001sons, right? Am I right? I I lost him. >> All I can think about >> I don't know where you >> at. something else. You know, every time you move, something goes slippery. >> No, you're good. >> Yeah. 702. So, we're good to go. >> Yes, sir. whatever you are sir. >> 7:02 by my clock. So, we'll call the regular meeting of the board to order for July. >> Uh we have a full board present. Um appreciate those that are here in person. Uh anybody that's joining us online, welcome to you. Also, uh remember cell phones, make those quiet if you hadn't already. Um, as a brief reminder, board's role is to set goals, listen to reports from staff and the superintendent, approve budgets, set tax rates, approve contracts, etc., make policy, a significant one
002we'll be doing a bunch of, thanks to the legislature. We're not here to make management decisions. Management is the responsibility of the superintendent and his staff. Um, each month we have a board member read the mission statement and give us some insight, but that's tied to that board member also then participating in recognition. And since we don't have any recognition tonight, we also don't have anybody here to lead us in the pledge. And somebody, I don't know who's handwriting this in, wrote me a suggestion. And I'm going to go with this. Uh, Paul, we're going to let you read the district mission statement. >> Okay. and and give us some insight from a non board member and then you're going to get to lead us in the pledge. So >> by memory >> I don't
003know who wrote your name down here look maximize individual potential within a learner centered and supportive environment prepare students to excel in a global society. I think the thing that stands out to me the most in our mission statement is individual potential. I'm a fan of Jimmy Johnson and one of the things he said in his book Swagger was um to see people for what they can be, not for what they are. >> And I think that ties in um he's a great coach, a great motivator. I think that's what we do in New Year for what they can be. >> Outstanding. >> Good good observ. >> Thank you. >> He's a pro. He is a pro. >> He He might have known that was coming. I mean, we knew we couldn't stop. >> He
004knew the play was coming. He did not know that was Yeah, we knew we couldn't stunt Becky, but we can't stop Paul either. >> It's a whole new game now. Let's stop Paul. >> Yeah, >> that's right. Maybe pass the time. >> Before now, before we get to the pledge, we're still going to do a moment of silence. >> That's also important. So, if y'all would take a moment with me to engage in your own individual contemplation, reflection, prayer, meditation as you so choose. >> Thank you. Now, we'll let Paul take us through the pledge. >> Join me for the pledge. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you,
005Paul. >> We have a significant number of information items. Um, if any board member has questions about any of those or wants to discuss or if there's anything the administration wants to tell us on those, I'm going to just let us take them up as whatever not necessarily they're in the order. They're on the agenda, but >> I if I don't want to I just wanted to mention the reason House Bill 121 is on there is because it has to do with uh so House Bill 121 requires the board to annually find an exception to the expectation that we have SRO's at every campus. You may remember when we created our police department that we have SRO's at some campuses and then we have safety specialists at others. and that was a one-time event. Uh,
006House Bill 121 requires the board to do that annually now. And so, you're very likely to see a presentation on that in August. And I just wanted you to see that bill to have a little context for why that would be coming. Very good. Any other questions or discussions on any other information items, folks? All right. Hearing none, we will move to presentation discussion first which is our monthly finance report. Wesley, good evening members of the board. Uh this is our um last month of the fiscal year uh 25 uh financial report that we'll be looking at. Um on page 410 um of the board packet, you'll see our general fund statement of revenues and expenditures. Um and just as a reminder, these numbers are um unadjusted. So this is um on a cash basis.
007So basically a snapshot of our financials at the end of June. And so uh the revenue for instance of actual year to date of 85.9 million does not include our August payment we get from the foundation school program and does not include the settle up in September. Um those adjustments will be made um as we uh clean up um all our the financial report. Our auditors come in September. Um and then we'll report on that um again when they come probably in at the October board meeting. Um also the on the expense side uh the salary acrals um have not been made on this particular report here on page 410. Um if you do want to flip to the last page um of the financial report. Uh this is the projection. So, uh, the projection
008on page 415, um, does show projection of after the adjustments for after the audit and all those interests have been made, what, um, our general fund may look like for fiscal year 25. The lefthand column, you'll remember, our adopted budget for the year was a $2.4 million deficit. Um, our current projection is $925,000 deficit. Um I'll briefly cover um uh some of the line items there where we saw we see kind of the the biggest changes from the adopted budget to where we're projecting to finish. Um uh the big one there is the state revenue, the per capita foundation line. Um almost 2 million more projected um than what was budgeted. Most of that is because of the our increase in WADA um from what was budgeted. Even though our enrollment did drop a little
009bit uh last year, our WADA um did increase. There's also um an adjustment there of about $500,000 from a property value audit in 2021. Um and so our um property tax attorneys, they'll go in and um file an audit if um our values have dropped um since what was certified in 2021. And if those values have dropped, then we're entitled to more state aid. And so they file an audit and we're able to get about $500,000 more of state aid from that year, but it'll be booked in 2025. So, that's another reason why the state aid is up about 2 million from what we budgeted. A couple other revenue items, the property taxes are up 600,000 from what we budgeted. Um, interest income is up 650,000. Um, and our expenses um are 1.6 million more
010than what was budgeted. That includes all our budget amendments that the board adopted uh throughout the year. So, a net gain of about 1.5 million from the adopted budget. Um, and uh so that's kind of what we're looking at right now. Now, again, our auditors will be here um in September and uh we'll have more solidified numbers um at that time. Um I did want to go back and show you on the our property tax report um on page 43. Um as I mentioned earlier, we're projecting to receive more property taxes in 25 than what was budgeted. Um you can see in um the bottom there on the levy information uh for 2425, our original levy was 77.1 million. Uh, and that's so that's what was um certified um and what we based our budget
011on um in when we got those numbers at the end of July of 24. Um and you see the adjustments there. So those values actually went up um throughout the year. So currently they went up 400,000 and the le adjusted levy 77.5. So we collected taxes on that 77.5 um even though we budgeted a lower number. That's why we received more uh more property taxes throughout the year. And the property values as Mr. Green knows beyond the board they it's a moving target. They change all the time. We get um adjustments throughout the year. Um I also did receive an email from our property tax attorney um from last year before uh you know that diaper plant that I think it was Hello Bellow that they filed bankruptcy um and so they there's a big
012adjustment on their values and so we'll receive um have to give them a refund of taxes in the next couple of months. So that'll be you know negative tax impact on next year's financials. But then in the future again, we'll probably file a property value audit on that year um to regain some of that in state aid. So um it just kind of sometimes it spans very uh multiple years on when we collect the taxes versus the state aid. It ends up being a wash, but sometimes it can kind of throw that particular year's um numbers off a little bit. Um and so next month will be our first uh report for the fiscal year 26 year. We'll start with our uh uh July monthly report and have our budget that was adopted in June.
013um in that report for next month. Any questions? >> No, I'm glad we made up some money. Y >> less than it could have been. >> Y >> All right. Thank you, Wesley. Midway Education Foundation annual report. Ashley, >> good evening. Members of the board, it's my honor to present the 2024 Midway Education Foundation annual impact report. Our mission remains the same, to generate and distribute resources to Midway ISD for innovative and creative educational opportunities beyond the regular budget. As part of the memorandum of understanding we have between the Education Foundation and Midway ISD, it is our duty once a year to provide to you a cost analysis of what the district invests in MEF and what MEF gives back to the district. That report can be found in your board packet. Thank you all
014for supporting the foundation so generously and to Brad Alford, Jonathan Green, and Dr. Allen for another year of service on our board. This year, with your support and the efforts of our community and board of directors, we raised $332,810 in pledges, which is not only a significant jump from last year's $291,250, but also our highest pledge total ever. Our total raised across all channels, including designated gifts and programs, was $473,000. $473,853, another all-time high. This total includes contributions from a record- setting $421 donors, inind donations, and funds raised through special programs like staff giving, our new honor a staff member program, Kinder Cub with the addition of a Panther Cub program, and our fall campaign. This was the first time we crossed the 400 donor mark and we deepened our donor base, re-engaged supporters and
015grew trust in our work. We saw a strong increase in corporate and foundation support with 172 corporate donors contributing over 152,000 with an average gift of $885. This reflects a strategic shift in donor outreach and recognition initiatives. We also saw a major rise in family and individual giving. 249 donors contributing over 132,000 averaging $533 per gift. It's clear that both large and small gifts are fueling momentum, not to mention strong support from our staff via our staff drive. We're not just seeing an increase in funds. We're seeing broader participation, stronger trust, and deeper connections across our community. This tells us that our mission resonates and our programs are making a difference. This year we awarded 71 grants to 80 teachers totaling over $185,000. Grant programs include monthly grant express opportunities and bianual grants for great
016ideas. We awarded two MOSS scholarships and four grow your own scholarships helping staff pursue degrees or certifications totaling over $16,000. We supported 41 firstear teachers with classroom startup reimbursements. And both of these initiatives are critical in helping Midway recruit and retain highquality educators. We honored 163 Spirit of Midway students recognizing achievements in academics, extracurriculars, and community service. Thanks to DU donor support, Miss Watts and Mr. Watts, we provided 45 letter jackets, 36 academic, and nine to Special Olympics athletes. These kinds of recognitions celebrate students who embody the Midway spirit of excellence and leadership. This year we also enhanced our Kinder Cub packages and added our Panther Cup packages for all elementary students. In the past we had Kinder Cub packages that were for our Kinder students only. But we wanted to see how we could
017retain some of these students um by creating a Panther Cub package and making it available to all elementary students. Um, we collaborated with MHS art students and designed a custom coloring book to be included in that package. And we sold 115 packages, gaining 61 new donors and re-engaging 16 last ones. Through our honor a staff member initiative, we had 71 nominations recognizing the incredible impact of our staff. We also partnered with 52 local businesses to host staff giveaways and campuswide appreciate appreciation events such as chair massages, coffee trucks, and pizza days totaling over 50,000 in in kind support. These efforts boosted morale and deepened ties between staff and community. We also held our grants and gratitude events in the CTE wing last year and at Park Hill Elementary this spring. These events are one of
018our favorite ways to bring our mission to life. Allowing students and teachers to directly share the impact of their grants and letting community members walk through the spaces and programs they've helped make possible is a powerful way for donors to see their contributions at work and for students and staff to say thank you in person. On behalf of the Midway ISD Education Foundation board of directors, thank you for your continued trust and partnership. We've already hit the ground running with our 2025 annual drive, kicking off this month under the leadership of our board president, Jordan Perry, who's with us here tonight. We're really excited about the energy and direction he brings as we work to keep the momentum going and expand our impact even further. I'd be happy to answer any questions you may have
019at this time. >> Questions from the board? >> Great. Thank you. Yeah, I'm I'm absorbing it all and and just being excited by all the things that I'm seeing in front of me. It's just >> like everything, it just gets bigger and better every year. It's just exciting to see everything that's going on. And thanks from here for to the community as well, for sure. >> Ashley, do you know off the top of your head how long the foundation been in existence now? >> It was established in 2001. So about 24 years now. That's That's what I thought. Thank you. >> Yeah. >> Outstanding job. >> Thank you. >> Student code of conduct and the 2526 student handbook. Paul, a little >> tell us before you even get started. These are the TASBY models, right?
020for our student code of conduct. >> Yes, that's what we use. >> And and when did you get the 2526 TASBY model to start working on? >> A week ago today. >> I just wanted y'all to know what what's the amount of work that's been done in a week. >> Uh it was it was a lot, but luckily we weren't very far off from what Tazby had anyway. So, just some updates. Um, and so I'm going to go through student handbook, student code of conduct, and then we'll talk of FNC as a separate agenda item a little bit later. This presentation, >> page number that is, >> this this presentation didn't make it in your packet, but you have a hard copy of it >> in front of you. Yes, sir. >> So, real quick,
021Paul, we we were hopeful we might even have a copy of the handbook. We don't, which Paul will get to in a minute. So that's why we were kind of holding till the 11th hour to give you and so it's it's right Mr. tell us it should be in your stuff or if not I'll hand you mic >> but it's literally it's um um so that's why you have it at the DAS >> I didn't take yours >> oh good >> yes sir >> so just a little bit of background information on the handbook the handbook is developed by the superintendent designate uh the board uh reviews it, but you don't have to adopt it. And that's in our FN local. Uh the 89th legislature had 14 bills that impacted changes to the student handbook.
022Uh and we did I am still using TASBY student model handbook and we'll have that done by the August 12 board meeting for you to review at that time. Student code of conduct, however, the board must approve that. Uh there were seven different bills in the past legislative session that impacted uh the code of conduct. Uh and like Mr. Russ alluded to, we received that model student code of conduct last Thursday. Uh and I'm going to go through not all of the changes in the code of conduct. Uh in your board packet, you would have seen a change document that had many, many changes. So I'm going to hit some of the highlights. If I don't mention something, please you can ask a question of anything on that change document as we're going through this.
023One change I want to highlight is um House Bill six requires us to establish one campus behavior coordinator per campus. Our previous DOI plan allowed us to identify more than one person per campus to be the campus behavior coordinator. This really will change nothing of our practice. Uh while uh we had several people that could have served as campus behavior coordinator, uh the principal is still ultimately responsible for monitoring all discipline and discipline referrals on campus. It won't change anything that our assistant principles are doing. They will still facilitate most of the discipline management on campus. It just means that we will have to identify uh in the handbook and on our website one campus behavior coordinator per campus, which will be the campus principal. Again, it just really won't change anything we we're doing
024from a practice standpoint. in school suspension. Uh this was actually a good change um that came out of House Bill 6. Uh ISS is not subject to a time limit. And I don't mean that that's good for us because we plan to put kids in ISS indefinitely, but ISS did have a limit of three days. And that made it difficult sometimes if you had to investigate an incident um potentially schedule a manifestation determination where a parent may not wave the five-day notice have a due process meeting. So removing that limitation ISS gives us some more flexibility and freedom uh when handling certain discipline situations. If you do have a student though that's in ISS at least 10 days, you have to review that every 10 days. Uh, and then while they're in ISS, they'll still
025receive the same behavior supports and educational services that they would receive in the regular classroom. What that means, if they're a student receive special education services or accommodations, they'll still have to receive those in ISS while in their assignment. Out of school suspension saw some changes as well. Again, it really didn't change. It's not going to change the name for us in a practice because our DOI plan allowed us to out of school suspend students in third grade or less last year. Um, but what this did is it expanded the reasons you could suspend a student in third grade or less. Conduct that threatens the immediate health and safety of others in the classrooms. It still includes all defenses of weapons, drugs, alcohol, or conduct that results in repeated or significant disruption of the classroom.
026And while I say it won't change anything for practice for us, our elementary principles are very very good and were last year even about using out of school suspension for third grade and less very sparingly. We only had five students last year that were third grade or less be suspended out of school and they were definitely for for things that fell in this category. So I I don't see any change in anything our principles were doing and using this as a last result for those young those young elementary students. Another really good change. I know it says specifically conduct that threatens the immediate health and safety of other students in the classroom. Are there are we also able to use OSS for a case where a teacher or staff member is threatened by a student
027physically as well or is that are there other rules around that? >> No. Yes. >> For sure. >> Thank you. >> Uh first time possession or use of a nicotine vape. This is another good change um that came out of House Bill 6. Uh if you remember, we had the the previous law was if a student was in possession or use of a nonTHC vape, it became a mandatory DAP assignment. Uh through our DOI, we were able to get around that. But now they have taken that away and said for a first time offense of a nonthc vape, a nicotine vape, uh possession or use, you have an option now. If you don't do DAP, it has to be a 10-day ISS assignment. So, while we were doing a five-day ISS, we are now going
028to be forced to do a 10-day, but we don't have to use DOI to get around this anymore. We have the ability for a student that's in possession or use of a nicotine vape that we don't have to do DAP. We can do a 10day ISS assignment. Subsequent violations of that, we we would most likely do DAP for. However, if a student sells, gives, or delivers to someone else a nicotine vape, that is a mandatory DAP placement. So, possession or use discretionary DAP or 10day ISS, sell it, give it, deliver it to someone else, mandatory DAP. First time, second time, doesn't matter. But a good change that came out of House Bill 6. Um, also the formal teacher removal process has really been streamlined. Uh this is a a very formal process for when a
029teacher says a student cannot return to my classroom ever. This is not um a teacher sends a student to the office because they weren't acting right one day and they they spend a day out and they come back. This is a process of that student can't return to my classroom. Uh it permits uh that can happen after a single incident where it was having to be a documented pattern of behavior. Um, it also really outlines the process for that student potentially returning to the classroom. Uh, there has to be a meeting of a committee on the campus where the teacher has to be involved in that. A return to class plan has to be developed and that has to be developed by someone that's not a teacher on the campus. So, that would be developed
030by an administrator and we are supposed to get a model return to class plan from the commissioner of education at some point. Um there were several changes to uh DAP and to expulsion. And just in general, um the changes to chapter 37 really broadened our ability to place students in DAP or man or expulsion for the most severe of behavior. Um changes to DAP, it's mandatory now for the offense is punishable as a felony except for title five felonies and those would be expulsions. Um, mandatory DAP for retaliation or harassment against any school volunteer employee. Expanded mandatory DAP for certain off-campus offenses. Those are unlawful carrying of a weapon, disorderly conduct with a firearm, or offense of deadly conduct. And that if that happens off-campus, that would be a mandatory DAP placement. changes to expulsion
031expanded some of the mandatory expulsion to be conduct occurring on or off campus. Most of the conducts in this category were either on campus or within 300 ft of campus or at a school sponsored event. They have totally removed that and said on or off campus. So, uh, if a student does one of these in McGregor, uh, it's it would be considered a mandatory expulsion. Uh, these are conduct punishable as a felony for controlled substance, a dangerous drug. Um, now assault on an employer volunteer is a mandatory expulsion. Previously, it was a discretionary expulsion. Our practice, we had that happen twice last year. We did we did seek the discretionary expulsion with that. So, it won't change our practice on that. um and expanded mandatory expulsions to to include again some of the most severe
032things kidnapping, aggravated kidnapping, burly robbery, exhibiting or threatening to use a firearm. So before I go any further, are there any questions up to now? Is there anything else on that change document you had a question about before I go any further? >> Okay, >> sir. >> All right. personal communications devices. This is where we'll shift a little bit and talking about policy FNCE. We and we'll talk about how FNC intersects with the student code of conduct as well. Um, as you know, uh, our our district went through a long process this past school year looking at cell phone. uh the mass committee, the shack committee, uh parents were involved, students were involved, teachers were involved, and then the state came in and passed passed House Bill 1481 that really voided a lot of that
033work unfortunately that that our that our committee did. Um and so I will go through this for you. House Bill 1481, uh, the board shall adopt a policy prohibiting students from using a personal communication device while on school school property during the school day. Uh, and that policy has to establish the disciplinary measures to be imposed for violation and can include confiscation of that device. Um, our FNC policy that you saw in a draft was composed of the TASBY model policy and looking at a couple other school districts policies that they used. That's how we came up with the draft that you see in your board packet. Uh the board does have two options though in adopting this policy. We can completely prohibit students from bringing these devices on school property or designate a method
034of storage for those personal communication devices while the student is on school property uh in the school day. The House bill also defined what a personal communications device is. Of course, telephone, a cell phone, smartphone, flip phone, tablet, smartwatch, radio device, essentially anything that's capable of telecommunications or digital communication. Of course, everyone really is going to draw their attention to cell phone, but also smartwatch is included in this. Uh the term does not include our schoolisssued iPads. that the devices we issue to students do not fall in in this. There are some exceptions to the policy. Um students are allowed to use these devices uh should it be for implementation of their 504 plan or their IEP, a documented health need or a safety need that we deem necessary from the district. Um, our policy
035FNCE, um, this is language edit is they will be turned off, stored out of sight during the school day while in the school building and not turned on or removed from the storage until leaving the school building. And it's a little more specifically spelled out in the student code of conduct as to what our our policy says. Um FNC also points to the student code of conduct for clarification on what is the school date that was not clearly defined in 1481. Uh our designation of what proper storage is and the disciplinary consequences for violation. So now crossing back over to the code of conduct because 1481 says we have to list consequences out in that um students they won't turn on use remove their personal communication device from the proper storage on school property during
036the school day. Uh we've defined the school day as when this the time the student enters the building until the last bell of the last instructional period of the day. proper storage. We've said backpack, purse, bag or car. And you can see where I've struck out or other campus designated storage area. Just in continued conversations since this went to your board packet last Tuesday, we decided to remove that language and I will remove that from the digital copy of the code of conduct uh just because it did it was very unclear as to what that could mean. It may be confusing for campuses and provide inconsistencies across campuses and so we decided to remove that. So you'll if you looked at the student code of conduct in your board packet, it won't be struck out,
037but I I've got it struck out in a digital copy. >> That's good. I was concerned about that how we were going to do that. >> Yes. >> In a timely way, in a safe way and all of that. So that's good. >> Yes, ma'am. Uh the offenses that that you'll see listed out for our first offense, the the device be confiscated and the student the student will be able to retrieve the the device the following school day. >> Wow. on a second offense, the device confiscated, the student's parent or guardian may get the device on the following school day. We also added if that first or second offense occurred on the last day of the school week, we would allow the parent or guardian to get the device on the same day. If it's
038the Friday before Christmas break, it's a if it's a Friday, if it's if it's a Thursday and Friday is a holiday, we we we felt like that was something we' allow the parents to come get that day. What is the thinking behind making them >> not getting the phone back at the end of the day, making them wait a whole day? >> Yes, ma'am. >> The expectation is for students to not have their phones out. >> And so by if they get it at the end of the day, >> there really wasn't a consequence based on what all the other students were doing anyway. So the thought of getting the next day is it it might serve as a true consequence to >> right >> violating the policy. >> That makes sense. Paul, on the
039parent being able to pick it up on the same day, if a just as an hypothetical, if a student takes it out of their backpack, an administrator sees them, takes the phone away, and it's 9:00 in the morning, can the parent come get it right then, or are we going to put a time frame, you know, how how quickly or how because to me it would seem that it would be to our benefit to say the parent can come get it that same day at the end of the instructional day but before a certain cuto off time because our schools are not going to have folks there till 8:00 at night just so somebody can go come get a student's >> I think advice. >> Yes sir. I think that's exactly right at the end
040of the instructional day but before certain time we can definitely write that in there. >> That would be my thought. I think that's >> interesting >> and that's only in the scenario where it's going into the weekend or a holiday correct >> etc. Oh yeah. >> Well, but then you have the issue of the holidays. Sometimes they get a half day, right? They leave early. Don't they do that sometimes? Or >> that would be the end of the end of the instructional day. >> Uh third and subsequent offenses of that those are going to be seen as insubordination. School consequences will follow. uh that would be limp, you know, your your ISS, OSS, confiscation of the device, sequestering of the device, uh demerits at the secondary level, any and all those could apply at the
041third and subsequent offenses because at that point it's not so much about the phone as it is just being insubordinate and not following expectation. >> And then campus administrators do have the authority as in all situations to apply consequences based on individual student needs and circumstances. Parents are out of the country. There's no landline at home. I think we have to exercise some judgment. Our administrators have to in cases like that where it may not be just as black and white as what's written our policy. Our administrators always have the ability to exercise judgment when when handling discipline and issuing out consequences. >> Do do we have a way for a student or parent to be proactive with those circumstances? Um you know to let the school know, hey, we are going to be out
042of town. you would be good for our student to have access instead of it end up being a consequence on the back end. >> Yeah, I don't know that we do. >> So, the problem is HB41 doesn't allow for that. >> Yeah. >> If they're out of the country and you need to get a hold of the school, you would call the school and then we would contact the student that way. >> That's good. and and we we put information in in I think it's code of conduct that says what so what like what do we do or maybe it might not be our FAQ in what do I do if I need to reach my kid during the day call the office and we'll get a hold of your student this is >> um
043>> extracurricular time how does it how does that work with defining the end of the school day if one if they're leaving school early to go on a student trip or you know all those scenarios that that wouldn't be on school property. >> Okay. >> so a school bus is not on school property. >> Not for the purposes of this implementation. Okay. I mean, it gets we get into these sort of I understand it's really tacky because well, if you get in certain types of >> other disciplinary issues, but if if the kiddos are on their way to play baseball at Menloian and all of a sudden there's a delay and the coach says, "Pull your phones out, let your parents know that we're running an hour behind," they're not going to be in violation
044of this policy. or even if they have their AirPods in, listen to their hype music, they're good to go. >> Well, if if once we're off school, out of school grounds, off the school building, and we're no longer within instructional time, you know, once they're out, like once they're out of the building, we're out of the instructional setting, then it seems reasonable that the students might have access to their phones at that time. >> So, would that also mean football stadium? >> Is it just the academic building that they can't their cell phones? >> It depends on what we're talking about. So if it's during the rate like during the school day and they're out there >> it's like a football game. >> No, we're outside. We're outside of the instruction. >> Okay. >> Because
045the the bell rings at the high school at what is it out four o'clock 4:05? So like once we get past 4:05 >> we're outside of that. >> Doesn't matter where they are. >> But they're if they're at track practice at the stadium then they'll go >> not until after 405. >> Yeah. So, couple other questions, too. And and I'm sure everybody here realizes our kids are going to ask us these things. So, >> all these questions I get, >> I'll just throw it out there and leave that. So, policy FC local says um may not be turned on or removed from storage until leaving the school building. The student code of conduct says the last bell of the school's last instructional period of the day. So, bell rings, 405, kid can't take a phone
046out till they walk out the door or they can take it out on their way to the choir room. Like, what's which is it? Because they're very consistent. >> It doesn't matter to me. I just want them to be consistent. >> What is like how would you apply that? >> We talked about after the bell rings. >> Okay. So, after the bell rings, >> but like what we were trying to release, like they don't need to walk down their phone. probably said specifically 405. >> Yeah. >> So the FNC local says until they leave the school building. So we may want to make that match >> change. >> They need to be consistent the same. >> Yeah. Or something. >> I don't know. Um >> my other question. So talk to me again about the
047taking out the other campus designated storage area. Does that mean that a a kid can't leave it in their locker while they're at athletics or their band locker instead of putting it in the backpack in the band locker or taking it with them or what I mean is that is there are there other acceptable places we could add that aren't the lockbox situation. >> So here's the challenge thinking here's the challenge we ran into with lockers. >> So you're a kiddo and you are you're coming onto the high school late. You're you're a student who doesn't have to be on campus till like third period. If you're walking in the building and you've pulling your phone out to put it in your locker, your phone's out in the building during the instructional day. It's no
048longer properly stored. Then we we have intersecting challenges here, Mr. Whit. Now, I don't claim to have all the answers to all this. We're trying to figure this out. Okay. >> But at the end of the day, >> what what we're trying to do is put our administrators in a position where they can enforce this. >> Yeah. >> Because there's going to be push back. >> Well, I don't I'm not using my phone. I was just putting it in my locker. Okay. Well, you weren't. And so now we're going round and round on this issue. >> Um, so what we're trying to do is like just put it in your backpack. Just put it in your backpack. Don't pull it out. Don't bring in the building. Leave it in your car. Like whatever. And if
049you need to put your phone in your athletics locker, then put your backpack in your locker and make sure your phone is >> right. Totally get that. Um, the last question then is about the comply with the health or safety requirement or part of the district's safety protocols. What? I can't even think of what that would be. I mean, is that sort of >> straight out of the house bill? >> But I mean, how would we Does implementing that mean like, oh, there's a campus emer safety emergency? Yes, you can get your phone out to see what's going on. >> Well, I think what they're what I think is if your district or campus for your emergency operations would require or would allow students to communicate through some sort of app or some sort of
050accounting procedure that that would be okay. Okay, >> Colin, I will say this. I had a discussion with somebody and in the hypothetical that this school administrator gave to me was a real world one where if a campus if if the campus has to be evacuated during the day, right, and you're and you're out there and it's close to release time, right, for the students to be able to let their everybody got hopefully if they've got their their bag, their purse, their backpack that they've got it with them. leave it in their locker. >> Yeah. But it feel good but if they got it with them for them to be able to communicate with their parent, >> you know that we're we're not in the building, we're doing this, we're doing that and and you
051know that sort of extenduating circumstance. >> Do do we have anything like that in ours or is it not >> okay? >> All we needed. >> Yeah. >> It just seemed like a weird thing to put in there and that's why I was curious for how would schools implement that. So I got you. Okay. >> I I have a question. uh because I can foresee this being an issue for my sophomore. Um sometimes he gets to school early and does tutorials and there have been times in the past where you know he'll get to school at 7:30, bell rings at whatever first period starts at whatever he might pull his phone out and text me and say, "Hey, I forgot my baseball shorts or whatever." This says the school day begins when he enters the
052school building, even if it's before first period. So in that scenario that would be a violation. >> Correct. >> Okay. >> He would he could >> walk out of the building, >> communicate whatever he needs to communicate and then walk back in the building. Okay. >> The building is the point because that's that's where we're trying to curtail the use of these device. We we have that conversation. The kiddo who comes early, thinks of something last minute, just walk out the building, communicate, and then walk back in because you're not required to be in class that first bell rings, right? So you have freedom of movement. You can walk right outside the front of the building and do what you got to do and then walk turn around, walk back in. >> Okay. >> And
053does that apply to the MAC as well? Like if you're at football practice early, is that you walk into the MAC, you walked into the school building >> while you're in the MAC? Because the prohibition against choosing these in locker rooms in those types of spaces continues to be >> Oh, no. I just meant like on the field or something. If you're running playing your music or something like that, no, can't do it. >> Uh, let me think about that. Ask that again. If you if you're showing up for football practice at 7 a.m. and you go and you're going to run run sprints or something and you want to put headphones in, listen to some music while you're doing it, can't do it >> because it's you're in the building. >> Good question. >>
054I'm just I just could foresee these kinds of people people trying to find loopholes. So >> yeah, >> they're creative when they want to be. >> They are creative. I have one. >> Um >> anyway, something to think about. That's good. >> We need to think about it pretty quick. >> Oh, you know, thanks legislature. >> I mean, back to the building. No, you wouldn't be able. >> I mean, it just seems like we lack a lot of nuance and ability to implement what we want here anyway. So, >> kind of, you know, >> the the thing about dang it, the Mac's a problem because like if it were anywhere else and not really in the school building, I don't care. It's before first bell rings. What we're trying to avoid is scenarios where the
055kids are like in the building, like the academic building involved in these sorts of things. Um, Smith, talk to me for a minute. >> Well, like the whole point of why you said entrance into the building is because we already have a staff on duty when they come in, checking IDs, all of those things. If we have 1400 kids that go to the cafeteria and all their phones, there's no way we're going to pitch every kid and they exit the cafeteria during the first period. >> It's 100% possible because we already they come in with ID on taking it off before they come. So imagine >> I'm listening to her talk. It's going to have to apply in the MAC as well because it becomes an enforcability issue. Like how do we write that everywhere
056but the MAC? >> No, you'd say athletic spaces. So that includes the gym and run right back down the road on >> just playing music. >> Well, sure. >> It's going to need to include all of our facilities. Yeah, it's going to need to otherwise the enforceability is going to be we're going to be arguing from now until May. >> The Waltman will become popular again. >> There you go. >> It's true. The old iPad that has a communication capability. That's true. >> Oh, is that right? You'll like it because we're going to be we're going to be having that conversation about the gym and the arrange and we're going to be right back where we were. Yeah, it doesn't work. Yeah, it has to. It's going to have to lock down. Yeah, >> those
057are good questions. I'm sorry. >> No, no, I would rather answer them now. >> Radio device though, but that doesn't >> Where's the radio? >> Personal communication device defined. Is is radio device count as a walkway? >> Not if you can't only if you can use it to transmit sound. So if you're only listening, if all it does is play music, >> it's not a >> So radio devices like a ham radio. I guess >> somebody's going to get on eBay and go get those iPods from 1983. >> Yeah, >> I got them in a drawer. >> Sell them to my kid. >> Well, the good news is we're not being asked to store them in storage accessories that we then have to pay for out of our own pocket. So there's that. >> That's
058not correct. right in the chaos of those. >> And and the other thing recognizing this is a state law that says the board shall keep in mind one of the ways boards can adopt a policy and comply with this is just prohibit them from being brought on school property at all. And that's not the administration's recommendation. And I think that that that's a point to at least make with the community and your friends and family members and other parents and that sort of thing that no, we're we're trying to recognize that, you know, like back to after the last bell has rung and and a student needs to communicate, you know, hey, I doing this, doing that, the instructional day is over. they've they've at least got it then as opposed to saying you can't
059even bring them on property which is absolutely permitted under the statute as a way to comply. >> Will the students uh be able to send send and receive emails with their iPads so they they have a way to communicate externally? >> Yeah, they can use any schoolgiven device on campus. >> So if they have if they left something at home they could email a parent. We'll have to teach them how to email though. >> We did discover that there's no >> they can use their thumbs to email. >> No, there's no method for like parent square, student square. There's no method for students and parents to just communicate directly with each other on parent square, student square. >> There's not. >> Is that a question? >> Yeah, we know I asked that question the last
060time we went through this back in the spring and the answer was no. They don't because they'd have to create a class individual class for each student to connect them to a they're a parent and they can't really do it. >> So in other words, you can email but you can't use parent square to communicate with your kid the same way you could there >> like a direct communication. >> Right. Gotcha. >> Um does they Here's an interesting question too. So turned off and stored out of sight during the school day. So my assumption would be kid has phone in their backpack backpack starts ringing. >> That's a violation. >> Violation. Okay. >> And and Mr. Whit, that is a really good point. Vibrating. >> I only want to emphasize this to make it very
061very clear how we will communicating what a violation is. >> A violation is if you're using it, if it is turned on or if it comes out of storage and this is going to be a challenge for our young people and I I understand that. I don't I don't say that to to gloss over the difficult like if you're like Chris Allen. This is my this is it's a phone. It's my clock. It's how I see what time it is. Well, this is your clock which also >> but according to this according to 1481, right? Oh, the smart watches are going to be a heavier lift than the phones in some ways. >> Everybody's getting a real watch for Christmas. >> According to 1481, if you pull this out of your back pocket and you
062just check the time, you have violated that state law. And so, it's it's important that I think everybody understands that there's there's at least three ways to violate this. and that is to use it, leave it turned on or to take it out of proper storage. And that's why we've tried to be very clear on what proper storage means. Um, and so it's we're obviously going to have to work hard at communicating this. One of the things that you have at the DIA is actually a communication plan, I believe. Did you give that to us, Emily? >> No. I'll I'll make sure you have a copy of it, but we have a full-blown plan up to including FAQs and other things to try and make this as clear as possible. Part of the reason we
063emphasized SEOC and getting that done tonight, even if it means we weren't able to get to every aspect of the handbook, was because we knew that we needed to get this done as quickly as possible so we can start communicating to our community about these changes. There's not going to be any kind of grace period for like a week or >> No, there is because this doesn't take effect till September one, right? >> No. Code of conduct takes effect first day >> 1481 is okay. I got >> Yeah. But you you bring up a good point of >> and not every everyone has different ways they use this device. It's also a calendar. It's also where you put what days you have tests and what you know might take notes with it. You might >>
064so we we we may be teaching different skills to our students or or showing them alternative ways to do things. >> Uh 100% up to and including doing a maybe doing a little work with them on teaching like how to sync calendars across devices. The good news is is that when it comes to tech, the kids are smarter than most. >> But when it comes to productivity tools, yes, we might have to lean in on some things. Yeah. Well, that throws back to something that we camped on when my kids were growing up and it has served us well. That uh where limits are enforced, creativity grows. >> Yeah, >> we are an adaptable district. Innovation is a cornerstone of who we are. I I don't mean to minimize this isn't going to be a
065huge behavior shift, habit, new habits learned, level of inconvenience, all the things. But we can we all adapt to the the situation that we're in and there are some skill sets and some you know creative strategies to work around these things. I don't mean in a bad way but finding other ways to accomplish what what they've been dependent on like you know we adapted during co we we we're innovative we figure out way different ways to do what we need to get accomplished. Again, I'm not saying it's not going to be painful, but it is, you know, what defines our human experience. They I think they're, like you said, they're smart. They'll figure it out. >> Well, we're here now. >> Yeah. So, >> yeah. >> Other comments, questions on this for Paul folks. >>
066The only other thing I had, and this is this is maybe reaching a little bit and um just trying to think kind of like Colin just like what are the questions people are going to ask, what are the loopholes people going to try and find. So on the second plus offense where it's a confiscation for more than a day, um would there ever be a scenario where you would allow a parent to pick up the phone earlier than holding it overnight? Let's say for example, if a student needs a phone for I can't think of off the top of my head why, but like if there's a two, you know, a lot of things have MFA, multiffactor authentication. you got to get a text and let's say they have a job they got to log
067into a you know security whatever the case is whatever excuse you want to give if there's a reason the parents like hey my kid has to have his phone for X Y or Z reason can you release it to the parent the day before like I said just trying to think if it's my kid you can keep his phone because he deserves to get it taken away but um if if there was a scenario like that is there leeway on something like that just trying. >> So I think that's why when that that Mr. Ala was talking about campus administrators have their to the apply consequences based on individual student circumstances and needs. I I will tell you we're going to start every conversation with then they shouldn't have had the phone out. >> Sure.
068Absolutely. >> Yeah. >> Um and I'm not sure needing multifactor authentication for work is going to get us there. Okay. But let's go back to Mr. Russ's scenario where we take a phone up and we and it's a Friday. and tell the parent that you can get it, but they have to get before the end of the day. And parents like, "You don't understand. I have to travel to Fort Worth because my parent my my parent was just hospitalized or we have to have a plan or whatever else." Our administrators are going to say, "Come get the phone." Right? So, like we're there's always going to be reasonable exceptions to the general rule, >> right? >> Um, but we're we're going to need to take a pretty firm stance on this. Otherwise, what we're going
069to end up with there's 2,600 kids at the high school. We're going to have 2,600 reasonable exceptions. Yeah. >> And and so we're going to have to be very we're going to have to be dogmatic on this, but there's always room in in in there in almost all of our discipline decisions, there are mitigating factors we're supposed to take into account >> and we're always going to count on our administrators to realize that these are humans at the end of the day and and to deal with human experiences in a humane way. >> Yeah. Exactly. >> Does I don't see it, but does it say you're gonna let the parent know the phone's been confiscated in case some situation is like this? That will be the assistant principal calling that parent >> as soon as
070you as soon as let them know. >> Okay. What about the parents and who really like to know where their kid is all the time? >> Here we go. >> And we're having them turn their device off so they lose the ability to see where they are. >> Are we going to allow them to put air tags on their kids? >> Yeah. >> Which is a communicating device >> to some degree, >> but you can keep it put away. Is it a telecommunication device? >> It doesn't. It does let you send. You can hit the button on it and it sends back to the phone. Beeps on the phone. >> The phone. >> We're not going to be looking for air tax. I mean, >> I I don't know. I'm just I'm I'm >> I
071think if it's buried in the background, >> use Does it work off Bluetooth or Wi-Fi? >> Uh either that we're not pro this. >> Yeah. Not at all. I mean, we we don't track our kids, but there's a lot of families that track the heck out of their kids. So let me ask a a related but slightly different question in the spirit of um leadership and setting examples and models. What are the expectations for our classroom teachers and their use of their personal devices during instructional time? >> They're not supposed to do that. And what I have told our leadership is that my stance for today is that um our adults are going to be treated as though they are capable of modeling this behavior for young people partly because of how much we depend
072on these through our safety systems. Like our our we expect our staff to download Catapult, which as you well know is a way that we communicate in lockdowns, emergency situations. Um, I've made it clear to everybody that if the adults can't play by the rules, then we will start putting things in employee handbook. Um, I'm I'm going to start with benefit of a doubt though. >> Okay, fair. >> Because it it would create a it would create a little bit of it would create a significant monkey wrench in our safety protocols if if our adults had to adhere to every jot and tit of this. >> Um, but no, they're not to have them out during the instructional day. um if they're on conference and they're need to do work, part of which involves their
073devices, that's like they're paid employees to do their jobs. But um that conversation is is one that's been front of mind for a number of us. Like we we have to set the example for the young people. We have to >> Yeah, I know that's been I imagine it came up in the shack in the conversations because I know that some of the parents that have talked to me have said, you know, and even some of the kids I've heard from have said, >> gosh, you know, we're so and so teacher is always on their phone all the time. Like that doesn't make any sense. Well, yeah. So, this is an opportunity maybe to create some boundaries or reinforce some there, whatever they are, >> our entire culture around. >> Yeah. Within the safety expectations
074like you said, but yeah, I just thought it was worth at least bringing up. Mhm. >> Hey Jess, do do we have the ability to share locations with the uh school devices with school iPad? Can you share your location? >> But share it to parents. >> No. Yeah. To student to parent to >> You're right. Right. >> Yeah. >> Everybody done? Let me say one last thing just >> for the board members particularly >> because we we know we're going to have parents that they don't like this. But as board members, the expectation obviously is is that that we expect the district to comply with the law. The legislature now when they're writing these things, they're writing them targeting the board. And this bill specifically says the board shall adopt a policy and ensure that
075it's implemented and complied with. It's on the board not just to adopt the policy, but to make sure that it gets implemented and that it's being complied with. So there's that aspect of it, too. And and you see that in bill after bill after bill. Now it's not just the board shall adopt a policy. It's it's got those other pieces to it. >> It's the same thing with the armed security guard. Same thing there. >> Not not just not just adopt a policy. The board's got to make sure that it's that it's followed. So, for what it's worth, folks, >> Mr. Russ, before we move on, Paul, what do you Okay, because later in the agenda, we're going to ask the board to take action on on code of conduct and policy. >> Correct. >>
076And Mr. Wit brought up a good point about what needs to be tinkered with prior to us taking the board asking for a vote on this. >> Right. >> So, do you have what you need? >> I have Mr. Wit's suggestion about making sure school building and school bail align in FNC and code of conduct. And I have Mr. Russ's suggestion and advice on clarifying when a parent can retrieve that device at the end of a school day, but no later than I how we would >> Yeah, we'll leave that up to y'all. >> Okay. But I can make those two changes lit literally here in the next few minutes. >> Print those and >> provide is that >> we could just can we just move to approve it as amended? >> As amended, but
077we need what we need is to have agreement on that language. Okay. So, we're going to move we're going to move on, but when we come back to take these up, if you've got some thoughts written down so that it's captured in the minutes and we know exactly how we're amending it, that's that's what we need. Okay. We dig? >> Yeah. >> Okay. >> Thank you, Dr. Allen. >> Good. Um, so we actually segueed from 6 C into D. And unless folks need to do anything else with either of those, we're ready to move on to the consideration items on the consent agenda. All right, not hearing from anybody. Consent agenda. We have minutes from our special call meetings, our regular meetings. We have the That's got to get pulled. Yeah. Uh we have the
078proposed board meeting calendar for 2526. We're going to pull number five on the FNC local and we'll bring that back as part of when we're looking at student code of conduct. Uh approve theou on the landscape maintenance, our out of squirrels state out of state trip for the girls basketball, our education foundation annual report that Ashley referred to technology item a atmas temporary easement and then the budget amendments. Um, other than five, does any board member wish to remove any other item from the consent agenda? And if not, I'll entertain a motion to approve the consent agenda except for five. >> So moved. >> Motion by Mr. Tullus, second by Mr. Alfred. All in favor say I. >> I. Any opposed? That motion carries unanimously, which brings us to consideration of the student code of
079conduct. Um, I tell you what, give Paul a minute to do that. We need him to do anything with personnel. >> No, the only thing I would do is draw the board's attention to a handout that you received at the dis from Dr. Kudson. It just gives you an update on where we are with staffing. Um, and those are some numbers you can look at. What I will tell you is in talking to Ashley about this informally, we're in a we're in a better spot now than we were this time. Ash, right? Like we're in a better spot now than we were this time last year. We actually feel very good. That is a that's a testament to a couple different groups. One, Ashley and her department, and I wish more of them were here
080to hear me say this, but they made some pretty significant changes this year. We started posting and hiring faster than we ever have before. You're looking at Kayla nod. Yes. Like our principles felt the positive impact of that. And so that's been super helpful. Also, kudos to our principles. They've worked really hard at working together to make sure that they're communicating with one another about when they see a really good candidate, they're telling each other who it is, even if they don't need them. Uh Kathleen Menchu has been a big part of helping us screen and pre-screen candidates. And so we're we're very very pleased in the work of our HR department and our campus level leadership and really putting us in a position to to be where we are right now. Um you see
081we have some open spots still. I asked Ashley the other day. I said if we had to start school today, would we be fine? She goes, "We'd open the doors, we'd have school, and we'd be fine." So clearly we have some positions we want to fill, but we kind of have a a plan B if we got stuck and then we weren't able to do any better. So pretty pretty excited about the work out of those departments. >> Very good. Superintendent's communications. >> Um I think all I would do is mention two things briefly and one is that it behooves everybody to pay attention to what's going on in special session. It is exceptionally easy to fall asleep on the special session >> um because it's happening during a time of year that we are
082distracted by going to school and um by coming back from vacations and there's just so much going on that um I would ask people to please be thoroughly engaged in that process. There are some they continue to talk about additional pieces of legislation that would limit the ability of school districts to get the resources they need to provide for students. and and I want to make it very clear and I know I'm editorialized in just a minute here but that's exactly what the outcome would be. um it will be couched in terms of property tax reduction and taking care of the citizen state of Texas and that would be one of the one of the benefits but I think in the process of having that conversation one must ask at what cost nothing nothing is
083free and so if you are moving money from one side of the ledger to the other you are costing whatever you're removing the money from um and so it's it's entirely true that part of what they may be doing is providing tax relief for taxpayers but in the process of doing that, they're creating a a debt to society in that we won't have an a a a an educated group of people coming out of public schools with the same level of services what we've been historically been able to provide for them. And as a person who's been doing this for going on 29 years, y'all, I'm I'm very very very concerned about how the decisions being made in Austin set up the history I mean, so I'm sorry, the future of the state of Texas
084in a way that I think we should be concerned about. Um, the other thing that I would say as communication is that you did just get the communication plan on cell phones passable left and right. You can look at that. The the point of handing you that is for you to have some confidence in knowing that we have a well thoughtout strategic plan for how we're going to communicate these changes. Um, my final thing I would share is this. If it looks like from time to time that it's it's a little bit helter skelter and we're trying to figure things out as we go, that's exactly what's occurring. I I've never and and I would uh I would invite you to comment this on this if you would because you've been you've been doing what
085you've been doing for a long time. Y'all have never seen a session where so many pieces of legislation that affect so many different aspects from funding to code of conduct from parents bill of rights to um library collections. I mean, and um every person who's responsible for giving us guidance has communicated that they will provide that guidance to us at least a month later than we need it because all this stuff takes place in theory on September 1st. And so even like tonight where we're having a discussion about policy from we're normally we've normally like we're very ahead of these things and I don't mind this these types of discussion. I think is exactly what's supposed to happen in the communication between a board and the administration that serves a community. But man, we like
086to be buttoned up and I'm just telling you, we are we are paddling pretty hard to stay on top of things and we're trying to get guidance uh as as quickly as we possibly can. I'm not making excuses. Our staff's doing a great job. I've told our executive team on numerous occasions that I'm so blessed to be able to work with people who are as high functioning and highly productive and highly locked in and committed as they are. And so we're we're ahead of most of my colleagues. I'm on a text channel with 40 superintendents and they've been asking questions today that we answered more than a week ago. So I I'm very proud of the work we're doing. But but I I would tell you that we are we are going the board will
087be seeing a lot of policy come out over the next several months. They will be seeing a lot of discussion over the next several months about shifts and changes and adjustments and compliance with things that came out of the 89th regular. I know that y'all watch and you know that that's kind of the case. Um, but we are we are all um we are all trying to make sense of this as fast as we can. I feel good about where we're at, but I just boy it's a lot. Let me just tell you. Have you seen a session like this? >> Never. And I I would say to give you a flavor, folks, of just how significant it is. TASBY the they got a number of in-house attorneys at TASBY that are smart folks and
088and veterans of doing school law stuff in legislative sessions for a long time and they came out with it's it's been a couple of weeks ago now once it was clear what the legislature had passed and what the governor had signed right and so what was actually going to take effect they came out with a and it was narrowly focused of of the bills that were going to significantly deal with and impact school districts and a the bill number and then a pretty short description. So, I mean, some of them it's like, you know, not even a a full sentence, right? >> That ran six pages of small font to cover all those bills. Yeah. Six pages worth to cover all those bills. It is. It's I've never seen it like this before. >> If
089I may piggyback on that, I wanted to draw our attention to Senate Bill 12. >> Yes. >> That's an attempt to uh shut organizations like TASBY down that that advocate on our behalf. And so as if if as as if what we've gone through with what's going on in Austin this year isn't bad enough, now they're trying to the the state is trying to take away our ability to st stand stand up and advocate for ourselves. It's community censorship. So, we need to be contacting um our legislators and urging them not to vote for Senate Bill 12 because now we don't even have the ability to stand up for ourselves and and do what's best for our district in the face of some of these things that are coming out of Austin. So, we're going
090to do stuff you don't like and then we're going to keep you from being able to tell us you don't like it. >> It's just I've never seen anything this insane. >> To end on a high note, though, I just I just want to repeat this, y'all. Our staff's doing a great job. Oh yeah, >> we are we are doing our our folks to my immediate right and Wesley, I mean y'all and many of the folks who are out here who work with them every day, they are doing a great job. We we have not let something slip through the cracks to this point. Knock on but uh but they're doing a great job of being on top of things and so I feel very very good about where we're positioned. I just it's just
091we're we're paddling hard. All right, Paul, did we take enough time? >> Yes. >> Okay, real quick. Let me add the word on the street is the the governor is going to want three maybe four special sessions before this is all. >> So it's it's not going to just be one here. So as far as getting everything answered and all I mean we're going to be going into down the road for a little while here and in my commitment >> to this board and to our community is to not let the great work that we're doing with kids get stung. Like y'all this stuff gets frustrating and kind of makes my head explode. But at the end of the day, when we come to work every day, what we have to be picturing in our
092mind is the parent who's bringing their kid to to the first day of school on August 14th for their first drop off. And you might for a minute remember what that was like for you. We owe it to that kid and we owe it to that parent to not let this get in the way of the experience that that child has in our buildings. And so we're going to pay attention to it and we're going to do our jobs and we're going to provide a high level of service to this community by being on top of things. But we cannot cannot cannot let anything get in the way between the goodness of the humans are employed by the by the school district and the kids we serve. And so yes, it's going to be crazy.
093And it's our job to shield those over who we've been given a sacred stewardship from the crazy. So we're just going to work like the devil. >> Yeah. >> Okay. >> Keep first things first, right? >> Yes, sir. Come hecker high water. >> All right. >> Okay. Policy FNC replace that language to say the county be removed. turned on or removed from storage until after the last bell of the school's last instructional period of the day. Okay, that matches code of conduct. >> Everybody good on that? >> So, it's it's administration's recommendation that we approve FNCE as presented with amendments as um stated by Mr. Al. >> Okay. So, the minutes are clear. We're back then on consent agenda item number five. Y'all heard the administration's recommendation. Is there a motion to approve that recommendation?
094>> So moved. >> Motion by Mr. Wit. Is there a second? >> Second by Mr. Offer. >> Week one. A weak one. But yeah. >> Any uh any discussion? >> Already had plenty. >> All right. If not, all in favor say I. >> Any opposed? That motion carries unanimously. Then we're on to the student code of conduct. Paul >> sir, and we added terms of the first or second offense and the parent can pick up that day. The parent or legal guardian may retrieve the device no earlier than the end of the school day and no later than one hour after the end of the school day. >> And that's that's for the ones where the parents are coming to get it because it's the school day before a weekend or a holiday, that sort
095of thing. >> Yes, sir. That's in the the paragraph. If the f first or second offense occurs on the last day of the school week, >> your parent may retrieve it and then just try to no earlier than the end of the school day. No later than one hour after the end of the school day. >> What's the problem, Alison? >> Um the front receptionist at the high school like her duty date is at 4:30. >> Yeah, that doesn't matter. >> But like if the parent comes to the school >> I understand that. But if we take that phone, we're going to be communicating with that parent. We're going to know they're coming. We'll make arrangements from the beginning of the building. that we just have to we can't it's not realistic. Parents are going
096to have to have some time to get up there. >> Okay. >> Has the communication piece gone out yet that you just passed out? >> No, this is a communication plan that outlines like when we will do things like an FAQ. It doesn't include specific language for those types of things, >> but that's something we could obviously do. >> Yes. >> Okay. >> So that parents know >> Yes. that if they're on a first or second and it's >> timed such that they're going to come get it, what they need to do to be able to do that, >> recognizing that the receptionist is gone. >> Yeah. Yeah. Well, not not all parents have the flexibility to >> get up there, >> leave their job to get there early. >> Yeah. Yeah. That's it's again
097one of those things administrator discretion. >> Will the parent be able to assign someone else to come pick up the child's phone like you said if they work till 6? >> Our our administrators will work with our community to make sure that we comply with this policy. >> Where do we land on the um we're going to get rid of the device after this? I mean is that part of our policy as well? after 90 days, we're gonna we're gonna, you know, destroy the device or something or >> No, there there there is there is specific language in the board policy that we just approved that speaks to if we've confiscated it and they haven't come and gotten it, right? We send that we send a letter and that if they still don't come get
098it, we can get rid of it because that's what the statute says. >> Yeah. >> Okay. Yeah, the state. >> Yeah, that's in FNC local. I see it here. Okay. >> Yeah. But that language basically just tracks what's in the statute, >> right? Right. >> Statue say how many times have to notify the parent that we still have the phone? >> No. >> Okay. >> All right. Y'all heard what Paul said as far as a change to the student code of conduct. Administration's recommendation is to approve it as presented with the change in the language Paul just recited. Yes, sir. >> Okay. With that, is there a motion to approve the administration's recommendation? >> So, move. >> Motion by Miss Vic. >> Second by Mr. Green. Your son's going to love you, Mr. Green. >>
099All in favor say I. >> I. Any opposed? That motion carries unanimously. >> I think we're out of agenda items, folks. >> And that being the case, great. >> Thank you all. And we are >> adjourned. I'm just going to take this candy, give it to him, here's >> You think it'll be okay to step up to your own wrist. >> Okay. All right. Very good. I'll let him settle a little bit. >> I appreciate you being here. >> Yeah. >> I got you today. Was that today? >> Yes. Today. >> Yeah. >> So, what was that kind of you're kind of stepping in? >> I'm stepping in. >> Okay. >> Yeah. So, um, uh, I've got lots of years experience as managing principal and so since I'm in that office, I'll remove my current
100hat and that hat somebody else in there. Yeah. Yeah. Well, good. Great. That's awesome.