WCS Board Work Session 2025-09-11

001You All right. Welcome to the September 11th, 2025 work session for the board of education. [Music] Uh before we get into the agenda, I'm going to ask us to uh observe a moment of silence uh in honor of September 11th in the remembrance of uh what happened 24 years ago. All right. Thank you. All right. Let's move into our agenda. We'll uh we'll start with the consent agenda and uh I'll just ask if anyone has any questions on any of those items, any requests to discuss or pull any of those off the consent agenda. Otherwise, we'll vote on those as a block Monday night. Okay, we will move right into the superintendent report. I know you've got several things, Mr. Golden. Thank you, Mr. Chair, and thank you, board members. Uh they may be adjusting

002the mic just a tiny bit. Uh you may notice in the superintendent's report, we have two uh key components. The screen time technology committee update and the 2526 textbook adoption process. We're going to have some of our team members actually give you some presentations on that. We were able to get one to you uh a day or so ahead of time. Uh that's the textbook adoption process and I'll give you some more detail related to that. But I want to give you um four or five uh short just quick updates uh that uh that are that are timely and uh and actually prompted by some of the questions that you all some of them by questions you all as board members asked. Want to give you an update in enrollment. Uh we base our enrollment

003yeartoyear numbers on day 20 of school uh which was basically the day before um Labor Day this year. Uh so our total enrollment is down 0.9% from the year before. Uh we actually had a slight increase in middle school uh and high school was flat and then the bulk of the reduction was at the elementary school level which is actually year three of the trend uh that that we've been talking about. It was interesting. Uh, one of the county commissioners asked asked me about it this Monday at the county commission meeting and uh and and and I I answered the question and then a commissioner mentioned, well, that that jives exactly with the data I've seen about folks moving into Williamson County. She specifically mentioned 50 plus moving in. I don't have that data. So,

004we're going to follow up. I'm curious about where where she's seen some of that. Uh so that's the enrollment numbers in the aggregate but we are still seeing some growth uh especially in the page area. Page middle itself grew about by about 120 students that was the most significant growth area. So what we have um just a mix of reductions in and in in some areas with uh with with some growth in others. If I'm not mistaken, something like 17 or 18 of our schools grew. Uh, which means somewhere around 30 to 35 actually saw a slight reduction. Most of the reductions are fairly fairly small. Most of the growth numbers are fairly small other than that particular page middle one. Uh, one that we've actually been keeping an eye on specifically, Nolanville Elementary went

005down from about 880 to about 850. Uh, and that's that's one that on our five-year capital plan, we had projected as the an area for the for the next school. So, we're going to be evaluating those numbers as we prepare our five-year capital plan. And as a reminder there, that's scheduled for November, but we made a commitment to bring that draft to you in October so that you have time to think about it. Uh, we will also be posting these numbers on our website. Uh, we always do that on an annual basis. And so, I know Carol Birdong's team, it's already up. Okay. Well, there you go. Uh so so I thought I thought it was that was an interesting item. I will tell you also a couple of neighboring superintendents called me about kindergarten

006and said hey are you seeing your kindergarten numbers go down and the answer is yes. Uh so we've also seen that there's actually been an impact on the birth rates uh that actually are consistent with that as well. Uh now we are we are in the process of receiving from private schools uh uh the students who have Williamson County addresses and are enrolled at the private schools. The state actually requires those schools to report that. Uh so we'll get some homeschool umbrella organizations and local private schools send us those numbers. The parochial schools and the private schools that have Williamson County residents from across once we gather that data up that'll give us a little bit more insight uh as well into the numbers. One really good thing about that is that's been a contributing

007factor to our staffing being so much better now than it has been in past years. Uh so Vicki, I'm going to rattle these off off the top of my head. Uh um 90 we are 99.5% staffed in general education teachers. We are 98% staffed in special education teachers. In the 20 years I've been here, 19 and a half years I've been here, I don't think we've been anywhere near uh those those numbers in staffing. I will tell you a lot of those positions are job embedded uh based on the state programs to find ways for for uh for folks to get their job license. And so what we found is that there's a need often for some additional supports because many of those teachers haven't had the pedigogy classes how to teach classes uh that

008that the traditional undergrad process uh gives. Uh we are 80 uh let's see if I'm not mistaken Vicki 98% staffed in special education teachers assistance. Is that >> yes >> 98% in special education teachers assistance which is really good. Uh and now the reality is if you're if you're one of those in that 2% you're missing somebody it can be a challenge. uh our bus drivers uh we have every route covered, but you may remember that we actually have first and second loads at many of those areas that can knock out a route, especially at the ele elementary ele elementary level in half an hour. So, it's still an ongoing effort. We would prefer to have um no first and second loads um and but our staffing just won't allow that. So, that's still something

009that we're working on. Uh so, that's kind of an enrollment and staffing uh quick update. did want to let you know uh there's a there's a new firearm safety law. If I'm not mistaken, Dana mentioned that at one point when she was rolling through some of the new laws. I want to give you some specifics. Uh the law requires school systems to give basically five points to students related to gun safety and it it's centers around if you see something don't touch it and related requirements. Uh the the the law indicated that the that the state would give some recommended curriculum. Those will be presented in the form of videos, a three minute or so elementary student video. Uh am I giving away something when I say McGruff the crime dog is involved in the

010video? Okay. Uh so uh so uh we're we're finishing producing that. Mike Flesher is participating along with a piece from McGuff the crime dog that TDOE has given us. Uh at the high school level, I think it's about >> I'm sorry, >> McGuff. >> McGruff >> himself. >> Oh, McGruff himself. Thank you for that, Carol. Uh, and at the high school level, at the secondary level, high and middle, we've actually structured um the uh something that's a podcast with a student participating, asking questions of our safety team. Uh we don't have a schedule yet for when those will be presented. Again, they are it's going to it's going to vary from school to school just a bit. I >> I think they're going to do it second semester and we're going to share with with

011we'll put it out in the focus first. Okay. Also, >> so the plan is for those to to roll out in the second semester. Uh you may have noticed a couple of the local uh television st stations had some reports on one or two school districts uh in in that process. Um uh so felt like it was important for you to hear that. I do want to give an update on the uh um the uh the fee structure that we had a vote on a few months ago related to uh class voluntary fees. You may recall that discussion where we we we spoke to this basic truism that they're not fees because they're not required for anything during class. And we made a commitment at the secondary level that we were no longer going to

012call them fees, but but but look at a look at a one-time a one-time gift. From a numbers perspective, we've received about a third of what we received last year to date. Last year, the total uh districtwide was about 1.1 million. We're in the high 300,000s, Rachel, if I'm not mistaken. Four, we've passed 400,000. Uh, so I want to tell you where we are with that in our process. You may remember that a few months ago I said I may come back to you with with a request. Uh, we're not there yet, but we made a plan to do a last push uh for for that this week and next week with some targeted um convers targeted um marketing towards our families. the essence of it surrounding. If your child participates in one of these

013classes and you haven't donated, we ask that you you know that we ask that you get make a gift for those extras that individual teachers uh do. After that, after that two-eek period, which ends next week, we're going to have some individual conversations with our principles about what did you spend the money on and what are your priorities. I mentioned that 1.1 million. Last year, our principles spent about 80% of what they brought in uh for those particular classes. Uh so we're going to have a detailed discussion with them. Uh we're going to look at what funding they have in their in their sightbased funds uh that might be undesated, make some priorities there. It is possible I may come back to you to fill in some of those gaps uh with that. And I

014know we had some discussion at some point about is this something that should be in the budget uh long term. I will tell you we're not there yet. Uh because so many of these these particular class fees slashdonations are related to what a particular teacher wants to do to teach how he or she wants to teach the curriculum. There might be a teacher down the hall teaching the same class who might not want to do a particular activity or might not want for example an art teacher clay versus paint that kind of thing. So the pricing may be different. Uh so we're going to have some more detailed discussions about that before next budget year. Uh so wanted you to be aware of that. You might hear something. I will tell you a couple things

015I heard related to that. And some of you have shared this with me. A couple of themes we heard from families. Uh and again it's anecdotal. Uh number one, I I like to spend something that I know my child's going to get the direct benefit from. Uh that's been something we've often heard from families through this process. uh and I knew with a fee that it was going straight to that. Uh another another um thing that we've heard thematically is there's some fatigue in the ask uh because there have been multiple ask. Now, we heard some of that last year too because every teacher had their had their fee request. Uh but we've heard some we've heard some commentary uh related to that. I do want to let you know uh Rachel does have our

016numbers from last year for our PTO donations. Uh we received a total in actual dollars uh last year from PTO's a little over $16.1 million. That that's a pretty incredible number. The year before it was 14.9 million. So we've gone up obviously if you do that quick math by about 1.2 million. Our PTOs and our booster clubs do an incredible job in supporting in supporting those uh those programs. largely that's extracurricular but some PTO's will actually you know contribute to to particular goals that their principles make as well as an example one of our schools actually did not do the fundraiser ask for the for the replacement of school fees because their structure had been just to go straight to the PTO. Uh so there's just been a variation uh based on the particular community

017uh and what what the PTO leaders and the principles work out. So, we're still working on that. Um, I did did want to give you another uh just in time update question came up related to um our GPA calculation. Uh uh I think we've told you this basic story and Dr. Webb, I may call on you for some detail related to this. Last year, the University of Tennessee announced that they were giving automatic admission to students who placed in the top 10% of every class. uh and we since if I'm not mistaken somewhere around 2015 or so uh have not have not structured uh our our our classes that way with that kind of class rank where you can drill down to a percentage and we made that decision back then largely because we had

018so many high performers whose whose GPA were so compressed that you might that your class rank might actually be misleading. you might be, you know, in the in the 80th percentile and be just right near the top uh with in in your grades. Um, but we recognize that because of that UT program uh that we need to make we needed to make an adjustment. One of the adjustments we made was related to students transferring in after having had some high school at another location. And we wanted to make sure that if that that uh school that they came from had a GPA structure uh that was different from ours, we didn't want to run the risk of somebody who was with us being bumped from that from that top 10% and and miss out on

019the opportunity based on somebody having a different structure. So we we uh we we we created a structure where in in the past 10 years we actually uh just rolled their GPA on into into our existing GPA to restructuring that GPA based on the WCS weights. Uh for example, the AP classes got an additional 1.0 on a 4.0 scale. Uh the honors classes were a 0.5 uh on a on a 1.0 scale there. And then that you may recall that the state actually um created a structure for for an extra bump for dual enrollment classes. Uh so we we've we've we've in we've initiated that structure. What we found is that for some students transferring in their GPA actually went up with those weights, but for others it went down. The best example is if

020uh if a school had a had a A+ a minus scale, there might be a 4.3 for a class that would have been a 4.0. 0 um on our scale. Uh so re so in that in that issue uh we found that there were also some colleges who in essence say we will give scholarships based on your GPA. Uh so just in these last few days um I want to I want to thank Dr. Ree for bringing this to our attention. We did some drilling down and we identified that and and for those few students whose GPA goes down, we do have the capacity to calculate both the WCS weighted and what it would look like if they had come from another district if if if they if they just brought their GPA with them.

021Um, so we we we are initiating an option for those students to include that third GPA on their transcript if it if it reflects an opportunity. I don't want to name the particular school because I'm speaking for them and it might not be quite right, but um we have heard that at least one large college out of state has said whatever your highest trans uh GPA is on the transcript is what we're going to base our scholarships on. So we want to make sure we honor that. Dr. Web, can you give some detail related to that? >> Absolutely. >> Excuse me. Is that better? >> No. >> Okay. Is that better? >> All right. Thank you, Mr. Golden. So, the only additional thing that I would add is actually some of um the loudest voices

022we heard were not WCS students who were bumped from the top 10%, but it was from transfer students who transferred to us from school districts and individual schools that did not weight uh their GPA at all. Um, and they were enrolled um in AP and honors classes, primarily AP classes on a four-point scale versus the weighted scale. and they felt like that they were unjustly being bumped from guaranteed admission to UT Knoxville because we were not putting them on our uniform scale so that all students in our senior class competitively could be viewed from the same lens. And so it it does take time to go through the analysis and make all those changes. Our target was to ensure that we had all of those uh GPA factors in place within the first 30 days

023of this school year and we're on track for that. uh all those senior um GPA have been adjusted and we're finalizing the fine-tuning of that transcript template so that we can roll it out uh the first of next week for those students who want to make that choice to include all three GPA on their transcript. And to Mr. Golden's point uh if any student um well let me say this first to the university perspective we have heard from several universities uh when it comes to weighted unweighted GPA there are many admissions benefits instate tuition benefits and scholarship benefits based upon the highest GPA reflected on a school transcript. So again, this is a transition to the weighted scale where all seniors, all students are evaluated using the same mechanism, but we did feel like in

024this transition period, it was appropriate for those students who had a shift that shift them lower um that they have the opportunity to choose whether or not that third one appears on their GPA on their transcript or not. So, we're finalizing that process. a student can request um to have it added. If it's a student who transferred or a student who doesn't have any transfer credits, there will be no change uh to how their transcript is is written. Uh the other piece I wanted to make sure is clear is that there are two GPA that are on every high school transcript. One is our weighted GPA, which Mr. Golden is just speaking of. The other is an unweighted GPA that is consistent for Tennessee Hope scholarship competitions. And that GPA has remained consistent for all

025of our students. that's been a uniform scale from the jump. >> Thank you for mentioning that. So in in the issue we're that we that prompted us to change with the University of Tennessee, no change to the to the unweighted scale that's related to the hope scholarship. >> That's right. And our highest GPA, the weighted GPA, is what we send to the University of Tennessee for guaranteed admissions to all of their uh universities. Um, I also want to mention a couple of items and before we get into the presentations, uh, that actually came about as a result of the county commission meeting on Monday night. I always do a a short schools report uh, Mayor Anderson speaks to the county, then me and then typically the hospital. I actually had two questions that I felt

026like it was worth mentioning to you uh, tonight at that at that Monday night meeting. one uh the comproller did the county audit uh and in the letter to Mayor Anderson there were actually two comments uh related related uh to us felt like it was worth mentioning. Number one it uh well and they were not findings they were just recommendations. Uh, and so the first one was they recommended that from an accounting perspective, and Rachel, you may have to catch me with a terminology. Uh, I don't know if it's a generally accepted accounting principle or just a recommendation that um, for accounting purposes, it they don't recommend that you use the previous year's fund balance to fund the next year's budget. Uh, and and that has historically and is historically our model for a very

027practical reason of there's money there's money there. And so we incorporated into the budget. So if I'm not mistaken, the basic theme they had in that letter was you should treat that as undesated uh or some version of that. Uh you're nodding your head. And the second one was that they are actually recommending from the comprollers's office that uh that school systems should have two months of operating expenses as the fund balance. Uh the Tennessee Department of Education requires us to have 3%. So every year we meet the Tennessee Department of Education requirements of having a 3% fund balance. Two months fund balance is about 16.7%. Uh so if if we applied that basic principle, our our fund balance when when we start with with an annual budget of undesated fund balance is somewhere between

02816 and 17 million. that would have to jump our undesated fund balance up to about 90 million uh based on our based on our um current budget, which is a substantial change. And so a commissioner asked me about that. I mentioned to them that that would be a very different model uh from what uh county government has been doing for for for decades. So I felt like it was important for you to hear that because that was discussed at the meeting. Um before we get into the presentations, uh Mr. Chair, I don't know if there might be any questions related to those to those nutshell items. >> I was curious if we know if we've heard from the PTO's if collecting the fees or formerly known as fees um if that has impacted their fundraising

029and what that looks like for them. >> Uh uh Dr. Webb, I have not heard that directly, but >> I've only heard anecdotal things. Um, and the only the substantial feedback I can give is we heard from uh Thompson Station Middle that by their PTO >> taking all of the donations instead of it being split, they've actually had a higher participation rate than they had last year when um from the PTO. So, they were pleased with that. I would have to ask each individual school to give us an update on that to be able to speak with clarity. Thank you. >> And I will tell you related to that, we're going to have some discussions, you know, the next few months to prepare for next year. I anticipate we're going to do a somewhat different

030model uh from this year. Uh at the least it's going to be tweaked um as as as we brainstorm over it to try to to try to do what we can to make sure folks are taken care of at the at the classroom level and we're and we're doing right by our by our families as well. >> Jay, so on that note, um I'm I'm going to I mean I I don't know how we're going to end up. Um there's a lot of feedback. Um but I don't know how we're going to end up as a percentage of what we collected in prior years. Um but um but I think it's really I think it's something that's really hard to communicate. Um, and at the end of the day, it's something the reason it's hard

031to communicate is because we're asking for money for something that honestly if we're honest with everybody, if we don't get any money, everything that the or most of the things that are needs, if there are any if there are any wants out there, I get that those might be on the table for for not getting everything that teachers want, but if there's anything that that that is an absolute need to do to take care of our academic classes, it's going to get done. And I do I absolutely cannot stand this, but I just got this email um and I I'm it makes me so mad that that we're sending out these things to our schools and we're saying our goal is to raise another $60,000 to fund the classroom needs for the spring semester. Without

032your help, we are concerned that we won't be able to purchase the remainder of essential classroom supplies. That's just not true. It's not. And we get this stuff all the time. It makes me absolutely so mad that we're that we're stoking fear and trying to get the money. And it's all about money. And this is something that should never we should never be even asking. I get I get why it's so hard. You can't raise money if the if you say, "Well, we really want you to pay, but if you don't, we've got the money to pay." Like, I get the messaging. That's why we need to stop. like we need to put it in the budget. There's never going to be a good time to put it in the budget. There's never gonna we're

033never going to have this surplus. Like it's always going to be tight. We just have to do it. And we have to tell the county commission this is stupid. Why are we asking our parents to pay for supplies and we're threatening them that they're not going to get to dissect their frog or they're not going to get their band instrument or they're not going to get their cleaning supplies or art supplies or sheet music. like it's stupid. Like I'm I'm I've I've I've talked about this every single time. I know it's my one of my hot one of my hot button issues. Um but it I mean this it's just it just highlights the fact and I I don't want to get we've we've had to over my over a decade and dealing with this.

034Um we have had to it's been a continuum. We used to we used to have teachers that were threatening grades or giving extra credit for getting the money. But at the end of the day, I know Jason, you said anecdotally that people would like to give money because they know it's going directly to their kid. It was never going directly to their kid. They just thought it was. If their if their class had super great participation and they got more money for science class than they thought they would, it goes in a big pot and that money gets overflowed. if they were short and they didn't collect all their money, they were gonna get their they were gonna get their frogs. Like they always got their frogs. It was never tied to how much money

035that teacher that teacher gave. And and no student performance was ever tied to whether they paid or not. And so I'm I just it makes me so mad that we're still having this conversation. And it's all because we had to fund the budget. I'm just going to go back in history. We had to fund the budget one year because revenues were down and we and so we decided to to ask for ask people to pay for this. That was in 2008. Until then, since then, we've had plenty of increases in the budget. We've added revenue sources. We've we've done everything, but there's never been a good time to get rid of this million-doll revenue source. I was like, and this is the time. So, I'm I I don't want to I'm not going to wait

036and see what y'all do. Like, I'm if if you if we need to if we need to tell you and vote on it and say, "I want you to put this in the budget." Let's do that before we get to the budget because I know it's not going to be easy. It's not as easy as just saying you're going to get what you got last year. Yeah, >> we need to find some kind of equitable way to um to give a budget to all the schools, but then and then they're going to have to figure it out over and above that through the PTO's. If they don't want to ask for money, I'm fine with that. >> Um but I I really I mean I'm going to I'm going to ask for the board support

037next month before we get to the budget and just say I want this I want this all to be in the um in the budget and figure it out. >> Thank you for that. I want to mention one one piece related to that and we talked about this. I think it's worth mentioning. I don't want any individual parent to believe that they have an obligation to to pay that and that method will resolve it. Again, related to budget, it's going to it's going to take some work by us because the ask is different from school to school and teacher to teacher and so that's going to take some work. Can can you do a a ballpark figure? I'm putting you on the spot a little bit, Jason and Rachel, but based on the collections that

038we're seeing right now on that on those fees, what percentage does that represent of what we collected last year, for example, just roughly? >> Sure. So, currently we're right to 38% of what's was the total for last year is what's been collected so far for this year. And then last year the budgeted amount we actually spent less than >> we did we spent about $886,000 >> about we spent about 80% of what we budgeted last time. >> That's right. >> So the the delta between the actual from last year and the current this year is what roughly what amount? >> 472783 as of this >> you know the exact amount. You probably anticipated that question didn't you? >> I did. So $472,000 is what assuming no more money comes in is the gap. >> That

039is the monetary gap. And then as Dr. Webb was saying, there's some conversations to be had. I do think some schools um approached things a little differently and maybe said um specifically for a class if you could bring, you know, would y'all be willing to bring in an item? And so um or novels, for instance, here's a novel that we know you're going to read. you can go check it out from a public library, check it out from our library in advance. So, we're not going to ask you to pay that fee. So, in that case, um we're not asking you to pay the fee to cover the cost, but you know, you have a book, go borrow it from somebody. So, we would do want to talk on individual basis like that to see,

040do they really need money to cover the cost or has it been covered in a different way? >> Any other questions or comments on that? >> Thank you, Mr. Chair. Uh, I'm I'm ready for us to hit item A. Uh, we're a half hour in already. Oh, I'm sorry. >> Sorry. I was I was that I was done with that particular topic, but I did want to address the the transfer student GPA thing. Um, uh, thank you both for for working on that. Uh, a parent in my district bought that forward. She was very upset and I appreciate the solution that you all have found. So, just want clarification. If a transfer student um opts for having the three GPA listed, they will be able to use the highest GPA in some of the applications

041if the universities accept it. >> That's correct. It depends on the university. >> Okay. >> That's right. >> All right. And then um I have to admit I felt a little flatfooted when this parent um contact me. I had no I didn't recall the board talking about it. Um, we have a board policy for report cards and grading systems and to me this feels like it was something that should be in policy. I think that there was a misstep in that the common app opened on August 1st and the communication about this. The only communication I saw was in on August 26th and in focus and as we know not everybody reads in focus. So I think um direct communication to trans families of transfer students about this change would have been beneficial. I I

042also think that um if it's the will of the board maybe it's something that you know should be spelled out in policy. So >> thank you for that feedback. We'll we'll we'll review what we worked on for that is for sure. Thank you, Mr. Chair. Um, uh, Dr. Allen, uh, your team, I want to give you, um, I would like you all to give us an update on the screen time technology committee. Uh, and as the, as our folks are getting up, I wanted to mention to you that the committee met Tuesday night. Uh, it was the first one I missed because I had a I had a actually two conflicts. I had to be um with our WCA building reps. I heard it was a good meeting. Um just from an attendance perspective, I

043um uh Tanya Hidma is out, so she was not able to attend. Uh and I do know that um uh both Jay Galbreth and uh and Donna, who by the way, is Donna participating by phone? Uh uh so they they both uh sat in and participated in that meeting as well along with Melissa. I'd certainly invite you all to share uh through the through the process of this presentation from our team about where we are. What I would like you to be thinking about uh as a target uh as you're listening to this presentation is the screen time committee focused their their earlier meetings as you know on cell phones and personal personal devices. They have come up with some recommended changes to the policy. So, what I want you all to thinking to be

044thinking about as a leadership team here is do you have any other questions? I mean, you've got some time that's not to be decided on tonight. Uh, do any do any questions develop in your mind about the work the committee's done so far that you might want them to explore a little bit more deeply or for school administration to explore deeply. and second start thinking about their recommendations for uh for policy uh because this will be informing our work over these next few months uh related to that. Uh so u I know that uh Jenny Lopez has has passed out their final document. Uh that will be kind of at the tail end of her presentation as she uh as she walks through what the pol what the uh committee has gone through. And again,

045those of you who participate, I encourage you to pitch in at any point during this presentation. >> Thank you, Mr. Golden. Um, good evening, board members. Um, as you're requested, um, we have some recommendations for you to refine our, um, wireless communication policy. Um, this was a request made back this summer and we worked on that and have lots of information to share with you. um two of the board members as as Mr. Golden mentioned were part of that committee and I would love to give Melissa Wyatt who was on that committee um a little time to share her experience um and share about um the the committee work. >> Sure. I just wanted to update y'all um what it has looked like so far for the screen time committee. Um we have met three

046times in May, August, and September. May was just a kind of get to know you introductions and big picture brainstorm. Um, I think we told y'all about that that it was just all the different topics were spread out around the room. We moved around together. Um, and just everybody kind of brought their big ideas. August and September were more focused on the screen on the new cell phone policy. In addition to those three meetings, Tanya and I also met with Dave and Jenny and Andy in July to brainstorm about the August meeting and to work on that agenda. Um, all of the meetings included entire group discussions and then also smaller group discussions within our grade bands. I was really glad that we had those entire group discussions because several of the parents that were

047on the committee had students in different grade bands. So then they could participate and share their experiences as you know parenting students at different ages. Um, at each of the meetings the committee was asked what more information do you need? Um, and we were always a lot of follow-up emails. Everyone on the committee was encouraged to read The Anxious Generation. Some people suggested articles and links to be emailed and so everybody on the committee received those. The two things that the committee asked for were feedback from families and also from the principles. So, um, we talked briefly last month about the family feedback we had received so far, and I know Jenny's going to talk more about that, but we had over 2600 responses from that. So, um, so that was really helpful to receive

048that and to know how it felt to our families. Um, and then Jenny will also talk more about about the principal feedback. For the May and August meetings, Tanya and I were in the two elementary grade bands, so K through two and three through five. Um but we could tell after the August discussions that overall the new policy impacted elementary the least. Um they were already doing so much of what the policy stated. So um and the experiences and the opinions of middle school and high school were very broad and those discussions were more lively. So Tanya and I moved to middle and high school for this September meeting. Um Tanya wasn't able to be there but Jay was there so he participated in the high school discussion and Donna and I were part of

049the middle school or excuse me Jay did middle school Tanya Donna and I did um the high school discussion. So overall I feel like the committee has been really helpful and productive. As you all know cell phones and technology are a big issue right now and we want to create the best learning environment for our students. Um the format of the meeting has been effective in facilitating interaction, conversation and understanding. Um our work will continue over the next two months. Uh we will look at technology integration and also each of you know someone on the committee. So I encourage you to reach out to that person and hear about their experiences so far and definitely be in touch with Tanya and me if we can if we can help with that. So there's the committee

050experience so far. >> Thank you so much. Thank you for that. Welcome. >> Um, so I'm going to have two parts to my presentation. The first part is going to be a committee overview, the work on the wireless um, device policy work with the committee and I'm going to share with you what we shared with the committee. So, we shared with them um, family and administrator feedback. That was at their request. Um, so I'm going to share that information with you and then I'm going to spend the bulk of our time on the policy refinement recommendations. Then you have two packets of handouts and I'm going to explain what those are in just a second as I go through um through my presentation. So the committee overview, the role of the committee was to make

051um recommendations about student technology usage and that's broader than just the cell phone policy. That's going to be about tech integration, screen time, and then family resources. um we want to engage with research and expert opinions and that's been really important to that committee from day one that they receive information. So we've we've sent all that information to them as requested. uh we collaborate within grade bands because as you know technology is so different from one grade band to the other that we do our work we do our work whole group as Melissa mentioned but we also do our work in specific grade bands to make sure that we're that we're u approaching those as as appropriate um for the age level um and we utilize guiding questions to develop guidance. So that's how we

052generate conversations and of course we ask committee members when we've asked the board what exactly we want discussed and then so we generate questions based on that to help us move that time along. So okay so talking about grade bands as you notice we have four different grade bands the conversations can be very different from K2 to 35 just because the age range between a kindergartner and a fifth grader are so wide. So we have a K2, a 35, a 68 and a 912. As you notice, there are parents, teachers, administrators, instructional coaches, and then board members um in the different groups. Um I want to just stop and thank you so much for the for the the the nominations that we had for parents. These parents are amazing. They show up, it's late, it's

053after work, their kids are home. I don't know what they do, but they make it. They make it. Not only do they make it, but they are in communication with me. uh they they want research, they read it, you can tell they've read it, they come in, they're prepared to do the work. That's amazing. So, not only are they showing up and being super engaged, but then they're doing their homework, which is amazing. So, thank you so much for those recommendations. That's been really helpful. Yes, ma'am. the three additional >> we had already put together a committee to do work on um tech integration and some of the other pieces before the cell phone policy came up. So we already had a committee to work on this a smaller committee and then we grew that

054committee much wider um after the board um wanted different things done or additional topics discussed in that um in that committee. So okay so these are our four topics. So um as you notice that one is highlighted in yellow because that is not our original document. The original document had us going in a different order and we were going to um begin with um integration of technology and then screen time and because of the cell phone policy going into effect this summer um the you the board members and also our committee were really interested in doing and in talking about discussing and having these recommendations now just because it was timely. So we changed the order of our topics. Um so now I'm going to talk a little bit about the committee work. what work

055was done. So first of all, we started with setting norms for reaching consensus. Um I've led other committees on reaching consensus on different topics from visioning work for um for content and some other pieces. That is really hard work. So I think just kind of talking about the norms and what it takes to reach consensus was really important. So we always started our work with this. Um on May 12th, Melissa did a really good job of explaining what we did. So, I'm not going to go deep into this, but basically May 12 just set the foundation. And May 12 gave us a lot of insight on how on what kind of information the committee really wanted, like what they really wanted to talk about. Um, and we did lots of work, as Melissa said, we

056we did this like walk around the room and lots of conversations, lots of writing, and then the different groups got to speak out. At that point, we weren't in grade bands yet. we were just kind of all like we had smaller groups and we had lots lots of robust discussions at that first meeting and it really gave us in insight into what the committee wanted to see on August 12th we began the work. So um and of course up there it says that's when that's when the adjusted order of topics was done was um after the May meeting when that was the wish of that committee. Uh we also provided lots of research for them to read over the summer. So they would be prepared in August 12 to um to engage. So on August

05712, that was part one of the two meetings on this topic. We analyzed family responses. That was something the committee really wanted. They they asked to hear what our family what our community thought about the the policy. Um and at that meeting we began the work of reaching consensus. So they were given a form, a structure to work with and they began that work. Um on September 9th, which was just this week, we came back and we and we listened to administrator feedback. That came out of the August 12th meeting. At the August 12th meeting, the committee said we really want to know what principles think like how are they implementing, how is it going, what is difficult, what about consequences. So we brought princ so actually we didn't bring we used the principles on

058the committee to um to provide that input that they wanted that that the committee wanted but those principles before providing that feedback met with all the other principles of their grade level and and brought back lots of information. So it wasn't information based on one principle but the information based on the group of principles. So um this week we met again. We listened to administrator feedback um on implementation and consequences and then we continued where we left off. So we were kind of like halfway done on the recommendations. We picked up again and continued the work to reach consensus on recommendations for refinement. So I want to share with you some of the artifacts that we shared with the committee. Here's a list of all of the email content that that we um that we

059provided um the committee on some research, some are some as articles, a couple of books, information that they really wanted to prepare for um for their time together. So now I'm going to share with you family and administrator feedback. So we shared all that research and books and all that and then we gave them some family feedback. 2,655 responses to the question um that was sent to families about and that was closed to our district. So that wasn't like wide community feedback but family feedback like our our Williamson County school families. As you can see there's a breakdown because we asked what grade level. So they got to pick elementary, middle, high or multi, which means they have students in more than one grade band. And as you can see, uh, elementary and and high

060were were kind of close in in the number of of responses, but also multi. So, middle school fell there, and probably a lot of middle school fell into the other categories. So, we took all of that, as you can imagine, this is an open response. So, families get to when they responded, it's all writing. It's not it's not checkboxes. It's writing. They got to really tell us what they thought. So Andy did this magical work of putting all of that data into AI and saying, "Hey, create some trends that we can actually digest." Right? You have that in front of you in one of the two packets I gave you. So one of those two packets has these trends, but it has explanations like details on the trends. So when it says the first one

061says calls for clear policy enforcement and communication, it's going to tell you some of the language that was used that AI selected to say okay this is a trend. So it was seen multiple times the language was was similar. So it categorized it as that topic. So number one there are calls for clearer policy enforcement and communication. That was one one of the trends. Number two, concerns about emergency access and safety. And before I continue, I forgot to say one thing. Your packet has multiple pages because one of it is one of those, the first one, it's just Williamson County trends. So that's kind of like taking all of the 2,600 responses and creating trends. The next one just looked at elementary. So these are our elementary responses. So how did elementary parents respond? What

062are those trends? Then middle, then high. So we have those as an entire district and then into different grade bands. So I just wanted you to know that as you're looking at it. Number three, there were concerns about distraction, social issues, and mental health. Just the whole reason why we have a cell phone policy. Mixed views on device use during non-instructional time. So when they're not in the classroom, there were mixed reviews about whether they should use their phones or not. Support for restricting wireless device during the school day. So there was definitely support for the policy. support for stricter controls and device bands um especially for our younger students and then recognition for the need for balance and special accommodations. So if you're interested there's lots of writing there. It's kind of small because

063it's a lot but there's lots of information there that'll give this like some meat to this which are kind of like the bones of the trends. Okay. So now I'm going to share. So that was one piece that we shared with them and we shared that with them in the August meeting and yesterday. In the August meeting we gave them the data that had been collected up to that day or the day before. Yesterday we gave them the data that had been collected from that last meeting from the last time we pulled the data to the day that the form closed. So we gave them that data that family data twice. The data did not change very much. So what we gave them the first time didn't change too much like the trends were pretty

064much the same but we provided it. We thought maybe once the students get into school and this policy is really in effect the data may change the feedback may change but it was actually very very similar but we did share it again and then we had our administrator share out. So we had an an elementary administrator share out the kind of like the consensus the group consensus from elementary uh administrators. We did it for middle and we did it for high. >> Yes sir. question >> is um they're numbered on here. Is that other is that like by rank like it was more important or is it just points? >> Andy Andy can tell us about that. >> Sure. No, sir. It's just how the AI ordered it. It was not that's not it's not

065like this was the most important. >> Okay, that's all I just It's just like here's the list of the top trends. Great question. Thank you. So this was the administrator um feedback to the committee. The current policy is more lenient than the schools than what the schools already had in place in the past. So our schools had already taken steps to limit the cell phone distractions in the classroom. Elementary felt like what they were doing was beyond what the policy uh was saying. So they really felt no changes like elementary says we have felt no change due to this policy because we already had some a lot of things in place. uh schools were already storing off the body, for example, and in cubbies and backpacks. The policy doesn't call for that kind of restriction,

066but our elementary schools were already doing that, right? Uh watches are still a bit of a concern. Current policy allows them to wear the watch. So, that is still a place of concern for elementary school. Um and then they just made principles as a whole said, "Hey, just a little policy suggestion. Can we clarify some language? Wireless devices are silenced and stored off the body." They want it to go all the way to like it's not just silence but it's away from the body store toward off the body. So they would like that addition just like from their own feedback as principles. The committee really wanted information on consequences. What are your consequences? So this is um a progressive discipline um what you see up there as far as like how the consequences are laid

067out. First offense in elementary uh device goes like you have your device and you're messing with it. It goes in the cubby. teacher communicates. It shouldn't be with them, but if it is, okay, put it in the cubby. Teacher communicates with the child and the family, retaches the expectations, and then the device goes home with the child at the end of the day. Second offense, same child, does it again. Device goes to the administrator. This time, administrator communicates with the child in the family, retaches the expectations, and the device goes home with the child. At the end of the day, the only thing that changes from the second to the third is that now the device has to be picked up by the family. I will say that part of the feedback that this principal

068provided is that they just haven't really had to deal with these consequences. Like it's been it's been one here, one there. This is not something that they're doing on the everyday basis because it's just really not a problem. They've been teaching this for a couple of years and they're in a really good place. But they do have this laid out in the event that it's needed. >> Jenny. >> Yes, sir. >> I read a report last week that the kids are using burner phones to get around this. >> I read that report, too. >> Was that discussed? >> We have not heard reports of that. Just because we haven't heard it doesn't mean it doesn't exist. And I definitely don't want to say that that we are perfect, that our students are perfect. It is

069not something that is a concern right now. They just teachers are not reporting students using the phone, sneaking a phone during class. This is not something that's been reported K all the way to 12. Again, that is not to say that there's not an instance where something can happen. Absolutely. They're kids, right? They'll try anything. But it isn't something that has become a problem. In fact, what we're hearing in middle school and high school is since the implementation, which again implementation began a couple of years ago for most of our schools since the implementation, they have seen less cyber bullying. Like that's one of the things that they provide that they said they've seen more attention, less distraction, more focus. Our our schools are reporting that there's been um good results from having the phones

070away. But again, remember this is behavior that they've been shaping for a year or two already. So our middle schools um administrators said that middle schools are in a better in a good position I guess better than what they had expected the first year of a policy because they already had these practices in place right uh before this before this policy less cyber bullying students are more focused on academic work and the challenges um we asked them like the committee wanted to know what are some of the challenges some of the challenges are trying to monitor smartwatches just like I said in the elementary one smartwatches and earbuds more for the high school. I don't earbuds were not mentioned in elementary, but it is something that was mentioned in middle school. Again, this is a

071progressive uh policy that goes from first offense to like if this if the student continues uh teacher redirects students in in the first one, they'll say put it up should be in the backpack, should be in the pocket, retaching of expectations and then device goes um home with the student at the end of the class. So at the end of the class, they get the phone back. Second offense, teacher confiscates the device and takes it to the administration. Teacher and admin notify the parent and review expectations with the student and then parents pick up the device at the end of the day. Third offense, the consequences escalate if if it's a repeated offense, right? So this is now your third time. You focus on shifts um from device to a pattern of non-compliance. So now

072you're you're non-complying. So what are the consequences for non-compliance, right? And these are just our policies at schools. What happens if you're non-compliant over and over? You lose your privilege. Maybe your your devices in the office um during the day um you could get a demerit, a detention, ISS. So it as you as the as the behavior continues, the consequences escalate for the student. Again, we asked a lot of questions to Dr. Patton about this, but Dr. Patton is the principal that represented high schools and she said um not they're not really dealing like they're not in the office dealing with consequences on cell phones like this is it's minor infractions right now. >> Did you have a question? >> Yeah. The Pew Research Center at our last public meeting a woman mentioned a study.

073If the students phone is turned off, but it's within arms reach, backpacks, pockets, that sort of thing, it is almost as distracting as if the phone is turned on. So, was that considered? I think that when our principles speak of their trends of less distraction, I guess what they're really focused on is like when you think about classroom behaviors, right? You are attentive. You're looking at me, you're writing, right? We have I grasp I I can I can sense that there's attention being given, right? as compared to before we had any kind of um expectation in the classroom where students like you may not be writing or looking at me or looking at that paper and studying what I gave you might be kind of doing this like flipping your phone looking having it on

074your lap looking down all the things that can happen when you have a cell phone they're reporting better attention less distractions so they would have an audience that looks kind of like this right u where they can sense that there is more interaction perhaps more conversations. When they ask the students to turn and talk, they're reporting that that has increased. Right. That's not to say that we that there's any um objection to to the research that's out there. That research is good. It's great research. It's it's well done. A lot of it does say what you are exactly what you're saying, but our schools are reporting better attention, less distractions, right? As far as like anecdotally what they're saying. But thank you for that. Um okay, administrators at the high school level. So increased student

075engagement in class just kind of what I was just describing right now. Students have generally been receptive and compliant. So generally again not 100% nothing's 100% when it comes to behavior in high school, even middle school and elementary. That's hard. But generally they're just not seeing students really push back. This is what I heard some of the principles say as I've heard them talk. They said most students really do understand. They understand that they have been distracted, that they have been doing something that is taking them away from what they're supposed to be doing. So most understand why and I think when students when adults understand why they're more likely to engage in that in what's being asked of them, right? So students are understanding why. Probably families are talking to them about why as

076well. And so they're just not they're just not getting a lot of push back and therefore the discipline issues are not very repetitive. Teachers appreciate the consistency both in schools and across the district. So teachers are grateful, schools are grateful for this policy because now the things that that they have been doing are now reinforced with the policy. So that actually helps them to continue that work. Challenges challenges are trying to monitor smartwatches and earbuds. So now that's been said a few times right in every single slide, elementary, middle, and high. It seems like earbuds and watches are are the biggest distraction or the biggest issue right now. Okay, same thing progressively increasing as the behaviors um uh are are multiple instances. So teacher redirect students to put the device away. Reteing of expectations device

077goes back to goes with the student at the end of the class period. Teacher admin notify parent and review expectations if it happens again. Parent conference is needed. And then the third offense again it's um it increases as as the students continue to do it. the consequences increase. So loss of privilege, it's in the office, detention, ISS, all those things. One thing that Dr. Patton did share is that um the like unlike elementary where the parent has to come into the office to pick up that phone, they usually don't keep phones at the end of the day because a lot of our students are drivers and so keeping that phone at the end of the day would pose an issue. So they don't ever keep a phone um if they they may keep it in

078the office but they don't they don't keep the phone when the student goes home. They don't separate from the phone because of the that issue and uh but parents are called in if needed. Again she's reported very little of that happening at all. >> High school considerations. High school I'll tell you was the place where it was most difficult. That was where the conversations were most robust were at the high school level. Points to consider that they wanted us to share. High schools anticipate enforcement difficulties and increased resistance if restrictions are expanded to lunch periods. Right now, our policy allows for cell phone use during lunch. They anticipate, all principles are anticipating that if we go in the direction of restricting it during lunch, it's going to be difficult. Uh the resistance will be difficult

079and the behaviors will increase. um concerns about student and parent communication. That was also brought up and we'll talk more about that when we actually go through the recommendations. And then recommended clarity. They wanted to find consequences for non-compliance explicitly and ensure alignment across secondary schools. So this was one group that was interested in having consequences um aligned and uh consistent across the district as part of our policy. We provided student feedback. This was not something that they asked for, but it was timely because Mr. Golden met with the superintendent student advisory council last week and he was leading like I think it was the day before that committee work. So I got some feedback from Willie Dickerson, from Dr. Webb, from from Mr. Golden about the feedback because that was one of the topics

080at the um at the advising council. There were three students per there were three students per high school in that group in that advisory group. They meet quarterly and they talk about different topics. the topic of cell phones. Um, this is a feedback they gave. Cell phones are away during instruction. They they're saying that that by and large students are compliant. They said we miss our phones because we used to take pictures of the board. We used to access district block dual enrollment assignments during um during study hall and now we can't do that. Uh we miss the organizational pieces that we were used to like calendars on their phones and things like that. So those are the things that they report missing. but say that they're compliant and they understand and and by and

081large the the policies being followed at schools. Hallways, they said hallways, no big issue in the hallways, it is more difficult to monitor and sometimes kids are sneaking um and and that it's really hard to monitor during the hallways, but they say by and large kids are not in the hallway using cell phones. If there is one here, one instance anywhere a staff member sees the student, they tell them to put it away. Students are compliant and it and it stops. So they're saying there's no big issues there to report. Lunchtime, they gave back, they gave some feedback on lunchtime. Students use it at lunchtime to communicate changes in afterchool plans, activities, athletics, jobs, schedules, logistics. Um I have my I'm waiting to hear from ACT. I want to check it and see if I

082got an email. I have a college several college applications out. I want to check my email and see if I'm getting anything back that's timely. that kind of mostly from our upper class um classmen that they're really reporting that they use it for communication. Now most students also said we're also socializing a lot during lunch like we're talking. We want to talk to our friends. That's our only time to really talk to our friends. So the cell phone use is quick. It's to it's to send a text to communicate to look at our email but we're mostly talking and having a good time. Dr. patent says that it is extremely loud during lunch at Independence High School because students are engaged in in and socializing. So, okay, here's a part where we talk about policy

083refinement. So, that was just like leading up to what the recommendations are. You have a packet with you and I want to point out that these are the different topics that the committee worked on. And then there was another one that just said, "Hey, what additional well, what what additional things do you want to say?" So, it was left open to additional, but we we focused on this from conversations. Conversations we heard at board meetings, conversations we heard at our meeting in May with our um with our committee. Also, um Tanya Hipma and Melissa Wyatt met with us and we came up with like what are some buckets that we know we want to have conversations about? like we don't want to walk away from that committee and say, "Oh, we should have asked about

084buses." So, we put some things on there that we knew we wanted to discuss, but left it open enough that the committee could come up with anything. So, we did like um times during the day, places during the school um in the school building and then language and policy. So we talked about buses, hallways, during and after arrival, onampus, early arrivals, late pickups, during the school day, what about class change, what about lunch, study hall, additional areas that are not identified in policy, and then language. Those were some language pieces that we that I heard you all discuss heavily in that meeting this summer. >> Language like when authorized by teachers, devices are silenced. U devices are not used during the school day. So, we wanted the committee to have conversations around that. So, that's

085what you're going to see in this packet that was handed out to you. This packet has three handouts that look exactly the same. One is K5, one is 68, and one is 912. Okay. So, can I I think there's a link. Oh, no. Okay. This this is kind of like the process, which I'm going to go through this really really fast because I think I've talked a lot about this, but we set norms. We read, annotated, discussed policy. We went a lot through the policy, state policy and schoolboard policy. Annotated, asked questions, discussions, reported feedback from families, administrators, as I told you, all of that group. Um, in gradeband groups, we identified the areas that we might need refinement, discussed responses as a group, small groups, and then large group. And then we shared out

086with everybody. Every every grade band shared out what their recommendations are with the group. And then the larger group got to ask questions, comments, and and debate. There was some debate among committee members. I want you to know that when we walked into that room the first time, there were lots of different opinions. Lot just as we expected, just as it should be, just as we think it's going to be represented. There were lots of different opinions and ideas. This is kind of a miracle that happened. When we walked away, there was consensus reached on everything. I was expecting to bring you back. Hey, we reached consensus here, but this is a place where we couldn't reach consensus. Didn't turn out that way. When they walked out of that room, they came in disagreeing on

087a lot of topics. By the time they left, they got to the point that after debating, reading research, hearing from our administrators, they really felt like they could come to a place of consensus. So, everything I'm giving you is consensus. And actually, I had them write it. If you've reached consensus, write it because that was really important that you knew that whether it was a place of consensus or not. So I I think the next slide has a link. I don't think I can actually go forward anymore, but there's a next slide that has a link that has these. It doesn't Oh, there we go. Okay. If you could click that link for me, I just want to be able to speak. Okay. Wonderful. Thank you. All right. So, this is the way the sheet

088is laid out. The lefth hand column has all of those buckets that I just read out to you. All the places uh in the school building, all the times during the school day in addition to those the wording on the policy. The next column says, does that need refinement? Yes or no. So, where you see no, no means the policy is fine as this. It doesn't you don't need to add anything, change anything. It's good. If it says yes, it means we should refine this. And then it tells you on the right hand column what kind of refinement they're asking for. So the very first one, I'll start with U bus. No one K through 12 thinks we should restrict it on the bus because they just don't think it's manageable for one bus driver

089to to keep tabs on the phone. So no one felt we should do that. hallway during and so this is this one specifically by the way is K5 which is the first one you have hallways no it's like let's not you know they don't think that needs to be defined in policy on campus early arrivals no that should not it's included within the def basically what they're saying is we don't need refinement because it's included in the definition of the school day right so we don't need to do that during the school day yes sir >> so I think what what I heard There was there were actually different principles at different schools um actually had different they want they like the they like the current definition. It says it says during the school day

090they define the school day differently. Some of them do doortodoor some of them do bellto bell um for different reasons based on their school day. They their request of us was we like it the way it is because right now we can have it's slightly different same definition. We we get to have the autonomy to to define the school day like we like and as long as we're getting good results then that I mean so that was that was the feedback that I that I heard there which was which was actually fine with me but I mean that but I wanted to wanted to share that. >> Thank you. Thank you for that note. Onampus early arrives staying late. Um, same thing as above. They did not want to define that. Um, class change. None

091of those really none lunch, class change, and study hall really don't pertain like they're not doing that in elementary school. And they feel like those nuances don't pertain to elementary. Like they don't have a study hall. They don't really do class changes the way we think of in middle school and high school. they're always with their teachers as they walk from one place to another. And at lunch, it is not allowed in the current policy and they don't want to change that. So, they're they're fine with the way it is. This is where some of the recommendations begin. It's in some of the language. So, in the language when authorized by teacher for educational purpose, they said no, but they said clarify non-schoolissued laptop or tablet. What they were saying is the policy talks about

092a wireless device and they think that a Chromebook which is a device provided by the school is included in this definition and although I think they understand it in practical terms to not be that they just thought maybe we want to define that better. So they just they made that suggestion but notice that they said no it doesn't need a change but you may want to clarify that this policy doesn't include school provided laptops or tablets or Chromebooks devices are silenced. Yes, they do want some some refinement on this. So silenced and add stored off the body because the way the policy reads right now as we've said you could have it on the body and be silenced and still be meeting the spirit of the policy. So they really want that more clearly defined.

093As the policy currently reads the students could have it on the body if it is silenced. How would this be monitored during recess lunch? So they can have it on their body silenced. They're worried about that elementary school students would be walking around with it at recess or at lunch and then it would be harder to to maintain the integrity of that of that policy. Um the next one, not used during the school day. They said no. They don't think um that a refinement is needed, but they also said more clarification on what school day means. So, I think they said no because they they feel like they can manage what's there, but it may be nice to have more clarity on defining the school day. So, determine when this would be appropriate. Additional areas

094not identified. They do want one additional area. They want to add clarification as it relates to earbuds and AirPods. And that's in line seven, seven, and eight of the policy. And then consequences. They don't recommend that we don't need to do anything about consequences as it relates to the policy. And then we asked the question, if refinements are made to this current policy, when should they be implemented? They recommend that we don't change anything midyear and that we wait till 2627. They feel like they're in a really good place and they don't want to have to redefine anything midyear. And then they wrote a note uh because I asked them to tell us if consensus was reached or not. So they wrote a note there saying consensus was reached. Okay. Middle school they they wrote

095their consensus on each and every one of those. So it's going to start that way. But no on the bus. They feel like that's that's that's something that we can't really manage. Hallway during arrivals and dismissal times uh leave up to different schools to create policies. This is what we heard. Some schools don't allow it um as they come into the hallway and at the end of the day and some schools are okay with it as long as it's like before they get into class at the beginning of the day and as they're getting ready in the hallway they'll have you know they have it on them they can see it and so they said no we want to leave that the way it is so that each school can manage it the way they're

096doing right now on campus early arriving late um hard to set a policy with all the different situations. When you think about a middle school, there could be students that are getting ready to go to their games um walking out of the school to go to the, you know, the practice field. It would be really hard to manage that kind of like traffic and movement after school. Um during the school day, class change, no, they they think it's fine the way it is. Lunch, it's fine the way it is. It's restricted in middle school, remember? So, they're fine leaving it that way. study hall, they're fine leaving it that way. So, no changes there that they're recommending. And then the language on when authorized by a teacher for educational purposes, they would like a refinement

097there. Um, they're saying need to define what an educational purpose is. So, is it access to curriculum? Like, why would a student need a cell phone in the class? Why would a teacher give a student permission um to use a cell phone? So they would like that defined if possible. Silenced. Yes, they do want uh they do have a recommendation for silence. They wanted to say silence and not on the body because right now again they can have it on the body. Devices not used during the school day reached agreement that there is no change needed. Additional areas. They do have one additional area they want to talk about and that is um line nine talks about and I'll read it to you because I know you don't have the policy in front of you

098but line nine says a student may however be permitted to utilize a wireless communication device unless under the following I'm sorry utilize wireless device under the following circumstances and then it gives you circumstances like an emergency authorized by a teacher manage students health. They want that to say instead of may shall because they're concerned that our students who need it to access right for who need it for um for different purposes related to access if it says may it's really up to the school and it really is the student's right under perhaps your 504 or IEP to have that. So they do want that change to um to shall have access instead of may uh consequences they don't really uh think we should do anything about consequences as it pertains to putting it in policy

099and they prefer that if any refinements are made that we wait till 2627 based on the other information I gave you just difficult to implement changes midyear. Okay. And the last one is high school. These get to be really similar even from from K to 12 like no rec on bus hallways and onampus early and late students like leave that just as is. Class time change. Yes. They want us to clarify not used during the school day including transition and passing periods. So even though the policy says it's implied in policy, they want it explicitly stated that it should not that it cannot be used during transition and passing periods. I think they just wanted more clarity, more teeth on that lunch, no change. No means no change. So right now they're allowed to use

100it during lunch. They want to leave it that way. They don't want to change it to restrict it during lunch. Study hall, no change because study hall right now is included in the school day. So right now they're not using it during study hall. They want to keep it that way. Additional areas not identified. U new wording. The only time the device may be used during the school hours is during lunch period for 9th through 12th grade students. So they want it explicitly stated when it's okay to use it so that they so students understand it's not okay at any other time. Some were concerned that gaming devices were included and thought it should be removed. Let me explain that that statement. Uh Melissa, I know that was in your in your I was right

101there in your group. This is what I understand. She doesn't understand why a student or that particular member didn't understand why a student would bring a gaming device to school. So, um I think that was I think that was a conversation like why would we even have a gaming device because that that has no place in a school anyway. So why do we need to state that in policy? Am I right about that, Melissa? >> I was gonna ask Dana. I can't Is that Sorry. Is that on the state law? Is that line from the state law? So it's line eight in the policy. It says such devices include any portable wireless device that is capability to provide voice messaging and or other data communication between two or more parties such as wearable technology, cell

102phones, laptops, tablets, and gaming devices. >> Pretty sure 90 98% certain directly from state law. Let me double check. >> Okay. We I think the question was what would that look like? And we were just talking about like that would be like a Nintendo Switch or something like that, not like a gaming >> Sure. like a smaller mic, a smaller gaming device. Yeah. >> So included. >> And again, I don't think that this this committee member didn't want the students to bring it. She just didn't think that has any place in school. Why would we even have that in policy? So when authorized by teacher for educational purposes, they didn't think that needed clarification. They were okay with that. Devices silenced. No, no change with that. They were okay with that. Not used during the

103school day. The only time the device may be used during school hours is during the lunch period. And that's already been stated in another place here. So they do want this aligned to the code of conduct. So state any clarificate. This is the only group that really wanted this stated um in the code of conduct. Um and it says we like the consequences presented by administrators at the meeting and felt they were appropriately tiered for grades K5 68 and so in other words they liked what the elementary middle and high school um had provided and they want some sort of clarification on the policy. Now they made some notes down here uh that they thought were important for you to see and to hear. So I'm going to read those to you. I know you

104can read them, but I I want to read them just for for clarity sake in case there's something we want clarified. If refinements are made to the current policy, when should they be implemented? Refinements should be made at the end of the school year based upon recommendations and analysis of data about this year's um enforcement. They they had a desire to not begin changes to not make any changes during the school year because they're too hard to implement midstream during the school year. So, that was their desire. The high school group strongly feels that high school level students as emerging adults need opportunities for um PRA to practice age appropriate independence in preparation for their imminent college and career paths. Additionally, high school students use their personal emails, phone numbers for communications from college applications,

105ACT, AP testing, jobs, etc. that are networks that our network security does not allow them to access. So they cannot access these um these sites um these different sources from a school device. Having the ability to access phones at lunch allows them opportunities to address any deadlines or other tasks associated with preparation for their post-graduation journey. We reach consensus on all areas, but they did have a question at the very bottom that they wanted to add. Some schools have students put phones in pouches or lockers. When they say pouches, they're talking about, you know, they hang on the wall and they have numbers and the students put them in there. That's what they mean by pouches or they just or they make them like leave it in their lockers. Our policy just says that students

106may possess devices. Our team believes that pouches lockers are beneficial for students. Um, can this be added to the policy, some kind of storage? I think this goes back to not having it on the body. So if we say don't have it on the body, I think they're concerned that the question becomes well where is it in the backpack? Is it on the floor off the body? They were kind of wanting a location. So if we say it has to be stored away from the body, in a pouch provided in the classroom or in their locker, if we provide some clarity, it'll help them with the off the body part that they want to add to the policy. >> Okay, I've talked for a long time. That concludes the recommendations, but of course I'm happy

107to take questions if there's anything that you would like. Obviously, Melissa, I would want you to wrap up if I miss something. Did I forget something? Is there anything you want to add? >> No. And while y'all are thinking about that, so yes to your question, Melissa. Um, including not limited to cellular phones, tablet computers, laptop computers, and gaming devices. >> Okay. Thank you for checking. >> That's why it's in there. Melissa, is there anything you wanted to add to the presentation recommendations? Anything that I missed? >> No. Thank you. >> Okay. Well, I I was just kidding. I'm not really done. Andy just said, "No, you're not done." Okay. Thank you, Andy. Okay. Next steps. Um, so I just have one more slide. Next steps meeting October 14th. We're going to discuss instructional technology.

108We're going to have two meetings on that same format. We're going to provide research resources. We're going to have questions that we're going to discuss. We're going to break up in grade bands all the things we did. And the idea here is to lay out what instructional technology integration looks like, what's appropriate, what is the research on that. So then then we can go into screen time as our next topic. Okay. And now I really am done. >> So thank you very much for that. Very thor very thorough and detailed. We really appreciate it. Um, is it fair to say that this the the cell phone personal devices portion of the committee's work is done? Now you're moving into >> that work is done. That that is a recommendation. Now I will say this, if

109there's something you need clarified that you need us to go back and ask the committee. Um, I wouldn't want to do that via email because I don't think that that's fair to all participants. We would have to gather again. We do have that date and we do have another topic. But if there were something some work we needed to do then we would be happy to do that. But at this point I have told them these are your recommendations you write them. I even said things like say it now forever hold your peace before they left because I wanted them to know like that their recommendations that work was finalized. So they feel it's finalized. They feel like they're in a good place. I think what was exciting was to see people to see a

110process work the way that it did with so many stakeholders that had so many differences of opinions and ideas to come together in a room have discussions debate difficult topics and then walk away saying okay I can agree with this this is this is where we like reach consensus. It was really it was really incredible work. >> Yes ma'am. >> So I want to make a statement to that. First off thank you for facilitating that. >> Absolutely. And I don't think parental involvement is ever going to be our issue. I think we just need to continue processes like this to open it up for our parents to be involved to help us to solve these complex problems. So, thank you so much. And I like to see this process continue is really informative. >> Sure.

111It's very powerful. Thank you so much. >> Okay. Thank you. >> If if I may, Mr. Chair, a couple thoughts related to to where we go from here. Um, of course, this this meeting and this conclusion was the night before last, so we haven't had time to drill through it and process it as well. A couple thoughts I have. One, um, Miss Lopez addressed. I wanted you all to take some time to percolate on and think about it. Second, um, we're going to have some discussion about the possibility of put this on putting this on for discussion at the policy committee, uh, so that we can we can drill through those particular recommendations. Uh and um what I'm going to suggest is that Mr. Galbreth and uh and Miss Osbrooks um have some discussion about

112that from a scheduling standpoint. I have a suspicion based on my life experience that when the when the board sits and talks about it, it will trigger some some other discussions and maybe some questions related to that as well. Uh and before before that meeting then we will have as administrative team have have some discussions um related to these recommended changes. it may give us a couple of prompts uh to think about as well. So that's my that's my recommendation on next steps. >> Yeah. I mean the the only thing I would add to that is it seems like the consistent recommendation across all three bands is that if we make changes they be implemented at at the end of the school year or for the next school year if I'm reading that correctly. So

113not that we necessarily have to follow that but that's what the feedback we're getting right. And um so I think we it would mean that we would have time plenty of time to through policy committees and other discussions to think through what changes if any we want to make based on these recommendations. So if I I guess I heard I heard they did say that and then but then you you heard them say that their biggest the biggest pain points were were they all they all said the wearables were were an issue and they were different across across campuses. some people allowed them to wear them and some people and so um so we might it might it might be worth looking at policy for for some for some changes that we could that we

114could make. I I think what they what what they meant and I don't I don't know that I necessarily agree. Um but it's for the board to consider was you know basically don't don't don't change the well the elementary middle don't expect any changes anyway but but at the high school level leave it >> leave it like it is for the for the lunches and and my my only my only my biggest uh kind of takeaway from from hearing that discussion is I got it it was good and and I think this um and even their from the high school perspective, they they put their um their rationale. Um but I think what they they're combining the the the reason why they want to have no change um with the solution to have have the

115change. So they basically brought up a couple of things which is we think the kids need to be able to um to access and have have access to their to their phone so that they can check email and and get text messages or communicate with their parents and maybe their employer. Um and and then there were a couple of ancillary things about you know the um a AP um classes. And so my I guess the the only place where where it where it missed a a little bit for me and what I would like if if we were going to to dig further in this um would be are there solutions that address those problems um that that don't require them to to have their have their phones during class changes and um that we

116can put them if if we did want to go away for the day. Are there ways that we can mitigate and and and provide solutions for those those things that they said were important? because I don't think I don't think the solution outside of the last bullet that they that they said where we want, you know, we think that kids should, you know, we should be teaching them about being able to balance and prepare them for life afterwards, which is a little little soft, but um but that um so the everything else they what they don't say is the the ramifications of that is we think they're because we we hear in the middle school and elementary school. It's great to to have them away for the day. Um and we don't have any issues.

117We don't have any issues at lunch cuz the kids don't have their phones. Um what what you what you didn't I think we saw a little bit with the bus. They said, "Well, we we don't recommend any changes because we can't we can't police it." And so they didn't actually say that we think kids are better off with their phones on the bus. um we said we they're they're trying to come up since they don't have a solution for it. They're not they're not saying that it's a problem and and so um if we framed it a little bit differently and just said, "Hey, what's your ideal like what are what are we trying what's the problem we're trying to solve?" Yeah. We we we really don't we really think that it that the bus

118that our students would be better off if they didn't have the phones on the bus, but we can't like it might be that we can't come up like we're we're supposed to we're we're we're tasked with providing the solutions and they were kind of they were kind of combining the the problem with the solution when there may be more solutions than they than they presented us with the with the recommendation is my so I'd love to I'd love a chance to just in policy to kind of think through through those things. Um because I I I think we've got the framework here. Um but and I and I think the I'd like to and I like staff to kind of think through too. Hey, they've when when they've set out the problem um if there

119are ways to solve solve those things um without have because what they what they didn't say was they said all the reasons why pe why why students need their phones which is true which which I I didn't disagree with any of those reasons why they might need them but they didn't say the majority of time when people are when the kids are using their phones what are they using them for and it's not talking to their employer it's getting on their social media and bypassing the school's network and all the all the things that they that they actually do with the majority of their time, not the things that that they're that they need to do. And it might take them just a a little bit. So, um that was my only that was my

120biggest takeaway. And I I liked I liked hearing the discussion. It was really good. Um, but I think the the consensus um might might have um drowned out some of the some of the nuances of of what they were really looking for. That's it. >> I'm going to let Donna get in here with a comment. >> You hear me? >> Yes. >> Okay, great. Um, just to kind of dubtail on what was saying and Sometimes it's a little hard doing this remote and I don't hear everything. But I sat with the high school group and I was really appreciative Dr. Patton at Indie talked about how they ended up creating a cell phone zone at the front of the school um because they found that once this policy went into place, it was a big

121jump and people needed to go to the bathroom and they figured that that they were going on their phones in the bathroom to check things. And um I like the idea of them just creating a cell phone zone at the front if you need to check on something, you know, you know, text your parents about something. And um and I was talking afterward with one of the committee members, you know, and you know, because I think there has been we see the data that the belltoell really does help our kids, you know, and and keeping them off the phones and and to what Jay was saying, a lot of times, yes, they could access their phones to check in on after school commitments, but sometimes they're just popping on for social media. And um so

122and I don't know my my daughter calls it brain rot, you know, just getting on your phone and just like scrolling through Instagram and um to kind of prevent that at lunch or just kind of encourage socialization with your peers um maybe and I was talking with one of the parents on the committee um is just having a moving lunch one day to being a cell phone zone at the front school. If you need to hop on, go to there. But if you're sitting at the table with friends, you know, let's encourage conversations. And it might be a slow roll out to something like that. But I I like that idea of the cell phone zone. So you you go to a certain physical place to hop on your phone and do things without, you

123know, so just wanted to add that. >> All right. Thank you. Anybody else have any comments? >> I just would um echo Jay's sentiment and I would like to see us discuss this at the October policy meeting. So >> one thing I was going to suggest about policy was whether is is there one do we know Dana yet whether the October or the November policy meeting might have a lighter agenda where because this is going to generate obviously a fair amount of discussion. So just thinking about time is one is one better than the other >> um >> or do you know yet? Oh, I I I can't speak for what's no in November, but I will tell you y'all are about to have two very um two policies that we're going to spend a

124lot of time on. I've just gotten a request to bring back up the textbook adoption policy and this one. So, >> so two two in addition to cell phone or two? >> Oh, no, no, no. Including cell phone. Those are both going to be pretty substantial. >> Oh, >> but to be but to be fair, Josh, if we if we talk about the textbook adoption for the first reading in September, it's also going to be on or in October. It's also going to be on November, too. So, I don't I don't know that you you're not going to avoid it by by pushing True by pushing. >> No, we're going to have both of them. >> So, one other one other policy that would have some substantial discussion. >> Yes. So, I guess my point

125of that is I think we can have them both on October, but probably not much else because I do think they're going to be they're going to be time consuming. Um, and I think we have one policy that will be for second reading. So, >> and no other new ones that we have to deal with that are >> not at this point. Correct. So >> I don't have anything um I don't have anything else from staff that we're recommending. So um just the two Tony's requested the textbook and then cell phone. So and that might be plenty for um it's actually going to be the the last Monday in September. Um so it's in a couple weeks. >> Okay. All right. Any other questions or comment, Jason? >> Yeah, I was I was just uh

126curious like is the sub this subcommittee that's reviewing this topic, are they finished with the work or are we receiving more data from that particular group and then I guess because we need to have this prepared policy finished for August of next school year, right? Because we don't want to make any changes is what I heard from the committee. Now, >> I think um I think they said the cell phone part of the of the policy or the committee's work is done. Um and then the the decision for the board to make is whether we make changes in the in mid-stream in the current school year or wait till um the year is over. >> And that's really the the board's decision ultimately >> and the committee is continuing to meet on other topics. So,

127Miss Lopez did say if there were any particular clarification questions that that she she could bring them that now that meeting is actually in October. Uh, so there will actually be a policy committee meeting before their next meeting. >> Okay. Thank you. >> All right. Anything else on that topic? >> I'll just say the committee is committed to meeting monthly. Like we already have our meeting dates until May. So if you feel like that it would be helpful at some point to go back to the committee, we can just work on the timing of that. So >> okay, that's a good point. >> All right, Jason. Next item. >> Thank you, Mr. Chair. Uh again, this uh the the the u the presentation we're going to give you right now is not something you need

128to make a decision on right now. And it actually is potentially related to what Dana just mentioned related to the to the textbook policy. You may recall that last year we made it a point to give you monthly updates on the on the textbook adoption process for science. Uh this presentation for Miss Sour includes uh information related to the upcoming adoption process that is substantially smaller from a content perspective. Some CTE and health and PE textbook processes. The focus point I would like you to think about, which actually is a good segue to the board talking and policy committee is proposed changes to our process based on our experience the previous year. And I'm going to toss out one that I think I sent with you in an email as an example because I see

129it as the most significant change. we um we already intend to include in the teacher uh preference form uh a cell or a location for them to explain why they're recommending a particular text. Uh so with that, I do encourage you when Miss Sour gives gives you this presentation, focus on that question in your minds. What changes might you want to see as we go through this process? Final piece, social studies is next year. So the work we do in these next few months is going to have a significant impact because social studies is going to be much more involved from a content perspective. So Miss Sour the battery. She has so much to say. >> Okay, perfect. Thank you. So, this is going to be a contentwise a much smaller textbook adoption. We are

130doing just a few CTE courses and then health and PE. So, we're going to kind of talk through what will this adoption involve. As a reminder, we do follow all of the state codes and then our own WCS board policy when we look at textbook adoption. I thought it might be helpful to put all of those links on the one slide. You may remember that halfway through the adoption process last year, the state actually set up a brand new website that is just devoted to the textbook adoption process. So that first link goes straight to that website. The link underneath that is a page on that website that the state set up that is a link to all of their laws, rules, and policies. And then it kind of starts to get narrower from there.

131So the process that we're about to talk through is our own local board adoption, which is outlined by that's the uh state code that outlines the local board adoption. And then underneath that is our WCS board policy. As a reminder, we do adopt all of our instructional materials by a cycle set by the state. So, we're in 2526 right now, which means that we are adopting P and health science. And then you'll see if you scan through, we actually are going to uh continue to adopt CTE basically until we ran out of slide space. So we adopt a few courses in CTE really every year for the foreseeable future. There are so many courses that fit into that CTE catalog rather than clumping them. The state kind of distributed them to make it a little

132bit more digestible. I think maybe for districts and maybe for their own review process. Yes. >> So on here it says state materials adoption 2425. So you already have the list of textbooks >> we're in. process. So >> from the textbook, >> we don't Sorry, I'm jumping to the slide because it's in here on Let me actually back up a little bit before where this slide picks up. So publishers submit materials to the state. It's usually like mid to late spring is when the state takes that. So the state got all the materials from the publishers probably like Februaryish. They put together their own state committee to vet those materials. That vetting happens through the spring and sometimes into the summer. On August 15th, the first round of materials that pass state vetting was announced.

133Then the publishers who didn't pass that state vetting have an appeal process. So, we're like almost at the end of that. Tomorrow is the day that they have to submit for appeal. And then any uh materials that got submitted for appeal get reviewed again by the state committee. It's usually November is when we get that final list. >> So Jen, from a pers I'm just trying to put my arms around this. There's a larger group right now that the state will probably shrink down until um in January. >> Is that a good Is that a good >> It should be November when we find out. But yes, correct. I I purposefully asked that question because >> um and maybe somebody or you all know like how can we help you all to get >> that

134timeline actually in that timeline >> because if you already had the books now like you could already >> but because that's what we ran into with the science adoption, right? And it's just a perpetual cycle. So, if you all ever think of thoughts on how we might best support you, maybe going to the state board of education or um because I think that would even make your job easier because I know you get that time and then we get December. Well, that's so >> so to that point, as I understand it, correct me if I'm wrong, we don't have the books and the publishers are not yet giving copies to LEAs, but there may be a way for us to find a way to get a hold of them somehow someway. I don't know. Some

135of them may be just um uh uh I I don't maybe they just publish a couple just for the state purpose. >> Well, here's I'm gonna give you two pieces of information because I think I can address that question in two different ways. The first piece is that this actually picks up at what I would almost consider the uh tailish end of the adoption process, which actually starts years ago. So the very first step in the process is that the state puts together a committee to review the standards. That's usually 2 to 3 years before we get to the adoption of the materials. So they review the standards, they decide what changes they want to make to the standards. Then those standards get kind of handed out to publishers so that publishers then can take

136the time they need to create and align materials to those new standards. Then the materials get handed to the state for vetting. So it's like this picks up at a place we're almost in midstream of the process. So to Margie's question about like, hey, how do we speed this up? Even here isn't the place where it starts. It actually starts way back here. And so I think the what would cause that process to speed up would be going all the way back several years to get through all of those steps. And those are all things that the state does um to answer the question about what about the materials that have been submitted to the state. So the state has traditionally posted on that website. This one, if you go to that top link, there's

137a page on that site that is digital samples of the materials that were submitted to the state. My caution to you just to remember that those are things that were submitted. They're not necessarily going to pass. So there may be things that are on there that aren't going to pass state betting, but they are available to start getting that initial look at them. Does that kind of help answer both of those questions? Okay. >> Doesn't the issue >> that was my question. >> We can get a list of what has been submitted correct to the state. >> Yes. >> Okay. >> Yep. But doesn't the issue really come down to the value of us, any of us staff or board members, spending time on materials that may not ultimately be on the approved list? Like,

138isn't that really the core of the >> We have traditionally not had teachers start reviewing materials before we know it's going to pass state vetting. Because of that, we just don't know. If it doesn't pass state vetting, it isn't something that we would consider for adoption. And so then it becomes I spend a lot of time reviewing a material that ultimately isn't actually going to meet the needs of the students in the classroom because the state has determined, hey, this material doesn't actually meet what we've set as our minimum requirements for what would make this an acceptable instructional resource. >> But the possibility for accelerating might be that window when when we know what their list is, but we don't yet have the books in hand. That might be the potential possibility of her. >>

139It's possible. So, I'm not going to say no. It is last year. Let me tell you that kind of just the way that laid out. We got the list from the state Friday afternoon before Thanksgiving break. So, we we got the list that Friday. Valerie immediately reached out to the publishers and we started getting the materials as soon as we possibly could. But, if you think about it's it's holiday season at that point, right? So it's Thanksgiving break, >> right? Exactly. Yeah. >> Right. Yes, it is. It gets tight there. It does. >> I I will Let me make one comment related to Jyn's description of the back scheduling. Uh we know that I'm thinking about social studies because that's where the rubber is really going to meet the road for us. Um they have

140been, if I'm not mistaken, over the past year reviewing the standards. I think they completed that work last year. >> Yeah. Okay. So, they so they it's been a couple years they've established the the new standards. >> Um it's I'm wondering and I know who to ask. Is it possible to move up their approval by a month or two for the social studies? And to your question, Dr. Johnson, I think that's a question we can ask. Um I I will probably see the chair and the vice chair of that committee next week. um at the state um TDOE superintendent meetings >> and just I mean honestly and I know you got this from their website I mean this looks deceptive right it looks like they have the approval done the state materials are approved >>

141if I look at this I'm thinking May 2025 >> yeah and this to your point is the way the state >> list that information so and like I said if there's anything I'm happy to talk to people, reach out to people cuz I mean we're not the only district affected by this for sure. >> Because my background is in the social sciences, I'm going to be on top of this today. I downloaded the new standards and they also have a document that shows the difference between the old and new standards line by line, page by page. So there are some things available if you want to take the time. I'll be doing it because it's personal interest, but uh >> and the hope is that the publishers are doing that too, right? And and starting

142to create materials that align with the Tennessee standards for next year already. Okay, let's talk a little bit about health and PE. So there's a little bit of clarification that I want to make sure that you know because there's the potential that you could get some questions about it. And so I want to make sure that you know the same communication that we're giving to our principles, to our teachers, to anybody who asks us about it. The first piece, maybe it's first on there because we just had our family life public meeting here just a couple of days ago, but I wanted to make sure that everybody understood the difference between when we talk about health standards, we are not talking about our family life curriculum. They are two different things. So if you get

143any questions at all about, hey, what does this adoption change about our family life curriculum, they're not really related to each other. There is a little bit of overlap. If you imagine a VIN diagram, there's probably a tiny sliver where there is a tiny bit of overlap only that some of the health standards we have incorporated into that family life portion of instruction that the students receive. but it's like this much of it. So, as we talk through this health and PE adoption, this isn't going to affect family life at all. Um, here's what this looks like in the different grade bands. There are health standards K through 12. So, if we look at the way those get distributed in instruction for students in each grade band and K to five, those health standards are

144relatively minimal. The link there is to the new health standards that go into effect this upcoming year. They're not substantially different from what we have right now, but just like every course, they do get a slight revamping, refreshing, and so that is the new health standards that'll go into effect next year. We have kind of a crosswalk, a spreadsheet if you will, that we go through each health standard and we confirm where in an elementary students day is that particular health standard addressed. Some of them get addressed in PE courses. Some of them minimal, but there's a couple that actually get addressed through the science curriculum and some of them get addressed through the sessions that counselors come and do with classrooms. And so because there isn't one unified place where we address all those

145health standards at the same time, our health and PE curriculum specialists and our teachers have all said we don't see the need for a health curriculum in elementary school. That feels like it's backed up by communication we have from the state only in that the state did not receive any materials at all for elementary school for health standards. So, we're not intending to have any adoption at all for elementary school. For middle school, they're kind of in between. So, there are middle school health standards. In middle school, we teach a single 9-w weeks course rotation. In most most middle schools, it's PE. We have two middle schools that actually teach health as a rotation. Again, the state did not receive any materials at all for middle school. So, we're going to do just a local

146adoption for that. What we did is we went to who are the publishers who submitted materials to the state for high school for lifetime wellness and we just asked them, do you have middle school curriculum? So, we're starting to gather that for our local adoption. Okay. And then in high school, our health curriculum is our lifetime wellness course. It is a single year course. It is a graduation requirement. So every single student will take it. It is the course that the state is receiving in vetting materials for and so we'll do our adoption off of that state list. Questions about that. Okay. For CTE, I didn't give you the whole list. If you're interested in it, I'm happy to give it to you. It's long. What we talk about in CT is what are the

147programs of study we're adopting for. So this rotation we're adopting for the programs of study of information technology and advanced ma manufacturing. These are a series of elective courses. They're taught in scattered elementary, excuse me, middle and high schools across the county. So no high school teaches all of the courses that are involved in this. Most high schools teach some of them. There's a little bit in middle school and they're all electives so they're not courses that every single student takes. Um, we just looked at this. Does anybody have any more questions about kind of where we are in the state process? Perfect. So, I'm not going to read through every bit of this, but this is kind of like a big overview of our process and then we're going to talk a little bit

148more in detail about the steps that are most immediately coming up. So, we're right now working on putting together our textbook committee. Our intention is to have that finalized beginning this September and then be able to get that in front of you for the October board meeting for approval. In the meantime, we'll be doing the steps like identifying which schools are going to house materials for review. We're going to be setting up our dates for our public reviews that are going to be here at the PD center. We'll be waiting anxiously for the list from the state that should come in November. And then if you remember, once we get the materials, we go through that review process with teachers and with the committee through January and February. In February, every teacher of the course

149is going to get an electronic form to submit. And this is a change that Mr. Golden was alluding to. The teachers are going to be asked not only what is your selection of material, but give us a rationale. What was the criteria that you chose? What made this material stand out over the others that you were comparing? We're going to capture all of that information. And that'll be provided to the textbook committee members before they make their selection and then to you all as we pass that uh recommendation from the textbook committee on to you. And then we move through the next steps which is uh once the materials get final vote and approval we do the ordering. We put them on our website and then we start training our teachers on those resources. I

150think that Yeah. >> Yeah. On these committees, I just wondered >> why we can't have board members involved in this on the committees to speak with parents, teachers, >> and be more of a part of this uh in the beginning process rather than just getting a rundown. uh you know in the last few weeks where we're at who who said what and you know the whole ball of wax. >> So actually I'm going to jump to this next slide because another change that we're making and we want to make sure that it's really clear to everybody here. This slide is here are the four meetings that we have already set on the calendar for the textbook committee to meet and I want to invite all of you to attend any and all of those meetings

151that you're interested in attending. We can send you whatever information you need about when is the meeting going to be. They're all held here right at the PD center. Um, this is kind of a quick summary of what are we doing at each of those meetings so that you can kind of know like, hey, here's the it is big picture, I know, but here's the intention of what's happening at each of those. I will say for that third one, I apologize that I can't right now give you a date. That's the date where the publishers come to us to present to our committee. I can't commit to a date because it's dependent on those publishers, you know. So, I will uh I'll tell you that uh the reason the 16th and 20th are on there

152is that I already have a secret room reservation for this room. So, I'm really hoping that I can convince the publishers to come one of those two days, but I really like until we know who they are and we're able to have some communication with them. That's the one date that I can't control yet, but the others are already marked on the calendar. And I do want to invite you all to be here as part of that is uh being able to observe all of those committee meetings. >> So, Mr. cash. We can we can put a a board member on as a non- voting member. We intend to do that. And second, we want to make sure that we do a better job of informing everybody of when those meetings are and invite all

153of you to come to all those meetings uh to to to monitor those or listen in on all those discussions as much as you can. The reality is, you know, chances are, you know, you you'll probably be in and out. Should should we uh discuss a policy for that? >> Wait till next month. >> Yeah, there you go. >> Well, I think I think that'd be great. >> Right. I mean, I I know it can wait. >> Yeah. >> Well, he's he has re he has Tony has requested officially that it be brought up for at the policy committee next month for discussion >> that that specific policy. So Dan, to to your point, if we if we make any changes in the policy, it'll be effective by the time I mean it it would

154have >> well I mean we could we could talk about whether it could be effective by >> November necessarily, but certainly I >> I just think it's very important that board members uh get involved >> more on the front end than wait till the back end and start asking questions. uh I spoke with different groups after the science curriculum uh decision uh both uh independently and in groups and the first question they asked is well why don't you ask us why didn't you ask the teachers and I I believe it was the 14th there's there's uh which you've got on there for the 16th and 20th we never even get to see a presentation from the vendors >> uh we never uh go in and sit in these meetings and and collaborate with with teachers

155and uh like in principles and they send representatives to these meetings and they go back to their schools. There's no reason board members couldn't go to one of their schools in their district and listen to the dialogue that's going on and ask questions. That's one of the first things. But according to uh our the the regulations, we're not uh allowed to gather, you know, more than, you know, two at one time >> unless it's a public meeting that we announced >> unless Right. Right. >> Yeah. >> So that that left us out of the whole picture. And I it's just important that board members get out there and hear it, you know, from the teachers and hear it from the principles and why this will work, why this won't work, rather than, you know, and

156our curriculum people try to do the best they can to explain, but it just it's not the same. It's not the same. We're responsible to pay for this. We're responsible for the curriculum, but yet we have no input until it's the end of the session. Okay. And that's all I want. And and I'm glad you got it on there because that's what I was going to bring up tonight is to put that on uh for policy. Thank you. >> So, I I just have something real quick. Um I love the develop criteria checklist. >> Yes. And one thing um I'd like to see is when it's sent out to all teachers that they also get to see that like >> I just wanted to make sure that was >> Yeah. No, I appreciate that and

157that is actually a process that we followed for the last several years, but I appreciate you pointing out that that's an important thing for everybody to know. Yeah. >> So Josh, are have y'all have y'all talked about the method of of selecting the parents? because I think there there's a there's a lot of well probably fewer this time than than all the different science curriculum but >> um >> we have not yet. >> Okay. Because I really I really liked being able and I don't know if it's >> if you if you don't need 12 I just don't know how many members but I I think like rotating that or or doing something. I think it it really helped with the engagement with the I think with the board and the and the technology committee

158was having having that person that if we're not there at least at least we have one person that we that we know we can that can kind of communicate back to us. That was really helpful. I'm I'm not saying that that that those have to be the only parents on the on the committee either. Like if it's if there need to be 10 and four come half come from the board, half come from the from the schools or PTO's or whatever, like that's that's fine. It's just nice to have a have a connection there. It's a good suggestion. >> Yeah. To that piece are Oh, excuse me. Go ahead. >> Can we be sent a link to the two briefings we've seen tonight? >> Oh, yes. Uh we've already placed those on the website. Uh

159and uh um we we sent you this email at this maybe two days ago or yesterday just a day or two ago. Uh the one um uh related to uh the screen time committee was just finished today. So but we've posted them so anybody the public has access to them. >> Yeah. To actually speak to the question about parents serving on the textbook adoption committee. So our current process that we're actually working through like as we speak is gathering information from the schools. So what we do is we reach out to each middle school and high school principal. If we were adapting for elementary, they would be in the list. It's just this year we're only middle school and high school. And we ask each principal. In this instance, we've asked them to nominate two

160different parents because we kind of had an internal conversation and we said, "Hey, these are such diverse content areas that we're adopting for, right? It's not like we were just adopting science, health, and PE." And then those CTE courses have such a different focus. We really felt like it was best to try and get parents that could potentially represent both of those areas. And so we've asked principles to submit to us parent names, one for health and PE and then one for CTE. What I can't speak to right this minute because we're still in the process of getting those names is is every single school actually going to send us a name, one person for housing PE and one for CTE. We'll have to kind of see once we've gotten all the responses back. I

161don't know that piece yet. >> And Jay, we'll have that discussion about board members as well. Okay. Kind of in the background as we're formulating the rest of the committee is when we're going to just be studying all those times that teachers, that principles, that you all as board members, that parents and community members have to be able to review those materials. We are tied a little bit to that state adoption process. And so it is going to be until we have that list from the state that we're really available to start gathering those materials to set up those review dates. But what we tend to do is set five sites around the district that are set up for um teachers to be able to review those materials. And then as you remember, we receive

162a set that gets set up here at the PD center. And we set up a variety of dates and times to accommodate as many schedules as we possibly can for parents and other community members to come here and review those materials as well. Okay. Um and then this is kind of the things we talked about. So in October we should have the list of the committee members to put before you all for approval. Our first textbook committee meeting will then happen on November 3rd. That is preliminary work. So I want you to know that that date is intentionally chosen before the materials are released from the state. So we think it's really important that as teachers and committee members are thinking about what makes a valuable instructional resource, they're not running that through the lens

163of the materials that are in front of them. We really want them to be thinking outside of a particular resource, but thinking about the intention of the course. What makes a resource valuable for me as an instructor as a parent, thinking about the value of the resource for their student? So, developing those criteria checklists before we actually see the materials and then having those checklists to be able to review the materials through the next steps of the process. As always, we'll continue to come here and report to you every month that we have a board meeting. And always know that you can reach out to us if you have any questions about anything. Anything else? So, as a preface to the um to the policy committee meeting, what we're talking about is uh changing teacher

164forms, uh the discussion of the committee uh makeup, board members, making making sure that you all are invited to uh to all the meetings and have that opportunity. Uh we can implement many of these even while the policy is in process. So, you all may have some others as well uh that that we can add. Thank you very much. >> All right, you want to hit your final superintendent report item? >> Thank you, Mr. Chair. Uh, and then in the interest of just dragging the superintendent report out even more, I want to mention one final thing the county commissioner county commissioner asked. I mentioned to you there were two things. Commissioner Paul Webb uh mentioned that he had found US News and World Reports report on high schools and he actually dug through the list

165and found all the Williamson County high schools and he started rattling them off at the county commission meeting. Uh and and I I thought the stats on this were quite interesting. Every one of our high schools were in the top 10% of US News and World Reports for for statewide. Every single one of our of our campus schools. So, it was neat to hear that that a commissioner did that and did the digging. Uh Fair View, I think, was at the 90.8 percentile uh and on up. I actually am going to be speaking to the Fairview Chamber of Commerce next week. I'm going to mention that. Uh it's kind of neat. The criteria that US News and Worlds report does uses for high schools uh includes uh college and career readiness statistics, uh college college

166curriculum, uh um achievement data on the on state testing and what they call proficiency data, which I think is what we think of as TAS or or growth data. And finally, they factor in how what they describe as underserved populations and how they perform, which includes economically disadvantaged and some of those subpopuls that are based on race. So with those are real criteria that they use. So it was it was very neat to hear that. And with that, Mr. Chair, my report is finished. >> Okay. Um on the upcoming October annual agenda items, is there anything to hit there? Uh we um Lydia actually I think we did the October um annual agenda items >> they're down at the very bottom. It's it'll be approval of the TISA accountability report and approval of the textbook

167adoption committee. >> Okay. >> So we touched on that when Miss Sour was talking about the uh the textbook adoption. The TISA report is a compliance document uh that we fill out that'll be coming to you in October. But Mr. Chair, I mentioned this already. the November meeting, we will be bringing in October the draft uh five-year capital plan, not for a vote, but just as a preface, >> right? And we will also have um the vote on in October on superintendent goals uh as well. >> That's correct. Superintendent goals and uh um as uh as you and I placed uh the affirm strategic plan and board goals, uh those that will be a companion. >> Yep. Okay. The only thing I have for board chair report is just as a reminder on Monday night

168we have our annual obligation to do the election for board chair and vice chair. So everyone's had a chance to participate in that process at least once. So just as a reminder what'll happen is at the beginning of the meeting Jason will u be in the chair seat and will uh preside over that process. Uh names will be put in nomination for chair. Um each board member will be called by name to vote uh for chair. Once that vote is done uh names will be put in nomination for vice chair and then each board member will be called on to vote for vice chair. And once that process is done then the chair will take the seat of chair and preside over the remainder of the meeting. So anyone have any questions about that process?

169Okay, let's move on to new business. We've got uh five items under budget that are budget related. Miss Farmer, I'll just let you walk through those one by one uh and take it from here. >> Thank you. Uh the first item tonight is the public school security grant. This particular one has a carryover amount from the prior year of $8,319 and then our current year's allocation of847,000 for a total combined of $855,618. This will continue projects that have already been um working on for several years that we knew it would be implementation, including inside laminate um some of the locks locking features inside those kind of things. The next item is the United Way grant. This is the 14th year the United Way has given us funding for um tutoring for our elementary school students.

170And the allocation for us this year is $59,525. The next item is the state transition grant for our transition students. Um again, this grant runs from October to September. And so the allocation for us is $220,833 for the year. The next item is just carryover from the prior years related to the innovation um school models grant that we received to do the innovation hub that we are um currently in the process of building. The carryover amount for this year is $10,234,529 and we'll continue that construction project. Will that amount cover the remainder of the cost of construction of that facility >> for construction? Um, a little bit of this also has some equipment in it. Um, if you look at the resolution, there's a couple hundred,000 related to equipment, but it would be the construction.

171>> So, we do have a little bit of contingency mixed in and that has the potential to help with with funding some operational expenses related to it if we don't need the contingency funding for the for the project. >> Okay. And the last one, >> the last item is the state education preschool grant. Again, state grant and our allocation for this year is $677,520. >> All right. Any questions on any of the budget items? >> Mr. Chair, if I may give one piece related to that last the state um special education preschool grant that is what we call early childhood. There has been a lot of discussion uh among school districts across the state with some of their legislators that uh those programs are not included in TISA. Uh that is something to keep in

172mind that that uh there's no relationship between the amount of money we get and the need if that if that makes sense. It's it's substantially less than the than what we actually spend on that program. Okay. Uh, next. >> I do have a quick question though. Well, I guess because they're special ed, they have services, but like we're not obligated to provide prek for all kids and right >> two two different two different issues. So, this particular grant is what they call special education prek. We do not have an obligation to provide voluntary prek to all students, but any student with a disability age three or four, we do have that obligation and we must include peers. Uh so our services are actually twice the number uh basically twice the number. So the yes to

173your question related to voluntary prek. Let me just say too just as a to praise it because my son did it last year and I I can't speak for everywhere that has it but Fairview Elementary was a fantastic program and those teachers and those um assistants are phenomenal people. um just in every way. Absolutely loved it. Prepared him so well for kindergarten this year and um yeah, it's it's essential in my mind particularly for those students that need it. So, thank you for that. >> I can't sing enough praises about Fairview Elementary. >> Thank you for that. From from from the basics of reading to to behavior to going to visit the library, I just this the whole scope of of getting those students as prepared as possible for kindergarten is is impressive. Thank you

174for sharing that. >> Okay. Approval of the 2026 27 budget preparation calendar. Miss Farmer, >> it's time again folks to start looking at the budget for next year. And so the first piece of that we just finished, right? I know. Um but no, the this piece is just putting a calendar in place that lays out um a timeline of the different steps related to that. And so it's a requirement, an annual requirement agenda item private. So the calendar's there for you to review and we are getting started next week. >> You got a whole like two or three month reprieve from budget. >> Sure. We were wrapping up the year and getting started and we're trying >> at least in talking at least in talking to us about it. You did >> um Okay. Board

175policies. There's one for first reading. Um 3.202 emergency preparedness plan. Dana. >> Yes. So um this is for first reading. There are a couple of changes in red after the policy uh meeting and some reworking of the language. So this was a policy that was recommended by Tanya. Um and so what we have done to change it is uh superintendent or um his or her design shall conduct an afteraction review um of an event including a major incident, major accident andor a major response at a school or schools. And I believe Donna wanted some language in there with a time frame. So looking at um TDOE guidance, the language that they have is as immediately after the event as possible. So you'll see those two changes and then the last sentence was deleted because we

176have reworked um those lines 910 and a little bit of 11. Okay, any questions? And that will be for first reading. So there'll be a second reading as well. All right. Then there's four five policies for first that are first and final. You want to run through those? >> I I will. So um these are all legal changes um through the last legislative session. Um waited on those until September because we had so many in August. um public acts of 2025 chapter number 275 is the public chapter with all of the charter school changes. The biggest change in the application process is instead of um the department of education receiving and creating the forms, the state board of education in um coordination with the Tennessee public charter school commission will be creating those uh forms

177and that you will see is the trend as we go through this. what was oftent times the responsibility of the department is now the responsibility of the state board. Um there's an update to include when the application needs to be provided which is at on or before 11:59 p.m. Central Standard Time on February 1st. Um so those are the recommended changes on charter school applications. The next one you may keep okay is charter school oversight 1 1903 and okay the um change on it is the last page there's now the authorizer reporting and review that was uh the department of education is now the state board of education. Um and if we have a charter school and then um we have an annual authorizing report, we would also need to make that report available on

178the district's website. So those are the changes for 1903. The next one is the charter school intervention and charter school revocation. the um there's a notice change on page two where we would um if if we have a charter school and we vote to renew, not renew or revoke that charter school agreement, we would need to provide information about that decision to the department as well as the Tennessee public charter school commission. It's the only change in that policy. And the last charter school is 1 1905 charter school renewal. Um and again at the beginning interim review uh there there were guidelines created by the department of education now by the state board. Um and there is now um with a charter school renewal. If we had a charter school and then it was renewed,

179um, then we would have there's now a reporting for any renewal application that we need to report to the Tennessee public charter school that we have received the application within 10 days of receipt. Um, and then a renewal criteria. Again, we need to communicate that with the Department of Education as well as the commission. So all all legal changes which is why they're all recommended for first and final. Do you want me to go ahead to the threat assessment? Okay. So the last policy for first and final is the threat assessment team and that is policy 3.204. There was a change in public chapter 215 that there is a requirement in state law now um for reporting. And just to be clear, we we were already reporting a lot of information to our parents and

180guardians um regarding um a investigation that was occurring at the school. So, I don't know that our parents or guardians will see much difference, but we now have a mandatory reporting um that the language in the policy uh mirrors state law and that notification needs to occur within 48 hours. Um if we have a cred if we have credible information regarding a threat or significantly disruptive behavior um directed towards or occurring on our school grounds then the parents and guardians of the kids who attend the school would receive a um notification just like they do did last year. One other piece is that there is a at least once a quarter um superintendent schools will provide the board with the total number of incidents requiring notice to parents under this new law. Um you'll have

181a number for the respective quarter as well as a total for the year to date. >> And as a as a FYI, Mr. Chair, the the law says I will provide you with a number. I'm not just going to see send you an email with seven. I'm going to make sure that you have a little bit more detail than that uh about about those particular incidents. >> Greatly appreciated. >> Yes, sir. >> Uh I'm going to take us back unless there's questions on any of those. I'm going to take us back to um 3.202 on emergency preparedness plan. Donna had a question and I didn't catch it before she before we moved on. So, Donna, you want to jump in? >> Yeah. Um thank you for that, Josh. I I um I like the changes.

182Um I think in the meeting and and if I'm the only one who has an appetite for that, then this is fine. I like um immediately after the event possible. I think we did discuss putting in like a time frame like 36 hours, 48 hours. I I don't know if there was a reason. I can't remember back. Is there an appetite for us to add in like a by 36 hours or 48 hours or do we just want to leave it kind of open-ended immediately but not you know >> Don I'll speak to that a little bit. You had mentioned that you had specifically mentioned 48 hours as a possibility. >> Um my immediate thought was there may be some incidents depending on the severity that it may be hard to get the right people

183together that quickly. Um, and that's that that was that was a concern I had. Some simple some simple ones that are school exclusive. >> Um, I think you probably could get that done, but if we needed some law enforcement personnel or first responders involved, I was worried about us 100% committing to a 48 hour window. >> I could see that. Okay. >> All right. Any other questions on any of those? policies. All right, we'll move on to item E, approval of collaborative conference team. Mr. Golden. >> Thank you, Mr. Chair. Uh, annually we uh recommend the management team for the collaborative conferencing. That is the relationship we have with the Williamson County Education Association. Just as a quick reminder, every three years the teachers go through the process of choosing whether and who uh whether

184somebody and who will represent them uh in creating anou that addresses salary, working conditions and benefits. Uh so that this uh request includes the management personnel. The law actually allows us to go from seven to 11 uh up to 11 um uh um participants and then the the number that we choose the the WCA in this case has the power to match. So we have traditionally kept it at the seven. >> Any questions? So Jason, so this is a this is a new adoption this year or is it it was just unclear? They said we're in the first year, but is the are we >> Thank you for that. We are in the first year. So uh so the this next one will be to discuss year two. >> Okay, gotcha. Uh, one question I

185have is, uh, during our planning session in August, you know, we were talking about maybe trying to find some creative ways to change salary schedules and things. So, would it like do we need board representation like because would that need to be I guess like worked out with them? Correct. If we were going to try to change the teacher particularly the teacher salary schedule. Yes, we do have an obligation to talk to teachers about any potential change uh to teacher pay. Uh the board representation um the the it's probably worth us doing a double check on the law. >> Well, and if I could I'll kind of walk through where where a concern is. Ultimately, board members, you are going to be responsible for any changes approving any changes to a memorandum of understanding. So

186any changes that are negotiated with the team that you're going to vote on and then the um professional educator team there will be a memorandum of understanding. My concern is there is a separation of powers there. your power is to approve um members to negotiate your but then it's also your power to approve theou um I think for a board member if they were serving on that team it would be very difficult for them to then vote for anou that they negotiated in addition remember one of your other duties is granting of tenure here. So there could my concern is there could could be some conflicts that we don't even foresee at this time. Um I will tell you very since I have been here we have not had a board member on the collaborative

187conferencing team for the professionals. um I think often because of the potential conflict that could arise later on. So that's my caution. Um if that is something that you all want to do, please let me know. I'll do a deeper dive. Um because the law conflicts, there's some definitions where there's some conflicting uh definitions, but the the separation of powers is what has me a little concerned. Um because I want y'all to be able to everybody to be able to vote with the duties prescribed by law. question is if we start looking at the path of like a merit-based pay, I don't want us to not be able to get it approved because we didn't we weren't in this process and and it may not be the same. I just >> No, that's a great

188that's a great question. Um and so that's a statutory um responsibility of the board. I still believe it because of the collaborative conferencing, the recommendation would be absolutely we would discuss that during the conferencing, but um I don't I don't want to say that would be so I'm glad you mentioned that. That's a good that's a good point. >> Sure. I'll do a little more research before Monday evening. So Jason, if you can address that because because my >> my read on that and what we've discussed before is that any any changes that we make through the I mean because things could change through the budget process or whatever. So if we if we are going to make a change your our requirement under theou is just that you dis we discuss it with them

189which is essentially you and the and the with the with the WCA. That is correct. >> It's not it's not the board necessarily. It's it's our it's you as our representative, right? >> We have a we have an obligation under PEKA to discuss pay issues with those representatives. Um and so a lot of it's going to have to do with timing to make sure that that uh we that we that we plan ahead. >> But I but I I mean but Margie, I think what I I just want to make just want to be clear. It's not that we get it's it's not approval. It's not a negotiation. It's Jason hasn't discussed it. It just can't be out of the blue. We can't we can't just blindside them. So, it's got to be and they'll

190I mean, we can't do much out of the blue anyway because it's public meeting and so Jason's going to have to have a conversation outside of the public meeting. >> You're really touching on the key difference between what happened years ago if some of you experienced that and now theou requires a discussion. The old structure was a negotiated contract and that's the difference. Yeah. All right. Any more questions on that? Item F is approval of board parameters for the 2627 school calendar. And before before you take this, I'm going to ask a question, which is we don't have I think your memo states that we don't have to have parameters, but this is an opportunity that if we choose to put parameters on, we can do that. >> That's correct. >> Yeah. So, just to

191be clear, I think somebody correct me if I'm wrong. I don't think the last year or two that we've actually established any parameters for the committee. Uh, anyone remember that differently. So, we don't have to do that, but if anyone has a desire to do that, this is this would be the time to do it. Otherwise, we can just move through that. >> Thank you, Mr. Chair. Um, Dr. Webb, I know, has some some some basic parameters that we use ourselves. if you all would like to her to share that as a reminder. Certainly happy to. If if you've all got that fresh on your minds from last year, then that's fine, too. >> so Oh, >> well, I I guess my my only I I think I'm anticipating what you're what you're going to

192say. I guess my only I'd be more I'd be more comfortable with the with this memo if it if it simply said um that the committee's intention is to is to keep the calendar consistent with the with our with our past counters which is what which is what you're going to do anyway. But but now that we've kind of got a a good a calendar where everybody like there there doesn't seem to much contention, it it would just be nice to just put that in the memo that that the expectation of the board is that the calendar is going to stay consistent unless and if and if there are any changes that you're going to bring them to our attention then there might be some from year to year the election days or >> whatever.

193If you if you make a disc if you I guess the my expectation would be if you if you if the if the committee is going to make a recommendation that's not consistent with the current year that it just be that it just be highlighted and we and we know it and why and you explain why that's thank you for that. So though we haven't uh established former param formal parameters over the last several years, I do take notes on any feedback that the board gives such as feedback from the community and the board's perspective of the success of the structure of the prior year's calendar. Uh I'm happy to do either. I can revise this memo if the the board wishes or I can continue to take notes on your conversation and ensure that

194we start each of the uh committee meetings with the wishes of the board. I'm happy to do either. >> I'll be happy to add a sentence to that. Sorry. Go ahead. >> So, I'm going to bring up reducing the inclement weather weather days. I keep getting that from lots of people in my area. Even if we could reduce it to seven cuz like I said, when was the last time we used 10 and teachers starting back in July hurts my heart. Like, if we could at least I mean that would give us maybe three extra days in the summer or something. So, >> and I'm going to bring up those two things. >> I mean, it doesn't go in this, but I'm going to bring up early release days on Fridays. I continually hear that

195from um parents in the community. Um I've experienced uh in a different school district, we had early release Fridays. It's it's helps working parents tremendously rather than having it in the middle of the week on Wednesdays. So, I think there'd be a lot of support for it. We'll make sure to have those discussions um regardless of of whether you vote on those. Um >> so can can you just I mean I know we we talked about the the um the inclement weather days, but can you explain how how that's just a a matter of minutes in the day versus actual shrinking of the calendar? >> Thank you. You've you've explained that. Um, and so we do add minutes to the to the to the school day to build in those inclement weather days. So if

196we did eliminate some of those days, it would be a reduction in the minutes of the day. Uh, 37 minutes I think per day is what we do. >> We do we do add that and I would have to look up to see what each inclement weather equated to the number of minutes. I'd have to calculate that. Yeah. Yes. But you're correct. We add 37 to each day. Yeah, >> seven for early release and late start and 30 uh that equates to the three instructional days that we're allowed to reduce. So we do that and have 177 instructional days in lie of 180 uh as allowed by the state. >> So I think maybe those seven minutes per day represent three of those days 177 versus 180 maybe if I remember off the top of

197my head. But to your point Mr. Galin, yes. The the way to the way to obtain to have fewer inclement weather days is to have fewer minutes in the school day. >> And I do want to echo what Claire said. I I think Fridays is a better day for early release. And then um um gosh, from 2016 to I think 2023 maybe, we always started on a Friday and then it got switched to a Monday. I don't know why that was. I mean, I know I was taken back by it and part of it was because I didn't keep up with the calendar, but like I said, if we could just figure out how to push the start back just a couple of days. >> And yeah, Dr. Web, I can speak a little bit

198for the committee as I recall it, and I know you lived it. Um, a couple of the the uh um factors that were recommended by the committee were related to um Friday attendance for that half day. uh and a lot of the work that that was anticipated to be finished on Friday didn't happen because of attendance and they you know students would come on Monday and uh another element was if I'm not mistaken new enrolles uh trying to get that work done and then new enrollment settled down it became less of an imperative to have that extra weekend to work. I may have missed a couple of factors. >> The additional one is to give families an additional weekend of summer as well. uh was another factor in moving from Friday first day to Monday

199>> but but it didn't give an extra it took four days away >> took the totality >> no it it was starting the Monday after the the Friday that it would have started it start started the Monday after that instead of the Monday before that >> I mean it was I remember the deliberate discussion that we had about it because it was in specific specifically to give that extra weekend before school started. Um, one thing I'll mention is the um, this has been pointed out by a couple of people in the community that there's a May election day >> in this current um, school year. May I don't know what the exact day is, which is the county election. And um, we don't have it um, as a day off. We we assume I assume

200we'll have school sites as voting places as we always do. So I'm just flagging that. I think the re think the rationale if I recall was because it was so late in the school year that it was too difficult to take a day off in the m in the middle of that time frame. Is that right? >> We have national testing days that are set by college board for high school AP testing and that is a um a college board AP testing date. >> Yeah, that's that's what it was. So really not I'm not suggesting we change it. I'm just in in future years I'm just flagging that that's >> a potential area of conflict. >> Thank you for that. We have had that discussion and I think I said a couple years ago if

201if this fits in within my power we're not going to have school on another election day and and sure enough the very next year it it conflicted with a with a state testing day. Um I will mention um just as just related to the special election for US Congress um the primary day happens to be a uh professional development day for teachers. So students are not in on the primary. I've actually had that discussion with uh with our region superintendents who include that western portion of our of our region where that uh where that um uh where that congressional district is. the actual election day is a school day and there will be a portion of our county that will be used. We've had a discussion with uh with um with the election office and

202what they have told us is they project a large turnout at the primary and a relatively small turnout uh at the at the final election day based on their historical experience. Um, so we we are planning on having school. I think it's December 2nd, if I'm not mistaken. Uh, we are planning on having school, but we do anticipate some of the some of the polling sites in the western part of the county will have will have school uh that day. It's it it is it is uh possible that we could ask the commissioner to wave that day and and let us use one of those inclement weather days. Um u but we have we've had an internal discussion and have not landed that there that there's a need at this point based on what we've

203heard from the professionals. >> Is it I'm sorry Mr. Chair is it possible we can request to beef up security the SRO's on that May election day or is that going without saying? >> Absolutely. And especially because it's just a fraction of the of the sites. That's correct. Yeah. >> Okay. >> Thank you for that >> good suggestion. So, and I just want to thank you, Dr. Webb, for um I know you've been on the counter committee for for a long time and chairing that and uh but the work that you did um on on looking forward a year, I know that made it obviously made this year last year harder because you did you were scheduling for two years, but it um it really it really helped. I got a lot of feedback that

204like having having that year in advance was was really great for families to uh to plan. So, um, I really appreciate and I'm sure the I'm sure all the athletic directors appreciated it, too. >> Yes. The only other thing I would share that was going to be a question. So, we'll continue that two-year. Uh, all the requests that we've had the prior years, we'll continue to take those pieces into consideration. And in response to the the May U election sites, it's a very small number. Our recollection is three schools that are utilized, but we're going to double check on that. It's a very small number, but we uh are taking that into consideration as we plan for those those buildings. And just just because you brought up that second year, I just happened to look

205on the calendar because of the comment about the start date and because I've heard that before too. Um how it seems like it's getting earlier and earlier, but a lot of it is a function of how the calendar falls and if that in that next school year that start date is actually August 10th. Um and whereas this year it was August 4th. So >> every every every six years it it flips back based on the count. So anyway, I just wanted to flag that. Um, staying on calendar, the next item is approval of the calendar committee membership. Mr. Golden. >> Thank you, Mr. Chair. Likewise, I you you see the memo where we're recommending uh the calendar committee, which includes uh the uh the school representatives, and then I've included the recommendations from the Williamson

206County Education Association already. you are actually approving uh the uh the the WCS portion. I just included that extra as an FYI for you. Any questions? Okay. Um we have a couple of items for board discussion. Uh you saw an email from me a couple days ago about maybe yesterday. um where we need to start considering and discussing uh goals for superintendent goals for Jason for the coming for the current school year. Um I sent out um a few suggestions after some consultation with Jason. Um love to open it up and have a few minutes of discussion about those or any others. And just as I said in the email, we will talk about it here, make notes on whatever comments come up and then refine these for further discussion and hopefully get these, you

207know, narrowed down to more or less what we want to vote on by the October work session. And we'll have another discussion then and put a fine point on it. So, let's just open it up. Um, you've got three in front of you, but there may be others you want to bring up. And and while while people are thinking about that, Jason, do you want to give your perspective on those three? I know you've given some thought to all those. >> Sure. So, number one, uh the conducted salary study. Um what I'm thinking about is a professional salary study. Actually had a had a handful of prompts related to this. We've done some work ourselves uh related related to salaries over the years. Um, but what we saw was county government actually just this past

208year found a professional uh to to expand that. They have a little bit more access, quicker access u to to um some statistical data. Uh also related to that and Dr. Johnson, you actually touched on it just a few minutes ago. uh the professional who's got some experience beyond us has the has the capacity to look at the potential impact based on statistical impacts of of some alternative models. Um, and so what we saw at the county commission level was something that I had never seen before in the 20 budget years I've participated in, which is one particular department received a a different raise than every other department in county government and different from WCS as a result of that salary study. Uh and so in our relationship with the county commission, one of the

209discussion points we had was that we've see the need too, but we need some professionals to show the need. So So that's that's a lot of what's driving uh that request. We do anticipate there'll be a cost. So if you approve this, we'll bring we'll bring a we we'll we'll do some research on a professional uh with a with a proposed contract cost. Uh second, develop corporate and community partnerships to support new programs or supplement existing budget items. Uh Mr. Chair, in our discussions, um I I used um our innovation center, our innovation hub startup as a key point with some corporate with some corporate sponsorships. We are working through uh um I'm going to use a a kind of a colloquial ph colloquial phrase shaking the trees to get some corporate sponsorships related to

210that to increase the likelihood that it's going to have some long-term viability. In that particular context, uh we know that when we get a grant from the state, often that grant comes with some additional expense. You get a capital grant and then we got we have to pick up that additional expense. So that's my number one driver in that and I know you all have been thinking about uh sponsorships as well. We gave you some data uh based on based on some of uh some of the the discussions we had at our planning meeting related to corporate work. By and large uh what we're getting is participation from corporations uh rather than significant uh dollars. Uh so so I want to take the the work we did last year a step further related to that

211and then uh leverage screen time committee recommendations to establish guidelines for student use of technology. Uh we started that work kind of on the fly last year because we recognized the need. Uh and that committee is going to do some more work over the course of this year and and you've seen some reports here and there. I have had a couple of board members suggest we consider expanding some of the committee's work as well with some additional recommendations. And so uh so so what what I'm looking to do there is to find a way to maximize the value of that committee and helping us address uh address uh um the the whole scope of of screen time use. Okay. any feedback or comments on those three suggested goals or others you want to put on

212the table? >> So, I just have a quick one for the first one because I don't want to make an assumption because you know what they say. Um, but as part of the salary study, at least the way you explain it, they actually make recommendations. So, it's not Yeah, >> thank you for that. And and we can add that language into that and make recommendations >> because like I I don't want just a study, I want recommendations if we do that. any idea on like estimated cost where we might get the money? Like >> Rachel and Vicki, we've had some preliminary discussions from where we would get the money. It would have to come from undesated fund balance. Uh right now we have about $16.7 million in that undesated fund balance, but the reality is

213we want to save that as much as we can for the next year's budget. Um uh Rachel Vicki, I know we've had some discussions. We pinged uh county government on that as well already. >> We did talk to county government just as a curiosity sake for how much theirs cost and it was a little right around $20,000. >> Um >> I thought you >> but we not that much but we you >> now that's that's the cost of the of the professional work. >> The the the actual cost of of of changes may be a longer term issue. and they did look at county governments, but then they also looked and I think that's one of the um areas to look at as well. You may have someone that is a maintenance worker, but not

214just looking within schools, but other um >> right jobs. Correct. >> That's right. >> Secretaries, bookkeepers, all of those things that are not necessarily educational, but are comparative. >> I don't know if I should say this or not, but I'm really just past experience tells me Yeah, but >> it's not >> positions. And >> I I really like the >> and the person that they did use was not specifically did not have an educational background. So, in talking to the county, they did they did say they did not know that this particular company they went with would be one that we could use, but that was there. >> Go ahead, D. Yeah, I really like the idea of of uh using corporate partnerships >> because that usually leads to co-ops. >> Yes. >> It opens

215the doors for students >> uh and scholarships and with the with the governor's plan of two years that they can go. A lot of these corporations bring these kids on early on. they see and look at them and they say, "This kid's interested. He's here on time. He's a hard worker. Uh, you know what? Let's hire him and send him on two more years and get him a degree." >> Yeah. >> And I mean, it's it's it's simple that way. >> Yeah. >> And it's a it's a win-win for everyone. So, I I I really I really like that uh addressing it in that way. >> We have some prospects, but we we need to close some deals. So, I mentioned this in um in my email back to Josh and you Jason, but I

216mean I would love to as as both a um a board and a um superintendent goal. Um, I'd like to explore the thought of of innovation in our in our delivery model. And that could mean a bunch of different things. Um, but I'd love to I'd love to pursue that as a as a partnership between between the board and you and the cabinet and staff and um and how would we like what if we had if we got to pick and we got to go to, you know, through the um the high achieving um whatever that that act is, right? that that we can that we can ask for waiverss or we can do some things differently. Like what is it that we would do differently? Um to it might we it might not require

217any any kind of change from a from the state perspectives from the state board or the or the state department, but um you know what would we change? Like what do we what are we just stuck in we're just we just do the same thing predominantly over and over and we tweak around the edges. But is there anything that we would would substantially change? Um or could we or could we think and it might and and that's probably not going to lead to some change that we make next month or maybe even next year. Um but it's it and it's I mean it it's it's all to meet our goals of of achieving our strategic plan, but is there anything in the delivery system itself that might that might be changed? So, I'd love to

218just explore that as a as a group um over time and think about what that would look like. >> So, I actually have a thought on that if you don't mind. >> Um uh expanding outdoor learning opportunities. So, I had been thinking about this. I don't know how many of you I think we all got an invitation to go to that um sanctuary garden or whatever it was called uh at Nachas Glenn. So, I went and toured it and um sparked a lot of ideas. And when I was driving in tonight, I noticed that we have a specially painted bus that has I I meant to memorize what it said on the side, but it basically was about out like outdoor learning. Is that you know what I'm talking about? >> Yes, it's it's an

219it's a it's an activity bus. It shows up in our schools with outdoor activities. Yes. >> I probably never told you all about that. Well, I've seen it before, but um and so, you know, one thought is to use this year to conduct an audit of like what what is happening at schools, like is there any outdoor learning practices that are currently in place? What do those look like? and then taking that information, you know, maybe this spring and um developing maybe a framework for, you know, what kind of outdoor learning opportunities could be provided at every grade level. um because there's lots of great things that can be done and getting kids again outside of the classroom and experiencing I mean just the creative options are endless really. So that's one thought I had.

220Um my other thought about all of this is uh do we as a board want to define some deliverables as it relates to the great to as it relates to the goals? Um, having gone through this for the first time this past year, um, it would be nice to have uh, updates on progress throughout the year, but then also if like say the the bullying task force, there was a deliverable there, but I don't think we heard what that what those recommendations were. We got the numbers, >> but I don't know if we heard what the task force recommendations were. >> Yeah. So, like when it comes to tech use, um, evaluating tech use for instruction, I think a a good deliverable would be to have an actual framework that's produced for K through 12

221on what defines, you know, that the framework defines screen level guidelines. You know, how much time is being spent on computers for math and English and science and social studies. Um, and that framework would also outline developmentally appropriate digital activities like what apps are are appropriate to use. I think >> there's a lot of um flexibility right now and schools can kind of determine maybe some of the apps that they want to use. I I I don't think I'm wrong in that. Um, >> and sometimes, you know, principles will ask PTO's to buy certain apps and that's all fine and good, but like maybe the district should provide some guidelines on on what those look like. um understanding how many different apps are being used in schools, understanding getting that finite data of what how

222much actual screen time is being spent on on Chromebooks at each grade book level for each subject. And I know that's quite detailed, but I think that that's important information to have. >> Couple of questions. Do you think the um the thought about outdoor learning could be wrapped into the goal that Jay described for innovative models and just use that as a for example or to include or something? >> Yes. I I mean it's I mean one of the one of the things that I was that I've thought about for for years that just I just want to be part of the conversation, not necessarily the goal it itself, but I I've just thought about um a a charter application for our for our district to to utilize some of our excess capacity in our

223you know at a couple of our elementary schools. I mean, I've thought about the the grassland area. We've got a we've we've got we've ultimately got an empty school between between those three schools there between Hunter's Bin and Walnut Grove and Grassland Elementary. And so if you know if we can I mean it it's doesn't have to doesn't have to take place this year but just to to kind of do some research and and thinking about what would what would that look like if we were if we were to uh to apply for that charter and and we could do a different a different delivery system for as a pilot through through that program. So just >> it's hard at this point to know how wide the scope might be, but that could be incorporated

224within an analysis of alternative delivery models as well. So we have the the three that we had previously had on the table plus one more. Um any others that anybody wants to put on the table? Um, so this it kind of goes with the leveraging screen time, but um I don't want to just limit like I think one of the reasons why that was successful is because of all the co the diverse perspectives brought to the room and the collaboration. Uh so like maybe even expanding that to you know active parental involvement in um and I know we we try to include parents but I really appreciated being able to make a recommendation and I think that's why you probably had such good participation because like the person I recommended like he was already beating

225at my door and wanted to be part of the conversation so I was like here be on the committee. Um, so maybe leveraging that like at using the the screen time committee maybe isn't I don't know but something to that effect about parental involvement at the district level engagement. I don't >> Well, I I think it may be because that committee is going to continue meeting and working all throughout the school year or most of the school year that um the parental the parental involvement is kind of implied in that. So maybe it's just I think it's we're thinking of it I have thought of it um as more about cell phones but that's there the cell phone work is basically done now. So it's really going to get into other instructional use and so

226forth. So I think it may capture that already but we can certainly play around with the wording >> and my vision for it actually included part of what Dr. Reed talked about as well in analyzing actual student use. We do have parameters for apps um and we analyze them on an annual basis uh but we haven't I don't think we've drilled down into particular content area beyond the apps and I don't know what technology will allow but but from an from a those examples you gave an ana of as an analysis could be a component of of of that goal as well. So what if we take these four and maybe try to rework the wording a little bit, maybe add to the extent possible, add some metrics or some more detail around the expectations

227and then come back with new drafts of the of the three that we had plus the other one, >> the proverbial smart goals, specific, measurable, achievable. Um, >> and we'll send them around well in advance of the October work session so folks can think about and look at them before we get to the actual meeting. >> Relevant and time bound. That's what I'm trying to think. >> Sorry. >> No, no, I'm sorry. No, you're good. >> All right. We good on that for now? Okay. Then we need to talk about the um the board goals and really the the affirming of the strategic plan. We have to do that on as a vote. But um I think that's less of um I don't think we correct me if I'm wrong. I don't know that we're

228going to necessarily get in there and make changes to our strategic plan. So it's really about affirming that. Um but the board goals I had suggested a couple there u in my email. Um, I think the logical one if we if we align with Jason on on the community and corporate partnerships seems to me to make the most sense because I think that's something all of us can leverage our own spheres of influence and outreach um and try to partner with Jason and the team on on helping drive that. So, that's one suggestion. And then the other would be, and I don't really I'm not wedded to this, but I think you know we all probably at different times throughout the year go to the schools for events and other things. So we're probably already

229doing it. But is it is there value in us putting a metric for ourselves that says X number of times this during the school year we will each board member will commit to be in in the schools in some form or fashion. And I'm not talking about going to a game, but I'm talking about being in a sitting in on a classroom or sitting in on a school event or a an assembly or something instructional related potentially. Um, so anyway, I'll put those out there for thoughts and feedback. >> Is that something that they want? >> I think that'd be great. I actually do. I I do think I do think that'd be great. Um, I'm going to give a specific example. Mr. Cash has made it a point to do that over the years

230and it's it's and I'm speaking for you a little bit, Dan, but it's given him some insight. Uh so yes, I think that'd be great. Uh one one example that we actually mentioned oh maybe a month or so ago is uh go to a high school lunch and you know see what see what that's like. Uh, one of my fun stories to tell is I actually shadowed a student an entire day a few years ago and uh, I asked her at the end of the day, "How was your day different with a superintendent being at every class?" It was different for me because the French teacher was just nailing me. She was not going to let me speak English in that class that day. Uh, but but her answer was, "Everybody nobody treated me any

231different, but the librarian let me out um one minute before the bell rang to get to the cafeteria, so I was first in line." Just little things. Yeah. I mean, you're going to learn things being being in the building. So, >> was this an elementary school or >> this is a high school. >> Okay. >> I was going to say because 65 and you know that would be different. >> 35 is like >> seventh graders react the most to me in my height. I will say that for what it's worth. >> That actually reminds me I've had an indie high schooler reach out and ask me to serve as their AP um >> ADI like Yeah. Capstone. >> Capstone. Yeah. >> That's allowed too, right? Yes. >> I said yes. >> Oh, yeah. For sure.

232Absolutely. >> Okay. >> Yeah. >> They didn't reach out to me about that. >> They didn't reach out to me to do that. >> Well, you don't have a PhD in balance. >> I know. You didn't have to say it. >> Um Okay. I know. I was I was trying to get her to say it. Um Okay. So, what's the what should the frequency be? I mean, how many times should we say we're going to commit to do that and over the course of a school year between now and end of school? >> I don't know. For me, over the course of school year, I try to visit at least one school in my district. I mean, each school in my district that at least feats to my district. So, I'll go to Centennial staff

233meeting, uh, visit Page High, talk to Dr. Hill Creekide because obviously got kids there, but um, visit and do lunch and also volunteer in the cafeteria as well. um at Creekide um and then um of course Paige Middle. So I don't know I just try to and I've been out to Trinity too. Some of my kids in district 12 um feed into that school. >> So should the goal be to that point should the goal be not a number of times but say each school in our respective districts. >> I think that's a >> at least once. >> I think that's a start. I'm not saying I'm doing it right but that's somewhere to start at least make some touches. I don't like when the principal say, I don't know who my school board member

234is, right? >> You know, that's a problem. >> So, any thoughts on that approach of saying we'll do it we'll visit each school once in our district or again reality is like we're not going to get, you know, fired from our jobs if we don't do this. It's it's more about setting expectations and trying to be intentional. >> So, along this I I I like this. I think this is good out of the box thinking, but I'm going to also add that, you know, we represent the district as a whole, too. So, it's important to keep that in in mind and not just, you know, our own schools. >> There's also a lot of district-wide events. And so, you know, there's the opportunity to go to the Shining Apples and the military recognition and fine

235arts festivals and our volunteer of the year awards and and on and on and on. and um I think the last Wilco you know the Wilos and so >> yeah exactly so there's a lot of opportunities here that you know we we can and and honestly probably should have better board representation at at these various events that we do get invited to repeatedly. So that that yeah, it's a good point and it feeds back to maybe the original idea which is having it more general about school events or district events versus our own necessarily our own districts. When you when you think of uh how much we cross over from district to district, I think uh what independence I think there's five or six board members that have students in that school, you know, so

236it doesn't matter like Eric said, it doesn't matter if it's your school, you're still a board member. And I've visited schools that are out of my district um before and I I think as long as you call and let them know you're coming, you know, I think they love it. I think principles appreciate it and you build relationships with principles, staff members, and and teachers. So, it's a good thing. I think that's a great idea. So, what about a hybrid goal that says we'll do three school specific events and two district-wide events over the course of the year? Is that too much? I was just asked this week to give a 30 minute presentation to a veterans group because the grandpas want to know what's going on in the school district. specifically the school district

237numbers, metrics, and then the new education laws that have come down. They hear about them, but they don't understand them. So, might want to add public speaking as a board related activity. I can get you a couple PowerPoint slides I've used too if you want those on in that example. Well, why don't we, unless anyone has more to add right now, we can just take these and think about them between now and um the next work session. And but are we on the right track with the the general goals of those those two general goals? Okay. All right. I think that might actually get us through the agenda. >> Yes. Yes, sir. >> Okay. Thanks everyone. We're journed.