[C. Presentation on Proposed Revisions to Board Policy Portable Communication Devices, Mr. Mike O'Brien, Executive Director of Middle & High School Performance, Ms. Katie Ridgway, Director of Strategic Initiatives, and Ms. Erica Harris, Principal of C. Milton Wright High School]

YOU. THE MOTION PASSES MOVING ON THE ITEM C PRESENTATION ON THE PROPOSED REVISION REVISIONS TO THE BOARD POLICY ON PORTABLE COMMUNICATION DEVICES LIKE TO CALL THIS EVENING, MR MIKE O'BRIEN, EXECUTIVE DIRECTOR OF MIDDLE AND HIGH SCHOOL PERFORMANCE, KATIE RIDGEWAY, DIRECTOR OF STRATEGIC INITIATIVES AND ERICA HARRIS PRINCIPLE OF C. MILTON WRIGHT HIGH SCHOOL FOR THEIR PRESENTATION. WELCOME. GOOD EVENING, PRESIDENT POYNTON VICE PRESIDENT HAN SUPERINTENDENT BOLSON. MY NAME IS MICHAEL. BRIAN I'M THE EXECUTIVE DIRECTOR OF OUR SECONDARY SCHOOLS. WITH ME TODAY IS KATIE RIDGEWAY, DIRECTOR OF STRATEGIC INITIATIVES AND ERICA HARRIS PRINCIPLE OF C. MILTON WRIGHT HIGH SCHOOL. WE ARE HERE THIS EVENING TO BRING FORWARD AND INFORMATIONAL PRESENTATION ON THE RECOMMENDATION ON PROPOSED REVISIONS TO BOARD POLICY 06-005 DASH 000. PORTABLE COMMUNICATION DEVICES. I'D LIKE TO FIRST INTRODUCE MY COLLEAGUE MISS RIDGEWAY TO BEGIN THE PRESENTATION. RIGHT. THANK YOU VERY MUCH. SO MY ROLE IN THIS PRESENTATION IS TO SHARE WITH YOU. THE FOCUS GROUP PROCESS AND REPORT THAT I CONDUCTED LAST YEAR ON THIS TOPIC. SO THERE IS A COMPREHENSIVE REPORT ABOUT STUDENTS CELLPHONE USED ON HCPSS . ORG UNDER THE RESEARCH TAB, UM , AS WE DISCOVERED, WE'RE WORKING WITH A COUPLE OF BOARD MEMBERS. YOU DO HAVE TO SCROLL ALL THE WAY DOWN TO THE BOTTOM OF THE PAGE TO SEE THAT REPORT, AND IT IS CALLED STUDENTS CELL PHONES, BUT THAT REPORT IS AVAILABLE FOR ALL TO REVIEW AND GOES THROUGH THE METHODOLOGY. UM THERE RESULTS THE RECOMMENDATIONS, ETCETERA FROM AN EXTENSIVE PROCESS OF STAKEHOLDER ENGAGEMENT ABOUT THE USE OF CELL PHONES IN SCHOOLS. SO IN THIS PROCESS, THERE WERE, UH EDUCATOR, FOCUS GROUPS, STUDENTS, ADMINISTRATORS AND LEADERS AND PARENTS AND THESE 2 TO 3 HOUR SESSIONS WITH EACH OF THESE GROUPS ASKED TWO QUESTIONS . THE FIRST QUESTION WHAT ROLE SHOULD HCPS PLAY IN NAVIGATING THE ADVANTAGES AND DISADVANTAGES OF CELL PHONES FOR STUDENTS AND WHAT ARE PRODUCTIVE POLICIES FOR MANAGING CELLPHONES IN SCHOOLS? AS THE FACILITATOR OF THIS PROCESS. I WAS THE DATA GATHERER AND THE ACTIVITY MOTIVATOR TO GET PEOPLE TALKING AND TO GATHER THEIR FEEDBACK AND TO GATHER THEIR IDEAS, AND THE FOCUS GROUP REPORT HAS A COMPREHENSIVE REVIEW OF ALL OF THAT INFORMATION GATHERED FROM EACH ONE OF THESE STAKEHOLDER GROUPS. THIS PARTICULAR SIDE IS AN IS AN AGGREGATE OF ALL THE ADVANTAGES THAT THE FOCUS GROUP PARTICIPANTS PRODUCED IN THE PROCESS OF THIS ACTIVITY IF YOU GO TO THE FOCUS GROUP REPORT, YOU CAN SEE THIS SEPARATED OUT BY STAKEHOLDER GROUP SO YOU CAN SEE WHAT ADVANTAGES EDUCATORS SOUND IN TERMS OF THE USE OF CELL PHONES WITH STUDENTS. YOU CAN FIND IT. FROM A PARENT'S PERSPECTIVE. YOU CAN FIND IT FROM THE STUDENTS, PERFECT PERSPECTIVE AND COMBINE IT FROM LEADERSHIP'S PERSPECTIVES, SO THIS REPRESENTS AN AGGREGATE OF ALL OF THOSE PERSPECTIVES. BUT THERE IS DISAGGREGATED IN THE REPORT, WHICH IS AVAILABLE ONLINE. GROUPS THAT MEMBERS OF THIS PROCESS ALSO IDENTIFIED THE DISADVANTAGES. SOME OF THE PROBLEMS THAT HAVE STUDENTS HAVING CELL PHONES HAD AND AGAIN . THIS IS JUST LIKE THE ADVANTAGES IS THE AGGREGATE OF WHAT THE PARTICIPANTS GATHERED AND WHAT THEY SAID IN THIS PROCESS AND, UM, AGAIN TO SEE IT BY GROUP. YOU CAN CHECK OUT THE REPORT. SO ONE OF THE QUESTIONS THAT WE ASKED WAS. DOES HCPS HAVE A ROLE IN NAVIGATING THE ADVANTAGES AND DISADVANTAGES OF CELL PHONES WITH STUDENTS? SO THIS QUESTION WE HAD THE MAJORITY OF RESPONDENTS SAYS THAT HCPS DOES HAVE A ROLE AND PART OF THAT ROLE IN PART OF WHAT WE WANTED TO FIGURE OUT AS WE WORKED WITH ALL THE GROUPS IS, WHAT WERE THOSE ADVANTAGES? DISADVANTAGES, WHICH WE'VE ALREADY SHOWN A REPRESENTATION OF. SO WITH THAT ROLE, WHAT IS IT THAT WE'RE GOING TO DO? SO THE MAIN QUESTION AND WHAT YOU HAVE SOME REALLY STRONG OPINIONS ON BOTH SIDES. WE HEARD SOME OF IT THIS EVENING ALREADY IS WHETHER OR NOT CELL PHONES SHOULD BE ALLOWED OR RESTRICTIVE , AND THIS PARTICULAR QUESTION REPRESENTED THE PEOPLE WHO PARTICIPATED IN THE FOCUS GROUPS ABOUT HOW EFFECTIVE A CELLPHONE POLICY CAN BE IF STUDENTS ARE ALLOWED TO HAVE THEIR PHONES WITH RULES IN PLACE, OR IF STUDENTS ARE NOT ALLOWED TO HAVE

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THEIR PHONES. NOW BASED ON THE GROUPS AND THE PEOPLE PARTICIPATING IN THIS PARTICULAR , UM, SET OF FOCUS GROUP. THE MAJORITY FELT THAT THERE YOU COULD HAVE AN EFFECTIVE CELLPHONE POLICY WHEN STUDENTS ARE ALLOWED TO HAVE THEIR CELL PHONES. NOW FURTHERMORE, THERE WAS A QUESTION ABOUT WHETHER THERE SHOULD BE A ONE DISTRICT ONE POLICY ABSOLUTE SOMETHING THAT EVERY SINGLE CLASSROOM FOLLOWS OR WHETHER THE TEACHER HAS THE ABILITY TO SET THEIR OWN CLASSROOM RULES. SO FOR THE RESPONDENTS OF THIS QUESTIONS, YOU CAN SEE THAT THERE IS A LITTLE BIT MORE OF A SPLIT IN TERMS OF WHETHER OR NOT THE CLASSROOM TEACHER CAN SET THE RULES OR WHETHER OR NOT EVERYONE SHOULD HAVE THE EXACT SAME SET OF RULES. NOW THIS TO ME IS ONE OF THE MORE SUBSTANTIVE PARTS OF THE REPORT. AND IF YOU ARE INTERESTED IN SEEING KIND OF THAT ANALYSIS OF ALL OF THE DIFFERENT RESPONSES WE RECEIVED DURING THE FOCUS GROUP THAT I HIGHLY RECOMMEND READING THIS PART OF THE REPORT THIS TALKS ABOUT THE THEMES OF THE THINGS THAT CAME UP AGAIN IN THESE 2 TO 3 HOUR SESSIONS WITH EACH OF THE STAKEHOLDER GROUPS. SO THE THEME OF DO WE ACCEPT OR DO WE RESTRICT CELLPHONES? AND AS I ALREADY MENTIONED, YOU HAVE PEOPLE WHO BELIEVE VERY STRONGLY ON BOTH SIDES OF THAT PARTICULAR QUESTION. WE HAVE THE THEME OF WHAT TYPE OF ACCOMMODATIONS MIGHT NEED TO BE IN PLACE FOR STUDENTS WHO HAVE AN I E P OR WHO HAVE A MEDICAL CONDITION OR OTHER THINGS THAT MIGHT NEED A CELL PHONE TO HELP THAT STUDENT THERE WAS AN OVERWHELMING THEME OF THE DESIRE FOR CLARITY AND CONSISTENCY, AND THAT WAS SOMETHING THAT WAS FELT STRONGLY WITHIN ALL OF THE GROUPS. THERE WAS LOTS OF DISCUSSION AND VERY DISCUSSION ABOUT CLASSROOM MANAGEMENT AND HOW CELLPHONES IMPACT THAT OR USED IN THAT PROCESS. OF COURSE, THE IDEAS OF DISCIPLINE AND CONSEQUENCES CAME UP AND EVERY SINGLE GROUP AND THAT IS SOMETHING THAT DEPENDING ON WHETHER OR NOT IT WAS AN EDUCATOR, A STUDENT, PARENT OR ADMINISTRATOR HAD DIFFERENT NUANCES ABOUT WHAT THAT CONCERN WAS AND WHAT THEIR THOUGHTS WERE ON THAT AND AGAIN WE GO THROUGH. I GO THROUGH AN ANALYSIS WITHIN THE REPORT. UM AND THIS IS ONE OF THOSE AREAS THAT, DEPENDING ON THE STAKEHOLDER GROUP, THERE WAS A DIFFERENT TAKE ON THAT INFORMATION. THEN THERE'S THE IDEA OF THE BARRIERS TO ENFORCEMENT. WHETHER OR NOT THE POLICY CAN BE ENFORCED. WHAT HAPPENS IF YOU HAVE TO ENFORCE IT? WHAT THE THOSE, UM, IMPACT ON THE SCHOOL DAY AND THE CLASSROOM ETCETERA ALSO CAME UP AND ALL OF THE GROUPS INSTRUCTION, WHICH IS THE REASON WHY, AND I KNOW WE'VE PEOPLE HAVE SAID IT THIS EVENING. WE'RE HERE IS TO PROVIDE LEARNING OPPORTUNITIES FOR STUDENTS AND TO PROVIDE INSTRUCTION. SO OBVIOUSLY THAT CAME UP IN EVERY SINGLE GROUP. INTERESTINGLY MENTAL HEALTH CAME UP IN THESE FOCUS GROUPS IN BOTH HOW MENTAL HEALTH IMPACTS A STUDENT, A STUDENT'S MENTAL HEALTH.

CELLPHONES IMPACT A STUDENT'S MENTAL HEALTH NEGATIVELY BUT ALSO THE POSITIVE REASONS WHY A STUDENT MIGHT NEED A CELL PHONE FOR MENTAL HEALTH. BOTH THE POSITIVES AND NEGATIVES OF THIS CAME UP THROUGHOUT THE FOCUS GROUP PROCESS. SOMETHING CONSISTENT AMONGST ALL THE GROUPS WAS THE IDEA OF NON NEGOTIABLES THINGS LIKE BULLYING , RECORDING LOCKER ROOM USE OF CELLPHONES. CHEATING THOSE, UM, ABSOLUTELY ALL THE GROUPS FOUND THAT THOSE ARE THINGS THAT SHOULD BE RESTRICTED WITH CELL PHONES. THE DESIRE FOR PARTNERSHIP WITH GUARDIANS WAS OVERWHELMING. AND ALL OF THE GROUPS INCLUDING THE STUDENT GROUPS, UM WHICH THAT IS ACTUALLY A KEY ASPECT OF SOME OF THE STUDENTS. STUDENTS IS THEIR CONNECTION WITH THEIR PARENTS AND GUARDIANS THROUGH THEIR CELL PHONES. THE IDEAS RESPONSIBLE USE. WHAT ARE THE THINGS THAT STUDENTS COULD BE DOING ON A PHONE? THAT'S NOT GREAT, AND WHAT ARE THE THINGS THAT THEY SHOULD LEARN TO DO AND HOW TO USE THEIR PHONE TO BE RESPONSIBLE, BOTH IN TERMS OF THE CONTENT OF WHAT THEY'RE ACTUALLY DOING, BUT ALSO THE FREQUENCY AND THE TIMING OF WHEN THEY USE IT. SAFETY WAS A MASSIVE, UM TOPIC, ESPECIALLY FOR THE STUDENTS AND FOR THE PARENTS IN TERMS OF THE THEMES THAT CAME OUT DURING THIS PROCESS. STUDENT ENGAGEMENT CAME OUT AND THEN, UM, SOMETHING THAT I BELIEVE MS ALVAREZ, WHO IS PARTICIPATING IN ONE OF THE GROUPS ALSO MENTIONED IN THAT PROCESS WAS ABOUT TIERED APPROACHES FOR ELEMENTARY, MIDDLE AND HIGH SCHOOL STUDENTS, AND THAT WAS SOMETHING THAT DID COME UP IN MANY OF THE GROUPS THAT THAT WAS SOMETHING THAT PEOPLE SUPPORTED WITH THOSE TIERED REPORT THOSE TIERED APPROACHES. SO AS I SAID, THIS WAS A LOT OF DATA. SO THESE WERE DIFFERENT SESSIONS 2 TO 3 HOURS APIECE WITH ALL OF THOSE DIFFERENT GROUPS, AND THIS IS WHAT IT BOILED DOWN TO IN TERMS OF THE THINGS THAT PEOPLE CARED THE MOST ABOUT IN TERMS OF CELL PHONES. I HIGHLY ENCOURAGE

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EVERYONE TO CHECK IT OUT. WHAT I THEN DID IS PROVIDED THIS TO MR O'BRIEN AND HIS TEAM. IT HAS RECOMMENDATIONS. IT ALSO HAS LISTS OF ALL THE DIFFERENT POLICY IDEAS THAT PEOPLE PROVIDED IN THE FOCUS GROUP PROCESS, AND THOSE WERE GIVEN TO HIS TEAM TO THEN USE FOR THE CREATION OF A NEW STUDENT CELLPHONE POLICY. MR BRYAN. THANK YOU. WELL, THIS WAS HONESTLY GREAT. UM BECAUSE WE HAD SO MUCH FEEDBACK, SO IN DEVELOPMENT OF THE POLICY ALREADY HAVING FEEDBACK WAS SUPER HELPFUL. I DID SIT IN ON THE MIDDLE AND HIGH SCHOOL STUDENTS SESSIONS. WHICH HELPED ME ALSO GET A REAL SENSE TO THE VOICE AND NOT JUST THE WORDS ON THE PAGE. KNOWING THAT THIS WILL GO OUT FOR PUBLIC COMMENT. WE'RE EXCITED TO WE KNOW THAT THERE'S NOT GOING TO BE A PERFECT POLICY THAT'S GOING TO PLEASE EVERYBODY, BUT WE DO KNOW THAT THERE IS A NEED FOR A POLICY THAT'S GOING TO REALLY, UM AS AS WE WROTE FROM POLICY REVIEW HAVE A LEARNING FOCUSED CLASSROOM THAT'S DISTRACTION FREE BECAUSE THAT'S IMPORTANT FOR EVERYONE.

SO IN TERMS OF THE PROCESS, WE SPENT THE NEXT FOUR OR FIVE MONTHS. WE TOOK THE INFORMATION HERE. WE DEVELOPED A POLICY TEAM , WHICH WAS REALLY ADMINISTRATORS NEEDED TO GET THEM ON BOARD FIRST. UM SO WE HAD A POLICY REVIEW TEAM. ONE OF THE FIRST THINGS WE DID WAS JUST REVIEW SOME POLICIES NATIONWIDE. SEE THE TENOR AND THE TONE. WHAT DID PEOPLE FEEL LIKE? WORKED DIDN'T WORK. UM SO WE REALLY SPENT SOME TIME STUDYING JUST SOME NATIONAL POLICY AND WE TOOK SOME OF OUR WORDING FROM POLICIES THAT WE SAW NATIONWIDE. WE ALSO LOOKED AT, UM, THE PLACE THAT WE THOUGHT DID THE BEST JOB SO WE LOOKED AT ONE PARTICULAR EXEMPLAR. UM AND THAT IS C.

MILTON WRIGHT HIGH SCHOOL WHEN YOU GO TO THE ROOMS IN C MILTON WRIGHT HIGH SCHOOL, IT DOES FEEL A LITTLE BIT DIFFERENT. UM SHE HAS DONE SOME AMAZING THINGS AS LEADER OF THAT SCHOOL TO DEVELOP A CULTURE AND A CLIMATE AROUND THE DISTRACTION FREE CLASSROOM, SO WE BEFORE EVEN INVITING ERICA WE STUDIED THAT YOU'LL SEE ON THE NEXT SLIDE IS KIND OF THE GROUNDWORK THAT SHE DID GREAT WORK AROUND THAT SO IMPRESSED WITH THE WORK THAT HAS BEEN DONE IT C. MILTON WRIGHT. SO WITH THAT IN MIND, WE WROTE THE POLICY. WE DID START FROM SCRATCH ON IT. WE TRIED TO START KIND OF RED LINING. IT DIDN'T WORK. WE STARTED OVER. UM AND THEN WE BROUGHT IT TO ALL THE SCHOOL TEAMS ADMIN TEENS, AND THEN WE REDLINED SOME MORE AND MADE SOME MORE CHANGES. WE TOOK IT TO ALL THE DEPARTMENTS UP HERE. UM AND I FELT AND THEN FINALLY TO POLICY REVIEW, SO WE'RE EXCITED. WE KNOW IT'S NOT PERFECT, BUT IT'S SOMETHING THAT WE FEEL REALLY GOOD ABOUT. WE THINK IT EMPOWERS BUILDINGS AND EMPOWERS TEACHERS TO HAVE A DISTRACTION, FREE CLASSROOM ENVIRONMENT AND ALL OF OUR SECONDARY CLASSROOMS, WHICH IS WHAT WE'RE EXCITED ABOUT. SO I DID WANT TO HAND IT OVER TO PRINCIPAL HARRIS. WHO HAS DONE SUCH A GREAT JOB AND GIVE HER A CHANCE TO BRAG ABOUT SOME OF THE GREAT THINGS THAT SHE'S DONE. WELL I'LL BE HONEST AND START WITH. IT'S A VERY SIMPLISTIC POLICY AND WHAT WE DECIDED TO LOOK AT WAS THE IDEA OF DIGITAL CITIZENSHIP. BECAUSE OUR STUDENTS ARE STARTING THEIR PROCESS THERE FOUR YEARS FROM BEING A PARENT FREE TEACHER FREE, SO MAYBE IN THE WORKFORCE OR IN COLLEGE AND HAVING TO BE DIGITAL CITIZENS AND KNOWING WHEN TO HAVE THEIR CELLPHONE OUT , WENDY USE THAT CELL PHONE AND HOW TO BE RESPONSIBLE, BUT WE ALSO WANT TO LOOK AT SOMETHING THAT UNIFIED OUR STAFF AND GAVE THEM A STARTING POINT FOR HOW THEY HANDLE THEIR CLASSROOM. THESE POSTERS ARE IN EVERY CLASSROOM IN OUR BUILDING. UM THEY ARE IN THE HALLWAYS THERE IN EACH OF MY SYSTEM PRINCIPAL'S OFFICE AND THERE ARE WILD ONE HANGING IN MY OFFICE AND WE REFERENCE IT FREQUENTLY. IT'S SHARED WITH PARENTS. WE REMIND THE STUDENTS ABOUT THE IDEA OF BEING CLASSROOM READY BECAUSE IT'S NOT REALLY ABOUT BEING NEGATIVE. IT'S NOT ABOUT THE FACT THAT SOFTENS ARE BAD BECAUSE CELL PHONES ARE A PART OF OUR LIFE. UM THERE WAS A TIME WHEN YOU KNOW, A STUDENT WITH A BEEPER WAS IMMEDIATELY A RED FLAG. AND YOU KNOW, I UNFORTUNATELY, BEEN AROUND THAT LONG THAT I REMEMBER WHEN WE WENT THROUGH BEEPERS AND THEN ONTO CELLPHONES, AND NOW CELL PHONES ARE PART OUR STUDENTS ARE ALMOST BORN WITH THEM AND THEIR HANDS. UM YOU SEE TODDLERS AND PLAYING WITH THEM, SO OUR STUDENTS HAVE TO BECOME RESPONSIBLE, AND THEY NEED TO DESIRE THAT ON THEIR OWN, SO WE REALLY TALK ABOUT WHAT IT LOOKS LIKE TO BE ENGAGED, BEING ON TIME TO CLASS, REMOVING THEIR EARBUDS AND AIRPORTS. THEY CAN HEAR DIRECTIONS AND HEAR THEIR PEERS REMOVING HATS AND HOODS SO THAT THEY'RE NOT DISTRACTED AND THAT WE CAN SEE THEM AND PLACING THEIR MATERIALS ON THEIR DESK. BECAUSE SOMETIMES PEOPLE NEED TO BE CUTE, LIKE, HEY, YOU'RE HERE.

LET'S GET GOING. AND THEN JUST BEING READY TO LEARN BECAUSE WE WANTED TO MAKE SURE WE WERE.

THIS IS A POSITIVE ASPECT. UM, OUR GOAL WAS TO UNIFY OUR BUILDING. OUR TEACHERS CAN DO US WITH THE CONCERNS THAT EVERY TEACHER HAS, WHICH IS CELL PHONES ARE RUNNING. SOME OF OUR

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STUDENTS LIVES AND IT'S VERY HARD TO GET THEM OFF OF THEIR CELLPHONE. IT'S EVEN MORE DIFFICULT WHEN EVERYONE'S NOT SPEAKING THE SAME LANGUAGE. AND OUR GOAL WAS TO MAKE SURE THAT EVERY SINGLE TEACHER HAD THE SAME STARTING POINT. SO THERE IS NO DISCREPANCY. THERE IS NO ARGUMENT THERE IS NO WILL. THAT TEACHER LETS ME DO THIS OR THAT TEACHERS AWESOME AND YOU'RE THE MEANEST AND IT'S JUST A PART OF OUR CULTURE THAT WE'RE ASKING STUDENTS AND LET ME BE VERY CLEAR. IT IS NOT PERFECT. UM, YOU WALK INTO ROOMS AND I OFTEN TIMES WE USE THE HAIR SHAWL TO COVER THE EAR BUTTON OR EARS AND THERE ARE ALL TYPES OF THINGS GOING ON. BUT WE ARE CONSTANTLY REMINDING STUDENTS TO BE CLASSROOM READY. WE'RE ABLE TO JUST USE THAT SIMPLE PHRASE. IT STARTS A LOT OF OUR TEACHERS, CLASSROOMS AND STARTS OUR DAYS AND THE GOAL IS TO TREAT CELLPHONES AS A PART OF OUR WORLD, UM, AND A PART OF OUR WORLD THAT SOMETIMES ARE VERY APPROPRIATE, AND SOMETIMES IT'S NOT THE TIME FOR IT. AS OPPOSED TO VILLAINIZING IT, UM AND MAKING IT MORE DIFFICULT. IT'S NOT A GRENADE WE DON'T NEED TO. TEACHERS DON'T NEED TO STOP THE CLASSROOM AND LEARNING TO ADDRESS WHAT IS NON DISRUPTIVE CELL PHONE USE APPROXIMATELY CAN BE USED TO DO THAT. WE USE PARENT PHONE CALLS PARTNERSHIPS WITH THE PARENTS TO TALK ABOUT WHAT'S GOING ON TO TALK ABOUT THE REASON WHY IT'S IMPORTANT TO FOCUS. UM AND THEN WE TREAT THOSE STUDENTS ARE USING CELL PHONES AND DISRUPTIVE FASHION AS DISRUPTION TO THE CLASSROOM AS WE WOULD ANY DISRUPTION. UM ADDITIONALLY, THOSE STUDENTS WHO ARE DOING THINGS THAT ARE FAIRLY REPREHENSIBLE WITH THEIR CELL PHONES, WE TREAT THAT VERY SERIOUSLY IF THEY ARE TARGETING STUDENTS THAT THEY'RE BULLYING STUDENTS IF THEY'RE TAKING PICTURES AND INAPPROPRIATE TIMES , WE TREAT THAT AS A VERY SERIOUS EVENTS. UM BUT WHAT WE WANT TO DO IS WORK WITH OUR STUDENTS TO BECOME DIGITAL CITIZENS AND TO BECOME RESPONSIBLE ADULTS BECAUSE THEY ARE VERY, VERY CLOSE TO THAT COST, AND WE WANT TO MAKE SURE THAT THEY'RE ABLE TO GO OFF INTO THE WORLD AND SELF REGULARLY BECAUSE MUCH LIKE ALL OF YOU ALL HAVE BEEN DOING YOURSELF REGULARLY. YOU'RE PAYING ATTENTION TO SPEAKERS YOU'RE LOOKING AND MAKING EYE CONTACT AND YOU'RE LISTENING, AND WE WANT TO MAKE SURE STUDENTS CAN DO THAT ON THEIR OWN WITHOUT SOMEONE YELLING. PUT THAT DOWN. UM EVERY 30 SECONDS AND IT CAN BE DIFFICULT. UM AND I AM SPEAKING FROM A VERY MUCH HIGH SCHOOL PERSPECTIVE. I RECOGNIZE THAT THIS IS VERY DIFFERENT THE ELEMENTARY LEVEL AND ALSO VERY DIFFERENT THAN MIDDLE SCHOOL LEVEL. THOSE ARE ALL DIFFERENT STAGES OF DEVELOPMENT. AND SO IT TIERED APPROACH CAN CERTAINLY BE USED. BUT BEING ON THE SAME PAGE AND INCONSISTENT HAS REALLY WORKED WELL FOR US AND AGAIN, NOT PERFECT. BUT WE'RE HEADED IN THE RIGHT DIRECTION. CERTAINLY HERE TO ANSWER ANY QUESTIONS, AND IT'S NOT A VOTE. I JUST WOULD LIKE TO PUT IT UP FOR PUBLIC COMMENT AND COME BACK BEFORE THE BOARD WITH SOME OF THE COMMENTS THAT WE'VE GOTTEN FROM THE PUBLIC. WELL THANK YOU FOR THE PRESENTATION. THANK YOU FOR THE WORK THAT YOU PUT INTO IT TO WALK, OPEN UP FOR QUESTIONS AND COMMENTS FROM BOARD MEMBERS. HAVE A BUNCH OF QUESTIONS. UM FOR KATIE. GOOD REPORT AND LIKE THE REPORT UM MY QUESTION WAS, UM. THE TWO THINGS THAT JUMPED OUT TO ME WERE THE ROLE OF THE TEACHERS TO POLICE DEVICES. THE DIVISION BETWEEN THAT UM, VICE HAVING THE SAME RULES FOR ALL IT SEEMS LIKE YOU'RE APPROACH WAS CENTERED ON HAVING THE SAME RULES FOR AT LEAST IN ONE SCHOOL. SO I FOUND THAT INTERESTING. UM LET'S SEE OR SOMETHING ELSE IS GOING TO ASK. DID YOU FOCUS ON THE CURRENT POLICY? UM ONE OF THE ISSUES WITH THE CURRENT POLICY, IT SEEMS, IS IT'S NOT ENFORCED, REALLY. UM SO DID DID THAT CAME UP IN DISCUSSION QUITE A BIT. BUT THAT WAS NOT, UM, WHEN WE PROVIDED THE INFORMATION, THERE WAS A PACKET THAT EVERYBODY RECEIVED THAT HAD ARTICLES THAT HAD LINKS TO OUR POLICY AND LINKS TO THE HANDBOOK. IT HAD LINKS TO NATIONAL, YOU KNOW, NEWS AND DIFFERENT THINGS LIKE THAT, AS KIND OF THE PRE MATERIALS FOR THE FOCUS GROUPS THAT PEOPLE COULD REVIEW PRIOR TO COMING, BUT DURING THE FOCUS GROUP ITSELF WE WENT THROUGH ACTIVITIES THAT REALLY FOCUSED AND DIG DEEP INTO THE EXPERIENCE PEOPLE WERE HAVING ACTUALLY TODAY, SO NOT NECESSARILY THE POLICY, BUT WHAT THE EXPERIENCE WAS FOR PARENTS FOR TEACHERS FOR STUDENTS AND LEADERS IN THE CLASSROOM TODAY, UM AND SO THE POLICY, THOUGH, OF COURSE, NATURALLY CAME UP. UM DEPENDING ON THE GROUP. SOME HAD MORE KNOWLEDGE OF THE POLICY THAN OTHERS, BUT WHETHER OR NOT IT WAS AFFECTED, I THINK ALWAYS LEAD INTO THAT CONVERSATION ABOUT DISCIPLINE AND THEN ALSO LED INTO THE TO THE CONVERSATION ABOUT WANTING CLARITY AND CONSISTENCY, WHICH IS ONE OF THOSE THEMES IDENTIFIED. AND YOU JUST CENTER ON CELL PHONES, NOT ON EARBUDS. AND YEAH, IT WAS MAINLY ABOUT CELL PHONES. YES CELL PHONES AND THEY GO SO HAND IN HAND THAT FOR US. KIND OF ADDING THAT TO THIS POLICY BECAUSE IT IS A DISTRACTION.

EQUALLY OF A PROBLEM. UM SO THAT THAT'S NEW FOR THE POLICY ITSELF. I GUESS MY ONLY

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HESITATION IS WHY WOULD WE? I THINK ONE OF THE SPEAKERS SAID THIS. WHY WOULD WE GO IN ANY TIERED APPROACH THAT'S LESS RESTRICTIVE THAN WHAT WE HAVE NOW, ESPECIALLY FOR MIDDLE SCHOOL. IT SEEMS LIKE THE BIG DIFFERENCE. YOU'RE LETTING THEM HAVE THEM ON THEIR PERSON VERSUS IN A BACKPACK OR IN THE LOCKER. YOU KNOW, IRONICALLY, THAT CAME FROM PARENTS AND ADMINISTRATORS.

AND I GOTTA TELL YOU I WAS SURPRISED THAT NUMBER ONE PARENTS WANT THEIR MIDDLE SCHOOL KID TO BE ABLE TO HAVE IT ON THEM IN CASE OF AN EMERGENCY. I DIDN'T REALLY REALIZE THAT UM THEY DON'T WANT THEM TO USE IT. THAT'S NOT WHAT THE PARENTS SAID , BUT THEY DO WANT THEM TO HAVE IT ON THEM IN CASE OF A DRILL OR SOMETHING WHERE THEY IMMEDIATELY EVACUATE OR EXIT THE BUILDING THAT THEY HAVE A WAY TO BE IN CONTACT WITH THEIR FAMILY. ADMINISTRATORS TOLD ME THAT.

ALLOWING THEM TO POSSESS. IT IS EASIER THAN HAVING THEM. KEEP IT IN THEIR LOCKER. AND I THINK MR BENNETT HAD MENTIONED THAT IT'S REALLY HARD TO POLICE MIDDLE SCHOOL KIDS WHEN IT COULD BE ANYWHERE ON THEIR ON THEIR PERSON, AND A LOT OF THEM DO CARRY THEM EVEN THOUGH THEY'RE NOT SUPPOSED TO, AND THEN IT BECOMES A BIG PROBLEM, AND YOU DON'T EVEN KNOW HOW TO ENFORCE IT OR WHO TO ENFORCE. UM THE IN THE POLICY, WE WROTE THAT ONLY AN ADMINISTRATOR CAN GIVE A MIDDLE SCHOOL STUDENT UM THE ABILITY TO USE THE CELL PHONE SO THAT THE TEACHER IN THE MIDDLE SCHOOL DOES NOT HAVE THE AUTHORITY TO GIVE A MIDDLE SCHOOL OR A CLASS OF MIDDLE SCHOOL STUDENTS AND THE ABILITY TO USE THEIR CELL PHONE. WE DID THE RIGHT THAT INTO THE MIDDLE SCHOOL SECTION THAT POSSESSION BUT NOT ABILITY TO USE IN THE HIGH SCHOOL SIDE. A TEACHER CAN ALLOW A STUDENT TO LOOK QUICKLY LOOK UP. UM SOMETHING ON THEIR CELL PHONE. THE TEACHER WOULD HAVE THAT. THAT AUTHORITY. I'D LIKE TO ADD THAT THERE'S SOME CONSISTENCY AND WHAT MIGHT HEARD FROM FROM HIS STAKEHOLDERS. BUT I ALSO OBSERVED IN THE FOCUS GROUPS IN OUR PARENT FOCUS GROUP . THERE ARE PARENTS WHO ARE VERY DIRECT IN SAYING WHO HAD MIDDLE SCHOOL STUDENTS SAYING THAT I TOLD MY STUDENTS IT'S OKAY TO CARRY THEIR CELL PHONE, EVEN THOUGH I KNOW IT'S AGAINST THE RULES, BECAUSE THAT'S HOW IMPORTANT IT IS FOR ME TO KNOW THAT MY CHILD HAS THEIR PHONE IN CASE OF AN EMERGENCY. UM AND THEN ALSO IN TERMS OF THE IDEA OF ENFORCEMENT, BECAUSE THAT'S ALSO A BIG ISSUE THAT CAME UP IN ALL OF THE GROUPS. THE IDEA OF ENFORCEMENT WHEN YOU HAVE IT IN WHEN IT'S REQUIRED IN THE LOCKER AND SOME TEACHERS, THEY SEE IT, BUT THE KIDS NOT DOING ANYTHING WRONG, SO THEY DON'T THEY DON'T DO ANYTHING RIGHT BECAUSE THE STUDENT HAS IT ON THEM, BUT THEY'RE NOT. ACTUALLY DOING ANYTHING DISRUPTIVE ALLOWS IT. AND THEN THE BECOMES HARD FOR THE STUDENTS TO, UM OR AND TEACHERS BECAUSE THERE'S DISCREPANCIES ON WHO'S ALLOWING IT AND WHO'S NOT, AND IT BECOMES A CHALLENGE BECAUSE PEOPLE DON'T KNOW HOW TO KIND OF MOVE FORWARD WITH THEIR CLASSROOM DISCIPLINE WHEN SOME STUDENTS WHEN THEY'RE ALLOWED AND NOT ALLOWED TO HAVE IT CONSISTENT, IT'S INCONSISTENT. YEAH, THE OTHER THING I'LL SAY IS, I DON'T THINK THE POLICY GOES, UM TO SAY ANYTHING ABOUT WHAT ARE THE THAN THE CONSEQUENCES WHEN THE POLICY IS NOT FOLLOWED. IT SOUNDED LIKE ANY OTHER DISRUPTION. THAT'S WHAT DEPENDING ON THE CLASSROOM.

WE GIVE OUR TEACHERS THE BASE OF CLASSROOM READY, BUT YOU COULD WALK IN ANY CLASSROOM AND I HAVE SOME TEACHERS WHO ARE VERY, UM THEY KNOWLEDGE THAT THEY'RE BIASED AND THAT THEY, YOU KNOW THEY HAVE TAUGHT FOR YEARS AND THEY FEEL LIKE CELL PHONES OR, YOU KNOW IT GETS THEIR GOOD LIKE THEY GET GOING. AS SOON AS THEY SEE THE CELLPHONE. IT BOTHERS THEM AND WE HAVE OTHERS WHO ARE LIKE IT'S JUST A CELLPHONE. IT'S FINE. UM AND SO I HAVE DIFFERENT TEACHERS THAT HANDLED VERY DIFFERENTLY ON THEIR END. SO WE GET PAST CLASSROOM READY. THE STUDENTS ARE PREPARED AND THEN SOME USE THE CELL PHONE TO PLAY AND PLAY GAMES TO LEARN AND OTHERS BECAUSE IT'S EASIER ON THAT APP ON THEIR DEVICE, AND THE STUDENTS LIKE TO USE THEIR CELLPHONE FOR THAT OTHERS HAVE SELF LITTLE PERSONAL CELLPHONE JAILS THAT ARE VELCRO. SO THEY DON'T ACTUALLY TOUCH THE STUDENT'S PHONE. BUT AFTER A COUPLE OF WARNINGS, YOU GOTTA PUT IT IN THE CELL PHONE JAIL AND THEY CAN HEAR IT RIP OPEN ON THE VELCRO SO THAT IT'S THERE. THE STUDENTS STILL HAS IT, BUT THEY'RE NOT GOING TO USE IT. MY OTHER TEACHERS THAT HAVE A SPECIAL CELL PHONE PAST AND IF YOU'VE GOTTEN TO THE POINT WHERE THEY HAD GIVEN WARNINGS, AND YOU'RE STILL DISTRACTIBLE, YOU'VE GOT TO TAKE IT AND PUT IT IN YOUR LOCKER AND THEY HAVE A SPECIAL PACKS YOU WEAR WHEN YOU HEAD THERE, SO WE KNOW WHERE YOU'RE GOING. IN SOME CYLINDERS, AND WE HOLD THEM AND JUST SAY, HEY, WE'LL HOLD IT DOWN HERE FOR YOU. GET BACK TO CLASS. WE'LL SEE YOU LATER. SO WE TRY AND WORK WITH EACH OF THE TEACHERS SO THAT THE CONSISTENCY IS THE BASE AND THEN IT'S BASED ON HOW THEY UTILIZE THEM IN THEIR CLASSROOM. UM AND IT CUTS THEM ON DISCIPLINE. THAT'S UNNECESSARY BECAUSE AGAIN IF A STUDENT'S DISTRACTING THEMSELVES THAT MAYBE A CONVERSATION OR WORKING WITH A PARENT OR GUARDIAN THE STUDENTS DISTRACTING OTHERS. THAT'S VERY DIFFERENT. IF IT'S IMPACTING THE LEARNING ENVIRONMENT, IT MUST BE ADDRESSED IMMEDIATELY. SO YOU LET THE TEACHERS KIND OF FIGURE OUT THE REST OF IT THE DISCIPLINE, BUT THEN THAT'S NOT

[01:15:04]

GOING TO BE CONSISTENT ACROSS. IT WILL BE DIFFERENT, VERY DIFFERENT. IT CAN LOOK VERY DIFFERENT AND AGAIN. IT'S THE BIG DIFFERENCE FOR EACH TEACHERS . ARE YOU DISRUPTING YOURSELF? ARE YOU DISTRACTING YOURSELF OR YOU DISRUPTING THE CLASS THAT IS CONSISTENT ACROSS THE BOARD IF YOU ARE DISRUPTING THE LEARNING ENVIRONMENT, UM, BUT WHAT WE DO COUNSELOR TEACHERS THAT THERE IS A VERY BIG DIFFERENCE. DIFFERENCE BETWEEN I'M PLAYING A VIDEO FOR EVERYONE TO SEE OR I'M RECORDING SOMETHING. I SHOULDN'T BE. OR AM I JUST CHECKING THE TIME? UM AND THOSE TWO THINGS DON'T NEED TO BE TREATED THE SAME. WILL THERE BE CHANGE IN THE STUDENT HANDBOOK? THEN TOO, AS A RESULT OF THIS, I THINK, READ SOMEWHERE IN THE REPORT OR SOMEWHERE ABOUT THE CHANGE IN THE STUDENT HANDBOOK WOULD BE YEAH. ANYTIME ANY MAJOR POLICY CHANGE LIKE THIS WOULD BE PLACED IN THE STUDENT HANDBOOK. I MEAN, I WOULD GIVE A STUDENT PERSPECTIVE AS LIKE. THIS POLICY WOULDN'T BE SEEN AS RESTRICTIVE FOR STUDENTS. I CAN'T THINK OF A YOU KNOW A STUDENT OR A REASON.

UM, WHY STUDENT WANT TO AGREE? I WOULDN'T AGREE WITH THIS POLICY BECAUSE YOU KNOW I LIKE HOW MISS HARRIS SAID. YOU KNOW, UH, CELLPHONE ISN'T A GRENADE. YOU KNOW, IT'S SOMETHING THAT WE'RE GONNA BE USING FOR THE REST OF OUR LIVES AND THAT WE ALL HAVE. SO IF ANYTHING THIS POLICY IS GOING TO JUST TEACH US, WHEN IS THE APPROPRIATE TIME TO USE IT AND HOW TO UTILIZE IT? I'VE I'VE ATTENDED AND LEAD A LOT OF STUDENT WORKSHOPS LIKE COUNTY AND STATE WIDE AND SOME OF THEM WAS HOW TO, YOU KNOW, UTILIZE SOCIAL MEDIA HOW TO IMPLEMENT, UM PHONES AND DEVICES AND LESSONS AND, YOU KNOW STUDENTS BENEFIT FROM THAT, AND IT'S A LOT MORE ENGAGING. SO LIKE YOU SAID A POLICY CAN'T BE PERFECT, BUT COMPLETELY RESTRICTING OR REMOVING PHONES IS NOT I DON'T THINK SHE IS AN OPTION. SO THIS IS THE CLOSEST THING TO PERFECT. I THINK SO. THANK YOU FOR THE WORK YOU'VE DONE. I DO HAVE A FEW QUESTIONS FOR MS HARRIS. UM THE AND ALSO TO KATIE. THE POLICY DOESN'T TALK ABOUT IN BETWEEN CLASSROOMS. UM, SO IT'S ONLY SEEMS TO BE FOCUSED AND YOUR BRIEFINGS AND FOCUSED ON WHAT HAPPENS IN THE CLASSROOM. UM SO WHAT AND THE AND THEN SEE ANYTHING IN THE POLICY ABOUT IN BETWEEN CLASSES. HOW DOES YOUR SCHOOL MANAGE THAT. AND WHAT ARE WHAT ARE THE RESTRICTIONS OR OR POLICIES IN PLACE FOR CELL PHONE USE BETWEEN CLASSES. SO AS HIGH SCHOOL STUDENTS, WE ALLOW OUR STUDENTS TO HAVE THEIR CELL PHONES ON THEM AND USE THEM IN THE HALLWAYS. THEY'RE NOT TO MAKE PHONE CALLS, BUT OFTENTIMES THEY'LL TEXT OR THEY'LL CHECK IN WITH PEOPLE. I'LL BE HONEST, MORE OFTEN THAN NOT EVEN IN THE CLASSROOM, THE PERSON TEXTING HIS MOM, UM, THAT'S THAT'S OFTEN THE CASE AND STUDENTS WILL SHOW US. LOOK, IT'S MY MOM. UM BUT WE ALLOW STUDENTS TO LISTEN TO MUSIC. WE HAVE STUDENTS WHO SIT TOGETHER AND PLAY GAMES TOGETHER . AND THEY ACTUALLY PARTNER DURING LUNCH. EMPLOYEE AIMS. UM AND SO WE ALLOW STUDENTS FREE USE DURING THEIR FREE TIME. UM AND WE FIND THAT BY DOING THAT, IT ALLOWS THEM TO KIND OF SEPARATE THOSE TIMES OF THIS IS KIND OF MY TRANSITION TIME. THIS IS MY LUNCH TIME WHERE I COULD BE, YOU KNOW, KIND OF DEEP DECOMPRESSED AND TAKE A MINUTE. AND THEN I'M BACK IN THE CLASSROOM. THE EXPECTATION IS TO GO AHEAD AND PUT THAT AWAY SO AND THEN THIS QUESTION IS FOR KATIE AND I THINK THIS CAME UP DURING PUBLIC COMMENT AS WELL. UM A LOT OF THE THEMES THAT WE SEE IN THAT ARE PRESENTED IN THE IN THE PRESENTATION ARE NOT QUANTIFIED OR DETER OR OR PUT INTO WHERE THEY CAME FROM. UM SO , UM, IS THAT INFORMATION COULD THAT INFORMATION BE MADE AVAILABLE? UM AND I KNOW THAT THE ONE THAT I SAT IN, UM ONE OF THE CONCERNS AND THEMES THAT'S IDENTIFIED WAS THE ADDICTION THEME. UM SO IN THE PRESENTATION , IT DOESN'T SAY HOW OFTEN THESE THEMES WERE WERE BROUGHT UP. UM AND I THINK THERE WERE SOME THAT STUDY OUT MORE, UM, THAT MAYBE COULD BE ADDRESSED IN A LITTLE BIT MORE DETAIL AND THE POLICY TO MAKE SURE THAT WE, UH, WE'RE FOCUSED. THE KIDS ARE FOCUSED ON THE STUDENTS ARE FOCUSED ON EDUCATION. UM, AND THEY DON'T GET DISTRACTED. UM WITH WITH THE TECHNOLOGY IN THE REPORT AGAIN IF YOU GO TO THE RESEARCH AND EVALUATION TAB SCROLL ALL THE WAY TO THE BOTTOM. IT SAYS STUDENT CELLPHONES WHEN YOU OPEN IT UP, IT DOES HAVE BASED IN TERMS OF THOSE ADVANTAGES AND DISADVANTAGES, AND THAT THE THAT PARTICULAR PIECE IT DOES TELL YOU A BREAKDOWN OF WHAT THE TEACHERS, THE TEACHERS GROUP, UM RESPONDED WHAT THE STUDENTS RESPONDED WHAT THE ADMINISTRATORS ETCETERA AND THEN IN THE DISCUSSION SECTION ABOUT THE THEMES THAT THE DIFFERENCES ARE PART OF THE DISCUSSION, THE KIND OF THE ANALYTICAL DISCUSSION ABOUT WHAT THOSE THEMES ARE AND DRAWING OUT WHERE

[01:20:01]

THIS PARTICULAR THEME STUDENTS THOUGHT MORE OF THIS, AND PARENTS THOUGHT MORE OF THIS. SO UM, THAT'S THE WAY THAT THE REPORT HAS BEEN PUBLISHED. IF THERE'S ANY OTHER QUESTIONS ONCE YOU'VE HAD A CHANCE TO LOOK AT IT, WE CAN CERTAINLY MEET AND TALK ABOUT WHAT COULD BE ADDED AS AN ADDENDUM. THANK YOU. DR MUELLER HAD HER HAND UP. THANK YOU JUST KIND OF ALONG THOSE SAME LINES BECAUSE IN THE REPORT , I DIDN'T SEE WHERE IT SHOWED SUPPORT FOR AGAINST CELL PHONE USE BY GROUPS SO THAT DATA IS IN THERE. THAT'S WHY I HAVEN'T LOOKED AT IT IN A WHILE. BUT SO IN TERMS OF THE CHARTS, I JUST DID THOSE IN AGGREGATE. CAN YOU DIVIDE THAT OUT THAT THAT IS INFORMATION THAT MYSELF AND OTHER PEOPLE WOULD LIKE TO SEE. UM I'M GLAD WE'RE MOVING SOMETHING ON THIS. I DON'T KNOW THAT. I FEEL LIKE THIS IS PERFECT BECAUSE I DON'T KNOW THAT WE'RE GOING TO FIND THE PERFECT SOLUTION. I CAN TELL YOU THAT AS FAR BACK AS 2002 IS A CLASSROOM TEACHER. I WAS DEALING WITH ISSUES WITH CELL PHONE USE FROM THE POLICY WHERE I WAS TEACHING. IT WAS KEEP IT IN YOUR LOCKER AND IT WOULD GO OFF DURING CLASS. AND THEN YOU'RE IN THAT POSITION OF WHOSE PHONE IS RINGING, YOU KNOW, AND ALL THAT AND SO IT BECOMES A CONSTANT CLASSROOM DISRUPTION. I DO LIKE TO WHO'D TRIED VERY HARD TO USE CELL PHONES FOR GOOD, ESPECIALLY WHEN I WAS AT THE COMMUNITY COLLEGE BUT TO PUT AN ABSOLUTE MORATORIUM AND CELL PHONES AT THE SECONDARY LEVEL IS PRETTY CLOSE TO IMPOSSIBLE. I DO WONDER IF WE COULDN'T BE A LITTLE MORE RESTRICTIVE THAT MIDDLE SCHOOL, BUT THAT'S MY OPINION, SO THANK YOU. SO I, UM I'VE BEEN ADVOCATING FOR A NEW CELL PHONE POLICY SINCE I WAS RUNNING. UM I SAW IT FIRSTHAND THE DISTRACTIONS, THE ISSUES THAT IT CAUSED IN THE CLASSROOM, AND IT IS UM. I'M GLAD THAT WE HAVE THIS AT THIS POINT. I DO THINK THAT WE DO NEED TO CHANGE A FEW THINGS. I'M NOT SURE I SHOULD SUGGEST THAT NOW IF I SHOULD I DON'T KNOW HOW YOU GUYS WANT TO DO IT, BUT I DO AGREE WITH CAROL, THAT WE, UM I DO THINK THAT CONSISTENCY ACROSS THE BOARD IS REALLY IMPORTANT FROM CLASSROOM TO CLASSROOM AND FROM SCHOOL TO SCHOOL. UM BECAUSE WITHOUT THAT CONSISTENCY, THERE'S TOO MUCH ROOM FOR INTERPRETATION, AND EACH PERSON DOES SOMETHING DIFFERENTLY. AND EACH YOU KNOW EACH CLASSROOM IS DIFFERENT. AND I THINK THAT THE POINT IS THAT CELL PHONES ARE A HUGE DISTRACTION AS WELL AS AIR AIRPODS EARBUDS. WHATEVER YOU WANNA CALL THEM, UM AND WE NOT EVERY STUDENT HAS THE DISCIPLINE TO KNOW WHEN IS THE RIGHT TIME AND WHEN IT'S NOT THE RIGHT TIME , SO IT'S OUR JOB TO CREATE THOSE GUIDELINES AND THOSE EXPECTATIONS AS A BOARD. UM, YOU KNOW, THIS IS WHAT WE EXPECT OF OUR STUDENTS AND ACTUALLY, I SHARED PREVIOUSLY WITH UM KATIE AND A FEW OTHER PEOPLE. I READ AN ARTICLE FROM 2016 THAT SHOWED WHEN CELL PHONE USAGE WAS RESTRICTED OR REMOVED FROM CLASSROOMS. STANDARDIZED TEST SCORES IMPROVED BY 6% ON AVERAGE AND 14% FOR LOW ACHIEVING STUDENTS, AND THAT IS HUGE CONSIDERING YOU KNOW, WE'RE STRUGGLING WITH SOME OF OUR TEST SCORES TODAY. UM THIS CAME FROM THE CANADIAN JOURNAL OF EDUCATIONAL ADMINISTRATION AND POLICY AND YOU KNOW, IT WAS VERY EYE OPENING TO ME, AND I DO THINK, UM YOU KNOW, I'LL. I'LL SAVE THE REST OF MY COMMENTS FOR LATER AND I CAN I'D BE HAPPY TO DISCUSS IT WITH ANYONE IF ANYBODY HAS ANY QUESTIONS, BUT I DO AGREE THAT WE NEED TO GO A LITTLE BIT MORE HARSH WITH MAYBE NOT HARSH BUT A LITTLE BIT MORE RESTRICTIVE WITH THE POLICY IN MIDDLE SCHOOL. I FEEL LIKE THE HIGH SCHOOL IS ON THE RIGHT TRACK. BUT I THINK MIDDLE SCHOOL IS A LITTLE BIT TOO LIVING IN THANK YOU. ANYTHING ELSE? HAVE WE PULLED THE OTHER MIDDLE SCHOOL ADMINISTRATORS ON WHETHER THE CURRENT PROCEDURE TO HAVE THEM IN THEIR LOCKER AND DEACTIVATED. THAT'S WHAT'S IN THE CURRENT POLICY. I HEARD SOME COMMENTS THAT THAT'S WORKING PRETTY WELL. IS THAT. IT'S SORT OF SCHOOL TO SCHOOL. I'LL BE HONEST, ONE OF THE FRUSTRATIONS OF MIDDLE SCHOOL ASSISTANT PRINCIPALS AND PRINCIPALS ARE THOSE PARENTS WHOSE WHO SAY IT'S KATIE STATED. UM. I'M NOT GOING TO PARTNER WITH YOU ON THIS. MY KID IS GOING TO HAVE THEIR PHONE IRREGARDLESS OF YOUR CONSEQUENCES, AND YOU'RE SO THAT'S A SHOWSTOPPER FOR OUR FOLKS WHO REALLY WANT TO PARTNER WITH FAMILIES WHERE WE'RE AT TWO DIFFERENT BOOK ENDS ON IT. SO

[01:25:02]

THAT WAS THE IMPETUS. I AGREED WITH CAROL WHEN I FIRST STARTED WRITING THE MIDDLE SCHOOL PORTION OF POLICY, I WAS LIKE, WELL, LET'S NOT BREAK BREAK. WHAT'S NOT BROKEN OR LET'S NOT FIX WHAT'S NOT BROKEN AND THEY REALLY WERE THE ONES WHO SAID THIS IS THIS IS A SHOWSTOPPER FOR US, AND WE NEED TO GIVE A LITTLE BIT WITH THESE MIDDLE SCHOOL FAMILIES, MOSTLY BECAUSE OF SAFETY, AND SO I COMPLETELY HEAR WHAT YOU'RE SAYING AND I THINK MORE DIALOGUE AND CONVERSATION IS GOOD AND HEARING FROM THE PUBLIC. I CAN'T WAIT TO HEAR WHAT THEY HAVE TO SAY. I THINK THEY'RE GOING TO BE VERY VOCAL. LET'S GO. ANYTHING ELSE? ALRIGHT I'LL JUST CONCLUDE BY SAYING MAYBE I'M OLD SCHOOL BECAUSE I HAD A BEEPER AS WELL. BUT I DON'T THINK THAT CELL PHONES BELONG IN THE CLASSROOM. I THINK IT'S A MAJOR DISTRACTION. UM OPEN TO HEARING WHAT THE COMMUNITY HAS TO SAY ABOUT THIS, BUT, YOU KNOW, I ASKED THIS TO BE DUSTED OFF BECAUSE THIS GROUP WAS WHAT LAST YEAR IT MET. WHAT WAS WHAT WAS IT LAST YEAR HAPPENED LAST YEAR WHEN THE POLICY WAS AWARE THAT THAT HAPPENED, SO I ASKED FOR IT TO BE DUSTED OFF BASED ON SOME FEEDBACK THAT I GOTTEN, YOU KNOW, AT THE LISTENING SESSIONS AND FROM TEACHERS AND FROM EVEN FROM STUDENTS AND OTHERS. UM AND MY IMPRESSION WAS THAT THERE WAS GOING TO BE SOMETHING MORE RESTRICTIVE, NOT LESS RESTRICTIVE. MY MAIN ISSUE, LIKE DR MUELLER AND OTHERS IS MIDDLE SCHOOL. YOU KNOW, I UNDERSTAND OBVIOUSLY, THAT WE'RE PREPARING STUDENTS TO BE CITIZENS IN THE REAL WORLD, AND WE HAVE TO, YOU KNOW, TRAIN THEM ON WHAT'S PROPER BEHAVIOR AT THE HIGH SCHOOL LEVEL. I UNDERSTAND THAT. BUT THE MIDDLE SCHOOL LEVEL I'M REALLY STRUGGLING TO FIND A LEGITIMATE REASON. YOU KNOW, AND YOU HAVE TO WEIGH THE PROS AND CONS. I MEAN, THERE ARE SOME ADVANTAGES. I THINK THAT THE BOARD WILL CONSIDER BUT IN MY INITIAL OPINION, YOU KNOW SUBJECT OF 30 DAYS OF LISTENING TO WHAT EVERYBODY HAS TO SAY ABOUT THIS. I THINK THAT IT'S SO FAR. IF YOU WERE TO WEIGH THIS, THERE'S SO MANY MORE BENEFITS. I THINK OF HAVING THAT CLASS CELL PHONES OUT OF THE CLASSROOM, PARTICULARLY AT THE MIDDLE SCHOOL LEVEL. I DON'T THINK THERE'S A LEGITIMATE REASON THAT AN 11 OR 12 YEAR OLD STUDENT NEEDS TO HAVE A CELL PHONE IN A CLASSROOM. EVEN IF THEY'RE SUPPOSED TO BE TURNED OFF. WE ALL KNOW WHAT'S GOING TO HAPPEN.

BONDS ARE GOING TO BE LEFT ON. THERE'S GOING TO BE CONSTANT DIGGING, DINGING AND RINGING AND BUZZING. AND THAT'S JUST EATING INTO THE LIMITED TIME THAT WE HAVE WITH STUDENTS TO DELIVER THEM A QUALITY EDUCATION. SO UM, THANK YOU FOR THE REPORT. THIS WILL BE OPEN FOR 30 DAYS AND THEN THE BOARD WILL VOTE ON IT AT SOME TIME NEXT MONTH, SO THANK YOU. THANK YOU. OKAY,

[D. Presentation on Budget and Blueprint Considerations, Dr. Sean Bulson, Superintendent of Schools, and Ms. Katie Ridgway, Director of Strategic Initiatives]

MOVING ON TO ITEM D IN MISS RIDGEWAY. I GUESS YOU CAN STAY THERE. MOVING ON TO PRESENTATION ON THE BUDGET AND BLUEPRINT WITH DR PAULSON AND KATIE RIDGEWAY, DIRECTOR OF STRATEGIC INITIATIVES. WELCOME AGAIN. THANK YOU VERY MUCH. SWITCHING TOPICS. FOR THIS PRESENTATION.

THIS IS A COLLABORATION BETWEEN DR BOLTON AND MYSELF AND HE IS GOING TO GET US STARTED. ONE SECOND. JEREMY, WE'RE GONNA GET THIS UP ON THE SCREEN. THERE WE GO. OKAY. THAT WAY. I'LL JUST BE ABLE TO KNOW I'M NOT CONSTANTLY LOOKING UP HERE. UM SO I'M GOING TO START. SO THE PURPOSE OF THIS PRESENTATION WAS TOO WHEN WE PRESENTED THE BUDGET TO THE BOARD. IT WAS REALLY NUMBERS. UM AND WE WANTED TO SPEND A LITTLE TIME ON TONIGHT WAS CONNECTING THOSE NUMBERS TO THE CONTEXT OF WHAT? WE'RE INPUTTING SOME OF THIS, YOU KNOW, SO I'M HAVING A LITTLE MORE OF THE WHY BEHIND THE NUMBERS LOOKING THE WAY THEY DO. AND, UM. YOU'VE SEEN SOME OF THESE SLIDES AND SOME PEOPLE KNOW I PRESENTED SOME OF THESE SLIDES AND OTHER SETTINGS, SO THEY MAY NOT BE NEW TO EVERYBODY. BUT I THINK THERE'LL BE SOMETHING NEW FOR EVERYBODY HERE BECAUSE WE CONSTANTLY ADJUSTING THIS. BUT LET ME LET ME TRY TO WORK MY WAY THROUGH HERE. SO THIS BOARD HAS A NUMBER OF PRIORITIES, AND I KNOW SORT OF GOING INTO THE BUDGET SEASON. I REMEMBER HEARING THESE VERY CLEARLY ACADEMIC ACHIEVEMENT. SAFE WORK ENVIRONMENT CLASS SIZE . THESE ARE I MEAN, YOU'VE HAD A LOT OF FEEDBACK. YOU'VE HAD A LOT OF PUBLIC COMMENT RELATED TO THESE, UM AND SO BIG PICTURE THESE ARE THESE ARE THE THINGS THAT WE'RE LOOKING AT, IN TERMS OF PRIORITIES IN THE BUDGET.

HISTORICALLY THERE HAVE BEEN SOME CHALLENGES WITH THE BUDGET. UM, AS AS WE'VE SAID PRIOR TO 2019. SO IT WAS THE FY 20 BUDGET WAS THE 11TH OF 11 STRAIGHT YEARS OF CUTTING POSITIONS. AND IN EVERY ONE OF THOSE YEARS, I THINK, EXCEPT FOR ONE, WE RECEIVED FUNDING ABOVE

[01:30:01]