It is 6:30 and I will call our November work session of the Sartell St. Steven Seven School Board to order. So, thank you for everyone that's watching online as well as those that are here in attendance and we appreciate you coming and engaging with us. Um, our expectation is that everyone is um
connecting themselves professionally with respect for other members of our community. And our first item on the agenda is our pledge of allegiance. >> Pledge to the flag of the United States of America and to the republic for stands one nation under God,
indivisible, with liberty and justice for all. >> Our next item on the agenda is the comprehensive achievement and civic readiness presentation. Thank you. >> Good evening members of the board, audience member. Thank you for joining
us this evening. So annually we do need to review the plan which is our comprehensive achievement readiness plan. It does the former world best workforce plan. This was started in about 2013 state of Minnesota requested that we
start doing this. Um for me this year I've been really making an effort to let the board see how this starts with something as a northstar recording time to learning more about what our school buildings are doing and kind of culminating with tonight's presentation
before the board takes a vote on approving the case or plan. So we'll be going over parts of the this evening. It's it's a fairly comprehensive plan and I'll I'll find the parts that we don't necessarily spend a lot of time on this evening. Not because they're not important, but I think what the
community likes to hear about and I think the board is always especially interested in is our goals that we're trying to do. So, as we go through it, both Emily and I introduce herself here in a moment and then I'll talk a little bit about which
parts of the plan we do. We don't spend as much Emily, do you want to introduce yourself? >> So, I'm Emily Schneider and um I'm helping you out through this uh this time till May. Um so, I'll be acting as the interim curriculum coordinator for
K12. Um so, I feel very honored to do that. Um I have a large group of amazing teammates beside me for help and I also keep in touch with Dr. a lot. So that'll help as well. Um, so I
don't know if from let's see if you can see and right now you it might not be a big deal but once we get to the um bar graphs then it'll be a bigger. >> So as we go through the areas of the pacer plan um I'll remind you that when we think about what the northstar
indicators are asking us to monitor it's related to academic achievement academic progress our e proficiency graduation rates. So annually we have to bring that information back to you talk to you a little bit about what our goals are moving forward and get your
what those goals are. So as a reminder from when Marie did a presentation with you back in early September what we do recognize in our health season is we we tend to perform higher than the state average. Um what
you see up here is our statewide districtwide for both reading and math reading from left to right. Um if you recall the the percentage that is lighter in the blue that is what our percentage that we've been a score for.
The darker blue is if you included only those students who had tested. So we talked about this before that every time we have students who are not going to test that year for whatever reason they still do count against us. and that they will be marked down as
does not meet which tends to reduce what our percent. So the blue is actually the heavier blue is the number that took the test and were proficient and as we can see we're still doing better than statewide.
you've seen this information so I won't spend a lot of time on little information just related to how we're still doing there's approximately 325 school districts in the state of Minnesota this is our ranking from last year so math we are ranked 17th in
reading we are 22nd I say 325 because each and every year we do have school districts consolidate so it can fluctuate sometimes between 330 down to 328 But right now, Sergeant St. Steven should be very proud of how we're performing for both math and reading,
recognizing that we're going to continue to try and grow our student. What we do know is when Taser asks us to put goals together, these are the five areas that we have to make sure that we're addressing. Those are all students being ready for school, that racial and
economic achievement gaps are starting to be closed, that our students are ready for career in college, that our students are graduating from high school, which we know we are very proud of, what our numbers are for there, and preparing our students for lifelong learning. That's a that's a goal that we
continue to work on trying to have a goal that makes sense because how to measure that goal can be challenging as we think about measuring that after students have left us showing that there's outcome for their time here
but we continue to work with and other members of committee and how we measure So, I'll just address the first goal. Um, and just really take notice of the bar graph on the right there. Um, so our goal was that this fall 65% or higher of
students would earn a composite score at or above the 40th percentile on their early reading assessments. And so, we came very close. Um, you can see the result there. we've got 63%. So, we just missed it by a few points. Um, but that's something that we'll continue
addressing more in the future too with um preschool things that'll be coming up. Um, so I think parents and families should be very happy with that number. Um, and of course, you know, we'll try to meet the goal next year, but um that's looking really good. And just
keep that number in mind when we go to um math, which is the next one. math we did outstanding I mean really outstanding um so the goal was 80% or higher of students will earn a composite
at the 40th percentile or or higher um so this is on early math and just when you think about math and reading um you know how math is so much higher math is such a universal thing it's it's pretty concrete it can happen in everyday life
and so I think tends to be why math is higher. And also, they've done studies that show kids develop in math a lot quicker than reading when they're young. So, that's why we I think we're a little lower. >> So, our next area that we talk about is
our racial and economic gaps and how China. what we know from our 2024 25 reading results that we had some goals and we're able to meet some and we got a little short. So when we think about our
children who are free to reduce lunch, which is that first item, we're able to meet that that we're decreasing that gap between children who are part of our state school system and who we're meeting that. So right now we're proud
of what we're seeing for white versus non-white students. Again, something that we're obligated to measure from the state of Minnesota. We're continuing to see that decrease. Where we do have some concerns is our special ed versus special education student. We do see
that going up a little bit. Now, we also recognize that when Steven students who are qualifying for special education and so we're going to disagregate that data a little bit more this year, but we're starting to recognize that we're seeing more students who are entering the school
system and qualifying speech language services. How that might be impacting some of this review results is one of the wonderings we have. Whether that's a product of the pandmic, we're seeing this be an issue across the country, but we wanted to
zero in what it >> and just for clarity, I know we talked about this in the case committee meeting. If we were within not even a full percent off, we considered it. >> Yeah. >> Thank you for Between special ed and non special ed,
you have to qualify for special education to get on an IEP. Correct. So if you have kids that are on 504 plans, are they then counted as the non special ed kids? >> Yes, they would. >> So could that also be Have we seen an increase in 504 plans that
>> we've seen a dramatic increase in children on 504 plans over the last 10 years? Um, I would have to dig a little deeper to see we've had a dramatic increase over the last one or two. >> Thank you. Great questions. So, what do we do with this data? Um, we
know we have to start thinking about what's going to happen forward. What we also know is that MCA fors is going to be a new. So, it's a challenge to kind of come up with a new goal and the state is not expecting us to. So we'll be looking at this coming year as being an
opportunity to take the MCA4 gather that as being new baseline data and then being able to move forward ensuring that continue to try and grow. What it really means is that right now we're not ready to set a goal because it's a whole
utilizing the number of students that take it. >> Our percentage of students who take it is very healthy and I think my struggle if place a goal on that is the ability to opt out is often truly this decision
to make. Um, and I don't I don't want to feel like it within a school district that one of our missions or goals is going to be trying to engage families in taking an assessment that maybe they don't want. So, that would be a concern of mine. I
think I'm always will be happier if all of our students take it because more likely than not our students are proficient, but I'm also a big believer in value where parent might may or may not want to have their child. So I that would not be a goal that I
would recommend the case of community to think about but certainly we >> it would it would be hard to measure. I guess what the reflection on the school district would be from that data would be questionable because did we do
are we still doing a good job at what we were actually intended to do can't really be measured by that. I mean there could be incentives you know to offer families to take it but do you want to measure that as you know whether success
or not success on the school district >> I don't find our percentage of children who are operating a little higher you go to some districts across the state metro area they're significant on the map. Looking at the same
variables, we see that we're meeting for our students who are free and reduced lunch. We recognize that for our white versus non-white students, for our special education versus non special education students, that we have some work to do in decreasing that gap. uh some of the same things that we're
speaking to previously related to our reading assessments would also be applicable for the areas of math. But I also recognize that we're looking at math curriculum. Some of those variables are going to play a part in hopefully decreasing the scap
won't change that we need to have strong goals for this. I think that the interventions and strategies that we'll be utilizing might help impact those smaller demographic groups and helping them to achieve more questions there. I think what you see is that we're
looking to reduce the gap again by a couple points and realistic goals for all for all three of those demographic areas and these goals were discussed obviously with the case committee agreed upon that we should be bringing these
forward >> I do have a question bottom uh sped versus not sped reduce gap from 376 That's not what we ended at on the last >> explained that to me. It had to do with
>> some sort of statistical formula because I circled that when I went through it, too. >> And she did a very good job explaining it. >> We're off by a point is what you >> Yeah. I mean, it looks like our result was 36.5, but we're reducing from 37.6.
But I know that that's correct. So that's something we follow up on. She explained it in length and >> sometimes the numbers that the state of Minnesota gives us at one point and then they go through the data it will change
either way even if we're off to. So, are all students ready for career and college readiness? Uh, this again was one of those areas that we're looking at trying to figure out exactly how we want to measure this. And
this is some of the areas that we're looking at using preac data. We know that more of our students will take the preac than the ACT. So this felt like a better area to try and use in measuring whether students are feeling or that students are demonstrating that they're
ready and on target. So what you see are some percentages up there and what our goals are moving forward. They're not dramatic changes. We are pretty proud of the scores that we see here at St. Steven for those percentage of students
who are on target. And on target means that a year or two should be the following year when they take the ACP that that percentage of students are meeting the requirements of being on target. We tend to see kids score higher even but the problem is some of those
students drops the percentage becomes a little bit less valid because we have less students taking. So even jump 20 or 25 points one direction or the other. What we recognize is gives us a true
handle on a bigger group of kids, a larger end statistically of which students are going to be ready for career in college. Still work to do and we still have to continue to increase those numbers, but it is another another picture into the
window of how we're preparing students for moving on. >> Absolutely. >> When I was speaking with one of the counselors at the high school about this preac and I don't know how old your children are but um I have senior this
year big conversations about should you take it or not and so after speaking to a lot of people about it um the ACT right now I mean it could be coming back as a requirement for college right or as of right now most kids take it to
compete for an academic scholarship so for the ACT so the preac ACT. Um, kind of factor that in if you're required to take it and you know you're not going to take it as a junior. Um, the other thing is to get into things like um, AP stats,
college chemistry, and trig, you have to take the preac in the high school. So, that's high motivator for, you know, doing all the stuff. >> So, So our goal um when you look at last year compared to this year, this is all
students graduating from high school and especially on time. So the percentage we're at is 97.1 from 24 25. So our goal is really not going to change. is just going to be maintaining that very high score which I think we should all be
really proud of as an amazing score. And then um there's a longtime survey that um we've given out at the high school uh to just to seniors only um and the question you know has to do with do you believe that your experience at
Sartell High School has helped you identify your plans after school and I think 81.3% is a very high number. Um so that's just a nice way to capture kind of preparing them to think of about their future, what do they want to kind
of go after is is really great. >> Was there anything shared as to why they felt like they don't have >> I went through and I read the comments on some of them. Um, some of them were
interested more in things like auto body or um things that they they felt like um they would like more exposure to um so I don't know that's a newer one I think but um just things like that sort of
like more hands on board trades >> that is our presentation I talked about a little bit in the beginning. The case plan is bigger than just what we also are how we assess our curriculum evaluating instruction. Those are all
things that we're doing throughout the school year. We stay true to those. So all those strategies for improving curriculum, we continue to do our outline in the case of plan. So do feel free to review some
of those before we take our vote. Not significant changes. a very good job of evolving our basic inpect from the district administration that we'll be bringing this for.
>> Thank you. Thanks. >> Thank you. Nice meeting you. >> Yeah. Thanks a lot. >> So then our next agenda item is community student outreach planning and Dr. You give this to everyone. Yes.
>> Student outreach options. Okay. >> Yeah. Thank you. Um I guess like I just right away thought and we can also talk about this when we talk about cell phones or outdoor athletic field field opportunities that we're going to be talking about, but like I guess right away I thought well
the community is definitely going to have to be engaged in cell phones on whatever way we go. So I don't not saying that we don't need to do that but I'm just wondering if we focus on student outreach tonight figure out what that is and then maybe that's part of our cell phone and or our activity
athletic field conversation for the community. Just one one thought Are we I mean I guess are we talking these are two separate categories. So community and students.
>> Well that was one of our goals was to to try and start planning for those. So y >> this just a student outreach option. So >> so as a district administration we put this together options for you to consider. Obviously when we think about
we have to recognize three members together but we reflected as a district administration how we can offer that for students this was some things that came to mind the community outreach very broad
there's many different ideas but I think those are also I was a little bit slow to wanting to offer ideas, but I'm very curious community members, how would you like to have been able to engage with school board members that have that direct?
>> Why don't we start with student and then we can pivot to community after we've maybe made some decisions or come to consensus? I mean just looking at the options for me like the saber time students can
sign up to meet I guess versus the student council meetings or the AP government class. I feel like that gives a broader net to any student who would want to participate. Um there's you know who is in student council and who's in their AP government
classes already established. So it would give an opportunity for a broader net for anybody that would want to participate in in some type of meeting with us. But then there would also have to be a formatting or is the listening session. How are we
doing that? And what does that look like? And is a half hour. >> Well, is this something that we have to like are we talking about like as a board we're doing this or is this even just like Each board member could pick one of
these to like and as board members we do that like >> what do you sorry >> um say or during saber time is it just since that one was brought up something that can go out to students but say if
you want to have a conversation with a board member during this time you could reach out to any of them and then schedule a two share that would work for both parties and it wouldn't necessarily have to be a group
of board members or a group of students for more engorach but now we're giving them like we can come to you during any time that is also to
>> kind of like office hours. >> I mean by phone of course, but >> um I see the value in both. I mean I I could definitely see value in having a group of 15 kids there to bounce ideas off each other as they're talking to members of the school board. Um but
yeah, I also see if somebody's not comfortable speaking their mind in front of a group, they might want to reach out oneonone. So, both are good. Um, yeah, I wouldn't want to do just the student council meeting or just the AP government class, but I see value in any
of these listed. I mean, student council having 40 students there, that that gives a lot more kids the opportunity to share with us. So, >> yeah, I would like to broaden that to any student group, not specifically the student council.
>> I'm fine with that. I am also though interested I think in student council partly because it is a group of students that's voted into that you know body to help specifically for kind of guiding some of the school things. So completely
agree like opening that up to other students but personally also would be interested in giving student council that opportunity as well. I think it would be valuable to have I mean there's probably a way to do a combination of both but at least for
part of the time having more than one board member there though too >> because just to Matt's point having more >> students there to bounce ideas off each other >> one board member taking in 15 students >> and then and then what gets brought back
to the full board is going to be for example my interpretation of all of that where it would be good to have mult people's perspectives on the information or the conversations that were occurring. Um, not just relying on one person's interpretation of what was said
to >> No, I Yeah, I'd fully agree with that. have either two or three quarters there, >> right? >> For each of whatever we >> and maybe time where if anybody wants to extend longer and have more of a one-on-one meeting, we could extend that
time, too. I mean, I know that their school day is ending, but there could be another time where we could extend that and have more one-on-one meetings after the group meeting as well. That's something we're interested in. Emily, do you have any thoughts of anything you may have missed?
>> I feel honestly really covered all how time is a good option for like having a group that's more broad and not established, but also having student council would be interested because they obviously that's what they are passionate about and they are a group of
people who are really like what's the word? >> Involved. >> Yeah. Involved. So I feel like that's probably where you can get like really beneficial ideas and feedback will be possibly
covered. Yeah. >> No, I think I think that's the best. >> Thank you. >> So, I always think having a topic is a good idea. And I'm not saying that we have to limit ourselves to said topic in a 30 minute time slot, but I think like
just knowing what we're going to be talking about even tonight. Um, I just wonder if we host a Tuesday or Friday or whatever and we decide who's going to go and we say that to start the to start the conversation we're going to talk about cell phone use. Maybe to start the
conversation, we're going to talk about athletic fields because that also might help like get some kids thinking about what they could be talking to us about because those are definitely things that are going to be affecting our students. Um, and then we can go from there. Like if there's a lot of interest, we have a lot of kids like, "Oh, I'm really sad
that I wasn't able to sign up." Then we can plan more and we could come up with different topics. Um, I also do like the idea of going to a student council meeting myself personally. I also like the AP government class to me sounded very interesting, but like is there value in us attending? Like is it going
to be more of like what is there like a learning value for them to like actually learn from the board members? Like what did you expect it to look like? has been has it been kind of >> well and that's where I was like wondering too if truly I think all three
options are great but from the AP government perspective I think it's like that added thing of like are we going and being able to be a resource for them as you know being being of you know public
service and expanding like it might not be as specific because maybe it's one topic that we're bringing to them, but also like just talking about specific years. >> Yeah, I view that as like a different
cool thing to do. >> Yeah. >> Not necessarily a specific topic that we want input on from the students. I think that's a different format. If you go to government, I feel like it would be very structured and targeted to them asking
questions about serving on a governing body. um some of the nuances of that and just learning a little bit more about the position, but don't know that it's necessarily time where we're going to engage in back and forth input and feedback on a cell phone.
>> How are people signing up for this? If we're max >> I mean how does it work today for safer time? Is it first come first serve? >> Simultaneously >> you and I were talking a little
>> time 30 minutes long. So if it's more than that, how much conversation actually as far as time goes? It's a So first come first serve for students to sign up with the caveat that teacher request
the only thing I would think about class that are filter. I think if we do it for class to make it really easy, then we would do 12
mic. >> I can answer a question that wasn't asked. If you're sitt group >> and we could do multiple sessions. I mean, first I'd like to pick the first topic, have a sign up, see, I mean, if
we wanted to limit it to 16 per session, if 50 kids sign up, then we could look to add a second or third session on that topic and then move on to the next topic. There's six of us that can rotate through. We none of us all have to be there every time. >> So, I think we could make that work.
>> Would you then say if they're held on Tuesdays and Fridays the first days? >> Sure. Yeah. If there's enough kids signed up, >> nothing. >> We will find out.
I we would be interested in timeline. We know we have to offer dates obviously looking for something. >> I do have to just say a little hesitation on rotating a complete three and three just because we're going to be
discussing the same topic for example the serial meetings that could potentially be perceived to do that. So if it were one topic and one topic, I could see a rotation of three and three and three different board members each time. Fine. But there could be an
argument about serial meetings if we discuss the same topic at both sessions and just rotate out three different board members. So I think we want to make sure that we I think the same three members should be committed to however many sessions we
decide for for one topic just to avoid that becoming an issue in case anybody would take issue with it. They may have a case there. >> Completely agree. I think that it's the tough part too, right? If all six of us
are interested, then it's >> it's just the legal implications as you can't participate in and there is an argument and it's definitely been brought >> before on whether or not that would be considered a serial meeting and it's pretty gray area. So, keep us out of legal hot water,
>> but versus maybe saying >> let's do two topics and schedule two things. I don't know if it works, but >> you're Well, you're facilities, right? >> Facilities committee. Yeah.
>> And Scott's facilities committee. I'm facilities committee. The three of you are policy. Not to say that you're not interested in facilities and that I'm not interested in cell phones, but to me it feels like if it works, and I don't know if it will, it would make the most sense for the people that are on a policy committee that would be
potentially writing a policy moving forward would be able to receive that student voice. I would I would want to also like just, you know, like maybe have an update here and there of like to hear positive things, to hear negative things. Like I mean, I don't need everything, but like I think that would be really helpful to like decisions that
we all make. Um, but maybe that would be a really great way for us to like kind of divide the conversations because what we hear for the facilities might also really help us at the facilities level come back to the full board. >> Yeah, that's a good tenative plan.
>> And then then I think really the only thing is is when do we want to do that? Like what is everyone thinking? Like this is kind of a busy time of year. I don't know what personally I would I would rather get feedback on cell phone
earlier than later. I would like to make that >> we could as far as topics go. We could make that one the priority since it seems to be coming up on our agendas more often. So get through that and then switch gears to the facilities related stuff.
>> Fine. >> And it would be the goal that I'm not opposed to having the three members policy but because of a work conflict or whatever. Justify commit to being at however many of these meetings.
>> No, I don't mean I mean she's knowing ahead of time that I won't be able to attend one of these meetings. So, I'm going to opt out of both and have somebody take >> I think if the goal is and policy. Then all the three of us
would look at our calendars and say these are the dates that were available. >> Ideally, yes, >> it would just be working for one reason or another. >> I mean, I would still be comfortable if we at least have two. >> I get more worried if we only have one
person. So, I mean, if it had to move and you had to miss one of the two, but you can attend one, I I would still feel pretty comfortable with that personally. So say ideally three members there, but we'll do it with two if needed. >> Yeah, >> sure. >> Um just so so I I don't disagree on um
the topic around cell phone policy. I throwing out I would say like personally just beginning of December sometime the first half of December >> April >> just because I'm going on vacation and
then it's Thanksgiving. So Well, I think the idea was that Mr. G could give you an idea of when those available 13 >> early summer. Then for facilities related meetings, just so we don't kick the cane out too far, should we say early
January? >> Get that going right after the new year. >> Remind me again for December. You want us to start dates? >> That's ideally. Yes. >> As we get closer to the holiday.
And just question like I know that there are some um like Wednesdays you guys have the late start. Is there opportunity that if like Tuesdays and Fridays just really aren't working for either group? Like because the buses still run at the same
time like would there be an opportunity for us to maybe make it a Wednesday morning before school? Just throwing that out there because >> But they'd have to come. >> The kids would. Yes. and they would have to kind of like Yeah. But the buses run at the same time.
>> So like before my child had a driver's license, that was his only option. >> And then it's giving them like there's kids there. >> I feel like most kids still around the same time. >> Yeah. So always
doing it after school as well. after school per goes initially for this And what did we decide as far as sign up goes? How we want do we want to filter
that by grade and say x amount from each grade or do we want to have it just be a first come first serve first? I think if you're by my suggestion we're looking at that first being related to I
think having an interesting >> yeah I wouldn't want it to probably be like all seniors because they're >> right >> still get invested >> went from not having cell phones during
the day to now >> Yeah I was just going to say that they're the only class at the high school that's had that at the middle school. So >> yeah, >> I think a mix is good, >> but if we don't get to the number, at what point do you open it then?
>> Because they sign up on what day? >> Okay. Well, but I'm just like ideally it would be nice if there's a good representation of students, but if we aren't at the 15 or 16 that we say that we want it to be at, I would love to see it opened up to anybody else that was interested would be nice. and we are
just going to take it though I guess we're going to go by grade X amount per grade but we are still on a first come first serve basis within those grades so the first three nth graders the first and then are we separately going to do a
student council meeting on each topic >> okay I think that would only have to happen one time obviously for topic And are we doing that the same facilities? >> Sure, that looks fine.
It might also help just because to Miriam's point, the student council students are sometimes very like involved that if they know they're going to have that opportunity that maybe like instead of jumping to the sign up for saber time to have part of that voice too, like knowing that they're going to
have that opportunity, maybe then >> there's not that. >> Yeah, there won't be crossover. >> Yeah, crossover. >> Okay. But Mr. Kler was waving his hand. So, what did you >> No, you're good. If you're planning to request that it be
so. >> So if we're doing a student council meeting, are we I'm going to filter the first one to your point then to not have student council members take up spaces from the
others. >> That's what I was. >> Yeah, that's fine. >> Okay. >> Would we really need to filter it or could we just ask them not to say >> they would have different Okay. So, then do we want to talk about community or do we want to wait on that
until we've kind of talked about where we're at with the other two topics first? That might bring about some opportunities for us to have some engagement depending on where we go with those conversations. timeline. >> Okay.
>> So, I'm sure maybe a few of you, especially after you got your packet from Dr. Mary Lee, were maybe a little overwhelmed. Um, my my intent for tonight wasn't to like 100% come out of here with a decision about anything. It was more to
like give us an idea of a trajectory, a trajectory of where we would like to go moving forward so that we can kind of narrow in the conversation. So, >> I'm not saying sorry to interrupt, but you were talking about cell phone. >> We're on cell phone on the agenda. Okay. >> Well, honestly, cell phone and athletic
field because I feel like both of them are very complex, very large topics for us to um tackle. So, I was kind of hoping that we could try and at least limit ourselves because I think after you've spoken about something for a long period of time, it just kind of stops
being helpful in the conversation. Um, and also this especially cell phones like this was a really large packet. I mean, we could talk for hours based on just this information alone. So, I think and maybe Dr. Gard, you could speak more to this, but like what what was it that the administration needs direction for
us to continue to keep moving forward? Like obviously, we need to decide maybe what what method we might be most interested in as a board, >> if we're looking at completely removing cell phones or not. Um, what are the options? But I'm just narrowing in on
some of that. I think what from a district administration standpoint what I was seeking to bring to you was information that was part of your last but we haven't really had any
significant discussion over my suggest where you think the district may or may not or should not go related to specifically high school right now. I think I've heard over the last two months that I've heard more significant
discussions about >> the only building that isn't participating technically in any way because at the elementary levels there's they're not allowed. So the only building we'd be really discussing a change to the
correct I'm not sure seen whether articles that are out there. >> Thank you for the packing. Thought it was helpful. I still >> I guess when I was looking through it, I didn't view the discussion to be a
discussion of each article that we've looked at or whatever, but is there a common theme that people took away from the articles that would guide us in one direction or another. That's
how I view the conversation going instead of digging so deeply into each article, you know, data within lead us in one direction or another after reviewing all of it again.
And being we have students here, we want to just start with that's a voice that we have not heard yet. um directly anyways. So do we want to start with that having >> our students did prepare something for this evening
start while you do that um I could maybe start the discussion about just what the parameters are of what we're trying decide here because when I when I take this entire packet and studies about
um academic achievement, bullying, uh social emotional health of students and how cell phone use impacts all that, I have to always constantly remind myself that we can't take kids phones away from them when they're outside school hours. You know, we're not the ones that decide
whether kids get smartphones or not. So, um, I guess I just would like to start the conversation just understanding how people are looking at it because as I'm looking at it, I'm looking at it as how does this impact our students lives while they're in our building. It's not
the bigger question in my mind of are they ever going to have access to devices that can be used for cyber bullying or whatever, but just zeroing in on what's the the impact it'll have on their experience in the school,
whether it's academic or social, knowing that there are limits to what we can control as far as the impact overall on kids health. So, I agree with you. We can't control what they do when they
leave our buildings, but there are buildings using them in the bathroom and if staff know about it and it's not being reported like school district
personally If I don't put it on focus and I hear it vibrating, then it's like what is it? Most times it's notific ultimate goal. I guess for me, I just look at it like
it's no different than any other thing that may not be allowed in the school building, but we have absolutely no control over anybody's household and decisions that parents make for their own families. There's a million things that we regulate that parents may not.
And is it going to cause a material disruption to their education? Is it is it impeding um their academic improvement or achievement? Is it impeding them mentally, emotionally, socially. There's a lot of things that we regulate within the school day that
parents may not. Um, so I just look at this as this is one more thing we're reviewing and deciding how do we view the use of cell phones in schools in our buildings and how do we choose to regulate them to give students the best experience while they're in our
buildings. What happens afterwards is we never have control over that when it comes to any I was kind of along the same lines as I'm looking at, you know, what the actual technology is that we're focusing on
here. You know, one of the articles talked about, well, there were first cell phone bands and pager bands back in the 80s and 90s. And I'm thinking to myself, that's not really relevant because I think what we're looking at here is more the smartphone capability, the computer in your hand. It's not the,
you know, can I make and I think those bands back in the day were more focused on like drug deals and that sort of thing. So that's not what we're talking about. We're not like having students >> Yeah. >> give make phone calls. Yeah. whole plan. That's not the majority of
>> I think and for me part of it is like I would be willing like part of me is I get that smartphones and social media become so synonymous but I do think that there is one of the options is decoupling like right I would be
completely for a ban on social media in school during the day. I think one of the questions that you saw like in in here right is even on the mobile phone policy or bands like that bellto bell versus during class time you know having it available elsewhere but one of the
considerations that I think like is another possibility is decoupling that social media from the cell phone thing if we have different opinions on
How do you outside of now it becomes the school's job to educate students on the safe computer in their hand? How do you regulate decoupling because it's not there? >> So you can you can block cell phone
signals from the school and require that Wi-Fi is used and not the Wi-Fi network. >> Okay. So you you can get around students using their own data. >> Yep. Okay. Yes. Would that include like walking?
Like is there a way to do that too? Because I know even now like the Wi-Fi and the data like it isn't the strongest at the schools, but a lot of students just get VPN so they can still have that social media access. The VPN would still have to be based though off of you'd still need an internet signal to access
the VPN. So you would you would stream that through your Wi-Fi and Kyle would be the best person to be able to consult on this, but even the VPNs are through a Wi-Fi network. You should still have some ability to block. >> But wouldn't the cell still be a
distraction for text messages coming in? >> Possibly. And I'm not saying that like we wouldn't say no to cell phones. I'm like one of my considerations is like I think like this is I'm not saying that I'm
that we should allow for cell phones. I just personally think that there allows for even more discussion if we decouple social media and cell phones then we'll bring them together. >> Yeah. the texting or emails or you know
whatever other communication you can do even if social media is blocked that >> those devices that every high school kid gets through the district >> right do those things yeah >> so >> there there are ways around that even if you don't have a phone in your hand >> I did read about too in one of the
articles they were talking about you know the benefits of if this gives schools the opportunity to teach students um you know safe and healthy cell phone use and it's Okay.
So, at my job, we employ I am now an old person apparently, and we employ a whole different generation, younger than me. Um, and I definitely see the difference in just the belief that it's okay to have a cell phone at all times. I did not grow
up that way. And it is a constant distraction. So, it's really strange to have somebody in an interview with me or somebody job shadowing with me or training with me where there's ization that it's not appropriate to have that out while you're working. This is a job. You are this is what your focus is. So,
I think the education really should be put it away. >> When you're an adult, you got to put it away. >> Like working in IT, we do have ours all the time because there's certain apps and things, right? Anything I log into at a security company requires me to use my phone, right? Do that. So, >> but I I get it. I think and that was one
of the things that I highlighted to like if the opportunity schools have if they don't completely ban cell phones to be able to teach some responsible usage or life skills around them instead like where you go to college now like
self-regulating that on your own. So again, not saying that that means that we should allow them in any capacity, just additional >> responsible thing is to put it away. I don't want to see that thing. You got a job to do. You know, like we're not here to read an email on your phone. There's
nothing that's going to occur on your phone unless you're in potentially some type of IT position where it's actually there's nothing that's going to happen on your phone >> that directly relates to your job. So me me giving good education on uh you know
appropriate self use is me telling you put it away and don't look at it until what you are intended to do today is completed because that's actually what you should be doing. >> But even that I think teaches them right because it's not just banning it where they can't even have it with them. It's teaching them it's there but you're
ignoring it and not using it. >> Control. >> Yeah. Right. Well, this might be a nice segue. Our student representatives did spend some time and I did speak with them a couple weeks ago or last week. So, they had an opportunity to review all the
information that you had in your large book. I'm sure they spent all the floors. I'll guide you through a job for us to consider.
So mostly what we want to discuss here is information that we both have regarding what we know like our habits, our peers habits and new information we found through the research and additionally through consulting our
peers and friends and just a wide variety of students on specifically cell phones and just overall thoughts of everything we've compiled pretty much. And then some of the points that we are
pulling just from being a student in the student body and interacting with our peers and even like looking through some of these articles that are in this book. Um some of the main concerns of phone usages at schools that we're seeing is cyber bullying um distraction, loss of productivity and then just less
interactions over overall with your peers face to face. And I would invite the board to be thinking about questions you may have as they go through these. I gave them a heads up that that would be part of the conversation of getting as much voice.
>> Well, I will say like being at the middle school last year where cell phones were allowed to be out during lunch versus now being in the lunchroom this year where they are not allowed to have any devices. Like that in less interaction with peers is a is kind of a concern at the high school for me. Like
I just I see a lot of students like on their phones and that's the opportunity to like be making those connections. That's I mean I I didn't have a cell phone in my hand. So I mean I was talking with my friends. I was making my weekend plans. I was talking about what was important in their life. And I just worry that you guys are missing that
opportunity. >> Exactly. But also another issue that comes up is you know it's different like lunch after high school is different because it's a lunch bunch lunch. So it's not necessarily with your whole grade. So sometimes some I know people
had interact like instances where they don't know anyone in their lunch and and yes I in a perfect world we would be inviting but some people aren't the most inviting and it's sad but sometimes phones are that mediator of like kind of
feeling less socially anxious because you have like something to be with you. And obviously it's not good that this is what the reality is but can definitely be something that kind of can accompany people if they don't have someone to sit with that
lunch. >> The separation of lunches though that's not a new concept. I mean when I was in high school it was all separated by A and C however many lunch periods we had but and same thing you were mixed in
with the upper classman and the lowerass. So that isn't a new concept. I think what's ultimately new is a device in your hand. >> Well, and I guess my question would be is you grew up in a different world
obviously, but like you said, it's not necessarily a good thing. Do you see would would you want to see something different where I mean the idea of somebody not having anybody to sit with at lunch or not feeling like
it's inviting and kind of having to go off on their own, that's also not a new thing. always been the case. Now there's kind of this like band-aid there, but understanding that that's not a healthy band-aid maybe. Like would you want to see a solution in
which we could remove that band-aid and help people navigate through that without having to rely on a cell phone? Because long term, especially for the younger developing mind, what does that do for your, you know, for your development and your ability to interact as you get older too? And is there a
desire to see you know, help to remove that bandaid, I guess, because that probably isn't the most healthy way of consoling in that situation. >> Yeah. >> And, you know, learning that you have to have the ability to learn the skills of how to cope with that as you get older because you're going to have strange
situations in which you have to be able to navigate without relying on that device, too. I guess for me, like that's that's something that I would really love to see as kids starting to learn again, how to get through those situations without having that like builtin technology friend here that just
fills the void temporarily, but it's not actually filling the void there and it's not necessarily giving you life skills either. So, would you guys be on board with wanting to have the ability to replace that with something else that's more helpful?
>> Ideally, yes. >> I think just I I don't disagree from the standpoint of like replacing. I do think in a world of technology and the realm mental health is being more widely recognized and either with special
education and that bones do still can offer that ability for some practices of of coping that are healthy. So whether it's maybe listening to some music, whether it's maybe needing to play like like a Tetris, like
that there can be I don't think it necessarily is all negative. Again, it doesn't mean that I think that it means that they should be allowed or that they're doing great things. I don't think they are. But just recognizing that I think there are some things that
cell phones from a technology standpoint have been able to provide as as a coping mechanism that can be healthy. Um, I'm not saying that it should be allowed, but in in lie of like there not being like coloring books and coloring crayons
being available or like animals to like that it's still offers some healthy ways of of coping through things >> and I really want to continue. >> The last thing on the mental health, I
just for me that's been the biggest driver. Mental health is extremely intense decline and and it does happen
to correlate somewhat with the rise of access to constant technology. The timeline aligns pretty perfectly with it. So that's that move on. But I don't necessarily feel
like >> overall it's necessarily helping. Yes, there are instances where There are certain things but overall I think the correlation between the rise of the smartphone and the constant access to information and I mean the studies from
the NIH and others have shown the overwhelming negative impacts that yes there are some positive but what it's doing to the cognitive development >> with that constant access has been really detrimental and damaging to a developing mind too. So that's all I'm
going to say. I'm done. you guys. >> Um, and then another thing is some new information we found through research. I think all except for one of these came from our nice little booklet if I'm correct. The only one that didn't came from a different
Oh, sorry. All but two of them came from the book. Um, and then the one of them that didn't come from the vote came from a like a different school in Minnesota, which was um, Mountain View High School in Art Hills. Um, they completely banned phones and they saw major improvements
during the 2024 2025 school year. Nth grade failures dropped by nearly 74% and fights significantly decreased, which is some good information to see. Um, I won't read all of them because all of you were very capable of reading, but
A couple more of them are that few parents support all day phone restrictions, but while se 62% are in favor of some sort of in-class ban. Um, and then the last one I'll read is 74% of teens say that social media platforms
make them feel more connected to their peers. I would like to and I I think I tried to ask it wasn't maybe asked as directly. I would like to see what the
improvements we've seen at the middle school have been since we implemented that both academically and behaviorally because I think that would speak specifically to our district as well.
Um after we talked to peers, some common themes that we found um like for or against cell phone usage are a lot of people feel more secure with it nearby, whether they need to find a ride last minute, whether like a change of plans
for any family outing, anything family related either. And that kind of flows into the ability to contact parents quickly whenever needed and like subtly so you don't have to go down to the office be like I need to call my mom
because I forgot my MacBook or whatever. So it's a good subtle stressfree way to contact parents whether it's during passing time during lunch in general. And then feelings
I emphasize are feelings of freedom and responsibility and additionally reduces anxiety. Like I said, um I have a friend, she doesn't have usually have rides to school, but if she I mean from school, but if she
has her phone nearby, she can find that last minute ride, which kind of makes things less stressful for her. And something else that we thought about and realized are cell phone usage may increase school if students had no
access to their phones at all during the day. Me and Emily discussed this and we also discussed it with some peers. But if we were thinking maybe phones were taken away all day, students think they would need to compensate for it some way like at home
and the usage of it would significantly go up because oh, I need to see what I missed here. I need to see what I missed there and would ultimately lose being less productive outside of school. >> And kind of adding a little bit on to that, obviously whatever policy may be
implemented in the schools, you like you can't control home life no matter what. So if there's a complete ban, phone usage might go up, but that's kind of out of control, which we have kept in mind. It was just something that came up in our minds. Like at least personally, if I'm not on my phone for a certain
amount of time, I feel the need to go back through and almost compensate for that, which I think part of that is just having had so much access to it like growing up. Like it's just been a part of our uprising. >> I guess my concern with that is we've
just defined an addiction. So are we how enabling addicted behavior? >> I don't get the surprise that there's addiction to >> I think explaining that to the children
like you are addicted if you are now having to go through I don't think kids I mean you go through the DARE program in fifth grade right we talk about that we talk about health relationships through schooling this that thing but I don't think kids put
two and two together that you're actually addicted to a phone. It's not a chemical, but it's it is an addiction. >> It stresses the importance of partnering with their parents, community members, no matter what.
>> I totally agree. And in my experience, and also differs from student to student 110%. Um, but I have access to my phone whenever I want, any day of the week. But because I have that access whenever I want, my doesn't exceed like two or
three hours a day. But that's also can be personal habits um just depending from person to person and obviously that's not the standard and that's not how everyone else is. But that's just little >> when I when I listened to you for the
second point ability to contact parents quickly I just right away was like well is there a reason that kids don't want to go to our office? Like I mean I know it's very different. you had a fall in your whole lives. Like I understand that part, but like I mean I see kids in that office all the time. I feel like the
office staff are very welcoming, very engaging. Like I don't like So I mean I just that kind of makes me sad that like anyone would feel like they can't go and use the phones. And I think that that should be made to be as as normal as going and seeking help for your mental
health because that's that's what you're supposed to be doing. Like I get that it's very convenient to text your parents. I get that it's very convenient to text your friends, but like genuinely speaking, that's part of the problem is some of our parents do a really really great job of of not bothering or
distracting or even your friends distracting you during the classroom day. But like if your phone vibrates in your pocket, nine times out of ten, it's really hard to to say, "I'm not going to check it." And they're not doing it during passing time. So, if we were to able to get more people to be actually utilizing the actual phones that are,
you know, already built into our amazing system, then we wouldn't need to have those. Well, plus isn't the sense of anxiety for even having to make a home for something there's room or office forgot it. So, the
anxiety is already there. And I guess I just kind of look at the list and it's like reduces anxiety, feelings of freedom and responsibility. I see where you know having more control over whether or not you have your cell phone during the day could do those things.
But then I also see okay freedom and responsibility being responsible for remembering your things. If you know that your parent is just a text away and you don't even have to draw any attention to yourself, is it that big of a deal if you forget it? You know, planning for a ride, how you're going to
get home because you know you can just text and figure it out last minute because you have this access. Is that responsible? You know, so it's the flip side of it is is it enabling irresponsible behaviors because it's making such a convenience out of, you know, things that normally would need to
be pre-planned for or need to be remembered. So it can kind of be a double-edged sword on those things, too. In my mind, >> reminds me of one of the studies. it. Well, the study of studies, one of them in here where they kind of went through, you know, 20 some odd studies,
>> one of them >> looked at the relationship between mobile phone distraction and impulsivity and attitudes toward mobile phone bands. And basically, it said the kids who are more impulsive tend to be the kids who prefer the lenient mobile phone policies. And it's kind of like
>> it just feeds itself. you know, the the kids who are feeling anxious if their phones aren't there are probably the kids who are on them more often, >> right? >> And they're the ones who are the ones that would ask for a lenient mobile phone policy. And yeah, it's just >> I don't know. It's just a I don't catch
22 >> that higher achieving in one of those studies, the already higher achieving academic students saw no real increase or decrease from a cell phone ban. the lower achieving those who are historically lower achieving saw the
improvement in academic achievement with an all you know a cell phone band. So it is just kind of like feeding or not feeding a behavior a little bit. Yeah, >> that's already pre-established probably. So just yeah one more quick point is
another thing my mind keeps coming back to and you guys are doing a great job making great points but >> how much can this replace the phones if if phones aren't an option I mean you don't need to go to the office to contact your parents you open this thing and in 10 seconds you can type out an
email >> it's not as convenient as texting but it's a communication method um and I also wonder like the examples of Maybe kids who can't find somebody to sit with at lunch. So if it's listening to music or playing a game or whatever,
kids can sit and have a working lunch. They can pull their MacBook out and you know, MacBooks are controlled as far as what they have access to, but >> that's in a good way. Right. >> Right. >> You talk about inclusivity. Well, I might be a person who want who's
choosing to not be included by putting my laptop in front of me. Also making me >> Yeah. send the message. >> I mean, it's it goes both ways. >> Oh, no. >> I don't have iPed to my I'm allowed to do that.
>> I've been told some kids do. >> Shouldn't beow, but that's just >> Yeah. And the reason why I was watching is that because I just recog Sometimes I don't know. We talk as adults and sometimes they know exactly how it works.
>> Well, I mean, >> yeah, I'm not saying I know what's going to happen. >> I brought this up in the context that I'd like the question answered of what what would the picture look like if we put a away for the day policy in place on phones? Is suddenly everybody at
lunch going to have their MacBook out in front of them doing something on that? >> We're not even allowed to have our MacBook. >> Okay. >> Okay. I think >> well because see like the iPads they had they just created Google docs and then they were they joined with each other in a Google doc and then they were typing. So I mean there are definitely
workarounds that our students have figured out and ways to >> Why do you ask them not to have them out at lunch? I think I know we have one more slide that >> go ahead >> and as we go through this like I think
what's important to me and I understand like and really appreciate Miam and Emily like you two sharing these perspectives because I think what's important for us as a board is even if we look at these and go okay yeah but here are the studies that show that that's not actually a thing that this is very real what we could hear as the
student voices and that when we like of even if we like that you know we we move forward and and go through and say yep we understand this is how we feel but this is the actual reality but that the reality to the students is this is what
they feel and so at least just acknowledging and being aware of that as we go through and make decisions so >> I think they've done a wonderful job of also bringing together some ideas while they may not think of them as proposals I kind of so a little bit
>> yes so a lot of themes that we saw research are parents and students do support moderate restrictions. Um a lot of the time in research and while consulting peers um students do agree that their phones are distracting during
work time especially in self-paced settings and in classes where I do get my phone before class I put it on a cart or put it wherever and then I take it after class and in general I find myself more productive and it's not as much of
a raction and I do appreciate classes where my phone does get taken away. And um additionally, flexible regulations and not bans is another theme we saw in research and while
talking to students is because many students believe that total bans undermine their sense of maturity and responsibility because especially with seniors like within less than a year they're going to college living completely on their own and then a couple months in the past, they had to
like get their phones taken away at the beginning of the day. Like that's just something I thought of was just just thinking of it. But that's just generally the common theme we saw.
>> Anything else? >> Well, and I do think like you have a lot of valid point with that last statement because I mean you guys are like what are we doing we do? decide to do a complete ban. Not saying that I am or against. I haven't really made a decision for myself personally, but like
I do worry like are we actually setting our students up for success after they leave our building if we are putting them in a a position where we've just removed it completely instead of actually teaching them that responsibility by like not giving them the opportunity to show us that they
can. But I do also think that there are some kids that I don't know that they're capable of making that responsible choice. And that's also the part that like weighs on people. >> That's so true. >> But for a school like you see the all
the statistics and how we do perform higher than other people. We generally have well we do have a big group of mature successful students. That's just it varies. For sure it varies.
>> Can I ask you a question? Do phones ever get used as part of learning? >> Yes. >> And can you give me examples or >> um I feel like it definitely depends on the class. Some classes like yearbook and journalism it is a little bit more like
it could definitely be done without the use of cell phones. I mean any anything could be or could be done without the use of cell phones. Um for yearbook I know they use it a lot to like take photos or like easily write down answers that they pull a bunch of students into
the hall and interview them. They'll fill out their notes app and they'll type down the answers, the name, the grade. Um, for journalism, they use it a lot for interviewing because they have microphones that connect to the phone. Um, they can like record the voice memos if they're going to put an interview into their article. Um, outside of that,
for other classes, I feel like some teachers might have you use them, but I feel like not as much as like the more interactive lookbook in journalism. >> I also I also know that um ID uses it a lot with their strength and lifting because they use there's an app. I don't
know if there's an app version for the iMac, >> but I know that they use that to like record their >> So, you wouldn't want to be carrying around your MacBook >> through the Here's my initial concern with what was just described. I'm a student being interviewed by
another student and my answer is recorded on somebody's personal device. Where is that going after? Are my words now being pushed out on social media without my knowledge going out to the yearbook or to
a public forum and you're answering those questions. >> Well, I mean I just think >> the control of the data, the control of the information if it's on somebody's personal device versus a school >> issue device, right? Is that what you're
asking? >> Yeah. I mean, really, it's one thing to be in a public forum saying, "I'm going to go do this and voluntarily do it." And while I'm participating as a student, if I'm now sharing something
that I wanted to tell you and you have it on your personal device and now you get mad at me and maybe it's something I didn't want necessarily everybody to hear or maybe there's more to the recording than what was just on the
question answer part like I don't know that >> it's a place where I think technology is integrated into our educational system are both equally just >> but if it's for a school project we
already are providing devices. Why would we Why would we even want to entertain the Oh, the app that apply to do that, but is that data that
school or how does it like I don't know what the app does? I guess >> I don't I don't know because I don't have the app. I just I've been I've been in the classroom when they're putting it in. I would imagine, yes, you could carry a piece of paper on a clipboard and you could enter it in later. I would imagine that there's another app that you could probably get that would be on
an iMac. I I just know that that's one of the things that they are >> from what I know it replaces basically a one sheet like workout routine where back in our day you would just handr write in after >> put it into the app later. >> So, so it's as much to have the plan for
the day for the workout on you as much as it is to record your progress. So, does both. But yeah, in our day it was paper and pencil >> on a whiteboard, but you had to keep going and consulting publicly. >> Yeah. >> The other thing is when I see the word
ban, it makes me think that cell phones aren't allowed on the premise at all. And I don't think that's what we're saying. I think ban has taken on kind of a really negative connotation depending on
how you word it. But we're not saying that you can't bring your cell phone into the school and we're not saying that nobody can bring your cell phones in. I think it's more of we're already we are potentially looking to regulate
when it's being used in the building versus all. >> But if we say if we were to say away for the day, yes, you can bring it into the building, but the whole point would be that you don't see it again. spell so
you don't see it again until the end of the day. >> I agree with that. But I think when we're >> I look at it as when we've seen the word ban, it means that it's not allowed on the premise. >> Yeah. Like leave it >> ban weapons.
>> Yeah. I guess that wasn't the most specific word choice, but in this context, ban during school hours or not during school hours. >> Yeah. Just to be clear, I think the furthest we'd go is bell to bell. >> Correct. >> Because if kids need to ride at home
after their extracurricular activity or you know, >> right? Well, I want my kid bringing their phone. >> Yeah. Yeah. >> But that's why I'm thinking maybe the word ban it shouldn't be in part of that conversation because >> it does
make it sound like it's not permitted >> and it's not the word that that the student started or we started. It's just the word that's been chosen to all the book. >> Yeah. It's all through the book. And I think that's one of the good clarifications, Laura, because there's so many ways that it could go of like it
sounds like we're all pretty much like no, we don't >> mean banned as in we can't even come into a building. But I think that word can automatically raise >> Oh, for sure. >> defense walls. it like will shut down a conversation before it's been allowed to
happen. >> Well, that kind of reminds me of some of my more philosophical thoughts on this is, you know, I read a book full of articles and studies on whether you should, you know, quote unquote ban cell phones. And I keep thinking to myself
because, you know, the study of 20ome other studies basically said when you're looking at academic achievement, there's a few studies out there that say there's marginal gains. are not huge, but marginal academic gains when you take cell phones out of the picture. And then some studies that say it's just no
impact at all. And to me though, that all starts with the question of should we get rid of cell phones from our buildings when in the grand scheme of education going back decades and decades and decades, smartphones weren't a part
of it. So I don't know why we're not starting with the question of should we allow smartphones into our building. prove to me that we should instead of prove to me that we should remove them. >> Right. I agree. >> So it's like, >> you know, because of what the iPhone came out in ' 07, not even 20 years ago
or something. And >> yeah, for so long students were able to conduct themselves at school and get an education and then so I think the question in my mind that I like to look at is prove to me that they should be there. And when you when you ask that
question, you get the you know, you look at the academic impact studies and you're not proving to me that we should allow them because you've showed me studies that either it slightly hurts academic performance or there's no change, >> right? >> So what's the evidence that we should
allow them in our education world? >> What you're seeing in what I provide you are studies and information that's only 2023 or current. >> Yeah. If you were to go back and look at studies from 2008, 2010, 2013, 14, there was a movement within our country to
ensure that every student had something we were providing >> because we were utilizing the performative assessments. Teachers were looking for innovative ways to ensure that they're connecting with children in a way that at the time seemed very innovative and weren't necessarily
considering some of the byproducts that we've been talking about. >> Yeah. And you know, kind of to argue against my point, to be realistic, >> if you're talking about students decades ago not being impacted, you know, not having the benefit of smartphones, it
just wasn't the world back then. That wasn't an option. So, it's the reality that today it's an option and it's part of everybody's life. So, it's, you know, >> you can flip the question, but at the same time, you can't flip the realities to make 1980 the same as 2025.
And I think too like it's hard because of with the timeline of cell phones and social media right and the internet is very hard to decouple like of of of some of right when we say cell
phones in some instances especially around like mental health like I think social media is hugely bad for mental health like do I think a cell phone device is inherently bad for meal Not as like internet. Yeah. Social
media. Yeah. A cell phone device itself or the ability like I don't know. >> Yeah. If the device were just the device still where it called and texted or you had to like text you know like fine but if there's not anymore they never will
be again. And when I was reading through so for me it's the mental health part. Yes there's the academic achievement of course there's a ton of arguments to be made for that but I've always looked at the mental health part because the correlation of the timeline of smartphones, the increase in mental
health issues lines up pretty well with the increase in the use of smartphones. So I, you know, I look at that, but then you look at just studies on screen time and cognitive development from, you know, many years of studies on this. Now there, to me, that's where the
real data that I'm impacted by comes from because it's not just social media. It's literally the instant access to information and the multitasking and the elasticity of your brain to take in what that does with that free flowing
constant access to information. What that does to your neurological development as as a human being in your most developmental years can have such a detrimental impact on just your ability to process information to pay attention. attention disorders, you know,
>> um interact face to face and hold a conversation because it's so hard to keep attention. And it's not even just social media. It's just the constant access to anything and everything you want on this device and you can't decouple that anymore. They're together, >> but they also I mean they're going to have this, right? So that's
>> they will have that and that's the other part is like they do have that. So why are >> what do they need the other thing for, you know, at that point? Well, that that's part of it, too. Like from a screen time perspective, would uh
bell-to-bell taking away cell phones, how much screen time would that like would it impact versus, right? And again, not ar I'm want to be clear. I think it's always important to just come at things from multiple perspectives.
So, not arguing or saying that you shouldn't take away cell phones, but um the internet and the ability for that fast constant information is still going to be there. >> We can as a district, this is our
device, the own certain I mean, yeah, information is readily available, but we still have control over our devices. But on top of that, like I think another portion of the of the conversation that we're missing is the teachers. I mean, the
teachers are having to deal with the behavioral issues in the classroom. You know, I also was just thinking, not only are students recording each other, but students are potentially recording teachers and taking things that they're saying in class out of context. And
that's public in some areas like I mean what are we I don't know well I think on the on the MacBook part too like Mike said it's just less this is bulky >> you have to carry this thing around and open it up and it's very obvious that
you're on it a cell phone is not you know so there's that part of it to your point I thought you were going in a different direction with teachers but yeah we didn't you guys brought up the That's in one of the studies that one of the studies of I
don't remember how survey but 72% of high school teachers said it's a big issue. It's a big distract distraction especially at the high school level in their classrooms. >> So just their involvement in this and having to when there's not a more uniform policy and it's just kind of
classroom to classroom. Well now every teacher gets to navigate that on their own and how they approach it is different. But is it causing more issues just you know having to put that on them to regulate every individual teacher is now having to regulate this how they see
fit and that obviously is >> well I think we kind of already solved that by the current policy we have because I I got the sense that that statistic came from schools that didn't have any sort of restrictions versus >> okay >> but like they had just said there's it
differs from classroom to classroom correct >> well that was I guess my question. So, I mean, I've been in classrooms specifically like science where they have a cart, there's numbers, you all have to put your phones on a certain number, that's your spot. It's a great way for the teacher to know exactly who
didn't put their phone in. But like then you also go classrooms that they don't require that. Is that like at all like you one of Miriam, you said like it's easier when they actually just take them. >> Yes. Um, so would it be beneficial if
that was just something that we required in every classroom like for every teacher to do the same thing? Because like that's I think part of it for me. It's like I mean I get that you guys are all 9 through 12th graders. You're becoming amazing human beings but like is that also the inconsistency of how
we're actually doing that? Does that make it harder too? >> Yes, there is I wouldn't say harder but there is inconsistency and takes phones and who doesn't? >> I do some of my classes newly this
quarter and like they've been doing it for their other classes, but I just haven't experienced it. And I actually like thought of it as pretty clever. But um my college speech teacher right now, the way she takes attendance is by the phone holder. And if you're in class and you just don't want to put your phone in
there, she'll mark you absent. Like if your phone's not in there, you're not in class. So that's another thing. Like you put your phone up there, you put it up there for attendance. keep it there the whole class and she's not afraid to like mark you absent if you're qualified like
that is how she takes attention. >> I have a question on that just maybe hypothetical but what if somebody does just make the conscious choice I'm just going to take the absent I'm not going to give my phone does anybody do that >> um no but I think part of that might be
also it's a bunch of juniors and seniors who are choosing to take a college speech class and they kind of are like, "Oh, I'm just going to put this in there because I know that they're doing it for my like the beneficialness of >> what happened to the attendance."
>> Inconsistency is happening already. What I would acknowledge is that we have two incredible students here who are trying to give a full picture of what happens to 1400 students. Whereas I know strenuously putting in place with each
individual teacher ways of ensuring that those bones are for the instructional and how it looks can differ between each class because all of our teachers are a little bit different. If we start looking at ways
that it all looks the same, that would be something administratively we would take on and I would have discussions with I wouldn't necessarily say that should be part of today's discussion. We we have this in place. We have an incredible principal there who's putting
it in place and every day can be a little bit different when you're managing a school that's larger than most of the cities or towns and neighbors. So I appreciate where our students are giving us feedback on but I don't know if they necessarily give us feedback on
building 20s and 30s. >> Well, I can tell you that there was a middle school student this last week that said that she almost well was a friend. So her friend almost comes to school every day crying because her older sister makes her give her her phone so that her sister can then turn
her phone in so she has a phone all day on her person. So, I don't know if she's in your speech class, but like kids have also figured out workways or workarounds. So, like I mean even like turning in your phone every day isn't necessarily going to be the solution that >> I do have a question um on usage as I
know you talked a little bit about like are there any classes that use apps or things like that um around just so both of you are on student council. So like when you're communicating school activities um so like how does like do cell phones
come into play at all? Not saying that it can't be overcome but understanding from an impact perspective like sports um when you're communicating like here's dress up days like do cell phones or like even how you're working together as a student council do those ever get used
for those purposes or not? >> Um so for student council and I know other sports activities do they mainly use group me which group me is available on the MacBook. I mean during like in the mornings a lot and after school student council relies on group me like
we most of us use our cell phones pretty regularly for that um even during like passing time and during lunches but it is available on our MacBooks. So it' be pretty easy to just like transition to that >> you know I would take
if you want to join the conversation for a minute that's question >> you're always welcome >> we can certainly answer questions >> well let me ask you >> can I ask you just a real general
>> just generally because the topic came up with specific examples, but generally how often do you hear of or see students trying to, you know, quote unquote game the system and trying to get around our current policy? >> There are certain absolutely
just clarity to that. It's not I turned my cell phone with my sisters. So now I can sit in the room and be >> right. Exactly. you know, you still cannot be during class unless but across now
unless it's math teacher that does a great job with students actually take a picture of their homework and then it stays in their use can use it on your back if you twist
it, but it's an option. So there there's a lot of places that need to do that. How often do you not have And I wanted to circle back to um the
yearbook and journalism committee. Um Jen, you like voiced some concerns. That was actually that kind of interested me because have we ever experienced something like where a student said something in one of like the interviews
and it was like like published on social media that causes some sort of issue. Not that I'm aware of the last four years and and students always have >> and it's usually to advertise like
they've been good like the state soccer game the state volleyball game kind of just school spirit stuff >> that's my question we also talked about just one I guess I think I know the answer just based on the conversation
but the policy is that there's no phones during instruction time but how that is regulated by each individual teacher is really up to them. So some may allow students to keep their phones on them but they just can't see them with them
out. I'm guessing is that could be a teacher may choose to do that or some choose like the cart option orever or the pouches or whatever. So it is that is still an individual decision just the over the overarching >> approximately 5050.
>> Okay. And some even do it. How >> does that um I guess how's the environment around that? because I have heard in other
districts um who have kind of moved to the no pol or the no cell phones in classrooms and some teachers are letting it slide and some aren't and then you almost have this tattletail environment amongst adults because this
teacher is allowing it but I I can't because this is what the policy says. Are we seeing any of that or how is that being like how do you enforce something if it's kind of well you can have it but you can't have it?
Does that make sense? Like >> it all >> well you can use it in this classroom because we're going to say that it's for academic purposes even though we're providing you with an academic technology piece at your fingertips. I would say those that are using
obviously not for those of this person this person doesn't one of the things I would say as a staff got much better and then just like
That's my job. >> So we are able to enforce it. Are they you know enforcing that in the classroom that is that a call to you that says you know I've reminded the student multiple times and it's still an issue and then
is at the office level. >> Sure. I may have misunderstood your question, >> right? So for students abract >> and initially it was the teachers because that is something that I have heard feedback on from other districts
is it's almost become a it's pitting teachers against each other because some are following polic and some The perception is so hard and >> and we work with teachers
to make sure that do you have a sense amongst staff whether they'd be supportive of an away for the day policy or not I shouldn't say it that way whether they'd prefer it to what we currently have right
that's From an enforcement perspective, are there any concerns or thoughts you have on like the variety of options that are available when it comes to cell phones and and you know like a bell to bell
versus a little bit beyond maybe what we have now or they all kind of like present their own >> challenges. What I would say is you're always going to have a certain population that
has always question. >> Well, I know that we have our information from yonder. I know I personally don't have a lot of interest in that option, but I don't know of other people on the board feel differently. I just look at this as a it's seems like it would be kind of
expensive and I just can imagine that the student population that aren't going to want to cooperate with such a device. There's going to be a lot of destruction happening andor just I don't know. I just I don't think of it as being like a feasible option.
No, I heard when we went to the MSBA conference last year, I think we went to a cell phone um talk at some point during that session and the districts, there was a couple that were in the group that had purchased, they were much smaller than
we were, so the cost was obviously a little bit more reasonable in those cases, but those that had purchased these, I don't think they were seeing the value out of them um necessarily. So, it wasn't that they weren't liking the day they just investment in the
probably wouldn't reinvest in the >> Yeah, I think cost alone is tough to justify. We've had years of budget cuts. >> So, I don't know. Do you make recommendations to policy and then from there look at options as to how you store
them? There's different ideas that districts have done as far as setting. Well, I guess I just wonder if speaking of teachers and community, going back to
our previous like is it another opportunity like could we come maybe positively because again you guys are dealing with our cell phone conversations, but like you go and you attend one of our teachers meetings so that they can maybe voice some of those concerns or maybe some positive things
that they could share with you and then we could potentially have a community listing session for the three of you to also attend on this topic. And then we could do something similar when we have more guidance what we're going to do with athletics facilities.
>> I do have a question on the community part of specific topic. A how would that look? How would that work? But B, we did get community feedback specifically on this topic through the survey. Um not to say that
more feedback and more input isn't always a good thing. I just don't necessarily on this topic know quite how that would look how that will all be set up. Um just I don't know if we're at a point where we can have one yet because I think we would have to have more of a
direction as to what if we're going to make a change what kind of change that is like if we're going to be looking at every room having you know a a place for phones if we're just going to continue to be teacher choice like what that looks like. I think we as a board would have to have more of an actual
>> Oh, right. >> good idea. And then I think it's just engagement and also >> so get to the point where >> potentially even like teaching opportunity to say like, well, yes, we're going to do whatever it is that we're doing, but here are some ways
that, you know, this is going to be really positive or, you know, this is other ways that you can also help your child. Like, did you know that you can turn focus on? Like, apparently my child didn't know how to turn it off. So, that was really fun. get a hold of him. It's cell phone that I pay for. So, I mean, just like some some like I think it
would all be read about. >> So, you're talking more more conversation and education for the community once a direction has been decided upon. Yeah, that I see value in. As far as more feedback, I think we kind of got that for the numbers in the
survey a little bit. Teachers, I would be more interested in just getting feedback because they're so much more involved in the enforcement part of it uh currently and just where they would I think my only thing is because the the the you know it's hard when you just ask
like a couple questions that are and because it wasn't I was surprised that there wasn't a higher number of respondents that were more in favor of doing away with the phones of understanding just from a input
perspective. Um, and it might not change the direction, right? Like, but it might help with how we roll it out or present it as well to um to addressing concerns or maybe misconceptions that that parents or
community would have rolling it out just because it is a big thing. >> Yeah, I wouldn't mind it for that reason. I guess I just I always look at like who are the most impacted parties, you know, and so students, teachers going to be the most impacted on a day-to-day basis. So having that
that input prior really is going to be our most meaningful. Um but yes I agree just more for the education part of it I guess understanding what the concerns would be so that you know we can have more robust conversations with people if
there would be a change made. I think my concern is from you're right it impacts students but your student goes home and your student might not think much of it but if the parent goes gosh I can't believe I took away your phone now I can't reach you then the student starts right like so I think parents are still a very important part of that
>> that's where I think the education part comes in I just think that as far as like we're going to hear those things like elephant in the room parents are going to be like >> up in arms some will be about not being able to contact their student during the day that's not the input that that really we need
to make the best decision for our students and our staff. The input of a teacher feeling or federal parent feeling anxiety because they can't reach their student all day. Yeah, we already know that that's feedback we've already gotten. I don't need to hear again to know that that's already concern. So, I
think it's more the education on why this is important that we're doing this and helping there be understanding there that doesn't probably change the fact that the anxiety is still going to be there. what is best for their student and we're trying to make that decision that that's what we're working on. So I I guess yeah those concerns we already
know are there. >> So I was going to say like the perception though of listening to parents and offering that opportunity I think is still >> Yeah. As long as Yeah. I mean again it's the value of the input. You know I don't want people to ever feel like we're
listening just to save me. we're listening just to listen, but we're not taking your feelings of anxiety into consideration. Like, I just feel bad almost in that instance because I know that's the feedback we're going to get from some. And it's kind of like, well,
I've already heard that. I know that. And I don't want to make you feel like I just don't care now that you've come all this way to tell me about it. And we make a decision that's in conflict with how you feel. Like, I don't I almost feel bad that you, you know, went to the
listening session hoping you impact on this by explaining their feelings on this and then it's just you know they didn't hear they didn't care. >> So as far as the survey result on that question I >> if I'm remembering right there was a big chunk that was either neutral or
undecided. I forget what the term was but >> yeah which surprised me that >> there were that many people who didn't have a strong opinion one way or the other. And I think if we were to, you know, get mostly a plan put together and do kind of treat it like a review and
comment with the community, you know, put it out there, right? >> Have a session with them, get their feedback on it. It's not like, you know, there's a 0% chance something could change. We if we just suddenly get that 18% to flip to no way, what are you doing? This is crazy.
>> That could have an impact. And you know that. So maybe that's the best way to go about it is just, you know, >> preliminary, >> get most of our plan in place. Like you said, we're going to get feedback from the student body, from staff, >> get an idea put down, and then if it's
just a complete no-go, and half the people who were yes on the survey now switch their mind and say, "We don't like what we're seeing." The undecided say the same thing, then then we probably got to revisit it. But >> if it's a tenative plan, we'd like it to be well received. We'd like to do the
education piece of it, have it be wellreceived, which I would think is more likely, but >> so because I think we could talk about this topic for hours and days on end. Um, and it's important and I'm not
saying that, but we also have athletic fields and it's >> my other question to kind of wrap this part up for cell phones or at least my proposal to wrapping it up is there is any changes to the policy and
if we're looking to have this change be made prior to the next school year start we're looking at a three month period of time there so that would what is that what June May June
to start having it go through its final reads >> and like probably earlier because you want to be you'd want to have everything I guess just because we're going through meetings doesn't mean you wouldn't be planning and already implementing things. But if it's finalized in August,
if the final vote on the policy is done in August, that's >> I want to be I want to make sure that we incorporated. >> Okay. So if we're then working backwards and we're having more listening sessions, which I've
always been an advocate of, I'm not saying that. I think we need to figure out what does this timeline look like? I personally don't want to keep looking at another school year if if the board is wanting to make changes, >> right?
>> I'm Yeah, I'm fully supportive of deciding one way or the other. You going to keep it the same or change it before next? That's I don't think there's any reason to push it further. >> I mean policy meeting is already >> Yeah. The policy would basically need to
be any changes to the policy would need to be at the board table in March. >> So I don't 100% agree because we our policy does not have to be 100% voted on. As long as we're in agreeance that
that's what's going to happen, they could be implemented as soon as we say that. Correct. I mean, because we did that two years ago, didn't we? With something in August, we didn't have it technically approved. >> No, it was something code of conduct,
>> right? I mean, we we changed the handbooks. We did like there was something. I don't remember what it was, >> but like I mean, I'm not saying that I want to push it bound. I'm just saying I don't know that we have to say that we have to have it in March. I think as long as it's I'd say June and July. As long as you can have it accessible and
ready to go for your code of conduct and we can have everything updated. I mean to me I would think that we could >> I like hard deadlines just because it it holds us accountable more more than anything. I just like a timeline because it holds us accountable to really stay on track. >> Were you saying March for policy or March for our meeting?
>> I think the first reading in March. Is that what you're saying? >> I think that we would need I think that first reading would have to be in March. So it's >> if we wanted to go July, >> would that be voted on >> No, I'm sorry. Policy would need to be done in March. We could vote on it in April, April, May, June, and then we'd be in the
>> third reading. Okay. >> That makes sense. >> The other thing I at least for me personally, I wouldn't want to say that we're going to have this policy and we want you to enforce this policy and then it fail for some reason at a meeting.
And now we're like, well, >> I guess I was more foreseeing it like being like it could be at his first, second, or third reading. As long as it's through that because at a first meeting, first read like I mean, I guess I'd prefer a third the second or third reading because the first reading we're going to get out any kinks. I would
assume it's usually what we've done. I mean, outside of >> right, but if there's if there's a kink in April, that's gonna I mean, policy will have to set a meeting whoever's on that committee because that'll to be determined in January as well.
Then you just kick the can that much further. So >> should we aim for a first reading in March if there's a change? >> That gives us a month >> cushion. >> And I agree we should move on. >> Yeah.
>> I I mean >> really because we've got more input together. So yeah, >> I think we've flushed out. >> Is there anything else from us to continue? Okay, >> Emily and Miam. >> Thank you for it.
>> Welcome to Of course. >> Thank you very much. >> Thanks very much. >> Thank you. >> And thank you, Shane. >> Yeah. I hope you >> give a
fair. >> Good luck. >> So, we have a facilities meeting on Tuesday, >> right? Tuesday. Um, so my hope tonight was just kind of getting some ideas of
where we want to what are our next steps. Um, Dr. Vard sent us all two different documents online. Um, feel like
>> feel like it had everything that we've Did anyone feel like there's any potentially something that we missed? It was a lot. >> Oh, yep. Yeah. Yeah. Y for doing this. >> So, I'm just going to throw this
question out there because I've asked it before oneon one and at the table. Um, do any of these numbers talk about I don't I didn't see it but addressing only Riverview
instead of upgrades to the current. >> Yeah, could you rephrase your question? um >> on the sheet that we provided ahead. No, she's wondering if at any point does has
any plan ever just thought about just staying where we currently are and upgrading our current facilities >> being that that's kind of the core center of town or that's what's perceived and >> I think at this point Joe and I discussed that what we see there's a
field that's in great shape but you would have to explore items that you see on this sheet for some of the expenses. >> Okay. Well, it also depends if you want to change
the lightsology, replace that missing mosteneral. Yeah. So, I would say of the cafeteria of items on here, yeah, you could you could probably pick and choose and grab a few of those and say you could do this site
for about this much by grabbing by grabbing a few of those things would be necessary to kind of um accomplish what would have high school. >> What you'd be missing there that would be the second track which I think was
one of the elements that we was you know with the high participation we have track versus state school so so um but to answer your question yes I think a cafeteria things could be plucked from this we
could apply this have, you know, have a state of care facility in it place. >> And it's not to say that that's what I'm advocating for. Just things that I've heard from community members though is
>> feeling as if that hasn't been explored. And I'm not saying that that's a fair thing a fair representation either or Yeah. But if I'm hearing it to bring it up and
just what is the option is it really feasible you know and then what happens to that facility if we do build it very nice statement. Yeah, I think what happens to that facility is we maintain
it in its current state. >> Okay. >> So, we keep the field in state. We keep the track, you know, updated and, you know, sealed and redone when when necessary.
You know, maintain like you would maintain a track, repaint it and reseal it when necessary. So, it can be contined facility. um you know at some point those may need
to be replaced the replacement cost of lights aren't as much as they used to be with some of the newer LED tech um so I I would think you know when we talked about that question back in February that question from time to time we see
being a great asset for our you know intermediate and middle school ages if it were solely used Is there currently limitations for the use of it with there being varsity sports especially in the fall? >> For sure.
>> Okay. >> Yeah. I mean there's not a lot of practice that goes on playing service, >> right? >> Two or three games. as I this is just kind of an aside but just with all the elections I got that went on yesterday um around the state just kind of looking
at at results earlier today and as MSBA has a nice summary uh spreadsheet on their website of what passed and failed and it's just kind of interesting of the bond projects
16 of the 30% as opposed overall when you have the operating levies and capital projects leies that were also requested about 62 and a half% pass I think is a little lower on here if I remember right I think it's usually
closer to 70% on November So what I mean every community is different and every um you know if you looked one by one >> conclusions on what the themes were but
>> yeah like how many were how many included athletic facilities with the bonds passing >> were there any not that it would guidance for us. But I'm just curious. >> Were there any >> Were there any that involved athletic facility upgrades?
>> There there were there were a lot that involved athletic I'm not sure which ones that pass included. >> Yeah, I just read it this morning. I don't remember who it was now. I just >> an operating levy that failed. Um and I don't remember what district it was. I
just heard it. >> That was a building. >> Oh, yes. >> Tell me again when our operating levy is 2027. >> Yeah, there were there were 30 there were 44 operating levies on the agenda
on the ballot. 30 >> Sorry, that's a totally different So just so I understand what I'm looking at too because I was a little confused but the core facility components this is what we went out >> approximately >> roughly. So then when I go to the next
like additions basically >> I'm still seeing some >> that mean plus >> well kind of although there was some where I saw like duplicates almost where it was on both. Is that just carryover
of that cost plus then the additionals? Okay. So, not everything on number two is necessarily additional. It's just >> I think the best thing to look at is the stadium cost of ranges and then what you're looking at right now I believe that gives a better description of what each of those items are on the right
hand side with those ranges gives a better idea of what a basic multiverse field would be. Right. >> Right. >> Sorry. On
the operating levy 2029's up. What? So what year was the voting exper? So the original one was approved in 2019 collected in 209.
>> So the next vote would have to occur in 2029 to make it collect. >> So number four where it says revenue and community partnership opportunities that would be where um
like a score board could fall into as well. Correct. >> And that's always the chicken and egg problem like without >> getting people to commit money to a project that has not passed is
difficult. But the flip side is if you would have commitments of money, you could go out for potentially a smaller dollar amount and have a higher likelihood of passing. So it's a catch 22. From my understanding, it's always a catch point too, right on that.
>> I'm just wondering though, would that be something that we would want added if we're coming up with ideas potentially or is that just an addition to number four that we could put on there?
>> What's that? >> Yeah, adding You need adding more. for a potential sponsor. >> It would be unlikely not to revenue. >> What it looks like is >> okay overarching view on all of this
just because we I was in some of those community meetings and I was surprised by some of the feedback because again this is a small group of community members. So, it's hard to get a feel for the overall, but there was a lot more
talk about not having enough options or not being able to service enough of the community and athletic groups for them to really get behind the proposal that we had put out. That was some of the statements that we heard like how does it benefit baseball association or how how is it going to benefit us and why do
I go and advocate for that to the members of my association if they're not really going to have a lot of use of this uh the basketball association whatever that was some of the feedback and so it was almost like there was more advocating for more options with it than
I really thought there would be which of course brings added cost >> but I feel like I still need more information on where the community really stands on this. Are they just opposed to spending money in general on a project like this?
Or would they be willing to if they felt that there would be a greater benefit to them or their family or their students or their association if we could more options and actually made it more expensive? I still feel like I don't know which which one the community was really like what direction they were really going and why necessarily it
failed. Was it because it cost too much or it didn't offer enough and it should then cost more technically >> but then also like all the things that you just said but then plus the well then but why also wasn't it done like so like I wanted more I wanted these things
everything you said but then like but then I also am just frustrated that this didn't already happen. So I think some people also took that as the approach of like I don't and I don't know like I I agree with you I don't know where people stand. >> Yeah. Yeah, I mean some of the feedback and it was valid. Like I remember somebody from the baseball association
saying, you know, for us when we were hearing the presentation or whatever, we had to kind of make a conscious choice on whether we advocated to the, you know, advocate for it to the members of our association. And a lot of it came down to how does the association or, you know, our families that are part of it
benefit from this specific what we, you know, what we were proposing, how did they benefit from it? And I think there was just kind of statements like there wasn't enough of a benefit for them specifically that they didn't it's not that they were against it with their families. They just didn't advocate. They weren't our salespeople like we
would have loved for them to be of it. And so you know in that aspect it's like well they were looking for more for them to go advocate to their association. They wanted more that would benefit them. >> And I get that. But then there's the cost side of it where well how much of
the community was it was a no because of just the in general and if we add more cost will they just be more opposed to it? Like I'm really struggling to figure out the wise on the nose still and that makes it hard for me to know really
where to go from here um without more and I know I surveys are ridiculously expensive but in this instance and I don't feel like we're in a rush right now at some point I feel like that would be helpful on this on this item just because I don't I don't know if I'm the
only that feels like I don't fully understand all the reasons it didn't pass and what was the majority what was the majority reason why and I think some of that is what I provided this evening listening grouped us but I don't
really possib might be something, >> but recognizing that there are costs that are more significant than what people think a survey should cost. >> Yeah. whether it's a survey or some
other way of gathering information, I'm right there with you that I feel like I need to gather more information what the scope of this >> project should look like the next time it hits the ballot because it's frankly the design that we put in front of the voters is many years old. >> Yeah.
>> I mean it the concept of it was put together when the high school was designed. So I I think it is time to get back to the drawing board a little bit and that's going to take a lot of community input. I don't I don't know if I'm the only one that feels I don't feel a huge urgence. Not that it's not an
important thing. I guess I'm just looking at it like I don't put this on the top of urgent issues that we need to address right now. So we maybe have some breathing room where you know we can do this over time instead of certainly with where we're at budget wise and whatnot. I don't want to be
needlessly spending money. >> Well and I think my the timing thing and like just asking about the is that to me the timing plays into that a little bit because right you don't want to like take this and and wait like and
okay now in 2027 or 208 this was on there but now in 2029 we're coming back >> right >> and so of like that's the part that >> or I mean there's so many different ways you can approach it does that although I
think some districts do both and operating together >> does that happen at the same time so that we're not asking for money for a number of years or what I mean there's obviously a whole study behind that too.
>> I get that idea but I mean if this if the next chance we give is to vote this in in 2029. You're looking at a project that's not completing until 2031. You're talking like six, seven years down the road. >> Literally just you can also I mean you can you can go
up for a referendum for operating any time before That's true. >> I mean a revoke and replace. >> Yeah, we could pull that earlier >> and earlier if you so choose. Um, >> and just to echo a couple things
about just the process and kind of I mean when I know I mean survey is cheaper than an election overall, right? especially if it's the only thing we're running um far as the election was >> this time we were doing an election
anyway. Um, so the survey on this version of the of the stadium at this cost was was already taken, you know, but then we don't really know the the perimeter pieces of that the the tangents on there, right? Like I I agree
with you. I didn't expect to hear as much as we were I mean we heard a little when we were talking to the members of the community. We heard before the vote. We heard a little bit of, you know, why not throw a dome on there or things like that.
>> Um, you know, and there there are reasons, you know, that with the plan we had that that that wasn't included because, you know, it's probably expensive to operate a dome, but we didn't, you know, I I also was I will say I was surprised to hear because when
I when I seen one fail by as much as I failed, I kind of make the assumption that it was just too much for people, >> right? >> Um, and what I heard some of was we more people would have supported it
if you would have approach it this way, this way. So, everybody, you know, people have varying opinions, but I do think, you know, I I would be uncomfortable with what with putting something back on the ballot without knowing that it was something that was
identified as this is what the community wants, right? You know that mean you're always going to have people who disagree with that but >> you're uncomfortable from a budgetary standpoint knowing >> well knowing yeah knowing how much is
unknown not knowing right >> I guess one of the thoughts I had is I mean is this is this really going to be a project at any point that's really going to be something that's just going to be one and done I mean We built the co the high school. None of us were
sitting at this table. And they had a plan to have a phase one, a phase two, and a phase three. Like, is this going to be a project that we're going to have to like obviously get a lot of community feedback, but like essentially create a phase one, phase two, phase three. We can't control what actually ends up
happening. Like I mean phase two was supposed to be you know like lots of things and they had lots of great aspirations and they did a lot of great work but like you just don't know what your community is going to be at but like is it something that that's the approach we're going to have to take because that's what I mean that's my wondering because then it would be
potentially more buy in. I mean I it really depends on what we end up bringing back to the table. Like if we say that this is a this is phase one and then we go to a phase two where you know maybe more people are like well yeah I know that I'm going to support this because in phase two my baseball team is
going to get X Y and Z or whatever that may be just I wonder if that would also potentially that's also kind of how phase one happened a little bit. >> Yeah that's true. I also wonder if
you're saying certain groups get in phase one and others get in phase two, you're going to start to have groups conflicting against each other. Like why why do you get yours several years after we're supposed to get ours? >> I guess looking at some of this like one
is a premium. So number three, the premium is a fullsize fieldhouse attached to a stadium that you could easily say, well phase one would be the stadium and phase two would be the fieldhouse, but then you go
back to well does phase two have to pass another. >> Yeah, it would. So, I guess I would rather know is that what the community wants as a fieldhouse and a stadium if that's the case so we can be using things year round.
>> That's what they need to do. Is that what they want? >> Yeah. >> Tell me what you want. >> What was the amount of the bond in the state club for their fieldhouse that they just test? >> Was it 30 something? >> I'm not sure.
I'm just looking at our estimate, you know, with the fieldhouse and everything it's 46 and that just seems really high to I mean that's like in the beyond the realm territory. >> And then does that include a dome? Because I also heard that too
like I want to be able to utilize that field year round. Why aren't you putting a dome in Minnesota? questions that I did not expect to get though. >> But I think I think the community has a very deep sense of pride when it comes
to our school and just our city in general and our >> well all of it. You don't want to just build something and then five years down the road now you have to build something different because you didn't >> No, I agree. I didn't fully understand
it, I don't think, until I started hearing more feedback. And again, it was such it's still such a small sample of feedback that I don't necessarily know that that's even why it didn't pass. But I was surprised by the bits of feedback that we did get about it just not being enough.
>> St. Now the St. very similar on the indoor courts, no hardwoods or anything like that. >> But I think something that played a role in that passing was also the
essentially be the same. Correct. Because they have >> in for sure and St. much much. >> Yeah. >> Didn't you get the mistaken mailer from St. Cloud district? >> Multiple actually lots of things.
>> Think I can. So if I'm like am I hearing everybody correctly that we just we all kind of feel like maybe need more information about sentiment from the community where where they're really at why >> why I think that's the plan we need to put
together is how to get that information not so much >> plan of you know the list of choices of what we could build. Um that's the stuff we should get public's feedback on that before we even sit down facilities committee and then as a board and put
together our final menu >> and then kind of a timeline again when do we really need to if we were going to do a survey of some sort or anything like that like when we really feel like we want to go doing that. >> What's when we do surveys if we hire it
out how long does that take beginning to end from when we call them to when we get results? like six weeks or something. >> And I guess the best option or more cost efficient option. I don't know. >> I don't know. I don't like
ourselves sometimes. I just selfissued surveys are so difficult because I don't know information. >> From my perspective, the best board, but I think what you're directing district administration to do is come up with a plan for how we gather information. We
bring that plan backend for each of those possibilities and then we seek your feedback. sense me. >> Yeah. >> Yeah. Yeah. Knowing we've I mean earlier tonight we already talked about a
tenative plan early January to start to get student feedback and could start there and hopefully go I mean I mean, they sent the survey out around the same time as going and talking to students.
>> Well, and I guess in that instance there, that's when I talk about impact, it's like, well, the impact there, of course, it's going to have an impact on students, but the voters and the financial impact is heavily on the community. So, there that's where I'm going to really want to hear from them.
>> Plus, due to the results, it kind of in conflict of what we were hearing in listening sessions, I even more so want to get more community feedback. But it also it's a budgetary thing. So Joe, we don't have to do it right now. So if it is
not the best time from a financial standpoint, I don't feel rush. I think you're asking us to explore >> that work session. So, um, when we had a our vote in February,
remind me how long before that we really started the process of filing paperwork. I basically I'm wondering, you know, say we do a survey this winter and get feedback and we have meetings with students and other community groups throughout the winter. What
realistically would be a time we could put it on the ballot again? When would like when would the earliest be? >> I mean last year we were doing we're approving the review of comment at the October >> for a February election. >> So about four months ahead of time
>> at least. >> So >> I mean the last election next year will be the general election. >> So you'd have to do it >> 11us. So July mid summer. >> Yeah. I think the Yeah, I think it has
to be about >> So yeah, knowing that's the earliest we it'd be ideal if we could get something done if >> I mean if it's even a it's not even a decision that we put anything on the ballot, but having the information to know whether we could or want to
>> by that time to get it on the general election ballot, >> it'd be nice to have that as an option if we need it. >> And I think when we're having conversations with community members especially like reiterating this is only for the
facilities. So there will be a time when a board however it's made up comes back to you and says we need money to operate the district. It's like they have to be two separate things. >> There is also some I don't know strategy
is the right word but you know public awareness to when a sur is conded versus when the vote takes place. So if a survey was conducted in February of 2026 and a vote takes place in November of
2028, >> it's not to say that most of that community is still the same, but >> it's not it's you don't have that process of we did a survey 11 months ago, we did you know what I mean? It's a
little more in the past that people forget or even I've changed my mind since then. The economy's changed or you know >> I no longer have a high school student. >> So there is I mean I absolutely think we should be exploring that getting the pricing for it now. that decision for when the survey should take place I
think is something you all need to keep in mind for when would you realistically support going back to the ballot >> right >> and it shouldn't take place >> too far in advance of that >> like if this basically we have to be to a point where we would be in support of going out
>> in a reasonable amount of time from when the survey we we'd have to be in support of going back out on the ballot if the survey results come back showing that they would be favorable to that if they don't then that just ends the process But >> you have to be ready to go for it if the survey results.
>> What would the pros and cons be of putting the operation on at the same time but earlier than when it expires? >> Um is that also just market driven as to
when a district might do that? >> Um yeah, I mean really There there's no, you know, if you go for an operating referendum too early and it fails, you have you might have opportunities, you
know, you go for, you know, repeal and replace >> a repeal and replace or Yeah. say say we're going to go 460 student,000, whatever that number is, right? Um then,
you know, failed in November of 26. Is there any negatives to do that? >> Um or a little bit. I mean, you want you want to generally you want to put something on the ballot when it's a need only, right? You don't want to go to the borders when
it's this is what we've come up with as our need or significant community desire to have, you know, in the case of bond. And not to say the next time, but the consequence not come back
again. And then they finally just give them >> or they just apparent we do that voters don't know. >> Yeah. Right. >> Yeah. I mean one result of the survey could be that the community says we're not interested
in anything. Yeah. At this point in time as far as stadium facilities go no matter what the design would be. >> Right. In which case then our then our operating levy we can we don't have to tie it to a specific time frame. We can just wait till closer to the end of our 10ear cycle.
>> Well, we don't have to tie the operating levy to the athletic, you know, fields anyways, but they never have to be together. But we could >> No, they don't. You're right. So, the ones that did this past election, >> was it like contingent? Like if the operating levy passes, then then does
the building I think we put that together >> because that's another one. >> I'd rather give you actual >> Yeah. >> data and everything else right now. We can put that together >> because it's another one like if we were
to do them on the same ballot, it'd be just like what we did with River. I wouldn't want a stadium to pass before our operating. >> It wouldn't make any sense. But >> I think there would be Yeah, I would be curious to know how what the pass rate was when they were on together though just in general.
>> Some of them didn't just some of those. Yeah, I would just be curious on the ones where they were bond bond project and operating levy on the same one because I knew >> some of these had a combination big lake did Badger pass an operating building
bond and then they failed on the second building bond question that was contingent on both >> there's a city called Badger >> they have a badger >> so wonderful
hey bad news. >> It's the next place I'll go visit. >> It will be in bad >> because one benefit of putting them together is to Jen's point, then you've got built in the opportunity to educate people of here's why we have to ask separately for >> our operating levy and our building
bonds >> and there's also I mean the capital projects levy is also something where that's operating dollars with some restricted uses but against the different an operating.
>> Yeah, I saw there were a number of those the other day. So there's a that's something that you know we would want to have financial advisor show us the difference between let's say your target was to raise $2.5 million additional or
something would you be know what does that look like to the taxpayers if it's on a capital projects levy or on >> because it is different it does have a different tax impact So that would be an exercise.
I mean that's really the operating question the pros and cons >> there there are a number of those in the ballot last >> and I know that the there's the ability to extend your existing operating levy or increase by
is it 10 what is what is you can increase without going out to the voters for x amount not that I'm in favor of that but I don't think that that even matters for us because I don't think that's going to cover our operating what we're going to need. >> We're going to need more than what that would be. >> We can renew what we
>> and if you have an inflationary increase built in. Yeah, that would be but we don't have that. >> Oh, we don't. Okay. And if even if we did, I don't feel like that would be enough. >> Yeah. Now that you can renew, I'm sure everybody would opt to put that in.
In case everyone feel pretty good about where we're at with athletic facilities. >> Does anybody have any future topics they would like added? >> We already have the options to survey about the athletic complex coming back.
>> Um I through um the resource training solutions board I had a conversation last Friday um with a consult um Central Minnesota Libraries Exchange,
which I've never heard of. Um, but they are looking at increasing uh their awareness. They've been around for a long time. Um, basically they were put in place because of the state statutes a long time ago.
Anyways, the consultant that is working on their strategic plan specifically asked me when I was having a conversation with her on Friday if she could be invited to speak either at
a work session or at a meeting to bring awareness to what opportunities they have. Um they do things with brands. Um they're looking to do more professional development within our um for for our
library professionals um and things like that. >> What are they called? >> Central Minnesota library >> and they are resource and training >> an arm of resource and training solutions. >> They're their own entity but they have
things intertwined. Yes. >> Yes. >> But no resource is not my understanding is they're separate. There are things that intertwine with them um with staff and whatnot, but
Central Minnesota Library Exchange is Central Minnesota Library. >> And who was it that you >> Melissa? She is one of their consultants. And a lot of it is I think there's a lot
of people that don't realize we are by the way we are a member. It doesn't cost us anything to be a member. I didn't know that we were a member. A lot of people know a member. >> And that was part of the conversation was the fact that there's people in education that have been in education
for a long time that don't even know that they're they provide resources. So she wanted to come and speak to us about I think our community. Well, without any other further discussion, I will call our meeting
adjourned with 911. Good work, guys. It's faster than I thought it would be.