm going to add um I have strategic discussion of the curriculum committee um becoming a standing committee. I have um that we are going to provide data

197where we're drilling down to location on the bullying data due to the question asked about is it happening in the classroom or is it happening elsewhere. Um I have uh the cell phone conversation um that we are going to track our data at the middle school and high school as it relates to cell phone violations and review that potentially at the semester. um to see if there are any updates or changes we want to make there. I have the RMS rounding data to the board. Um >> oh, nice work, Mike. And then um I have a note about reviewing the securely process as it relates to the um bathroom passes. So maybe that can be um brought together with the cell phone um data tracking as well at the end of the semester. So probably

198aiming for January or even February on that. Did I miss anything? >> Can you go through those again quickly? >> To my best of my ability. >> I have that we are adding to the strategic discussion a conversation about adding a curriculum committee as a standing committee of the board. We are going to pro excuse me provide the data on location as it relates to bullying. um to the board. I have that we are going to revisit data as it relates to cell phone violations and how the securely process is working um as it relates to whole passes potentially in January or February. And then checked off my list is the rounding data to the board from the middle school parents. >> Okay, that's what >> but I'll still put it in. >> Thank you.

199Okay, satisfied with those. >> Keep us busy. >> And if I pick up anything else while I'm doing the minutes, I'll make sure to add them as well. >> Uh future agenda items. >> Yes. Oh, go ahead. >> No, no, no. >> I was going to start talking. >> I'll follow you. >> I'll wait. Um we do have uh we did postpone our summer school update. We were going to do that in September, but we were busy this month, so we're hoping to bring that in October. Um I will have an update in October about professional development plans for the October professional development date. Um there is some conversation about uh WH science and course proposal and course sequence changes and I need to work with um Brian Gerky on that as well. Um and

200I know we also have a proposal for a potential change with math third credit that we had talked at the high school that we had talked about last spring. Um, some of those would potentially move to a curriculum committee if that's if we're creating that committee as a standalone committee. >> Uh, somewhere down the line here, I think, uh, we need to address what u Chad had brought up about tardiness that if that's that's a major issue, we got to deal with it. >> I think it is. >> Yeah. I agree with you. So, >> the district is working really well with our city partners, our police department, um, Judge Suite, um, to address tardies and address habitual truency because we are not alone in this. we met over the summer and we are continuing

201to have those conversations. Um, cracking down on those pieces and some of it is um students not wanting to come to school or being tired because they're playing gaming systems in the middle of the night and Judge Sweet has taken those gaming systems when they end up in front of them. We can't do that, of course. Um but there is a great partnership with that and I am very eager to see um some of the data that comes out of this year. Now I will say that Mr. Hayes was a huge factor in the reason the tardiness went down over at the high school last year because that was the conversation he was having. Getting them to class, making them have a sense of belonging, inviting them in, getting them invested in their education. Doing

202that across the board is very important. Um, and also providing resources. Again, we can't make parents understand how important it is to get your kiddo to school on time and that they are there and they are present for their learning experiences. We can provide them resources, but that's where we come into our partnerships with our community um, who are able to help support us in that endeavor. >> So, if we talk about that at the next meeting, if we have more discussion about tardiness, which thank you for the overview. I think that was great. Um, I know that I've also heard uh some complaints about some of the technological issues that can come with it. I know that sometimes people get marked for tardies incorrectly and those sometimes there's trouble removing them. And I know

203that I've spoken with some families who have children with outstanding tardy marks, but it's not because they were absent or because any they did anything wrong. It's just because it was a computer error. So, if we could talk about the system that we're using and maybe some of the resolutions there. I'm not sure if that's like a widespread issue. just something I've heard from more than one individual. So something that I would like to see uh at least get some clarity on so that you know if nothing else at least I can say like oh yeah this is what we talked about and here's a good way to resolve that issue. >> And we use Skyward just like we do for everything. So that's a good thing to look into. >> Do you think we'll

204have time in October to talk about that? >> I was just thinking maybe November would be a good time. We'll look at we'll look at scheduling it. Sure. I know that we had a pretty full October agenda already. I know we're going to have a teachy update as well. Um and so we can take a look at that. Um and I wonder if it's just tardy or if you want to talk overall truency >> truency in general because it's really about absenteeism as well as just being late to class or what does it actually mean? Do parents understand what um habitual truency means? Your kid could come to school all day long and be hiding in a bathroom and you may not know until you're seeing that truency notice. That's not okay. So, making sure

205that we have all of those pieces in play. We talk about all that. >> Very good. All right. I think we're ready to adjourn at 9:54. And I didn't even need to order lunch. >> Thank you everybody. >> Yeah. Thank you. >> It's a very good discussion. >> Thank you.